Journal of Educational Practice for Social Change 2012 | Page 15

Book Review: Am I Still Autistic?
John Hall was diagnosed as severely autistic and slightly mentally retarded. He was
just two years of age. His parents sought out and located an intensive therapeutic program
known as Cheerful Helpers which was housed within Cedar-Sinai Medical Center in Los
Angeles. By age 6, John had significantly improved his performance and was mainstreamed
into a regular first grade classroom with exceptional student education support. He struggled
through the basic schooling rotation of elementary, middle, and high school.
Hall (2011) stated, “As a child, I internalized the very real fear of my mother dying, and I
now learned that this fear had generalized in my psyche to such an extent that it drove
everything I did. I could not make tough personal decisions; I could not deliberately hurt
anyone or even be honest with myself. I could not look at who I was, what I accomplished, or
who I am at all, because anxiety paralyzed that part of my functioning” (p.1907-2002).
What is autism? It depends upon the source of the definition. According to Autism
Speaks (2011), Autism can be defined as: “Autism Spectrum Disorder (ASD) and autism are
both general terms for a group of complex disorders of brain development. These disorders
are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal
communication and repetitive behaviors. They include autistic disorder, Rett Syndrome,
childhood disintegrative disorder, pervasive developmental-not otherwise specified (PDDNOS), and Asperger syndrome. ASD can be associated with intellectual disability, difficulties
in motor coordination and attention and physical health issues such as sleep and
gastrointestinal disturbances” (Autism Speaks, 2012). This particular disorder may go the
length and breadth of the above definition or may be item specific only. Rett Syndrome would
be an example of an item specific only diagnosis.
The Centers for Disease Control and Prevention (CDC) cites statistics for Autism as 1 in
88 children. This currently translates into 1 in 54 boys and 1 in 252 girls (Baio, 2012). Autism
or Autism Spectrum Disorder (ASD) is not a cookie cutter diagnosis. Getting the flu or being
allergic to peanuts would appear easier to diagnosis. Like the proverbial snowflake, no two
individuals with an ASD diagnosis are alike. One child may appear to “turn to stone” when
meeting someone new, while another child might only talk to the dog to the exclusion of other
family members. Grandin (2012) strongly states the need to be identified as smart. She wrote:

Doris E. Sweeney, Ph.D. received her doctorate in education from Walden University in
1998 with an emphasis on the theory of multiple intelligences. A life-long learner, she
continues her focus as a literacy advocate. She is a charter member of Phi Delta Kappa
Walden/cyber chapterand is a co-editor of the Journal of Educational Practice for Social
Change (JEPSC). She has taught in the K-12 arena in regular and exceptional student
education and also at the collegiate levels. She is an associate professor with the
University of Phoenix, a doctoral mentor, and is currently a teacher of the gifted at an
urban elementary school. When not teaching, she enjoys spending time with family and
friends.
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