When the narrarator describes the action of Siobhan drawing faces on a piece of paper to differentiate feelings he is describing a common issue of those with autism, the inability to not always understand and comprehend what people are saying. Is this is a good coping mechanism for people with this disability or should people be more understanding and considerate of those with special needs?
Since Autism is a disability that has a spectrum what does it mean to be on the high functioning end or the low functioning end? Obviously there are severe differences, however are they physical, emotional, or do they have to deal with the ability to comprehend information? How would you classify the narrarator?
If Autism is a disability that affects the ability of the person whom has it to not be able to understand “normal” aspects of communication and social interaction where does the obsessive nature of the disability come from? I know most people with special needs focus intently on certain
1) The narrator of the story appears to have autism. He seems to also be obsessive about certain numbers and things. Do you think that he is only autistic, or do you think he may have other disorders as well? How can you tell? Do you think obsessive thoughts are an aspect of autism or is it its own classification?
2) Why do you think the narrator was so interested in finding out who killed the dog? Do you think an aspect of autism is curiosity of the unknown? Do you think he actually killed the dog?
3) Siobhan draws smiley faces for the narrator. He seems only to understand the clearly black and white faces- sad and happy. However, he does not understand the smiles in the grey area. Do you think autistic individuals have difficulty with relative grey areas? Do you think it depends on the individual?
1)I have a cousin who is autistic, I don't know my cousin very well but I noticed a lot of similarities with the boy and my cousin. My cousin appears normal, but comes across like he is younger than he is. At the same time though he is super knowledgeable about what he is interested it. So much so that it almost seems strange. I don't know much about autism so I wonder what exactly is it? What is it that makes these kids act the way they do? I also wonder how people help children with autism and what other kinds of struggles do they face?
2) As I was reading I found it interesting that he was afraid to tell a lie. And I wonder what goes on in the boys mind when he wishes to tell a lie? Why does he feel he needs to be afraid?
3)Last I wonder about the dog. I don't really believe that the narrator killed him but I don't know what goes on in the mind of a kid with autism either. So I wonder who killed the dog? And why did the narrator just happen to be there? Was it chance or is there more to this story than the narrator told us?
1. After finishing reading the section I thought that it was incredible the way that the author chose to write the story. This way, we are very much seeing through the eyes of someone with what seems to be Asperger's syndrome or some form of autism. How can this help readers to really understand what these people go through? We have touched upon this, how you can never really understand what someone is thinking or feeling, but as educators should we be doing our best to see through the eyes of our students in order to better understand their situations?
2. In the book Christopher focuses on order, numbers, and astronomy. These seem to be his major interests. How can we think about ways in which really understanding students with disabilities their interests and talents, can help us create curriculum? If Christopher was your student, would you build off of what he is interested in? Would you start with that and then try to branch off of there broadening his horizons?
3. Christopher had a difficult time when it came to dealing with the police officer and inspector. As those with autism, especially AS, find social interactions extremely difficult would it be helpful to build these ideas into our lessons? Would low key team building be effective? What about working in supervised pairs?
1. Christopher didn’t grieve over his mother when he found out she died, though he did seem to miss her. He has trouble connecting with other people emotionally. What kind of emotions or feelings do you think individuals with Asperger’s experience?
2. Christopher is in a special program in school and gets to work with someone who gives him one-on-one attention. What kind of art projects would work best to cater to the needs of children with Asperger’s? What activities would best help them learn social skills without over stimulating them?
3. Christopher’s father seems to have trouble relating to Christopher and is upset by the incident between Christopher and the police. What can be done to help parents better relate to their children with Asperger’s and help understand them better?
It seems as though Christopher understands the smiley faces when they are written out for him but it becomes a bit unclear when he has to think about the emotion rather than seeing the face on paper. Is this a characteristic of autism or is it something that is unique to Christopher’s condition?
I am finding it difficult to think about how a family would react to the diagnosis of autism in a loved one. When my brother was little, the doctors thought he might have autism. My little brother was very slow to develop and he was not forming many words even at the age of three. The doctors said this might be an early sign of autism. My family was very lucky because it turns out that my brother had a physical developmental issue, the muscles in his tongue were not fully developed so he had to learn to strengthen the muscles. He is 5 years old now and is as healthy as can be. I cannot help but wonder if the doctors were correct in their original diagnosis. What does it mean for the family of a child with autism?
Christopher’s story is very “jumpy”. He is telling the story of the dog and all of a sudden he is telling the reader about the stars, or prime numbers. Is that what it is like in the mind of a person with autism? Is it hard for them to focus on just one thing at a time?
1. Christopher says many things that describe his feelings toward something: "I am scared of this, I don't like this, etc. " He is constantly admitting to things most people can't even come to terms with or accept about themselves. Does he realize these things himself, or does Siobhan tell him ?
2. Christopher uses similes throughout his writing to relate things he doesn't understand with things he has already experienced or seen. He seems to be a visual learner, by depicting everything through images instead of descriptive words. Do all autistic children relate to things though images?
3. Christopher constantly has this need for things to add up, to make sense and be fair. For example, he could not be satisfied with the response that it didn't matter who killed the dog, he wanted the wrongdoer to be punished. Also, he likes to think of things in a factual manner. When describing the end of the universe, he does it in a manner that is very nonchalant. These facts and data comforts him, while it may overwhelm and disturb other people. Do all autistic people strive for things that make complete sense? Or is this something that makes Christopher unique?
Christopher's thinking process is so black and white it is hard to derive questions about it.
Do you believe that the news of Christopher's mother dying hurt him deeply in any ways, maybe even ways he does not yet understand or notice?
Although it is never stated, it is clear that Christopher has autism. Putting yourself in the shoes of Christophers father, do you believe it would be a truly hard experience to raise an autistic child, or do you believe it could offer more unique possibilities than raising a "normal" child? Why?
What do you think happened to the dog?
Why do you think Christopher feels comfortable handling a live rat, but is unable to hug his father?
The police officer speaks to Christopher in a threatening tone; he says “if you try any monkey business again, you little shit, I will seriously lose my rag” I found this very shocking that a police officer would speak to a kid with autism this way. I guess I’m just wondering if a police officer would get reprimanded for speaking to a child with a disability like this?
Christopher is very determined to find out who killed the dog Siobhan does a great job of distracting him of his goal by suggesting he write a story about it. This is only temporary though; Christopher is still quite determined to find out who killed the dog. This is potentially a danger for Christopher and he could get into trouble investigating it further. What are some other ways Christopher’s father and teachers could discourage Christopher from investigating this crime?
Christopher is very interested in science and mathematics. He talks frequently about primary numbers and the stars. What are some ways we could incorporate this kind of thinking into an art lesson?
I have met several children with Asperger’s. The one I have had the most contact with was never told that she had this disability. How can parents think that this is something that will not be hurtful to their children lives? Is there something that is of benefit from being in an ignorant bliss and detached form the world?
Is it better for the student to be in an environment where he is surrounded by like disabilities where it can be open or in an inclusion classroom in public school? Would either situation cause enabling?
I found it interesting that no matter what he was discussing he would return to his specific interest, which was math. Does he find talking about math makes him more comfortable and is this way to connect?
Three Questions from: Curious Incident of the dog in the Night-time, Mark Haddon Freida Wright 1) Why did Christopher know that it was 7 minutes after midnight when he discovered the gruesome murder of his neighbor’s dog? What was he doing out there after midnight all by himself? (Just a general story plot question.) 2) Was this character, created to help us understand real youth with Autism and/or Asperger’s? Christopher seems to be able to articulate his thoughts on things rather clearly and seems to be a very self-aware person at the age of 15. Does he represent the ‘norm’ in teens with Autism? 3) Are all the following depictions listed below of Christopher’s inner state of mind and characteristics meant to really represent an Autistic teen at age 15 or just a different way of seeing the world around you? Is it characteristic of young people with autism to be up at all hours of the night? Is it characteristic of young people with autism not to understand humor? Are they characteristically truthful like Christopher on page 10? Do they have extreme reactions to something they don’t want done like Christopher did? Do autistic young people have difficulty processing too much information like Christopher did on page 7? Do autistic youth lack in desire for human hugs and understanding of human affection? Do they have determined curiosity mindsets? Are they as detailed oriented at that young teen age regarding wanting to know and have detailed explanations as Christopher did regarding his mother’s heart attack?
When the narrarator describes the action of Siobhan drawing faces on a piece of paper to differentiate feelings he is describing a common issue of those with autism, the inability to not always understand and comprehend what people are saying. Is this is a good coping mechanism for people with this disability or should people be more understanding and considerate of those with special needs?
ReplyDeleteSince Autism is a disability that has a spectrum what does it mean to be on the high functioning end or the low functioning end? Obviously there are severe differences, however are they physical, emotional, or do they have to deal with the ability to comprehend information? How would you classify the narrarator?
If Autism is a disability that affects the ability of the person whom has it to not be able to understand “normal” aspects of communication and social interaction where does the obsessive nature of the disability come from? I know most people with special needs focus intently on certain
1) The narrator of the story appears to have autism. He seems to also be obsessive about certain numbers and things. Do you think that he is only autistic, or do you think he may have other disorders as well? How can you tell? Do you think obsessive thoughts are an aspect of autism or is it its own classification?
ReplyDelete2) Why do you think the narrator was so interested in finding out who killed the dog? Do you think an aspect of autism is curiosity of the unknown? Do you think he actually killed the dog?
3) Siobhan draws smiley faces for the narrator. He seems only to understand the clearly black and white faces- sad and happy. However, he does not understand the smiles in the grey area. Do you think autistic individuals have difficulty with relative grey areas? Do you think it depends on the individual?
1)I have a cousin who is autistic, I don't know my cousin very well but I noticed a lot of similarities with the boy and my cousin. My cousin appears normal, but comes across like he is younger than he is. At the same time though he is super knowledgeable about what he is interested it. So much so that it almost seems strange. I don't know much about autism so I wonder what exactly is it? What is it that makes these kids act the way they do? I also wonder how people help children with autism and what other kinds of struggles do they face?
ReplyDelete2) As I was reading I found it interesting that he was afraid to tell a lie. And I wonder what goes on in the boys mind when he wishes to tell a lie? Why does he feel he needs to be afraid?
3)Last I wonder about the dog. I don't really believe that the narrator killed him but I don't know what goes on in the mind of a kid with autism either. So I wonder who killed the dog? And why did the narrator just happen to be there? Was it chance or is there more to this story than the narrator told us?
1. After finishing reading the section I thought that it was incredible the way that the author chose to write the story. This way, we are very much seeing through the eyes of someone with what seems to be Asperger's syndrome or some form of autism. How can this help readers to really understand what these people go through? We have touched upon this, how you can never really understand what someone is thinking or feeling, but as educators should we be doing our best to see through the eyes of our students in order to better understand their situations?
ReplyDelete2. In the book Christopher focuses on order, numbers, and astronomy. These seem to be his major interests. How can we think about ways in which really understanding students with disabilities their interests and talents, can help us create curriculum? If Christopher was your student, would you build off of what he is interested in? Would you start with that and then try to branch off of there broadening his horizons?
3. Christopher had a difficult time when it came to dealing with the police officer and inspector. As those with autism, especially AS, find social interactions extremely difficult would it be helpful to build these ideas into our lessons? Would low key team building be effective? What about working in supervised pairs?
1. Christopher didn’t grieve over his mother when he found out she died, though he did seem to miss her. He has trouble connecting with other people emotionally. What kind of emotions or feelings do you think individuals with Asperger’s experience?
ReplyDelete2. Christopher is in a special program in school and gets to work with someone who gives him one-on-one attention. What kind of art projects would work best to cater to the needs of children with Asperger’s? What activities would best help them learn social skills without over stimulating them?
3. Christopher’s father seems to have trouble relating to Christopher and is upset by the incident between Christopher and the police. What can be done to help parents better relate to their children with Asperger’s and help understand them better?
It seems as though Christopher understands the smiley faces when they are written out for him but it becomes a bit unclear when he has to think about the emotion rather than seeing the face on paper. Is this a characteristic of autism or is it something that is unique to Christopher’s condition?
ReplyDeleteI am finding it difficult to think about how a family would react to the diagnosis of autism in a loved one. When my brother was little, the doctors thought he might have autism. My little brother was very slow to develop and he was not forming many words even at the age of three. The doctors said this might be an early sign of autism. My family was very lucky because it turns out that my brother had a physical developmental issue, the muscles in his tongue were not fully developed so he had to learn to strengthen the muscles. He is 5 years old now and is as healthy as can be. I cannot help but wonder if the doctors were correct in their original diagnosis. What does it mean for the family of a child with autism?
Christopher’s story is very “jumpy”. He is telling the story of the dog and all of a sudden he is telling the reader about the stars, or prime numbers. Is that what it is like in the mind of a person with autism? Is it hard for them to focus on just one thing at a time?
1. Christopher says many things that describe his feelings toward something: "I am scared of this, I don't like this, etc. " He is constantly admitting to things most people can't even come to terms with or accept about themselves. Does he realize these things himself, or does Siobhan tell him ?
ReplyDelete2. Christopher uses similes throughout his writing to relate things he doesn't understand with things he has already experienced or seen. He seems to be a visual learner, by depicting everything through images instead of descriptive words. Do all autistic children relate to things though images?
3. Christopher constantly has this need for things to add up, to make sense and be fair. For example, he could not be satisfied with the response that it didn't matter who killed the dog, he wanted the wrongdoer to be punished. Also, he likes to think of things in a factual manner. When describing the end of the universe, he does it in a manner that is very nonchalant. These facts and data comforts him, while it may overwhelm and disturb other people. Do all autistic people strive for things that make complete sense? Or is this something that makes Christopher unique?
Christopher's thinking process is so black and white it is hard to derive questions about it.
ReplyDeleteDo you believe that the news of Christopher's mother dying hurt him deeply in any ways, maybe even ways he does not yet understand or notice?
Although it is never stated, it is clear that Christopher has autism. Putting yourself in the shoes of Christophers father, do you believe it would be a truly hard experience to raise an autistic child, or do you believe it could offer more unique possibilities than raising a "normal" child? Why?
What do you think happened to the dog?
Why do you think Christopher feels comfortable handling a live rat, but is unable to hug his father?
The police officer speaks to Christopher in a threatening tone; he says “if you try any monkey business again, you little shit, I will seriously lose my rag” I found this very shocking that a police officer would speak to a kid with autism this way. I guess I’m just wondering if a police officer would get reprimanded for speaking to a child with a disability like this?
ReplyDeleteChristopher is very determined to find out who killed the dog Siobhan does a great job of distracting him of his goal by suggesting he write a story about it. This is only temporary though; Christopher is still quite determined to find out who killed the dog. This is potentially a danger for Christopher and he could get into trouble investigating it further. What are some other ways Christopher’s father and teachers could discourage Christopher from investigating this crime?
Christopher is very interested in science and mathematics. He talks frequently about primary numbers and the stars. What are some ways we could incorporate this kind of thinking into an art lesson?
I have met several children with Asperger’s. The one I have had the most contact with was never told that she had this disability. How can parents think that this is something that will not be hurtful to their children lives? Is there something that is of benefit from being in an ignorant bliss and detached form the world?
ReplyDeleteIs it better for the student to be in an environment where he is surrounded by like disabilities where it can be open or in an inclusion classroom in public school? Would either situation cause enabling?
I found it interesting that no matter what he was discussing he would return to his specific interest, which was math. Does he find talking about math makes him more comfortable and is this way to connect?
Three Questions from: Curious Incident of the dog in the Night-time, Mark Haddon
ReplyDeleteFreida Wright
1) Why did Christopher know that it was 7 minutes after midnight when he discovered the gruesome murder of his neighbor’s dog? What was he doing out there after midnight all by himself? (Just a general story plot question.)
2) Was this character, created to help us understand real youth with Autism and/or Asperger’s? Christopher seems to be able to articulate his thoughts on things rather clearly and seems to be a very self-aware person at the age of 15. Does he represent the ‘norm’ in teens with Autism?
3) Are all the following depictions listed below of Christopher’s inner state of mind and characteristics meant to really represent an Autistic teen at age 15 or just a different way of seeing the world around you?
Is it characteristic of young people with autism to be up at all hours of the night?
Is it characteristic of young people with autism not to understand humor?
Are they characteristically truthful like Christopher on page 10?
Do they have extreme reactions to something they don’t want done like Christopher did?
Do autistic young people have difficulty processing too much information like Christopher did on page 7?
Do autistic youth lack in desire for human hugs and understanding of human affection?
Do they have determined curiosity mindsets?
Are they as detailed oriented at that young teen age regarding wanting to know and have detailed explanations as Christopher did regarding his mother’s heart attack?