By Judith E. Lipson, M.A., LPC

Neurodiversity is on the rise and Einstein is quoted as saying: “We cannot solve our problems with the same thinking we used when we created them”. I hope that this increase in numbers will help bring about the changes that I see needed in so many of our systems.

This article will focus on individuals on the autism spectrum, probably the most recognized neurodiverse group, who hold many promising traits to help our society move forward toward peace. Here is what I tend to see that makes me hopeful:

• When describing the right brain, Jill Bolte Taylor explained that it does not distinguish between self and other. So too are those on the spectrum likely to recognize the energy shared between self and others. Many parents describe their children as having the ability to know things about other peoples’ bodies or health. Even non-verbal kids may walk over to complete strangers and point to, or touch, a certain body part that is known to be (then or in the future as) pregnant, painful, or diseased.
• They have a tendency to express themselves authentically, with integrity and honesty, as opposed to using judgement. (Mommy that man is fat is an observational statement and not meant to carry judgement.)
• They most often have a well-developed ability to see the word visually, which provides a different vantage point for understanding and finding solutions.
• They have an ability to look at patterns, without boredom or tedium, to isolate accuracies and inaccuracies.

I know that there are other strengths in the autism community, and I hope that you will share them with me to then share with others.

There’s a famous (and very true) saying that “if you meet one person with autism, you have met ONE person with autism”. It reminds us that while there are many similarities that lead to diagnosis, or recognition, every individual is unique. This is why autism is recognized as a spectrum disorder.

Many individuals still think of autistics as non-verbal children or adults who rock and flap their hands. While these folks are still a part of the autistic community, there is a significant number of higher-functioning autistics. These individuals used to be identified with the diagnosis of Asperger’s Syndrome, but that terminology is no longer recognized and was merged into the general ASD (autism spectrum disorder) diagnosis in the DSM-5 ten years ago. Since this is a spectrum disorder, there are many individuals who fall within and in-between.

Most of the students that I worked with as an educator, and the clients that I work with now (pre-school through adulthood), are on the higher-functioning end of the spectrum. In addition to the standard developmental and personal topics that come with being human, my focus with them tends to be independent living skills, socialization, and work or school successes.

Society and our systems have failed to provide sufficient and adequate resources to give these higher-functioning individuals in the autism community the chances and the resources to be their best, most successful selves. This ultimately puts a drain on our financial resources as well as limiting our society’s growth potential. (Remember Einstein?)

And what about the more profoundly impacted members of the autism community? Once they age out of the educational community (20-21 in most states, 26 in Michigan) there just aren’t enough resources to care for them. As a result, many parents, especially those of the more profoundly impaired, never “retire” from their job of active parenting. What happens when they are too old to properly care for these adult children with their many needs? I recently watched a documentary called Beyond, which highlighted the difficulties that parents of non-verbal, dysregulated, adult children experience. It highlights the need for residential communities that are designed to recognize, understand, and properly address the sensory, communication, medical, and emotional needs of adults who are unable to live independently. These parents need emotional, financial, respite, medical/dental, and care-giving assistance.

Autism awareness and acceptance moves us to take care of each member of our community: the child, the student, the worker, the adult, and their family members.

And what of Einstein (who is believed to be on the autism spectrum)? When I meet with my neuro-diverse clients, I find that they desire a world of acceptance where all people display integrity and honesty and where there is deep caring for each other. It may not always sound or look like it to those of us who are neuro-typical (NT), but that is because most NTs only know how to see the world through their own limiting, fearful, and judgmental filters. This is why I write, speak, and do my work. My goal is to expand NTs’ understanding to better recognize everyone’s needs as well as their gifts.

It’s time for a new way. I invite you to get to know the autism community even if there is no one that you can get to know personally. (By the way, it is VERY likely that you already know someone, but don’t realize that they are on the spectrum!) Fortunately, there are other ways. Try:

• The Curious Incident of the Dog in the Night-Time by Mark Haddon (fiction, but I found it very realistic, and parents and professionals have loved it)
• Born on a Blue Day: Inside the Extraordinary Mind of an Autistic Savant by Daniel Tammet
• The Reason I Jump: The Inner Voice of a Thirteen Year Old Boy with Autism by non-verbal author Naoki Higashida
• Blogs or books by Rudy Simone and many other autistic writers
• com (“take it from us, we’ve lived it”)
• Temple Grandin’s My Life in Pictures (book or movie)
• Ron Suskind’s Life Animated: A Story of Sidekicks, Heroes, and Autism (book or movie)
• The Spark: A Mother’s Story of Nurturing, Genius, and Autism by Kristine Barnett
• Look Me in the Eye: My Life with Asperger’s by John Elder Robison

Now that you know a little more, consider asking yourself the following questions:

• What else do I need to know?
• How can I help?
• Is there a system that I can help to create, or to support financially or in another manner to facilitate better access for:
  • career/jobs access
  • affordable living accommodations
  • skill building
  • family support
  • respite care
  • educational support (K-12 and into adulthood)
  • appropriate dental and medical care that recognizes the special challenges of treating individuals with highly reactive sensory systems (think tastes, textures, lighting, medical instruments, difficulties with transitions, language barriers, etc.)

It is incumbent on each of us to change the experience for us all. This article has focused on our opportunity to get to know those on the autism spectrum so that they and their families can have an easier experience and be able to live independently when possible. My hope is that someday the qualities that lead to an autism diagnosis will be talked about in terms of strengths and challenges (we all have them!), and that we will interact with this community with understanding, strategies, supports, accommodations, and appropriate placements for the success of every individual.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.JudyLipson.com for more information.

This article is for informational purposes and is not meant to replace medical care.

There are no lazy students, but there are kids who learn differently.

By Judith E. Lipson, M.A., LPC

At one time teachers taught from the front of the classroom to students who were expected to remain quietly seated at desks placed in rows, listening silently to the teacher’s instruction, or reading from their text. Most educators now recognize that this is an ineffective educational environment, one which frustrates students, teachers and parents because it does not meet most students’ learning styles.

The prerequisite to understanding learning styles is to accept that people process information and express what they have learned differently. Parents know that each child has a different personality, a different way to approach problems and a myriad of other differences. It is equally important to recognize that children and their parents often have different learning styles. When there is a mismatch between parent and child, the parent sometimes expects the child to “get-over-it and get serious”. Instead, they should support and tutor their children with the method that best matches their individual style.

Each student should know their learning style and use their strengths to compensate for an instructional mismatch. I usually ask my students: “If you could choose, would you prefer to learn from a teacher who stands in front of the class and teaches from lecture and class discussion, the teacher who hands you a worksheet and book and leaves you alone, or a teacher who provides projects?” The student who prefers lecture/discussion is primarily an auditory learner, the one who likes books and worksheets may be visual, and the student who likes projects is likely tactile or kinesthetic. But don’t be fooled by that simplicity. There is frequently a blend, and a preference. And there are other considerations, i.e.: the student could avoid discussion or projects due to shyness and discomfort. Therefore, these questions are only a guide.

Additionally, some students are global thinkers who look at the big picture and think out-of-the-box. Others prefer to work in the structured world of details, lists and clear expectations. Learners can be creative – music, visual arts, poetry, etc. Many learn best when they use their hands and incorporate movement with instruction.

Dr. Howard Gardner has identified multiple intelligences. Success does not just come from IQ. He points out that of the 9 intelligences (listed below); linguistic and logical are the most commonly used in our classrooms. The others also predict long-term success, yet they are not emphasized in schools. As a result, students can lose sight of those gifts.

• Linguistic – spoken and written word
• Logical– reasoning and problem solving
• Kinesthetic – movement and interaction with the environment
• Existential – connecting to larger understandings
• Interpersonal – interaction with others
• Intrapersonal – feelings, values and attitudes
• Visual – seeing and imagining
• Rhythmic – sound and patterning
• Naturalist – categories, classifications, and hierarchies

Thankfully, teachers are now taught the importance of meeting the educational needs of all students, and many classrooms use cooperative learning groups and other alternatives for instruction and assessment. But these opportunities are not consistent in all classes, and because of the repeated use of traditional and standardized tests including Core Assessments, MEAP and the High School Michigan Merit Exam (ACT/MME); many of our children are unable to demonstrate their competency using these forms of measurement. This often creates a disinterest in school learning.

When “bright but unmotivated” students, or those who have been diagnosed with ADD/ADHD or Asperger’s Syndrome, can make it beyond school and become successful adults, they are often society’s CEOs, inventors, futurists, artists, musicians, etc. Having different strengths among co-workers is valued.

• Problem Solvers
• Writers
• Idea People (short term)
• Futurists (long term)
• Organizers and Developers
• Explorers
• Negotiators
• Directors
• Communicators
• Team Builders

Many teachers are already striving to reach and teach all learners. As parents and community members we can support them. Encourage legislators and schools to support an educational system that addresses all learning styles and supplies the needed resources for our educators to provide instruction and evaluation that enable every child to succeed.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.