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"If I could snap my fingers and be nonautistic, I would not. Autism is part of who I am."
"If I could snap my fingers and be nonautistic, I would not. Autism is part of who I am."
— Temple Grandin
— Temple Grandin
An expert on animal behavior, Temple Grandin has designed humane handling systems for half the cattle-processing facilities in the US, and consults with the meat industry to develop animal welfare guidelines. In 2010, Time Magazine listed her as one of its most Important People of the Year. She was inducted into the American Academy of Arts and Sciences in 2016.
Early Life
Early Life
Temple Grandin was born to parents Richard Grandin and Eustacia Cutler in Boston, Massachusetts, on August 29, 1947. At the age of 2, Grandin was diagnosed with autism, considered a form of brain damage at the time. Her mother, who was initially blamed by physicians for her daughter’s condition, worked tirelessly to find the best care and instruction for Grandin. Her treatments included extensive speech therapy, which helped to draw out and reinforce Grandin’s communicative abilities. Grandin began to speak at the age of 4. Although her parents sought the best possible teachers, social interactions remained difficult throughout middle and high school, where other students teased Grandin regularly for her verbal tics.
“Parents get so worried about the deficits that they don't build up the strengths, but those skills could turn into a job. These kids often have uneven skills. We need to be a lot more flexible about things. Don’t hold these math geniuses back. You’re going to have to give them special ed in reading as that tends to be the pattern, but let them go ahead in math.” -Temple Grandin
As a high-functioning autistic person, Grandin has been able to make sense of and articulate her unusual life experiences with rare depth. She has described her hypersensitivity to noise and other sensory stimuli, which can make socializing painful in addition to being dull. She is a primarily visual thinker who considers verbal communication to be a secondary skill. Grandin also has an extreme sensitivity to detail and environmental change, which she credits for her insight into the minds of cattle and domesticated animals.
Temple Grandin - HBO Movie (2010)
Temple Grandin - HBO Movie (2010)
Synopsis: Before enrolling in college, famed animal husbandry expert Temple Grandin (Claire Danes) visits a cattle ranch owned by her aunt Ann (Catherine O'Hara) and demonstrates a brilliance for all things mechanical. Once classes begin, the autistic Grandin rises to meet the intellectual challenges -- though the social ones are a bit more difficult. Grandin triumphs over prejudice to become an innovator in the field of animal care, and a lifelong advocate for humane slaughtering practices.
Grandin has designed humane handling systems for half the cattle-processing facilities in the US, and consults with the meat industry to develop animal welfare guidelines.
Grandin observed cattle in pasture, in her vaccinating chutes, and in her designs for slaughter houses. By taking blood samples from cattle she was able to show that using her design meant that cortisol levels (a stress hormone) were comparable in all three locations.
Curved races facilitate the movement of cattle through the cattle handling facility. The basic curve design works well for both ranch and feedlot cattle handling and processing.
Grandin designed the ramp so that it prevents cattle from being spooked by the workers or the abattoir up ahead. Semicircular turns take advantage of the movement cattle naturally make in groups. Walking nose to tail, the cows march their way through to the kill floor without the use of prods or noise, and without panicking and injuring themselves.
Interview with Temple Grandin
Interview with Temple Grandin
Temple Grandin and Brendan Francis Newnam, host of "The Dinner Party Download", discuss the changes in autism diagnosis, differences in the autistic brain, and focusing on the strengths of autism instead of weaknesses. Grandin tells about her experiences in childhood which helped her learn social skills, and explains how one part of her brain is 400% bigger than in most people.
From the National Autistic Society: "Real life stories about various aspects of life, which adults on the autism spectrum have shared with us in order to help others."
From the National Autistic Society: "Real life stories about various aspects of life, which adults on the autism spectrum have shared with us in order to help others."
Childhood
Childhood
I think that my parents, particularly my mother, were much more aware than me regarding my differences to other children when I was younger. I remember my saying words in a different way and my family and their close friends thinking that this was "cute". However, my mum was very clear that I should use "normal words" so that I wouldn’t draw attention to myself. Also I remember feeling very possessive of my things in the classroom. For example, if someone took my rubber, it wasn’t good enough for them to return it. I wanted the perpetrators to be punished.
Secondary school
Secondary school
By the second year in secondary school, I was feeling different from other children. This was mainly because some children used it as an excuse to bully me. The bullying escalated and became physical as well as verbal and made me feel very low. Eventually I was diagnosed with autism which I think was a low grade type or something. My mum tends to know about these things. The diagnosis didn’t really change my world. I suppose I was pleased that it gave me a reason for my being different, but I also wondered 'why me?' and 'it’s not fair', but generally it was life as usual.
Changing schools
Changing schools
I was moved to a new school when I was 13. This one had a specialist unit where I could go at break times to be safe. There was an amazing guy in charge of this unit who really helped me out loads and got lots of special things sorted out to support me to achieve three GCSEs. More importantly, he enabled me to enjoy school and grow in confidence. I remember hearing about 'transitions' vaguely, but for me this was merely a concept that other people used. For me the reality was about having to leave the school where I felt okay at last and making sure that I went to the best place possible for me. Again the guy from the special unit was great at helping to plan this and as a result of his input is now a family friend.
College
College
When I left school I went to a specialist college, which was more what other people wanted for me at the time. However, I finally realised that it would give me a chance to come to terms with who I was and a chance to learn how to cope with others. In my third and final year there, I spent most of my time at a mainstream college successfully re-taking Maths and English GCSEs. It was at this time that I really got into art and design and decided I wanted to follow this up.
Social problems
Social problems
I got a place at a college doing a National Diploma in art. Unfortunately whilst here I got mixed up with a group of people who recognised and took advantage of my vulnerability, although it took me ages to see this. I thought they were real friends. Things got gradually worse and eventually they made very serious accusations. Fortunately they were not very savvy and left information about their plan to 'frame me' on one of their Facebook pages. However, I was only exonerated after I had been excluded from college for six weeks really close to my exams. The girls involved were told to leave me alone. This really does appear to be the only action taken against them. I still feel angry and hurt by this. On a positive note, despite all of this happening I still ended with a Distinction and got into a university to study for a degree in art.
University
University
The university I went to was good in that they had support workers in place for me before I started. Despite this, I don't think that the university and the support workers really got autism. They were far more aware of the implications of my dyspraxia and dyslexia. Socially it took me a long time to gain the confidence to make friends. I was very wary of people, largely due to my previous experiences at art college. I ended up making friends on the Internet first. I didn’t really make face-to-face friends until I joined the university theatre company. In my last year I ended making five or six friends who I still have contact with now.
Now
Now
I currently live with my dad and I am looking for paid work. I know that I need to look for a basic job initially and use this as a stepping stone. To anyone with autism who is about to embark on the transitions journey, I would say: keep your family close, you will need them. As for people who control transitions and are in charge of transition services I would say: employ people who know and care about autism. I often felt that the people who worked with me in colleges got more per hour than if they worked with people who didn't have autism. People need to care in order to be good at this type of work.
By Danny
By Danny
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