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Thank you for joining our class for the discussion on Autism. I think you made a valid point that just because one knows someone with Autism doesn’t mean, one knows Autism. Autism is different for everyone who experiences it. I believe that the school system needs to prepare educators to accommodate students with Autism, or any type of disabilities. I agree with the language can be very sensitive and that people should leave it to the students to determine how they want to be identified. Listening to this discussion helps me understand some more of the things that students with ASD. I think it would better if teachers spent less time trying to normalize the students and learned how to teach these students using different methods that would help them succeed. This discussion was very interesting and beneficial.
Hi Eveline.
I love it how you put it, “I think it would better if teachers spent less time trying to normalize the students.” I feel the same! To kids like Becky, autism is their reality; yet, she has been told her entire life (even by us, her family!) to try and act more “normal.” She often points out how people tell her “You’re awesome! Be yourself!” but when she is being herself, the people do not like it.
I must say, though, that when we expect her to learn how to control her impulses and frustrations we are not rejecting her exceptionality, but teaching her coping skills. We definitely make decisions about where we go, what we eat, and how we do things with her needs in mind. For example, since she is bothered by bright light and loud noises, we go to theme parks when it is later in the day and always have some ear plugs available.
I am so glad you found our discussion helpful!
Best,
Anna
I just wanna first start by saying thank you so much for coming in and giving us your time. It’s not easy to talk about these kind of things and experiences and I think it’s awesome that you were able to be vulnerable and okay with sharing your experiences. I’m sorry I couldn’t be there in class but after watching the video I thought it was very insightful. I know this may skew my “view” on autism but I didn’t know much about it before this presentation. I had watch a Netflix Series called Atypical and I loved the show. It’s about a teenage boy who has autism and his life. Then I started watching the show the Good Doctor. Also about a boy who has autism except he’s becoming a doctor in a hospital. From what I knew about Autism was just they tend to know a lot about one particular thing. So in atypical the guy loves penguins and knows multiple facts about penguins and then in the good doctor it’s obviously medicine and like surgery. Is there anything that Becky enjoys reading or writing similarly?
Also, I enjoyed the quiz in the beginning it really gave me a new perspective on autism. I think it’s awesome she strives in school and does well in large settings. I thought that was interesting how you mentioned she went to different classes/schools and she didn’t like it because either it was too small or she was constantly having a change in scenery.
Lastly, I just wanna say I think it’s amazing how you took initiative to learn all about autism to better your daughter. I think sometimes parents don’t want to admit or focus on things when their children has a “draw back” when in reality no one person is the same and we all deserve to be treated equally. Just because things may be harder doesn’t mean they don’t deserve the same opportunity.
Again, thank you so much for sharing about your experiences.
Dear Alexis,
thank you for such a warm letter. It took me a long time to wrap my head around autism–I never, ever anticipated I’d be writing this message to you today! Yet, I discovered a much more fulfilling life in the process, and I feel that we all (Becky, my husband, the boys) are now better people because of our struggles. I hope we somehow help other families, too.
I am so proud of Becky for telling her story–she is becoming quite the advocate. I need let her speak more for sure!
I keep hearing about the shows you mentioned, and I want to check them out, but never have time to watch TV anymore; maybe I will binge during Christmas break. Isn’t it funny how every movie or show with an autistic character (except for “Temple Grandin,” of course) features a male with ASD, not a female?
That’s a great question about Becky’s interests: when she was little, she enjoyed collecting acorns. Recently, she became fascinated with Scandinavian languages, as well as Mandarin–she taught herself to read and to count, and I often see her write down phrases in Finnish, Icelandic, Swedish, and Mandarin. She loves to make lists of words. She also likes astronomy, but not so much the part that has to do with astrophysics. I think she is just fascinated by all the “what-ifs” and the imagery. She also likes morbid things and plans to become a mortician, though I am yet to see her obsess over biology and anatomy. We’ll see 🙂
Thank you again for taking the time to share and to respond!
Best,
Anna
Hi Anna and Becky!
First i’d like to apologize for not being able to make it to your presentation. i was looking forwards to hearing about Autism as i’m not really familiar with what it is. i have watched your video and i feel like i have a good basic understanding about it now. I really enjoyed the facts you placed and spoke on in the beginning. I found most interesting was that autism is spectrum condition and that its different in all people, everyone’s autism is different and they struggle with different things. I had always thought it was the same thing in everyone that has it. also how the people dont realize they have it until they are in their adulthood. i thought that was really fascinating, that people could have Autism and not realize it! I appreciate that yall took the time and come speak and inform us on this topic and i really enjoyed the video. thank you!
Hi Wilmer.
Glad you got to see the video even though you could not make it to class. Becky and I were both so thrilled to tell our story. Autism is a fascinating disorder. There are times I feel like I am autistic, too: it’s the little things, mostly.
Cheers!
Anna
It was so kind and wonderful for you to come speak with our class about autism. I really liked how in your presentation you got me to really think about if I am even a little bit autistic with self reflection. It was so amazing to see how open you are about your personal life and experiences. I have a brother-in-law who has autism and he struggles so much in school because the teachers are not always patient with him. He has always just been considered a “bad student who does not work hard.” I think this really speaks to the classroom environment. I believe that when teachers are patient with the students and really focus on helping them to the best of their ability, it would help the students do better. I notice that a lot of teachers prejudge students before having the whole story. I want to not be like that when I become a teacher. I want to be able to know how to help my students with anything that they may have going on personally.
Thank you again for sharing and being so vulnerable with our class. I wish all the best for you guys.
Molly Mathis
Hi Molly.
Thank you so much for your thoughtful comment. It did take me a loooooooong time to become brave enough to face the reality of autism in our lives. It is much easier to think that your kid is a brat, rather than a person with a neurodevelopmental disorder. Becky and everyone else in our family is figuring it all out as we go.
You are certainly right about patience–it is always on my Christmas list as I often struggle to keep cool and calm. Teenagers… 🙂
I hope your brother-in-law finds his way–he will need every bit of support you can afford him. How old is he?
As I’m reading the slides and listening to the video, I enjoyed the things you spoke on about Autism. I first have had a little experience with autism, working at an after-school program. Honestly, when they bought him to me the first day, I was a little nervous because I didn’t know anything about Autism. But he taught me so much working with him every day. What stood out to me on your presentation was that 56% of People that are Autistic do not have a learning disability. And how there are different types of Autism. The iceberg slide was an eye opener because you never know how an autistic person is feeling based on their behavior. Thank you for coming to our class and I hope you can come back to USF and I could see both of you in person!
Best Wishes,
Arion Eston
Hi Arion.
I am glad you found our information useful. I am also glad you have experience working with a special needs child. I love it how you said that he taught you a lot. I am at USF all the time–I go to school here, too! Reach out to me any time annagonzalez@mail.usf.edu if you have questions or maybe if you are interested in ASD research!
-Anna
Hi Anna and Rebecca,
Thank you for your presentation to Dr. Braun’s class, unfortunately I was unable to attend but I found the video presentation and power point presentation to be very informative. There were many things I wasn’t aware of about autism before this presentation. I wasn’t aware that males are more likely to have autism than females. I also wasn’t aware that up to 56% of autistic people do not have a learning disability. That fact was very interesting to me because when some people hear the words autistic or autism, they might automatically associate those words with a learning disability which is not the case for some people. The part that stood out most was the slide that said it’s not faulty processing; it’s a different operating system. I thought that was a great way of describing autism, because they aren’t broken, they just have a different way of processing certain things. This presentation was helpful because when I worked at a daycare I had an autistic student and I was sometimes confused by his behavior but this presentation cleared up most of the confusion I had. Thank you again for your time and presentation.
Best Wishes,
Kiara Huffman
Hi Kiara.
It is great to hear from you!
I think there are just as many girls who are autistic, but they maybe more social and less hyperactive than boys; many just seem simply “reserved or “shy,” and do not get noticed until later. If you ever get to work with another autistic child, remember that they want to participate and be included, like everyone else in class, they just have no idea how. Contrary to what some people think, they are not loners! Sometimes, their senses are overloaded, or need stimulation, and they look like they are acting up. Be patient as much as you can.
I enjoyed your presentation very much. My favorite moment was in the 33:40’s when Anna asked if it would be fair for Becky to take a test if she struggles with language. This question struck home and got my gears turning. Most if not all students have some problem with standardized tests, whether it’s in practice or just the concept of them. One of my thoughts that arose because of the question ties in to what Anna said near the beginning of the presentation about Autism not being a mental disorder but a mental difference. Those who think differently, whose brains process at different speeds and in different ways from those assumed by a standardized test will be at an inherent disadvantage. Not because of intelligence or even ability but because of the nature of the test. This defeats the purpose of testing: to evaluate the knowledge and abilities of those being evaluated, leaving students like Becky in a bad place. Things may be assumed about them or done in response to poor test performance that are not beneficial for these students and can even harm their self-efficacy. I am so glad that you both are spreading awareness and reliable information about Autism as it relates to the classroom. As future educators, we aim to do just that, educate. You are empowering us to empower the next generation. So, thank you!
Ah, James.
Your comment inspires me and makes me want to press on. As a measurement and evaluation student, I ponder the purpose and the fairness a lot. On the one hand, we need tests to map our progress and to guide our efforts; on the other, no test can ever perfectly measure performance or ability–there will always be error. The high stakes that are placed on some tests is a different topic altogether. We are all measured and weighed the moment we come into this world, and we continue to be measured and weighed our entire lives. Yet, numbers are but one of many ways to watch lives unfold. We should convince as many others as we can to see past statistics and grades.
Warmly,
Anna
Hello Anna and Becky,
I am so thankful for getting to hear what you had to say but I am disappointed that I did not get to experience it in person. Thank you both for sharing your personal lives and for being so transparent with us! I think it is so cool that you are willing to share that with us and allow us an inside on your struggles and accomplishments. Thank you for explaining the breakdown of ASD and for explaining the causes and the truths on the topic. I was grateful for the breakdown because autism is much more complex than people think. I am glad for you to share how it is not a mental health illness but it is a difference in the brain. I think it is awesome how you are willing to share these things and educate people on this. This is encouraging to me because I want to be a teacher and with inclusion I could possibly teach a student who has autism. This is motivation because I know that a student with autism can be just as successful or even more successful than a student who does not. Thank you so much for coming in and allowing us to hear about your story and for giving us an opportunity to get to know you. Thank you!
Hi Amanda.
We loved sharing what we know. Becky seems to have a heart for advocacy, so perhaps, we will present again somewhere, someday, and you are invited!
I know you will make a difference as a teacher, and I am just as certain you will have students with autism because the incidence rate for ASD is on the rise. Just remember that if it is hard for you to get them to cooperate or to learn, it is much, much harder for them. Never give up, be creative–there is always a little “magic” key that opens up communication. Ask for help, seek advice, work with parents!
Cheers,
Anna
Hello Anna and Becky,
Thank you so much for sharing your personal life experiences with our class; it was very informational and enlightening. Something that I have heard about but never really understood was that autism falls on a spectrum. It’s an interesting thought that some people who are autistic, may not even know it because they don’t have a learning disability or other easier symptoms to identify with. Another simple, but overlooked factor is that people with autism grow up to have functioning adult lives. This ties back into your class content about what the purpose of school is. Some people argue that a major purpose of education and the school system is to create functioning citizens, which includes autistic children. As future teachers, we should be well versed in the diversities of disabilities and how to properly teach those students.
Hi Samantha.
Spectrum is a good way to describe all the different ways in which ASD exceptionality come through. Contrary to what you are saying, however, adults with ASD are underemployed everywhere in the world (Check out this study, for example, and there are many more studies with similar reports https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5870494/) . Even those who are not intellectually disabled and have college degrees struggle to find and keep jobs. Many occupy positions that do not match their level of education. I suspect that as long as we focus on “producing functioning citizens,” instead of trying to re-evaluate how we as a society define “inclusion” and “normality” in the 21st century, we will continue to fail individuals with disability, and ourselves, too!
Cheers!
Anna
Thank you both so much for taking the time to come and speak with our class, and present about Autism. I really like the quiz that you gave the class at the beginning because I think it can demystify what autism really is, and it shows us how we all can relate to some aspect of autism. I think that this idea of of us all being able to relate is important considering the social implications of the word autism. Your presentation did a really great job on breaking down what autism really is, and ensuring that it is not synonymous with disability. I really enjoyed that you spoke about how autism is not the same thing as a learning disability, and in fact just a different way the brain works. I think that puts the diagnosis of ASD in perspective for people who do not have autism, and may not have been exposed to others with it either. I also really appreciated when you spoke about when you were first noticing Becky might have autism, and the challenges that you both faced in the school. This is something I would really like to read more about. I work in a high school and some of the students I work with are autistic, and they each exhibit various behaviors you described, and each one in their own unique way. I would really love to know more about autisim in the various stages of life, such as late teens (senior in high school) which is the age group I primarily work with, and how they differ from children, of even adults.
Hi Madison.
I am so thrilled you liked the quiz. 🙂
It was adapted from an online resource created to provide guidance to adults who struggle to fit in and suspect they may be on the spectrum. You are right, I was hoping it will help set the mood for our conversation and to make us feel like we can relate.
As unique as every autistic person is, and as different as autism is from any other disorder or disability, there is one common theme here–acceptance and inclusion. It is hard work trying to make everyone feel welcome, but if it is hard for “us,” it is so much harder for “them.” I try to remember this every time Becky goes through a meltdown, and I wish I had more patience!
I am glad that you have an opportunity to work with autistic teens–all teens are an enigma, autistic teens are doubly so. I bet you are making discoveries every day.
Anna and Becky,
Thank you so much for visiting our class and providing us with your stories and statistics about autism. I think that teachers and students in the school system need to gain awareness about autism and I feel that we are moving forward in education. However, I also feel that we have a long way to go. I sometimes wish that the program I am in would better inform us about working with students with various disabilities, including autism. The conversation about terminology is intriguing to me. We have all been told to use the term “student with autism”. But after Becky’s input, I feel that I will begin to leave it up to the student to determine how they are referred to. This all goes back to the point that you make about not being able to make a generalization about autism based on the observation or relation to one person with autism. Of all the visuals you provided in your powerpoint, the picture of the iceberg really impacted me. All we can do is perceive the way others look and act. Nobody really knows what kind of thoughts and emotions are going on inside. Thank you so much for providing me with an informative resource I can use in the near future!
Best wishes,
Kaitlyn Gill
Hello Kaitlyn.
Thank you for your thoughtful comment. I have known Becky her entire life, and sometimes I feel like I do not know her at all! Some things I can predict; others are a complete mystery. More often than not, I look at “the tip of the iceberg” thinking I figured it out (whatever Becky’s behavior puzzles me), but then I realize that I only made a guess, and no matter how hard I try to peer into the waters below, I can only make out shadows and shapes. Perhaps, knowing “everything” about autism is not even the point–making sense of what quality of life means to them, being willing to meet an autistic person where he or she instead of trying to get them to live up to your expectations is really what’s important. I wonder about this…
Please feel free to reach us anytime with any questions.
Best,
Anna and Becky
Hi Anna and Becky,
This presentation was so informative and engaging. I really liked how the PowerPoint broke down causes of ASD and how there are still many unknown factors that can cause ASD. I think it is crazy how we still have not figured out the causes. What stood out to me was how one of the slides said that autism is not a mental health problem, that it is a difference in how your brain works. I never really thought of that before, so reading that really spoke to me. I also was very surprised when I read how 5 times as many males as females are diagnosed with autism, it makes me wonder why that is so and if there is a certain reason. I liked seeing you explain Becky’s drawing of how she sees herself and explain what you think Becky means through the drawing. Anna, your presentation and explanations of why you got into studying more to see what Becky is going through really stood out to me as well. Becky saying that she wants to get surgery to have her teeth sharpened like shark teeth was so cool! It was so interesting to see her relate to her drawing in that way. This has changed my perspective because it shows that not all students will think the same and they all learn differently. Educators must keep in mind that all students are different and think differently. Thank you for your presentation and more information on autism, I really learned so much!
Hi Ashley.
So glad you made some discoveries about autism! Way to notice the information about how more boys than girls get diagnosed with ASD. Personally, I think autism is just as common in girls as it is in boys, and I am convinced girls are underdiagnosed because they are more social by nature. In other words, they present with symptoms differently than boys. There is some research that backs up my guess.
I sincerely hope she does not file her teeth into the shark pattern. Her smile is so beautiful the way it is now! 🙂
Hi Anna and Becky
First off my mom would like to say hi to Becky because her name is Becky too, and she has been a teacher for 11 years and has never met a student named Becky!
I would like to say thank you to you both for coming to speak to our class and say that I am very sorry that I could not attend. I thought it was interesting when you spoke about how Becky had a teacher who was very value driven and did not necessarily know what it was like to have autistic children in her class and how to understand their behavior. My cousin has autism and has dealt with the same issue; his third-grade teacher was convinced he was a bad student and my aunt was a bad mother and would not give him classroom accommodations. Considering this, I think this speaks volumes to the current classroom environment. Some teachers are older/have different values and standards and aren’t trained/willing to accept students for who they are. I would love to know what you two think about that.
Thanks again!
Hello, Katherine and Becky.
Becky says, “don’t be sorry you could not attend. It’s all good. It’s cool that your mom is also Becky. I only had one teacher who did not understand that autism is a real thing. Most other of my teachers are more accepting.”
From Anna: I have met wonderful teachers who are older. One of them really helped us get through last year–she taught Becky’s math remediation group.
Truth is, we all get stubborn for whatever reasons, and we all make mistakes. The trick is to keep moving to avoid stagnation and to try to have an open mind. Asking for help and advice is important, too!
Hats off to your mom for being a teacher for so many years. She must be amazing since you followed her footsteps.
It was so nice hearing what you had to say and it is unfortunate I could not attend the guest lecture you guys gave to Dr. Brauns classes. It is very sad that we have not even started finding a cause for autism with the advancements in science here in the Western World. It was very interesting to hear Beckys opinions on certain things like making friends, what makes her happy and school life. I loved your positive outlook on it by stating things like “Its not a Mental Health Problem, its a difference in the brain”. After watching this lecture, I realized that Autism is even more complex than I had thought. I have experience working with children who have autism and I knew about how all children lay on a spectrum, but I did not realize how complex the science and the process behind diagnosing really was. I did not know the diverse criteria and hoops you must jump through. I found the topic of her lucid dreams and dream journals extremely interesting. Becky, I have always wanted to Lucid Dream, I wish you could teach me how to do it. I have seen a similar type of obsession characteristic in children that I have worked with before in the past. It is great to see how Becky is like all the other kids and loves reading and writing.
If you can respond, I do have a few questions. 1. How is the battle with getting accommodations inside the classroom going? Do you see it reaching an end, or it being an ongoing battle?
Thank you again for coming to speak with us, you have really opened up my eyes to the diverse areas of autism and helped me answer some questions I have had in the past about Autism.
Hey Stephen.
We missed you! 🙂
I used to drive myself crazy trying to figure out why Becky has autism, but then it dawned on me that it does not matter–she is who she is because of her little idiosyncrasies and quirks, and that is one of our realities. I do wish she did not have to experience anxiety and depression the way she does.
I am so happy you have had the opportunity to work with a few people with ASD! If you are genuine and open-minded (which you are, I feel it!), you will find that you are not really just helping them–they are, in fact, are helping you to become a better person.
Thank you for your questions. I am happy to report that last year, she finally received her accommodations through the 504 plan. We just had an annual review two weeks ago, and the only thing we added was a preference for taking tests via paper and pencil rather than electronically (she loves to feel the texture of paper, and the computer screen is usually too bright–her eyes hurt and she gets distracted).
We also resurrected the IEP process last week. Previously, her middle school principal tried to assure us “she is too smart to have an IEP,” (and therefore, showed himself completely ignorant about what IEPs are meant to do). Now that she is in a different school, we hope to devise a plan that does not just accommodate her special needs but helps create additional vocational and educational options for her in the future. It certainly feels like it has been a battle, but getting an IEP is only a small part of the process because putting the plan to action is where the real struggle will be. We hope her teachers not only abide but actively contribute to the IEP design, and then keep looking for ways to improve it long after it has been signed into existence. So far, the teachers have been great and willing to go out of their way to help Becky learn. Fingers crossed.
Thank you for your kind words. Becky and I enjoyed your comment. She said she has some tips for you about lucid dreaming and will try share them with you later 🙂
Best,
Anna
Starting off it’s always interesting to hear about people who have lived in other places for so long, and it was especially cool to hear that Anna has officially lived here longer than she has in Russia! It’s similar to my dad who was born in Puerto Rico but has also lived here in the US longer than the place he was born. What was interesting to me was how there are so many different criteria and examples that may or may not point to autistic behavior but might not make someone have ASD. There is a lot of struggle and situational behaviors that someone with ASD goes through, and a lot of the situations presented are probably things that people with ASD face on a common basis. It connects with class content because things such as this disorder show a very concrete line where some students need a little extra help to be on the same playing field as others. The public school system has to provide an equal platform for all students, but some students may need help in specific areas in order to compete academically with everybody else. People with ASD are NOT less intelligent, but the methods for achieving success is a bit unique, and there needs to be some sort of adaptation in the classroom. This was talked about and well displayed in the slide talking about equality vs. equity. Being a bit more broad, this sort of example goes beyond just disorders, but also people that are of different ethnicities or races or even different sexes and sexual orientations. Certain students may be at a disadvantage or advantage than others, and it’s important to play to their strengths but also accommodate for their weaknesses. The lecture/presentation was very informative and I appreciate you going out of your way for us, thank you!
Hi Alvin. Becky’s dad, my husband, is from Puerto Rico, too!
I think you are spot on with your comment about how people with autism struggle with “situational” behaviors–there are times when Becky becomes really upset, and we have no idea why! For example, she hates the “Happy Birthday” song and gets agitated when she hears it… sometimes, it is the littlest, silliest things that make her life miserable.
I like it that you brought up how “otherness” (be it due to ethnicity, sexual orientation, or anything else, really) may put people at a disadvantage, but I think it is a “disadvantage” only if it is presented this way. What is “success,” anyway? To Becky, autism is not a disadvantage, it is a part of her identity, and I am so glad she taught me this! Similarly, her vision of success may be very different from what we keep trying to paint for her.
So glad you liked our presentation. Thank you for watching!
–Anna
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Thank you for joining our class for the discussion on Autism. I think you made a valid point that just because one knows someone with Autism doesn’t mean, one knows Autism. Autism is different for everyone who experiences it. I believe that the school system needs to prepare educators to accommodate students with Autism, or any type of disabilities. I agree with the language can be very sensitive and that people should leave it to the students to determine how they want to be identified. Listening to this discussion helps me understand some more of the things that students with ASD. I think it would better if teachers spent less time trying to normalize the students and learned how to teach these students using different methods that would help them succeed. This discussion was very interesting and beneficial.
Hi Eveline.
I love it how you put it, “I think it would better if teachers spent less time trying to normalize the students.” I feel the same! To kids like Becky, autism is their reality; yet, she has been told her entire life (even by us, her family!) to try and act more “normal.” She often points out how people tell her “You’re awesome! Be yourself!” but when she is being herself, the people do not like it.
I must say, though, that when we expect her to learn how to control her impulses and frustrations we are not rejecting her exceptionality, but teaching her coping skills. We definitely make decisions about where we go, what we eat, and how we do things with her needs in mind. For example, since she is bothered by bright light and loud noises, we go to theme parks when it is later in the day and always have some ear plugs available.
I am so glad you found our discussion helpful!
Best,
Anna
Hi Anna and Becky,
I just wanna first start by saying thank you so much for coming in and giving us your time. It’s not easy to talk about these kind of things and experiences and I think it’s awesome that you were able to be vulnerable and okay with sharing your experiences. I’m sorry I couldn’t be there in class but after watching the video I thought it was very insightful. I know this may skew my “view” on autism but I didn’t know much about it before this presentation. I had watch a Netflix Series called Atypical and I loved the show. It’s about a teenage boy who has autism and his life. Then I started watching the show the Good Doctor. Also about a boy who has autism except he’s becoming a doctor in a hospital. From what I knew about Autism was just they tend to know a lot about one particular thing. So in atypical the guy loves penguins and knows multiple facts about penguins and then in the good doctor it’s obviously medicine and like surgery. Is there anything that Becky enjoys reading or writing similarly?
Also, I enjoyed the quiz in the beginning it really gave me a new perspective on autism. I think it’s awesome she strives in school and does well in large settings. I thought that was interesting how you mentioned she went to different classes/schools and she didn’t like it because either it was too small or she was constantly having a change in scenery.
Lastly, I just wanna say I think it’s amazing how you took initiative to learn all about autism to better your daughter. I think sometimes parents don’t want to admit or focus on things when their children has a “draw back” when in reality no one person is the same and we all deserve to be treated equally. Just because things may be harder doesn’t mean they don’t deserve the same opportunity.
Again, thank you so much for sharing about your experiences.
-Alexis Rodriguez
Dear Alexis,
thank you for such a warm letter. It took me a long time to wrap my head around autism–I never, ever anticipated I’d be writing this message to you today! Yet, I discovered a much more fulfilling life in the process, and I feel that we all (Becky, my husband, the boys) are now better people because of our struggles. I hope we somehow help other families, too.
I am so proud of Becky for telling her story–she is becoming quite the advocate. I need let her speak more for sure!
I keep hearing about the shows you mentioned, and I want to check them out, but never have time to watch TV anymore; maybe I will binge during Christmas break. Isn’t it funny how every movie or show with an autistic character (except for “Temple Grandin,” of course) features a male with ASD, not a female?
That’s a great question about Becky’s interests: when she was little, she enjoyed collecting acorns. Recently, she became fascinated with Scandinavian languages, as well as Mandarin–she taught herself to read and to count, and I often see her write down phrases in Finnish, Icelandic, Swedish, and Mandarin. She loves to make lists of words. She also likes astronomy, but not so much the part that has to do with astrophysics. I think she is just fascinated by all the “what-ifs” and the imagery. She also likes morbid things and plans to become a mortician, though I am yet to see her obsess over biology and anatomy. We’ll see 🙂
Thank you again for taking the time to share and to respond!
Best,
Anna
Hi Anna and Becky!
First i’d like to apologize for not being able to make it to your presentation. i was looking forwards to hearing about Autism as i’m not really familiar with what it is. i have watched your video and i feel like i have a good basic understanding about it now. I really enjoyed the facts you placed and spoke on in the beginning. I found most interesting was that autism is spectrum condition and that its different in all people, everyone’s autism is different and they struggle with different things. I had always thought it was the same thing in everyone that has it. also how the people dont realize they have it until they are in their adulthood. i thought that was really fascinating, that people could have Autism and not realize it! I appreciate that yall took the time and come speak and inform us on this topic and i really enjoyed the video. thank you!
Hi Wilmer.
Glad you got to see the video even though you could not make it to class. Becky and I were both so thrilled to tell our story. Autism is a fascinating disorder. There are times I feel like I am autistic, too: it’s the little things, mostly.
Cheers!
Anna
Hey Anna and Becky,
It was so kind and wonderful for you to come speak with our class about autism. I really liked how in your presentation you got me to really think about if I am even a little bit autistic with self reflection. It was so amazing to see how open you are about your personal life and experiences. I have a brother-in-law who has autism and he struggles so much in school because the teachers are not always patient with him. He has always just been considered a “bad student who does not work hard.” I think this really speaks to the classroom environment. I believe that when teachers are patient with the students and really focus on helping them to the best of their ability, it would help the students do better. I notice that a lot of teachers prejudge students before having the whole story. I want to not be like that when I become a teacher. I want to be able to know how to help my students with anything that they may have going on personally.
Thank you again for sharing and being so vulnerable with our class. I wish all the best for you guys.
Molly Mathis
Hi Molly.
Thank you so much for your thoughtful comment. It did take me a loooooooong time to become brave enough to face the reality of autism in our lives. It is much easier to think that your kid is a brat, rather than a person with a neurodevelopmental disorder. Becky and everyone else in our family is figuring it all out as we go.
You are certainly right about patience–it is always on my Christmas list as I often struggle to keep cool and calm. Teenagers… 🙂
I hope your brother-in-law finds his way–he will need every bit of support you can afford him. How old is he?
Best,
Anna
Hi Anna and Becky
As I’m reading the slides and listening to the video, I enjoyed the things you spoke on about Autism. I first have had a little experience with autism, working at an after-school program. Honestly, when they bought him to me the first day, I was a little nervous because I didn’t know anything about Autism. But he taught me so much working with him every day. What stood out to me on your presentation was that 56% of People that are Autistic do not have a learning disability. And how there are different types of Autism. The iceberg slide was an eye opener because you never know how an autistic person is feeling based on their behavior. Thank you for coming to our class and I hope you can come back to USF and I could see both of you in person!
Best Wishes,
Arion Eston
Hi Arion.
I am glad you found our information useful. I am also glad you have experience working with a special needs child. I love it how you said that he taught you a lot. I am at USF all the time–I go to school here, too! Reach out to me any time annagonzalez@mail.usf.edu if you have questions or maybe if you are interested in ASD research!
-Anna
Hi Anna and Rebecca,
Thank you for your presentation to Dr. Braun’s class, unfortunately I was unable to attend but I found the video presentation and power point presentation to be very informative. There were many things I wasn’t aware of about autism before this presentation. I wasn’t aware that males are more likely to have autism than females. I also wasn’t aware that up to 56% of autistic people do not have a learning disability. That fact was very interesting to me because when some people hear the words autistic or autism, they might automatically associate those words with a learning disability which is not the case for some people. The part that stood out most was the slide that said it’s not faulty processing; it’s a different operating system. I thought that was a great way of describing autism, because they aren’t broken, they just have a different way of processing certain things. This presentation was helpful because when I worked at a daycare I had an autistic student and I was sometimes confused by his behavior but this presentation cleared up most of the confusion I had. Thank you again for your time and presentation.
Best Wishes,
Kiara Huffman
Hi Kiara.
It is great to hear from you!
I think there are just as many girls who are autistic, but they maybe more social and less hyperactive than boys; many just seem simply “reserved or “shy,” and do not get noticed until later. If you ever get to work with another autistic child, remember that they want to participate and be included, like everyone else in class, they just have no idea how. Contrary to what some people think, they are not loners! Sometimes, their senses are overloaded, or need stimulation, and they look like they are acting up. Be patient as much as you can.
Cheers!
Anna
Hello Anna and Becky,
I enjoyed your presentation very much. My favorite moment was in the 33:40’s when Anna asked if it would be fair for Becky to take a test if she struggles with language. This question struck home and got my gears turning. Most if not all students have some problem with standardized tests, whether it’s in practice or just the concept of them. One of my thoughts that arose because of the question ties in to what Anna said near the beginning of the presentation about Autism not being a mental disorder but a mental difference. Those who think differently, whose brains process at different speeds and in different ways from those assumed by a standardized test will be at an inherent disadvantage. Not because of intelligence or even ability but because of the nature of the test. This defeats the purpose of testing: to evaluate the knowledge and abilities of those being evaluated, leaving students like Becky in a bad place. Things may be assumed about them or done in response to poor test performance that are not beneficial for these students and can even harm their self-efficacy. I am so glad that you both are spreading awareness and reliable information about Autism as it relates to the classroom. As future educators, we aim to do just that, educate. You are empowering us to empower the next generation. So, thank you!
Best wishes,
James Shiver
Ah, James.
Your comment inspires me and makes me want to press on. As a measurement and evaluation student, I ponder the purpose and the fairness a lot. On the one hand, we need tests to map our progress and to guide our efforts; on the other, no test can ever perfectly measure performance or ability–there will always be error. The high stakes that are placed on some tests is a different topic altogether. We are all measured and weighed the moment we come into this world, and we continue to be measured and weighed our entire lives. Yet, numbers are but one of many ways to watch lives unfold. We should convince as many others as we can to see past statistics and grades.
Warmly,
Anna
Hello Anna and Becky,
I am so thankful for getting to hear what you had to say but I am disappointed that I did not get to experience it in person. Thank you both for sharing your personal lives and for being so transparent with us! I think it is so cool that you are willing to share that with us and allow us an inside on your struggles and accomplishments. Thank you for explaining the breakdown of ASD and for explaining the causes and the truths on the topic. I was grateful for the breakdown because autism is much more complex than people think. I am glad for you to share how it is not a mental health illness but it is a difference in the brain. I think it is awesome how you are willing to share these things and educate people on this. This is encouraging to me because I want to be a teacher and with inclusion I could possibly teach a student who has autism. This is motivation because I know that a student with autism can be just as successful or even more successful than a student who does not. Thank you so much for coming in and allowing us to hear about your story and for giving us an opportunity to get to know you. Thank you!
Hi Amanda.
We loved sharing what we know. Becky seems to have a heart for advocacy, so perhaps, we will present again somewhere, someday, and you are invited!
I know you will make a difference as a teacher, and I am just as certain you will have students with autism because the incidence rate for ASD is on the rise. Just remember that if it is hard for you to get them to cooperate or to learn, it is much, much harder for them. Never give up, be creative–there is always a little “magic” key that opens up communication. Ask for help, seek advice, work with parents!
Cheers,
Anna
Hello Anna and Becky,
Thank you so much for sharing your personal life experiences with our class; it was very informational and enlightening. Something that I have heard about but never really understood was that autism falls on a spectrum. It’s an interesting thought that some people who are autistic, may not even know it because they don’t have a learning disability or other easier symptoms to identify with. Another simple, but overlooked factor is that people with autism grow up to have functioning adult lives. This ties back into your class content about what the purpose of school is. Some people argue that a major purpose of education and the school system is to create functioning citizens, which includes autistic children. As future teachers, we should be well versed in the diversities of disabilities and how to properly teach those students.
Hi Samantha.
Spectrum is a good way to describe all the different ways in which ASD exceptionality come through. Contrary to what you are saying, however, adults with ASD are underemployed everywhere in the world (Check out this study, for example, and there are many more studies with similar reports https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5870494/) . Even those who are not intellectually disabled and have college degrees struggle to find and keep jobs. Many occupy positions that do not match their level of education. I suspect that as long as we focus on “producing functioning citizens,” instead of trying to re-evaluate how we as a society define “inclusion” and “normality” in the 21st century, we will continue to fail individuals with disability, and ourselves, too!
Cheers!
Anna
Hi Anna and Becky,
Thank you both so much for taking the time to come and speak with our class, and present about Autism. I really like the quiz that you gave the class at the beginning because I think it can demystify what autism really is, and it shows us how we all can relate to some aspect of autism. I think that this idea of of us all being able to relate is important considering the social implications of the word autism. Your presentation did a really great job on breaking down what autism really is, and ensuring that it is not synonymous with disability. I really enjoyed that you spoke about how autism is not the same thing as a learning disability, and in fact just a different way the brain works. I think that puts the diagnosis of ASD in perspective for people who do not have autism, and may not have been exposed to others with it either. I also really appreciated when you spoke about when you were first noticing Becky might have autism, and the challenges that you both faced in the school. This is something I would really like to read more about. I work in a high school and some of the students I work with are autistic, and they each exhibit various behaviors you described, and each one in their own unique way. I would really love to know more about autisim in the various stages of life, such as late teens (senior in high school) which is the age group I primarily work with, and how they differ from children, of even adults.
Hi Madison.
I am so thrilled you liked the quiz. 🙂
It was adapted from an online resource created to provide guidance to adults who struggle to fit in and suspect they may be on the spectrum. You are right, I was hoping it will help set the mood for our conversation and to make us feel like we can relate.
As unique as every autistic person is, and as different as autism is from any other disorder or disability, there is one common theme here–acceptance and inclusion. It is hard work trying to make everyone feel welcome, but if it is hard for “us,” it is so much harder for “them.” I try to remember this every time Becky goes through a meltdown, and I wish I had more patience!
I am glad that you have an opportunity to work with autistic teens–all teens are an enigma, autistic teens are doubly so. I bet you are making discoveries every day.
Cheers!
Anna
Anna and Becky,
Thank you so much for visiting our class and providing us with your stories and statistics about autism. I think that teachers and students in the school system need to gain awareness about autism and I feel that we are moving forward in education. However, I also feel that we have a long way to go. I sometimes wish that the program I am in would better inform us about working with students with various disabilities, including autism. The conversation about terminology is intriguing to me. We have all been told to use the term “student with autism”. But after Becky’s input, I feel that I will begin to leave it up to the student to determine how they are referred to. This all goes back to the point that you make about not being able to make a generalization about autism based on the observation or relation to one person with autism. Of all the visuals you provided in your powerpoint, the picture of the iceberg really impacted me. All we can do is perceive the way others look and act. Nobody really knows what kind of thoughts and emotions are going on inside. Thank you so much for providing me with an informative resource I can use in the near future!
Best wishes,
Kaitlyn Gill
Hello Kaitlyn.
Thank you for your thoughtful comment. I have known Becky her entire life, and sometimes I feel like I do not know her at all! Some things I can predict; others are a complete mystery. More often than not, I look at “the tip of the iceberg” thinking I figured it out (whatever Becky’s behavior puzzles me), but then I realize that I only made a guess, and no matter how hard I try to peer into the waters below, I can only make out shadows and shapes. Perhaps, knowing “everything” about autism is not even the point–making sense of what quality of life means to them, being willing to meet an autistic person where he or she instead of trying to get them to live up to your expectations is really what’s important. I wonder about this…
Please feel free to reach us anytime with any questions.
Best,
Anna and Becky
Hi Anna and Becky,
This presentation was so informative and engaging. I really liked how the PowerPoint broke down causes of ASD and how there are still many unknown factors that can cause ASD. I think it is crazy how we still have not figured out the causes. What stood out to me was how one of the slides said that autism is not a mental health problem, that it is a difference in how your brain works. I never really thought of that before, so reading that really spoke to me. I also was very surprised when I read how 5 times as many males as females are diagnosed with autism, it makes me wonder why that is so and if there is a certain reason. I liked seeing you explain Becky’s drawing of how she sees herself and explain what you think Becky means through the drawing. Anna, your presentation and explanations of why you got into studying more to see what Becky is going through really stood out to me as well. Becky saying that she wants to get surgery to have her teeth sharpened like shark teeth was so cool! It was so interesting to see her relate to her drawing in that way. This has changed my perspective because it shows that not all students will think the same and they all learn differently. Educators must keep in mind that all students are different and think differently. Thank you for your presentation and more information on autism, I really learned so much!
Hi Ashley.
So glad you made some discoveries about autism! Way to notice the information about how more boys than girls get diagnosed with ASD. Personally, I think autism is just as common in girls as it is in boys, and I am convinced girls are underdiagnosed because they are more social by nature. In other words, they present with symptoms differently than boys. There is some research that backs up my guess.
I sincerely hope she does not file her teeth into the shark pattern. Her smile is so beautiful the way it is now! 🙂
Hi Anna and Becky
First off my mom would like to say hi to Becky because her name is Becky too, and she has been a teacher for 11 years and has never met a student named Becky!
I would like to say thank you to you both for coming to speak to our class and say that I am very sorry that I could not attend. I thought it was interesting when you spoke about how Becky had a teacher who was very value driven and did not necessarily know what it was like to have autistic children in her class and how to understand their behavior. My cousin has autism and has dealt with the same issue; his third-grade teacher was convinced he was a bad student and my aunt was a bad mother and would not give him classroom accommodations. Considering this, I think this speaks volumes to the current classroom environment. Some teachers are older/have different values and standards and aren’t trained/willing to accept students for who they are. I would love to know what you two think about that.
Thanks again!
Hello, Katherine and Becky.
Becky says, “don’t be sorry you could not attend. It’s all good. It’s cool that your mom is also Becky. I only had one teacher who did not understand that autism is a real thing. Most other of my teachers are more accepting.”
From Anna: I have met wonderful teachers who are older. One of them really helped us get through last year–she taught Becky’s math remediation group.
Truth is, we all get stubborn for whatever reasons, and we all make mistakes. The trick is to keep moving to avoid stagnation and to try to have an open mind. Asking for help and advice is important, too!
Hats off to your mom for being a teacher for so many years. She must be amazing since you followed her footsteps.
Anna and Rebecca (Becky),
It was so nice hearing what you had to say and it is unfortunate I could not attend the guest lecture you guys gave to Dr. Brauns classes. It is very sad that we have not even started finding a cause for autism with the advancements in science here in the Western World. It was very interesting to hear Beckys opinions on certain things like making friends, what makes her happy and school life. I loved your positive outlook on it by stating things like “Its not a Mental Health Problem, its a difference in the brain”. After watching this lecture, I realized that Autism is even more complex than I had thought. I have experience working with children who have autism and I knew about how all children lay on a spectrum, but I did not realize how complex the science and the process behind diagnosing really was. I did not know the diverse criteria and hoops you must jump through. I found the topic of her lucid dreams and dream journals extremely interesting. Becky, I have always wanted to Lucid Dream, I wish you could teach me how to do it. I have seen a similar type of obsession characteristic in children that I have worked with before in the past. It is great to see how Becky is like all the other kids and loves reading and writing.
If you can respond, I do have a few questions. 1. How is the battle with getting accommodations inside the classroom going? Do you see it reaching an end, or it being an ongoing battle?
Thank you again for coming to speak with us, you have really opened up my eyes to the diverse areas of autism and helped me answer some questions I have had in the past about Autism.
Hey Stephen.
We missed you! 🙂
I used to drive myself crazy trying to figure out why Becky has autism, but then it dawned on me that it does not matter–she is who she is because of her little idiosyncrasies and quirks, and that is one of our realities. I do wish she did not have to experience anxiety and depression the way she does.
I am so happy you have had the opportunity to work with a few people with ASD! If you are genuine and open-minded (which you are, I feel it!), you will find that you are not really just helping them–they are, in fact, are helping you to become a better person.
Thank you for your questions. I am happy to report that last year, she finally received her accommodations through the 504 plan. We just had an annual review two weeks ago, and the only thing we added was a preference for taking tests via paper and pencil rather than electronically (she loves to feel the texture of paper, and the computer screen is usually too bright–her eyes hurt and she gets distracted).
We also resurrected the IEP process last week. Previously, her middle school principal tried to assure us “she is too smart to have an IEP,” (and therefore, showed himself completely ignorant about what IEPs are meant to do). Now that she is in a different school, we hope to devise a plan that does not just accommodate her special needs but helps create additional vocational and educational options for her in the future. It certainly feels like it has been a battle, but getting an IEP is only a small part of the process because putting the plan to action is where the real struggle will be. We hope her teachers not only abide but actively contribute to the IEP design, and then keep looking for ways to improve it long after it has been signed into existence. So far, the teachers have been great and willing to go out of their way to help Becky learn. Fingers crossed.
Thank you for your kind words. Becky and I enjoyed your comment. She said she has some tips for you about lucid dreaming and will try share them with you later 🙂
Best,
Anna
Starting off it’s always interesting to hear about people who have lived in other places for so long, and it was especially cool to hear that Anna has officially lived here longer than she has in Russia! It’s similar to my dad who was born in Puerto Rico but has also lived here in the US longer than the place he was born. What was interesting to me was how there are so many different criteria and examples that may or may not point to autistic behavior but might not make someone have ASD. There is a lot of struggle and situational behaviors that someone with ASD goes through, and a lot of the situations presented are probably things that people with ASD face on a common basis. It connects with class content because things such as this disorder show a very concrete line where some students need a little extra help to be on the same playing field as others. The public school system has to provide an equal platform for all students, but some students may need help in specific areas in order to compete academically with everybody else. People with ASD are NOT less intelligent, but the methods for achieving success is a bit unique, and there needs to be some sort of adaptation in the classroom. This was talked about and well displayed in the slide talking about equality vs. equity. Being a bit more broad, this sort of example goes beyond just disorders, but also people that are of different ethnicities or races or even different sexes and sexual orientations. Certain students may be at a disadvantage or advantage than others, and it’s important to play to their strengths but also accommodate for their weaknesses. The lecture/presentation was very informative and I appreciate you going out of your way for us, thank you!
Hi Alvin. Becky’s dad, my husband, is from Puerto Rico, too!
I think you are spot on with your comment about how people with autism struggle with “situational” behaviors–there are times when Becky becomes really upset, and we have no idea why! For example, she hates the “Happy Birthday” song and gets agitated when she hears it… sometimes, it is the littlest, silliest things that make her life miserable.
I like it that you brought up how “otherness” (be it due to ethnicity, sexual orientation, or anything else, really) may put people at a disadvantage, but I think it is a “disadvantage” only if it is presented this way. What is “success,” anyway? To Becky, autism is not a disadvantage, it is a part of her identity, and I am so glad she taught me this! Similarly, her vision of success may be very different from what we keep trying to paint for her.
So glad you liked our presentation. Thank you for watching!
–Anna