1 00:00:00,000 --> 00:00:04,000 I would just stick with autism and education. 2 00:00:04,000 --> 00:00:11,920 Last time we talked about autism and education and within the classroom and the school day, 3 00:00:11,920 --> 00:00:17,760 there are no fewer than four contrasts to the autistic phenotype. 4 00:00:18,240 --> 00:00:24,920 The sensory processing, the social dynamics, the speech and language dynamics, 5 00:00:24,920 --> 00:00:31,560 and last time I spent a lot on B3, the restricted and fixated interests that are abnormal in 6 00:00:31,560 --> 00:00:38,600 intensity or focus and the constant subject switching, 45-50 minutes, switch subjects, 7 00:00:38,600 --> 00:00:41,320 45-50 minutes, just repeating all day long. 8 00:00:42,120 --> 00:00:45,480 It's a big contrast to the autistic phenotype. 9 00:00:45,480 --> 00:00:53,400 But there are others that I really want to highlight because I think society is missing this very badly. 10 00:00:53,400 --> 00:00:55,560 And that's the sensory processing. 11 00:00:57,240 --> 00:01:03,640 We can define autism from criteria A, the social communication and interaction criteria. 12 00:01:04,200 --> 00:01:05,880 That's not complicated. 13 00:01:05,880 --> 00:01:08,440 That's well understood and accepted. 14 00:01:08,440 --> 00:01:09,720 It's easy. 15 00:01:09,720 --> 00:01:17,160 It's probably the easiest thing recognized from the lay public, whatever your profession, 16 00:01:18,120 --> 00:01:19,640 to the autistic phenotype. 17 00:01:19,640 --> 00:01:20,680 People can see that. 18 00:01:20,680 --> 00:01:29,720 This isn't limited to normal back and forth communication, be it one-on-one or within a small group or even a large group. 19 00:01:29,720 --> 00:01:30,360 Doesn't matter. 20 00:01:31,480 --> 00:01:34,040 This is taking information that you're hearing. 21 00:01:37,400 --> 00:01:39,640 So in our case, the teacher is teaching. 22 00:01:40,200 --> 00:01:41,560 That's not complicated either. 23 00:01:41,560 --> 00:01:43,320 That's how it's done. 24 00:01:44,360 --> 00:01:45,400 The teacher is teaching. 25 00:01:45,400 --> 00:01:51,320 And the students, whatever methods they use, whatever their protocol is for their learning style, 26 00:01:52,280 --> 00:01:57,800 most in middle school and high school and even higher education, they take notes. 27 00:01:58,920 --> 00:02:03,800 Note-taking is a very good skill utilized in the classroom. 28 00:02:05,560 --> 00:02:14,200 My experience is, I'm taking this sensory information anyways, the sensation processing. 29 00:02:14,200 --> 00:02:17,560 And I'm kind of hearing the information. 30 00:02:18,360 --> 00:02:31,240 And something recognized with autism is, we take this information and we kind of transpose it into images. 31 00:02:32,360 --> 00:02:32,680 Right? 32 00:02:32,680 --> 00:02:39,720 We've talked about building up a catalog on how we see things, conceptualize things. 33 00:02:39,720 --> 00:02:44,520 We build up this catalog, like the AI reference, and Tupacrandan touches on this a lot. 34 00:02:47,480 --> 00:02:55,000 We hear the information and then we imagine it in visual form, sometimes even movie form. 35 00:02:55,720 --> 00:02:56,760 Movie's playing. 36 00:02:59,960 --> 00:03:05,480 And that's already somewhat of a delayed process, perhaps. 37 00:03:05,480 --> 00:03:23,480 Because we have to attend to those images and how that is being created in our mind while keeping up with the teacher and this new information. 38 00:03:24,360 --> 00:03:26,200 Maybe I shouldn't even say new information. 39 00:03:26,200 --> 00:03:29,800 Maybe it's even known information. 40 00:03:29,800 --> 00:03:40,680 But if it is new, that suggests that learning is occurring and it takes more time. 41 00:03:40,680 --> 00:03:41,960 This is what I'm getting at. 42 00:03:41,960 --> 00:03:48,840 This is taking more time to listen, transpose this, understand, and take notes. 43 00:03:48,840 --> 00:04:00,280 All while keeping up with the problem that's already known in autism with the social communication and interaction. 44 00:04:00,280 --> 00:04:04,280 This is very complicated. 45 00:04:06,280 --> 00:04:17,080 Something that I don't think people understand is, 46 00:04:17,080 --> 00:04:31,400 how much delayed this is, but the bonus of it, kind of on the superpower super deficit theme, 47 00:04:32,440 --> 00:04:38,520 the power of doing this, having this thinking style and the images, 48 00:04:39,720 --> 00:04:43,720 seeing it is adding a step into the learning process. 49 00:04:43,720 --> 00:04:47,720 This is why I say it accelerates learning. 50 00:04:52,200 --> 00:05:00,120 The problem is educators or parents, even even autistics, we're not taught that this is happening. 51 00:05:00,120 --> 00:05:04,600 We're not really understood because if this isn't you, this is very complicated. 52 00:05:04,600 --> 00:05:14,040 But seeing this accelerates our ability to understand what is happening. 53 00:05:25,240 --> 00:05:30,600 Some other factors that delay this are to be considered too. 54 00:05:30,600 --> 00:05:40,200 For those that are taking notes and those that can't understand why it's not only the visual processing, 55 00:05:40,200 --> 00:05:46,600 this type of sensory processing phenomena, it's actually writing. 56 00:05:47,960 --> 00:05:55,240 Another thing that's well understood about autism is kind of sloppy handwriting. 57 00:05:55,240 --> 00:06:06,840 This isn't a skill that is lost or is challenging because of an area that's known in autism research, 58 00:06:07,800 --> 00:06:14,600 the basal ganglia, and specifically the dorsal striatum, which is the basal ganglia is our go, 59 00:06:15,240 --> 00:06:22,120 no go areas. This is where we kind of receive information into these subcortical areas 60 00:06:22,120 --> 00:06:27,560 and we kind of facilitate downstream motor movements. 61 00:06:30,200 --> 00:06:37,480 It's five subcortical areas and the inputs are the so-called dorsal striatum, the cadet and 62 00:06:37,480 --> 00:06:44,760 putamen. This area receives information and based off of that information, it kind of 63 00:06:44,760 --> 00:06:53,560 conducts the other subcortical areas, which then relays to other brain regions, specifically 64 00:06:53,560 --> 00:07:00,280 the thalamus. But I don't want to digress too far into this. I'm hoping to cover this, but 65 00:07:01,640 --> 00:07:10,680 with autism, the research, these areas are implicated through either deletions or mutations. A lot of 66 00:07:10,680 --> 00:07:17,640 genetic factors are happening here and that's well understood and accepted in autism research. 67 00:07:20,440 --> 00:07:30,040 So this conducting motor movements properly on pace is also a factor. 68 00:07:32,360 --> 00:07:38,040 Another thing to consider here is not only the penmanship, but keeping up with spelling. 69 00:07:38,040 --> 00:07:46,760 Autistics have very troubling abilities with spelling. I want to highlight 70 00:07:50,280 --> 00:07:55,320 people don't understand this or they don't allow themselves to understand this. This isn't, 71 00:07:56,280 --> 00:08:04,440 this is hard for other people to even consider and make sense of and we hate when we can't make 72 00:08:04,440 --> 00:08:11,800 sense of something. This is one of our biggest problems as a complex living organism. We must 73 00:08:11,800 --> 00:08:19,560 make sense of things because it settles us. It calms our, that whatever innate little conflict. 74 00:08:19,560 --> 00:08:34,040 I still cannot keep up and take notes, but I can see these things 75 00:08:35,880 --> 00:08:43,160 in my mind and be able to learn them that way. Maybe a problem though from 76 00:08:43,160 --> 00:08:48,920 inside the classroom, especially as teenagers, these middle school and high schoolers. 77 00:08:51,160 --> 00:08:59,560 That's not really the norm and here we go again. So much of the problem with the autistic phenotype 78 00:08:59,560 --> 00:09:09,640 is the delta of our phenotype being forced into social norms. Being generalized to those social 79 00:09:09,640 --> 00:09:14,120 norms expected to do that.