Temple Grandin Reflection

“Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me…Be my advocate, be my friend, and we’ll see just how far we can go” –Ellen Botbohm, author of Ten Things Every Child with Autism Wishes You Knew.

Her husband did not supply the proper amount of food for her and the kids. He would not allow her to get a job to support her kids. At this time in Debbie's life, she felt alone and terrified of this man. She attended church and raised her children up in church. However, her husband refused to go to church with her and the children. She taught as a Sunday school teacher to young children in her church. Time to time Debbie would babysit children to make some money to support her children.

A lot of people don’t realize the challenges of living with a child who has been diagnose with Autism can be. It is a twenty-four-hour seven day a week job no vacation, no sick time and no pay. From the time the child is diagnosed it is a constant worry especially if the parents don’t know much about the condition. It starts with continuous Doctor visits, social services, and therapy sessions, just to figure out how serious the condition may be and what level of the disability the child has and this is only this beginning. Next, to find the tools the child needs to overcome the disability, like learning development and cognitive process, social skills, comprehension capabilities, and many more depending on the severity of autism.

The Case of Temple Grandin paints a picture of a young woman’s determination and hard work while struggling with autism during a time when the disorder was unknown. This case discusses Grandin’s challenges, early diagnosis, growth and development in school, and support from her mother. Temple Grandin could not speak like the other children at the age of two, so because doctors could not find any physical issues she had been subsequently labeled as brain-damaged. To communicate with others, she would throw tantrums and scream. She could speak by three and a half years old with the help of speech therapy. A few years later at the age of five, Grandin was diagnosed with autism so her mother worked with her 30

"A Rose for Emily” written by William Faulkner is a short story that gives most people quite a shock when it comes to the ending. The story tells about how Miss Emily Grierson changes after her father dies. Miss Emily lives in a beautiful home with an African American servant named, Tobe. After Miss Emily’s father passed away she would never leave the house. Miss Emily was in denial about her father's death. For three days Emily would tell the townspeople that her father was not dead. The townspeople began to think Miss Emily was crazy because of her behavior, “Emily’s subsequent behavior clearly shows that the death of her father was a piece of reality disavowed by her ego” (Scherting). Including, Miss Emily wouldn't pay her taxes, the eerie smell around her house and the fact she killed her lover. Emily’s life, like her decaying house, starts to suffer from attention. What else could go wrong?

Temple Grandin’s autobiographical book, Thinking in Pictures, opened the door that revealed the true aspects of autism. The author, who is an autistic woman, portrayed autism not as a complicated developmental disorder but as a unique characteristic that is a compliment to society. To break apart from society’s stereotype on autistic individuals, Temple focused her book on issues such as how her disorder was initially misdiagnosed, her issues with learning acceptable behavior and social cues, her connection with animal minds, sensory sensitivities, and explored the possible treatments with medication.

For three days she did this, “We did not say she was crazy then. We believed she had to do that.” (Faulkner.311). Their negligence of all the warning signs; even after her lover vanished, the deterioration of her home, and Miss Emily’s inability to accept reality serves as the most prevailing form of repression in this story. Contrariwise, “Hills

According to Barnes “Autism is found throughout the world in families of all racial, ethnic, and socio-economic backgrounds.”(Barnes 2015). Grandin also explains her experiences living with autism in her novel Thinking in Pictures. Grandin acquired her the ability to create and imagine through her visual thinking. In contrast, one barrier that hindered her was her inability to comprehend or associate social cues and emotion to a picture. With this in mind, Grandin using her natural talents to learn enabled her to push through what most people consider an accessibility issue.

She said that wanted to educate her child and teach her about he bible. TJ wanted to teach her child right from wrong and not let her end up the way she did. She end up working in a factory and also took her self off of welfare. She showed that through all she had gone through their was always a light at the end of the tunnel.

children. Her sacrifices helped to push the story of a family holding onto to who they were, and

Temple Grandin provides the information in a very clear and coherent manner, keeping a firm order and not drifting from her specific topic points. The topic of the book is very originally and she makes it even more creative by providing real life situations that she has experienced, not only with her autism, but with her career as well. Grandin avoids the use of colloquial words, contractions, and abbreviations. She uses passive voice when referring to scientific information and uses complex sentences. Grandin makes her points clear with great amounts of confidence

As time went on she became more involved in church, and religious activities. She got baptized and saved at the church that she always attended. She grew to love the black church that she grew up mocking. The old lady that always sat in the front row made her realize how deep the roots of her church were.

In Faulkner's story, an onlooker tells of the peculiar events that occurred during Miss Emily's life. The author never lets the reader understand Emily's side to the story. Instead, the reader is forced to guess why Emily is as strange as she is. In the story, Emily had harbored her father's dead body in her house for three days (par. 27). The reader is told of how the town looked upon what Emily had done, but the reader is never able to fully understand Emily's actions until the end of the story.

Miss Temple seems to embrace the Angel figure in its entirety. She is kind, she cares for her students, she allows them to prove themselves to her rather than punishing them needlessly. This does not prove to be true, however. She, too, casually subverts this figure as she ignores Brocklehurst’s words declaring Jane a liar, only to show her more kindness. Afterwards, Miss Temple assures Jane that if she “continues to act as a good girl, [she] will satisfy [her]” (Brontë 1987, p.61). It is here that Miss Temple seems to admit that her own compliance to societal norms is an act – or that she disagrees with it to some extent. And so it is through Miss Temple’s guidance that Jane learns to wear the mask of compliance, something which Bertha was perhaps not taught to

Her influence in Jane's adolescence and early adulthood teach her to have harmonious thoughts, and to give "allegiance to duty and order" (Gilbert 347). Here, Miss Temple teaches Jane to suppress her wild emotions and become compliant under the "superior" male, but still maintain an inward anger that can never be expressed. Jane, however, cannot conform to the lesson being taught to her; through Miss Temple, she learns that her journey into maturity and freedom requires her to be more independent and passionate than Miss Temple instructs. Miss Temple is not only like a mother figure to Jane, but she is also "encouraging of intellectual growth" (Rich 466). Temple's impact on Jane's education allows her to become stronger in character, which will eventually bring her to complete independence. Kathleen Tillotson finds in Miss Temple a sign of hope for Jane: "the warm fire and the cake from the cupboard in Miss Temple's room are assertions of individual loving-kindness, though also of it's limited power" (Tillotson 60) In spite of this, Tillotson writes that Jane at Thornfield is "submitting to virtue in lovable form, as she had once submitted to Miss Temple" (Tillotson 60). In other words, Tillotson argues that although Miss Temple may have positively influenced Jane in certain ways, ultimately her call for repression and submission instigates Jane's realization that she must discover her own place in life,