Oh how I love the ignorance...

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Sharing reality with others is obviously a very diverse dynamic of both context and content. I don't see any other person innately incompatible as humans yet we can insight to reason that for the sake of rationale it may be derived only certain ways. It is a miserable path forcing others to obtain an understanding to anothers specific liking. However should each be respected enough to come to realize to accept diverse intents in potential less unhappiness would transpire.

So what your saying is a creative form of writing is unacceptable. I just think if you learn to realize people express differently and with different styles even sometimes and not all the time you might be less demanding of others to change. Really the above post was kind of like poetry and not the usual. If you cannot understand a part of it I can describe the entire intent of a line and even go in depth beyond a short description should you like. Just when I creatively write it's my own and that's my art form. I've studied speeches and other writings and came up with statements to make others think at times as sometimes too simple is boring to some and other times having others think of an arrangements of words a certain way makes me think about a topic a little differently.

Ari Ne'eman made a request that students suffering from autistic learning disabilities should be taught Calculus without having to master more basic levels of math. Ari was immediately greeted with scorn from the curabee's as well as the neurotypical special education teachers who insist that Calculus would be incomprehensible without mastering the basics first.

While I think people should be open minded to individuals potentials in general I'd have no interest in that. At that age I was more interesting in learning word spelling and repetitively writing the same word on paper a 100 times to assure I remembered how to spell it right. No interest in that math arrangement nor should have I been forced to learn a subject of no interest.

Mathematics is not an elective subject but rather a requirement for graduation.

I was not able to achieve simpler math so how do you expect me to achieve that one? Then somehow be insulted that I should not be mandated to achieve that math. In idea IEP's and so on take into account individual abilities and disabilities so some or more with disabilities are in that high math already.

All of the formulas even in simpler mathematics are derived from the Calculus. This can be true even for simple arithmetic problems such as fractions which requires dividing either a circle or a sphere or even a 4 dimensional hypersphere. Now of course if someone relies on brute memorization, one does not have to have this higher understanding to work the problem but the autistic mind which is higher than the neurotypical mind must know the why rather than just the how. The autistic mind deprived of the higher reasoning and the complexity becomes underinformed and cannot function.

Unfortunately the conventional educational system is a prequisite system which forbids the teaching of higher math concepts until mastery is proven in the more basic math concepts. Special education traps the autistic in this basement hell where basic concepts are repeated over and over again. Alternative autistic education allows this perpetual cycle to be broken and even attracts neurotypicals students who might find the philosophy of the school trendy.

I would have been better with having a desire to under psychopathology then maths which did not help me understand the nature of the people in the world. Now if you said psychology with the abilities to jump into the very advanced materials I'd be happy. How about flexibility for certain learning styles and specific interests rather then the bore of calculations.

The math classroom I remember specifically as it was after the hustle and extreme over-stimulation of lunch time. I had it as my time to destimulate but then went to the resource class cubical often to be left alone. The lady teacher kept passing me even though I did no work because I was "special".

The number 1 rule is never let a neurotypical assess the mathematical capability of an autistic. A neurotypical will pretend that they know how to assess your gifts and weaknesses but they do not have a clue.

The number 2 rule is never depend on brute memorization. Einstein could never remember his own phone number so it is nonsense to hold an autistic student back for failing to memorize a multiplication table. Just learn how to look up the information if you cannot memorize it.

The number 3 rule is to simplify the mathematics. Base the mathematics on rational whole numbers. Forget about calculating Pi to the millionth digit. The rational aproximation of Pi is 3.

The number 4 rule is do not fly blind. A pilot can fly at night relying only on his instruments but the autistic must have visual representations of the mathematics.

Hello Androbot2084

You make very good points. The visual process is only introduced in basic maths education. With possible short term memory issues it is the creative visualisation that allows short term memory to become long term memory.

Often with a lot of children in the class the time for children with special needs is not given, hence special needs classes. As you know special Ed classes go over the same basic material. The creativity is not there to engage the special interest of Autistic minds. So the mind becomes distrated.

I believe Einstein was at a party when he was asked for his phone number,he said he did not know- to the surprise of the enquirer. He mentioned that it was in his address book at home with all the other phone numbers.

Einstein seems to have spared his mental horse-power for working towards solutions found in his special interest.

I like your turn of phrase; brute memorisation. I agree, this is the process of early education. Contrawise creative visualisation is more aligned to our particular autistic strenghts.

One of the things I have found in my own experience is that I can reduce information into geometric shapes. I remember the shapes through instant recall and then I can find the information I have appended to the shape. If I can not visualise it- I can not remember it.

So recall is an interesting study in itself.

Creative visualisation is where we find the place of genius. New thoughts arise in relation to the bare logic of the visualisation. This is often a specialised cognative detail of the Autistic mind.

Thank you for reading my post

The harsh division of people types I do not feel is a wise strategy.

Just integrating autistics in the mainstream education does not solve the problem because the prerequisite hierarchy of teaching mathematics will always hold the autistic back. What we need to do is fundamentally change the way mathematics are taught so as to encourage autistic creativity with much more emphasis on advanced mathematical concepts and inventions as well as learning basic skills. Presently autistics are regarded as a disease and our insightful questions are regarded as a disruption to the education of neurotypicals. So rather than let our genius and creativity develop they put us in these special education classes in order to dumb us down so we are not a threat to the established order.