I think Newton was an intelligent man to
make such an impact on science, engineering, and astronomy. He came up with
many many new ideas about nature from keen observation. He applied the ideas
made by people before him like Galileo and Copernicus. Newton was a leader in
new thinking and invention. He came up with the universal law of gravity,
explanation for light and rainbows, and invented calculus and reflecting
telescope. God gives man the ability to reason. Therefore God allows his
natural laws to be uncovered by people. Gravity is God's force holding
everything together in the whole universe. He rules over the universe and
everything in it. He does not take a break from it. I pity the man who
takes too much pride in his intelligence and thinks there is no God. He is
ultimately a fool. I want to make a new way of looking at autism. Loving us as
we are is important. Being willing to search for the hidden talents of autistic
people will improve the world.
Copyright 2015 Philip Reyes. All rights reserved.
I love the way Philip thinks!
ReplyDeleteDear Philip, I work with some autistic children and I recently chanced upon your blog. I am quite amazed by the fact that we could have been so wrong about some of the kids. We love and believe in the children, and believe that they are able to learn. But thought of them wanting to communicate so badly like you did, but are unable to do so verbally, never crossed my mind. It kills me thinking that. It got me interested in RPM. It would be great if the students took it up. I have in mind some kids whom I can see on the programme.
ReplyDeleteOn a separate note, do you think that ALL autistic children are just as bright as neurotypical children, just that they have sensory difficulties? Or do you think that there are some who are too shrouded with sensory difficulties that they are not able to learn well and have no longing to communicate like you did before you went through RPM? The reason I ask this is because there are some students who aren't able to do seated work like math, or do not seem to be able to make simple choices or follow instructions. These are the students who seem much more different than those who (even though do not talk much) are able to make choices, follow instructions, and do seated work.
However, if these students actually have a desire to speak and communicate just as much as you did, and are able to logically think that and crave for that, then there is a big change that needs to be made about our thinking towards them.
Also, it seems that many of the autistic kids I work with, even those who are able to speak, have an issue with reasoning. For example, when asked "why" questions. Why is it that those who are able to speak well and articulately are not able to answer questions like that?
I haven't read your blog for long, but it's amazing what has been done with RPM so far. Please do respond to this comment because I would like to understand more about the students I work with. Reading your blog makes me realise how one-sided our approach and thinking towards autistic people can be. I hope to be able to introduce some parents to RPM if that means helping their children communicate freely.
Thank you for reading Philip's blog, asking questions, and taking an interest in RPM for your students. Philip will be writing a post to address your letter. I would encourage you to look into introducing RPM to even your most severely affected students. Philip is like one of them. There are many people who were once seen as unteachable, now showing their true abilities through RPM.
DeletePhilip posted a response to your comment today in his post "In My Misunderstood Autism." See the addendum as well. Thank you for your thoughtful comment and questions.
DeleteDear Philip, I work with some autistic children and I recently chanced upon your blog. I am quite amazed by the fact that we could have been so wrong about some of the kids. We love and believe in the children, and believe that they are able to learn. But thought of them wanting to communicate so badly like you did, but are unable to do so verbally, never crossed my mind. It kills me thinking that. It got me interested in RPM. It would be great if the students took it up. I have in mind some kids whom I can see on the programme.
ReplyDeleteOn a separate note, do you think that ALL autistic children are just as bright as neurotypical children, just that they have sensory difficulties? Or do you think that there are some who are too shrouded with sensory difficulties that they are not able to learn well and have no longing to communicate like you did before you went through RPM? The reason I ask this is because there are some students who aren't able to do seated work like math, or do not seem to be able to make simple choices or follow instructions. These are the students who seem much more different than those who (even though do not talk much) are able to make choices, follow instructions, and do seated work.
However, if these students actually have a desire to speak and communicate just as much as you did, and are able to logically think that and crave for that, then there is a big change that needs to be made about our thinking towards them.
Also, it seems that many of the autistic kids I work with, even those who are able to speak, have an issue with reasoning. For example, when asked "why" questions. Why is it that those who are able to speak well and articulately are not able to answer questions like that?
I haven't read your blog for long, but it's amazing what has been done with RPM so far. Please do respond to this comment because I would like to understand more about the students I work with. Reading your blog makes me realise how one-sided our approach and thinking towards autistic people can be. I hope to be able to introduce some parents to RPM if that means helping their children communicate freely.