As we have learned more about how we learn, both through observation and study, a critically important fact has emerged: many students have difficulty with the physical printing and writing process – difficulty which is significant enough to interfere with their academic performance.
Many individuals with autism have deep interest in one or a variety of topics. Some interests are commonly seen across individuals with autism (e.g., trains, horses, light switches), others seem more unique to an individual person. For instance, Sean Barron, a man with autism once had a deep interest in the number 24. At another point in his life, he became fascinated by dead-end streets (Barron & Barron, 1992)
Laurent Mottron, professor of psychiatry at the University of Montreal and Michelle Dawson, a postal worker on an involuntary disability leave, make an unusual research and writing team. Michelle Dawson and Dr. Mottron have co-authored six published papers in journals such as Brain, Neuropsychology and the Journal of Autism and Behavioral Disorders and are causing a stir in both the autism and scientific communities.
In this guide, the three terms used above will be referenced as “AS” or “the spectrum” Many students on the spectrum demonstrate exceptional abilities in a vast array of skills and talents. These can include but are not limited to: exceptional memory, mathematical skills, calendar projections, computers, music, exceptionally early and advanced reading skills (“hyperlexia”), poetry, writing stories and general writing skills, spelling, punctuation and grammar, imitations of people or animals, painting, sculpture and other forms of visual arts, chemistry and physics.