Adapting our own perception, following rather than leading and building bridges are all keys to helping the child with autism learn.

— Adele Devine

Are we allowing individuals to develop their talents with our current teaching methods? Is there more or maybe less we should be doing?

— Adele Devine

Children with autism are colorful - they are often very beautiful and, like the rainbow, they stand out.

— Adele Devine

Children with autism are constantly testing and pursuing truth. They are a bundle of contradictions. They love order and routine, yet often have the most amazingly inventive and creative minds. Furthermore, they may appear to follow rules, but are also the most likely people to come up with a revolutionary new idea. Furthermore, they feel emotion intensely, but often seem to struggle to read facial expressions.

— Adele Devine

Could some of the challenging behaviors that often partner autism begin as experiments on measuring human reactions? Are these children exploring boundaries - seeing what makes the toy squeak or the adult shriek?

— Adele Devine

Love every child without condition, listen with an open heart, get to know who they are, what they love, and follow more often than you lead.

— Adele Devine

My aim is to sort the jumble of information we throw at these children and present it in such a way that they will have a greater chance of achieving independence and fulfillment.

— Adele Devine

Our visuals must represent the truth and decode the verbal jumble, so these children can find the right direction.

— Adele Devine

Teachers should be made aware of visual stress symptoms and the potential difference colored lights, overlays and lenses could make to a learners' perception.

— Adele Devine

Teachers should not fear going off plan if a better learning opportunity presents itself. Plans are plans, but children are living, breathing, creative people, who deserve to have their questions answered and original ideas explored.

— Adele Devine