BBC NEWS: Einstein and Newton had Aspergers
Other Suspected Famous Aspies
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Einstein's Face -
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Aspie Homeschool Information from:
Listen to a caring mother with an 18 year old autistic daughter who has been homeschooling for the past eleven years.
Parents of a homeschooled Aspie speak ou
Homeschooling is Therapy fo Special Needs
Sarah's brain isn't
hard-wired to learn like the rest of us learn. Much like stuffing
food down a drain - formal, forcible learning for Sarah did little
more than clog the pipes and suffocate the natural flow of idea
retention and adoption. Let up, and things start to flow through. By
Tonya Poole, Home Educator's Family Times
Jacob is 6 years old. He loves reading, music,
sports, walking in the woods, riding his pony, and playing with his
brother. He has a beautiful smile, a hearty laugh, and an appetite
for adventure. He also has Autism. This blog is to document our
journey on the road to remediation using the Enki methodology and
of Fate: A Homeschooling Look at Being Different
it had been said. At last something that had been dangling obliquely
in the back of our minds had been brought to the clarity of day.
Could it be that Myles' "quirks" were not random at all, but really
belonged to a larger class of behavior? by Jeff Kelety.
In this blog, Lisa Rudy
explores the process of homeschooling her son, Tommy. Tommy was
diagnosed with autism at age three; for years we have complained
bitterly about the quality of "special ed" in the public schools.
Now, it's time to put our hearts, minds and money where our mouths
are! Join us on the journey.
I Homeschool My Son with Asperger's Syndrome, One Mother's
The following is an interview I had
with Lorri, a mother of three from Texas. (I'm not using her last
name for privacy reasons.) Her son Steven, age 9, has Asperger's
Syndrome. (Note: the Texas homeschool
regulations she talks about are not right.)
Warhol, Carroll - autistic?
Poet WB Yeats, artist Andy
Warhol and author Lewis Carroll may all have been autistic according
to leading psychiatrist Professor Michael Fitzgerald.
Going to What?
In 1993, a neurologist diagnosed my then
two-year-old son, Alex, as autistic. He informed me, with a solemn
face, that his IQ would peak between 65 and 70. Preposterous, I
thought. By Melissa Wagner
More links to Einstein Syndrome and Aspergers
one with the boy ...
There is also a topic
area for this at Goodreads.
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sponsored links below
Albert Einstein biography and pictures - from www.SpaceAndMotion.com|
Welcome to the webpage for
This website was created to help develop and provide educational material to assist in the education of children and others with "Einstein Syndrome"
- also known as "Asperger's Syndrome" or "High Functioning Autism"
Here help us discover the toys and tools to help our favorite young Aspies become the gifted super heroes and heroines that they are
Albert Einstein: “It's not that I'm so smart , it's just that I stay with problems longer.” source
Did Einstein really have Aspergers? And if so, so what? How would that have affected his education? His choice of career? His success? One thing for certain is that he never had to suffer under a diagnosis of "disabled" or sit through an IEP meeting with his school board.
In researching the educational foundations of famous Asperger, er.. Einstein Syndrome people, we are finding
that they were likely homeschooled, had private tutors or were
apprenticed into their field of interest. Consider the following dissertation:
12 Nobel Prize Winners Who Hated School
Albert Einstein -- born 1879, Ulm, Germany; died 1955
winner of the 1921 Nobel Prize in physics
. . . I worked most of the time in the physical laboratory [at the Polytechnic Institute of Zürich], fascinated by the direct contact with experience. The balance of the time I used in the main in order to study at home the works of Kirchoff, Helmholtz, Hertz, etc. . . . In [physics], however, I soon learned to scent out that which was able to lead to fundamentals and to turn aside from everything else, from the multitude of things which clutter up the mind and divert it from the essential. The hitch in this was, of course, the fact that one had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect [upon me] that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year. In justice I must add, moreover, that in Switzerland we had to suffer far less under such coercion, which smothers every truly scientific impulse, than is the case in many another locality. There were altogether only two examinations; aside from these, one could just about do as one pleased. This was especially the case if one had a friend, as did I, who attended the lectures regularly and who worked over their content conscientiously. This gave one freedom in the choice of pursuits until a few months before the examination, a freedom which I enjoyed to a great extent and have gladly taken into the bargain the bad conscience connected with it as by far the lesser evil. It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry, especially if the food, handed out under such coercion, were to be selected accordingly.
"Autobiographical Notes," in Albert Einstein: Philosopher-Scientist, Paul Schilpp, ed. (1951), pp. 17-19 © 1951 by the Library of Living Philosophers, Inc.
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types… and makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity. Webpage with Video.
Now consider: Selections from The Problem With School...one chapter in the book Freaks, Geeks and Asperger Syndrome, by 13 year old Luke Jackson.
For any kid, whether they enjoy it or not, school is a whole minefield of challenges and new experiences. I remember Mum saying that when we all started school we would be exhausted by the time we came home and be so bad-tempered. For kids on the autistic spectrum it seems as if we spend all of our time stepping on these mines (don't worry, any kids reading this there are no mines really - I am just using metaphors) and the whole school experience becomes a very difficult one.
The following material is excerpted from the wiki book: |
A Survival Guide for People on the Autistic Spectrum
- Although it is often true that autistic people are better at picking up details, this is only when making a conscious effort to do so and there may be great problems in picking up the right details.
- Also, getting absorbed into ones own head-space every other moment can make it extremely difficult to "learn things on the trot" which is the way most non-autistic people are used to doing it.
- It might be difficult to join in a conversation if you don't have the general knowledge which is needed. The problem with this kind of knowledge is that there is no one source from which you can find it out but here are some tips:
- General knowledge in conversations is usually about sport (in the UK usually football), pop-music, films, politics, the media, TV, peoples computers, clothes, hobbies and going out. It is, however, rare to find someone who is an expert on all of these things.
- Many teenagers and young adults who are into music put more emphasis on the pop-stars than they do on the music they write. Sometimes they even select their partners on the basis of who they look like in the world of music or sport. Sometimes with this type of person, you just have to accept that you may not be compatible and look for friends elsewhere.
- With reference to this last statement, sport (e.g. football) can also be quite selective. Sport is often a highly patriotic occupation in that people are friendly to each other if they support the same team but argue with and confront all those who support different teams.
- TV, radio, magazines, libraries, video libraries and newspapers can help you learn about these topics. Also, many leaflets which can be found in magazines give you a list of all the most popular albums, CDs and films. To force yourself to learn about things which don't interest you, however, may be a waste of time since you won't really want to join in with the conversations about them.
- If you decide to teach yourself the general knowledge you need in certain conversations, it is important that you also try to learn by listening to the conversations themselves, paying special attention to famous people when they are mentioned. This can make the learning process much faster.
- Picking up people's names can be a problem but it is very important for topics of conversation involving famous people or the following of plots to films, books and especially to detective stories.
- Picking up names of people you know personally may also be difficult but it is not quite as essential as you might think. If you remember not to ask someone's name more than two times and after this, if you still can't remember the name, to listen out for the next time someone calls it, you can usually get away with having a bad memory for names.
- It helps to remember names if you make a mental note linking them with faces, for example, thinking things like "Sarah's the one with the nose ring" or "Bob's the one with the moustache".
- An autistic person's sense of humour is often about things which suggest silliness, ridiculousness or which appear slightly insane.
- It may be necessary to keep your laughter to yourself when there is something which is funny to you but not as funny to other people. Laughter is one of the best feelings in the world and to have to hold it back is a nuisance but, none the less, to laugh at the wrong times may annoy other people.
- A non-autistic person's sense of humour is often to do with finding clever ways of pointing out faults in other people and causing them embarrassment. Everyone is a victim of someone else's humour at some time or another but some people are made to suffer more than others. Sometimes, non-autistic people can get quite ruthless with their humour. This is especially true amongst teenagers and younger adults who are perhaps less likely to care than older people.
- In the eyes of many zoologists, humour is a human replacement for the violence which animals use on each other to establish an order of dominance (the pecking order).
- No-one talks about the pecking order of which they are a part.
- Many gangs or groups of people are not particularly welcoming to outsiders but some are more welcoming than others.
- Often, the reason two or more people gang up on one person is because it gives them a feeling of being united together. For reasons such as this, it is often easier to talk seriously to people if you can find them on their own.
- If you say or do something which can be misinterpreted into a sexual context then it probably will be as a joke, often at your expense.
- If you are a victim of someone else's humour, it is often possible to translate it (in your own mind) into constructive criticism and then it might be personality building.
- If a joke aimed at you is not too harsh, it may be a good idea to laugh at yourself.
- If a joke or some sarcasm aimed at you is too harsh, you can say "what do you mean by that", "why did you say that", "what's that supposed to mean" or "that's not very nice". You may have to use your discretion in order to choose a suitable answer but putting someone on the spot can be quite a good defence.
- If a joke or some sarcasm aimed at you is down right hurtful, here is a last resort you can use. Calmly say that you found the joke hurtful and ask if it was meant to be hurtful. If the other person says "can't you take a joke?" or messes you around in some other way, stick to your guns and just calmly ask them again if they meant it to be hurtful. If they answer "no", then you have got what you needed. If they answer "yes" then calmly walk away and in future, make it very difficult for that person to talk to you until they apologise of their own accord.
- Questions are often a much more powerful form of defence than statements.
- Remember that people who put you down unfairly and without purpose are often feeling weak in themselves and are mirroring their own feelings of weakness onto you.
- If you wish to join in and make jokes at the expense of other people, bear in mind the following:
- Try not to make your jokes hurtful even if other people do. People who do this are usually in the wrong.
- Try not to aim your humour at people wittier or funnier than yourself because they might retaliate and will probably do better than you, causing you to lose face. It is the verbal equivalent of picking a fight with someone bigger than you.
- Also, try not to aim your humour at people quieter or more shy than yourself. It is the verbal equivalent of bullying or picking a fight with someone smaller than you.
- Don't make jokes about peoples mums or dads unless everyone else is. To make jokes like these at the wrong time can make people violent towards you.
- Try to avoid laughing at your own humour.
- Comedy is not just about playful confrontation, it is also a very clever way in which people can accept the tragedies of life without getting depressed. "If we didn't laugh then we'd cry".
Bay Area Autism Resources
Aspies for Freedom -
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