Have you heard of Temple Grandin? She is an amazing American woman who was diagnosed with autism in the 1950’s at a time when most people with autism were institutionalised away from their communities. With the support and advocacy of her mother and the help of teachers and mentors who worked together and believed in Temple’s strengths and potential, she has become a renowned professor of animal sciences, a New York Times best-selling author and autism advocate.
I believe there are three key themes to Temple’s story:
· building on strengths
· seeing potential
· working together.
Strengths
A few years ago, my friend Jenny and I went on a whirlwind 24-hour trip to Melbourne to hear Temple speak (see photo). A key part of her message was to build on the strengths of children with autism. She acknowledged that there are certain areas in which these children may struggle (for example algebra made no sense to her!) She does support giving children additional assistance in the areas in which they struggle, however emphasised that if a child is strong in maths, for example, then nurture that and let them shine in the areas in which they can they can. And it doesn’t have to be academics. Giving children time and opportunity to use and develop their strengths can lead to so many other positive outcomes. Many of the children I have worked with love to build with Lego or blocks. Allowing them time to use and develop those skills has given them opportunity to grow in other areas such as positive social interaction and communication. Starting with what a child loves, enjoys doing or is strong in, could lead to unlocking potential not yet discovered.
Potential
Temple’s mother and teachers saw the potential in her. They knew her well and nurtured her towards achieving her potential. But it wasn’t all rainbows and lollipops or giving her everything she wanted. Temple discusses on her website (www.templegrandin.com) how her mother made her learn social skills by hosting parties and work skills by working on the farm. What it was, was positive and supportive. Seeing the potential in others creates an environment of possibility, builds self-worth and can bring a strong sense of satisfaction when growth is made towards realising that potential. Children with autism can often make what may seem like such small increments of growth, but if we can see these and acknowledge them then belief in that child’s potential can propel them into a positive fulfilling future.
Collaboration
Finally, Temple’s mother, teachers and mentors worked together. In her book, The Autistic Brain, she describes how, even at a young age her mother and class teacher had consistent expectations of Temple and that by being on the same page the adults in her life worked collaboratively to teach her not only academic lessons but life lessons. Schools, therapists, health professionals and parents and carers form a major part of the community through which children (in particular those with autism and other disabilities) can thrive and flourish. In my experience the more effectively the adults in a child’s life can communicate and collaborate with the collective goals of the child’s best interest in mind, the more growth and progress a child will make.
Temple Grandin’s life is an inspiring story of dedication and commitment to her potential. Whether it’s becoming a famous scientist, or a gardener who plays piano, every child’s strength and potential are unique. My belief is that strong positive support and nurture from all adults in a child’s life is key to seeing them grow and become who they were born to be, able to beautifully and uniquely contribute to society in a way that sees them fulfilled and happy.
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