I think the ‘Claire Buron Project’, as we have come to call it, began years ago when I read about the positive effects of dog ownership. I began thinking that if owning a dog could lower a person’s stress level, and if just petting the dog could release pleasurable hormones, then maybe a dog could help calm highly anxious students with autism in a school setting.
Making Use of My Intelligence
Even if I was still as socially inept as I was 25 years ago, I would still want to be in situations in which I could learn about things that I am capable of learning and things that interest me, and in which I would have the opportunity to make use of my intelligence.
Speaking in sounds, movements, through the feel and theme of songs, jingles and advertisments was my first language. Affirmation was a structure that made sense, to use a jingle to affirm a feeling. So someone says, ‘we’re going’ out and I say ‘Gilligan’s Island’ to me this is an affirmation, just they are speaking interpretively and I’m speaking in theme and feel. Statements made sense because I was all self/no other, and all other/no self.
As part of a qualitative methodology course at the University of Ottawa in the Faculty of Education, graduate students were invited to conduct a “pilot research study” employing one of the five traditions of inquiry identified by Creswell (1998). Struck by the phenomenological approach, I chose an “incident” of interest to me – the case of a boy with Asperger’s syndrome who had used a ventriloquist’s puppet to communicate in an unusual way with his family, friends and ultimately – himself.