"Autism and the New Kids"

B Y   D A N I E L   J A C O B  


There are those who classify Autism as a "brain disorder."  Notice the summation of Autism from Wikipedia below: 

Autism is a brain development disorder characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old.[1] Autism affects many parts of the brain; how this occurs is not understood.[2] The autism spectrum disorders (ASD) also include the related conditions Asperger syndrome and PDD-NOS, which have fewer signs and symptoms.[3]

Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by multigene interactions or by rare mutations.[4] In rare cases, autism is strongly associated with agents that cause birth defects.[5] Controversies surround other proposed environmental causes, such as heavy metals, pesticides or childhood vaccines;[6] the vaccine hypotheses are biologically implausible and lack convincing scientific evidence.[7] The prevalence of ASD is about 6 per 1,000 people, with about four times as many males as females. The number of people known to have autism has increased dramatically since the 1980s, partly due to changes in diagnostic practice; the question of whether actual prevalence has increased is unresolved.[8]

Parents usually notice signs in the first two years of their child's life. Although early behavioral or cognitive intervention can help children gain self-care, social, and communication skills, there is no known cure.[9] Not many children with autism live independently after reaching adulthood, though some become successful.[10] An autistic culture has developed, with some individuals seeking a cure and others believing autism should be tolerated as a difference and not treated as a disorder.[11]

I have shaded in the last sentence, because I believe it to be a key factor for understanding how to meet this and other "disorders" that show up in society.  In short, we must learn to moderate our societal compulsion towards "order"......and our attitude that everything that doesn't follow a "normal" flow must be "fixed." Sometimes that which we think needs "fixing" is here to fix US! 

As a parent of a Developmentally-Special son myself, I am sympathetic to the needs of families as they seek to maintain sensible patterns of living which meet the needs of ALL family members, not just those who scream for attention.  Autistic Children in a nuclear family tend to dominate every scenario---forcing family members to lay aside their own needs and desires so that they can keep their children safe AND keep them from destroying the family home as they go about the process of living their lives. 

Kahlil Gibran once said, in regards to the parenting of children:

"Your children are not your children.
They are the sons and daughters of Life's longing for itself.
They come through you but not from you,
And though they are with you yet they belong not to you.

You may give them your love but not your thoughts,
For they have their own thoughts.
You may house their bodies but not their souls,
For their souls dwell in the house of tomorrow,
which you cannot visit, not even in your dreams.
You may strive to be like them,
but seek not to make them like you.
For life goes not backward nor tarries with yesterday.

You are the bows from which your children
as living arrows are sent forth.
The archer sees the mark upon the path of the infinite,
and He bends you with His might
that His arrows may go swift and far.
Let our bending in the archer's hand be for gladness;
For even as He loves the arrow that flies,
so He loves also the bow that is stable."

It takes a village to raise a child---especially an Autistic Child.  It also takes a village to nurture and sustain a vibrant, happy adult.  Our tendency to close inward, and focus our lives into "nuclear families".....pretending to be separate from everything around us, is the single most destructive pattern found in Western Society.  When migrating Europeans crushed and dominated the Native American cultures they encountered when they arrived on North American shores, they missed out on a major key for survival in this Land of Plenty.  TRIBAL CONSCIOUSNESS

In my series "The Imagine Nation," I lay out a proposed template for what society would look like if it was designed by Star Kids. The same type of thinking can be applied to ALL members of society who initially present themselves to be outside the "norm."  We all need space to breathe and flourish.  And we all need some means of SUPPORT to do this, while in our early stages of development. 

The Reconnections speak about Autistic Children, and other types of Developmentally-Special Citizens as "Transitionals."  Bridge People.  In consciousness........they have one part of themselves planted firmly in 3D reality, while many other parts of them are busy exploring alternative states of being.  They live on the edge of "here and there."  It's not hard to see this when you look in their eyes.  They didn't come here to be "normal."  They came here to demonstrate new traits and new abilities---especially those who are referred to as SAVANTS.


In my opinion, Western Society is letting some of our finest natural resources go to waste.  I'm speaking here about the minds and hearts of our Next Generation.  By making children the legal "property" of their parents, we bind both child and parent to established "roles" and rigid expectations---some of which are attainable (by those who are pre-conditioned to follow rules), and some which literally BREAK the minds and hearts of everyone involved.  While a few "financially endowed" families spoil their kids with privilege and possessions, a huge portion of society struggles just to keep body and soul together. In some cases, we are letting some of our GENIUSES of tomorrow slip right through our fingers into social oblivion.  

By allowing our arrows to "fly free" (as Gibran encourages) while we remain points of STABILIZATION for them in 3D reality, these New Kids will serve as "Test Pilots" for a whole array of expanded abilities and "thinking outside the box" adaptations to common problems.  And this needs to be a SOCIETAL commitment, not merely a load of responsibility that is heaped on two people's shoulders, just because they are birth parents.   

In my series "Educating the Educators," I speak about creating a genuine "learning environment," where kids can discover and follow their own inner passion and intuition---while forming genuine and helpful connections to educational tools and resources. They'll do this because THEY believe in the power of those resources, NOT because we force them to learn.  

In supporting Autistic Kids, as with ADD and ADHD individuals---we must create a "normal living space" which matches THEIR characteristics, rather than forcing them to match mainstream behavioral standards.  They must have a place to "be themselves," coupled with plenty of opportunities to "mainstream" with all types of people. This is a delicate balance to achieve and maintain---because EVERY facet of society deserves this kind of life.  A place to be yourself, and a place to interact with those who are "different".......when you are ready, and in the manner YOU choose. 

Obviously, I'm being both idealistic and optimistic here.  As was said in the beginning of the "Imagine Nation" series:  "As you read along, try to refrain from worrying about HOW we'll attain these goals.  Simply ask yourself:  "Is this what I want?"      

Not every Autistic Kid will be able to verbalize his or her feelings about what I'm saying here.  But if we try out some of these ideas---perhaps as paraprofessional community-support projects---we just might notice an extra sparkle in those tell-tale eyes. There is much more to share about this subject.  I've only scratched the surface here.  More will come in due time. Do you have any insights of our your own?  Write me.  I'd love to add them to the site. 



A Teacher Speaks Out:  "Learning from Our Children"  (click link)


B L U E S T A R    B R I L L I A N C E

WITH   S U Z Y   M I L L E R

Interview with Suzy and Sandi Sedgbeer on
Steve Rother's "Virtual Light Broadcast" (click link)


"My First Bi-Location "Play Date"

B Y   S U Z Y   M I L L E R

March 25, 2010

Yesterday I was invited to take a walk with a friend of mine, who runs an alternative school, and one of her students.  As we climbed the mountain and got to know each other he asked me "Do you know how to bi-locate?" (I'm not sure of his age but I would guess he's about 10).  I told him "Yes" and we went through a long series of questions and answers.

His curiosity was just brilliant. When we reached the top of the mountain, I could see him putting into practice all that we had been discussing. As he sat on a rock, I asked him where he went, and he said: "How did you know I went somewhere?" I told him I could see him leave. 

Within about 30 minutes he had asked a gazillion questions, applying each response directly after it was answered. "If I go to another place, can I bring something back?" " When I go there can the people who are there see me?" "Can I go anywhere, even to space?" "If I go there can I make someone come back with me?" Then he began to ask  questions followed by the phrase "I think I know the answer to this." ( he was remembering what he always knew) He would then give me his response and of course he was always right on. He was so pleased with himself.

This is so much different than working with adults. Since we adults have all been trained through our education to only believe certain things, the challenge for us when exploring this same topic would be getting past what they think we know. Interesting  too was the fact that this young man used his questions to move him into experience, versus using questions to avoid experience.

As we finished our hike, we agreed that I would bi-locate to him at a certain time. (time and space do not really matter in this experience, but it helped make it more possible in his mind, so we set a time and place).

He requested that I show up on his trampoline at 6:00pm, March 24th and we also agreed that I would chat with him the following day to see what he noticed.  ( I have to laugh, I think it was my first official bi-location play date!)

I just got off the phone with him. He was so thrilled! He said "I could really feel you there and I could feel the trampoline move." He described it going down in the middle. That made me smile because the image I had when I did move my energy to his location was that of a big trampoline with the high netting all around with dark blue (he said "black") pads around it.

I also had the image of being right in the middle and jumping as high as I could to create movement.  Imagination or bi location??? Either way he was able to make a connection and have an experience of something that he always believed was possible. I can still feel his excitement now!

I am expecting recurrent visits from him, now that he has remembered how to "travel" so I will keep you all posted!    ~Suzy.

Suzy Miller was a Pediatric Language Pathologist ten years ago before writing her book Awesomism. Her experience with one "special" child altered her life and shifted her whole view of this virtual epidemic that is going on in the world. The behaviors of Autism act as reflectors of their energetic environments. Most who are diagnosed with Autism are non-verbal. They are not disordered, just different. When there is discord between who the person actually is and what they are being in the world at that moment, they act it out. They act it out as very clear reflectors because they are high vibrational beings communicating with their whole being, in the best ways they know how.  Suzy's telepathic and empathic gifts have proven to be quite useful in her current work with these kids.  

For more information about Suzy and her work, go to:


and also


Copyright 2009, by Suzy Miller. All Rights Reserved.



Unless otherwise noted, all writings are Copyright, 2009, by Daniel Jacob.  All Rights Reserved.  Writings may be copied and shared, for purposes of personal growth and/or research, so long as the above URL and this copyright are included.  All reproduction for profit, by any means, requires the written permission of the author.