Thinking In Pictures by Temple Grandin

Thinking In Pictures by Temple Grandin NOTES Foreword:  written by Oliver Sacks     Wrote an article about Temple Grandin Describes meeting temple, her life He lists her numerous scientific papers He talks about the struggles of Temple when it came to writing the book Chapter 1:  How autism affects her  How she thinks through pictures  Different ways of thinking  People with autism like a lot of sameness and need to stay within their routine  Three years old is the age that parents realize there is a developmental delay  Boys are four times more likely to have autism than girls  Temple was formally diagnosed with autism when she was forty  Temple began to speak at 3.5 years old  When Temple went to college, she realized some people only think verbally  Everyone on the autism spectrum, have difficulty forming concepts  Temple lacks the realization that people think differently than her Chapter 2  Those on the spectrum have delayed speech, can have flexible thinking  The spectrum has a cognition and sensory side to it  Being autistic is not all of whom someone is  Disability shouldn’t be viewed as a problem  Awareness is important especially at a young age (Julia is Sesame Street)  “Breeding Out Disease” – taking out the individuality of individuals. Chapter 3  Cattle squeeze chute discussion in the beginning  Temple creates her own chute; animals need it to receive medication; putting your head between the bars stabilizes it  In Temple’s version for humans- children lay down; supposed to relax them and make them feel safe  The problems with senses for autistic people  Almost all autistic people experience problems with seeing  The sense of touch is therapeutic; can be used to teach words  504s and IEPs rely on student self-advocacy; students need to be considerate in their education process  Story about Theresa – blind and autistic; touch helped her develop a state of mind; connection to Helen Keller  Temple Grandin as a star example of how to go about autism  Adoption aspect  The aspect of it being morally wrong to get an abortion  On the corner of a street in New York City:  I hear beeping from cars and taxis, music, people talking  I see people rushing, laughing, smiling, taking pictures, frustration  I feel alive  Rewrite: loud, sirens, people having no concern for others  In a coffee shop/diner  I see food, people, waiters rushing  I hear people talking, kids crying  I feel hungry, awake  Rewrite: overwhelmed, loud, not as relaxed Chapter 4  Refer to chapter Chapter 5  Refer to chapter Chapter 6  Starts with a timeline about her life  Facts about autism in terms of biochemistry and medicine  Age 14 puberty- fright, nerve attacks, anxiety  Age 30- attacks destroying here, stress related to health problems  House bound because of anxiety  First woman board member of American society of agricultural consultants  Age 34- fear of going blind, first look into biochemistry; operation of skin cancer from eyelid  Antidepressants – huge role in her life  Anafranil and Prozac are affective for people with autism  Wrong drug- seizures  Temple takes norpramin  Frontal lobe epilepsy – sudden outbursts of rage  Emphasis of support system and background  Antidepressant saved temple; squeeze machine stopped working Chapter 7  Accessible services  Acquiring social skills/ social interaction/ shared interests  Temples relationship with people  Close relationship with people but nothing in common FINAL PAPER TOICS:  Autism & Temple Grandin  ALS & Robert Paulson  Social Anxiety & Tennessee Williams  Physical Disability & Flannery  O’Connor/Tennessee Williams  Disability & Women *Gilman, Keller, Grandin, Williams, O’Connor)  Disability & Class  Disability & Race  Blindness/deafness (Hellen Keller, Temple Grandin)  Disability & Mainstreaming-Education (Helen Keller)  Education & Social Anxiety & Tennessee Williams  Mental Illness (Gilman)  ** Social Anxiety & Tennessee Williams & How Social Anxiety/Affects People/Education** Notes for 2-13; Chapter 3 Slavin ** Chapter 8,9,10 Refer To Book Chapter 11:  Discusses life and death