Book on Autism wins the Samuel Johnson Prize

The Samuel Johnson Prize is the UK’s most prestigious literary award. This year, Steve Silberman’s popular science work Neurotribes: The Legacy of Autism and How to Think Smarter About People Who Think Differently took home the prize for nonfiction. This is the first time in a decade and a half that a popular science work has taken home the esteemed award.

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder characterized, to varying degrees, by impaired social and communication skills, as well as the presence of repetitive, habitual behaviors. Currently, there is no definitive or singular cause for autism. However, researchers have begun unearthing several rare gene mutations that are being linked to ASD. Even with these advances in the research, the academic and medical community is still left with many unanswered questions.

Being the recipient of the Samuel Johnson Prize is not the first time Mr. Silberman has garnered acclaim for his writing on neurodiversity. He is an award-winning investigative journalist with bylines in The New Yorker, Time and Nature. His reach, however, extends beyond the realm of pencil and paper. His TED talk, “The Forgotten History of Autism,” has left a palpable impact and been translated into thirteen languages.

In his book Neurotribes, Mr. Silberman explores the history and shifting attitudes toward autism, as well as the complex science behind the childhood developmental condition. He digs into the social and political landscapes throughout history that have shaped our present understanding of autism. He traces the history of ASD all the way from its origins in the research of Hans Asperger to the modern day. He even goes as far as to try to tease out answers for why there has been an apparent explosion of ASD diagnosis in the past decade.

Perhaps the most exciting aspect of his book is his discussion around the growing body of "neurodiversity" activists. Mr. Silberman details how professionals and persons with ASD are coming together to promote self-determination by seeking accommodations and technological advances in the workplace, as well as in education. The underlying message of Neurotribes is that as a society we should stop drawing sharp divisions between what we assume to be "normal" and "abnormal." Instead, he urges that we be cognizant that everyone, regardless of the presence of a learning difference, has a uniquely wired brain. This is a sentiment that we here at The Yellin Center wholeheartily believe in, and a philosophy we try to propagate in our daily work. Mr. Silberman paints an optimistic picture of how the world can become a better, more accepting, increasingly understanding place for those with learning differences.

School Visit: The Forman School

Yesterday was one of those perfect fall days we in the Northeast seem to spend all summer waiting for. Luckily for me, I got to spend it driving to and exploring The Forman School, a co-educational boarding and day school in Connecticut. Forman serves students with learning differences in grades 9-12+. 

The Forman campus is intentionally designed to resemble a small New England town, and there is a real sense of community among the students I had the chance to meet. They clearly thrive on the rich esprit de corps on campus; students have a dress code, actively participate in sports, and have a rich extracurricular life on campus.

I had the opportunity to meet with Head of School Adam Man and Associate Head of School Helen Waldron, along with Kelly Caldwell Miller, the school's psychologist. We discussed how Forman was actively connected to the field of Mind, Brain, and Education in that they were constantly seeking new ways to integrate evolving knowledge with academic experience. They noted that the Forman leadership has made it their mission to focus primarily on college-bound students with language based learning differences and ADHD.

My tour of the campus included a new, state-of-the-art science building. The student dorms all have resident faculty members and most of the faculty live on campus. The goal is to create a community in which students can build their independence with the care and supervision of adults.

Images courtesy The Forman School

A highlight of my visit was a lunch with students, all of whom spoke frankly to me about their learning differences. They were reflective, self-aware, and had strong self-esteem, and were mindful of both their challenges and their strengths. A newer student pointed out that although he had not been at Forman very long, he felt totally included in every aspect of the school.

Adam Man described a rich transition program for students preparing for college, focusing not just on academics, but on building the skills students will need in college and the wider world. This transition curriculum includes such skills as how to self-advocate, how to manage in large lectures (a big difference for students who have had the benefit of classes averaging eight students while at Forman), and how to obtain accommodations in college. Man noted that although Forman has a one-year post-graduate program, most of the students who attend are from other schools, where they did not get the kind of preparation for college that Forman provides its own students.