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This should be on every educator's reading list. We don't all think alike, and this book, written by a 13-year old AS (Asperger Syndrome) boy helped me understand how he is "wired" differently. Excerpt:
Luke Jackson, author, narrator describes a scene wherein he is daydreaming in math class...
"I glance up and see the formidable form of the teacher. He towers over me, arms folded, the pungent mixture of sweat and after-shave filling my nostrils [extra sensitivity to sensory input is common among AS people]. I await the moment when he pounces. 'Jackson,' he suddenly booms, 'Would you care to tell us exactly where you are?'
'Class E2, Sir,' I respond as quickly and politely as possible.
'Are you trying to be smart?' he snarls, his face reddening with anger.
'Yes, Sir,' I reply, 'of course I'm trying to be smart.' I think to myself, 'Surely that is why we are at school?' I breathe an inward sigh of relief, presuming he will now leave me alone, but when I look up, I see I am wrong.
His eyes are bulging, he is breathing fast and hard and his face is the colour of a beetroot [yes, Jackson is British]. 'Jackson, I will not, repeat not, tolerate such insolence. You can pull your socks up or get to the headmaster's office.'
Now when I was younger I would have bent down and done just that, pulled my socks up. However, I smile to myself inwardly.'Ha,' I think, 'I know this one -- it means get on with your work, not pull your socks up.' Grinning with delight at the fact that I finally understood, I pick up my pen and start to write. Well you would have thought that that was the end but it seems not!
'This is no laughing matter and how dare you ignore me when I am speaking to you?'"
The "teacher" further goes on to assign and hour's detention for Jackson's behavior.
Luke Jackson, author, narrator describes a scene wherein he is daydreaming in math class...
"I glance up and see the formidable form of the teacher. He towers over me, arms folded, the pungent mixture of sweat and after-shave filling my nostrils [extra sensitivity to sensory input is common among AS people]. I await the moment when he pounces. 'Jackson,' he suddenly booms, 'Would you care to tell us exactly where you are?'
'Class E2, Sir,' I respond as quickly and politely as possible.
'Are you trying to be smart?' he snarls, his face reddening with anger.
'Yes, Sir,' I reply, 'of course I'm trying to be smart.' I think to myself, 'Surely that is why we are at school?' I breathe an inward sigh of relief, presuming he will now leave me alone, but when I look up, I see I am wrong.
His eyes are bulging, he is breathing fast and hard and his face is the colour of a beetroot [yes, Jackson is British]. 'Jackson, I will not, repeat not, tolerate such insolence. You can pull your socks up or get to the headmaster's office.'
Now when I was younger I would have bent down and done just that, pulled my socks up. However, I smile to myself inwardly.'Ha,' I think, 'I know this one -- it means get on with your work, not pull your socks up.' Grinning with delight at the fact that I finally understood, I pick up my pen and start to write. Well you would have thought that that was the end but it seems not!
'This is no laughing matter and how dare you ignore me when I am speaking to you?'"
The "teacher" further goes on to assign and hour's detention for Jackson's behavior.
