When I was 8, my 4 year old brother, 40 year old father, and 35 year old uncle whom I lived with all went to get screened for autism after my brother’s pre-school recommended it.
3/4 of us walked out with autism diagnoses.
I was given the official psychiatric assessment that I had “learned and developed autistic traits and mannerisms due to growing up in a household with no neurotypical influence” and the advice was that I would grow out of it once I made enough “normal” friends at school.
My brother started occupational therapy and other programs, and at each one, the practitioner would recommend to my dad that I join too to “help her brother feel safe and comfortable” and I would litteraly participate in the Autism therapy programs with my autistic brother.
Over my years at school, I picked up official diagnoses for dyscalculia and dyspraxia and that explained a few of the struggles I was having. The autism OT I was already doing covered support for my learning disabilities so nothing except the paperwork changed.
And sure enough, I made neurotypical friends at school, and a lot of the autistic-like traits I exhibited as a kid were no longer apparent in my behaviour.
I had a lot of mental health issues as a teenager and young adult. But what millennial isn’t depressed and anxious? I was growing up with 3 autistic men as a teenage girl, I rationalised that my dysfunctional emotional state was justified by my life circumstances. I was a dramatic teen.
Hearing and visual impairment, and other physical health issues with muscle tone, and struggles to heal due to poor proprioception that got worse in my 30s somehow lead to a re-assesment for autism as an adult.
Big fucking suprise. I’m autistic. Always have been.
Sometimes health professionals don’t get the full picture. They’re human.
My presentation is drastically different from my male family members, and I was parentified by my fathers autism from a young age - I remember being as young as 10 and my dad saw my ability to blend and socialise, he’d send me into stores or get me to make phone calls for him if he was having anxiety over it. This was not something that was discussed at the time of my first assessment.
My special interest was, and still is, anthropology. I maintain that loving the study of humanity and human culture means I’ve been able to intellectualise my way through social situations that neurotypicals feel their way through on instinct. I suspect I’ve done this from a young age, and that this further muddied the waters for that psychiatrist who assessed me when I was 12.
If I’d gotten reassessed in my later teens, or early 20s, I’m certain the result of the assessment would have been different then to, even with the same psychiatrist. You get 4 hours with a perfect stranger,just on some random day, and they’re supposed to make an assessment on your entire life?
We trusted their assessment, which is why I fumbled through life for 20+ years under the assumption I could learn my way out of feeling autistic.
Trust your healthcare professionals, but remember that they’re human, and second opinions are important, especially if you’re struggling with the treatment plan, or lack thereof, from the first doctor.
Accessibility.
We will never get rid of the analogue clocks from our school, we’re an adult education and alternative model highschool qualifications centre.
We primarily teach adults with no to low English, adults and teens with disabilities, and adults and teens refered via corrections services.
There is a significant level of illiteracy within numeracy, and for some of our students, it’s not a failing of the education system, it’s just a fact of life given their specific circumstances (eg, acquired brain injuries are common among our students)
Some students can learn to tell time on an analogue clock even if they didn’t know before.
But even my students who will never in their life be able to fully and independently remember and recall their numbers can tell the time with an analogue clock.
I tell my students “we will take lunch at 12pm, so if you look at the clock and the arms look like this /imitates a clock/ we will go to lunch”
And now I avoid 40 questions of “when’s lunch?” because you don’t need to tell time to see time with an analogue clock, they can physically watch the hands move, getting closer to the shape they recognise as lunch time.
And my other students can just read the time, from the clock, and not feel infantalised by having a disability friendly task clock like they’ve done at other centres I work at - they’ve had a digital clock for students who can tell time, and a task clock as the accessible clock. But a well designed face on an analogue clock can do both.
I myself have time blindness due to a neurological/CRD issue, so analogue clocks, and analogue timers are an accessibility tool for me as well, as the teacher.