Getting Back to Center
It has been a year since we suspended in-person workshops at Islands of Brilliance, so it feels like a good time to reflect and take stock of who we are and how we serve. Looking back at the last 12 months also allows us to see the enormous growth we saw within our students too–they adapted, they learned so much about themselves and their capabilities, and they flourished.
We know the work we do is incredibly important. And it all focuses on two core philosophies which are the foundations for student success:
Changing perceptions
Meeting students where they are
I have been asked to share the story of Islands quite often over the past few months. Each time I do, those two core philosophies become the focus of conversation and are brought to life through real student stories and experiences. Each time I have the chance to share them, I am amazed and incredibly proud of our students.
Changing perceptions
At IOB, we strive to change perceptions of individuals who live with autism from having a disability to focusing on their capabilities.
Years ago, when our son Harry was identified with autism, we were told by neurologists to lower our expectations. From the few hours they spent with him, their perception was that he couldn’t tell the difference between the beginning or ending of a book, he wouldn’t be ready for first grade, and we shouldn't plan on him going to college. Our perception of his capabilities was far different. I am proud to share that he recently graduated from UW-Milwaukee Peck School of the Arts with honors this past December.
What a difference a change in perception can make.
We have experienced and seen similar changes like this since we started the program back in 2012. From the very first workshop, parents told us they finally had hope. Perhaps, more fundamentally important is that they changed the way that they looked at their child and his/her future. We heard from students that they didn’t want the experience to end–they wanted to stay, work hard, and learn. And we heard it from our mentors too, that they were blown away by the creativity and fearlessness of these students. Today, we are continually amazed and inspired by the community that has blossomed. The idea that through the shared experiences of creativity, perceptions really can and do change.
One very simple recent example of this changed perception happened just yesterday. A new family reached out to us and after our long conversation that is part of IOB’s concierge process, we felt that our Doodle Lounge would be a good fit. But the perception was that this new student may feel intimidated and not even speak or want to turn her camera on. This was based on previous experiences in other environments. I told the IOB Team to be prepared for that and make sure she felt welcome and comfortable. The best possible outcome transpired–she loved the experience and was eager to engage and share her work with this group of new strangers that she had just met. She couldn’t wait to join again.
How good that must feel!
We often hear a change in perception from mentors who might be a little nervous to engage. They have little—and in many cases zero—experience in interacting with individuals who live with autism. This creates a perception of what to expect and fear of the unknown. During a recent workshop, I heard from a new mentor how impressed he was with the students' knowledge of masking—a professional technique used in Photoshop. For the student, the route to get him into the software was different and involved some annotation and modeling. But once he was in the project, this student's capabilities were allowed to shine and the mentor's perception of what to show and how to challenge this student changed immensely.
Another wonderful story showcases one of our long timers here at IOB, Aaron. His mom Ryann advocated for Aaron to start participating at IOB at the age of 7. She could see the value in each of the elements that are put in place during every workshop and how they would impact his growth. Through the years, Aaron has been presenting his incredible creativity to an audience at the end of each workshop. His growth and confidence have been a pleasure to watch. So this student who used to struggle at times during presentations, is now participating in Forensics and telling the story of the Rise and Fall of Toys R Us (one of his favorite subject matter interests). Aaron just won first place at his school and third place at a local competition. He even qualified to go on to the state competition! How has his own perception of what he is capable of doing changed? How has his mother’s perception changed and even that of his teachers and peers at school changed? Mom summarizes it best, “His love of speaking started at IOB! I give IOB so much credit for nurturing him!”
Meeting students where they are
We have a puppy. More specifically, we have a very large active German Shepherd puppy who needs a ton of exercise, a lot more training, and our understanding of where he is in his development. It is difficult at times to remember that this almost 90 lb giant is a puppy at heart. Expecting him to behave as if he was 5-years old doesn’t make sense. And yet, I can’t wait for him to behave like a mature well-mannered adult dog. So I have to be patient—with him and maybe more importantly with myself. I also need to wear thick gloves.
How does our family puppy relate to IOB students?
As mentioned, at the end of each class, we invite students to share their work, answer a few questions, and then celebrate with their peers. Doing so builds trust and confidence, but it is not for everyone. We have a student, who will remain nameless as I respect him so much, who creates incredible work. Work I would love to share and celebrate. But that is not what he wants. He is willing to share his work with just a trusted few but having all eyes and ears on him makes him quite uncomfortable. Even though I want to jump up and down and say , "look at this wonderful work!", we need to respect how he feels and honor his words. But I am proud to say that after about five workshops, he’s arrived at a place where he felt confident enough, and trusted us enough to follow his very specific instructions on how to present his work. The idea: Allow his mentor show and speak about his project and his process. We met him where he was at each workshop, gained his trust as he gained confidence, and went from a “no” to a “maybe” to a “yes”.
My heart jumped for joy that day. It was pretty special.
We meet students where they are in so many different ways. That may mean with their confidence, their knowledge of the software, or even their fine motor skills. When long-time IOB student, Adam, first walked through our doors, just holding a pencil was challenging, let alone type on a keyboard or use a computer mouse. Often we used the hand-over-hand technique until he gained the strength and the motor skills to execute on his own. He was a master at storytelling and art directing, often holding out, like most creatives, until the “perfect” shade of red had been implemented. You should see him today. He has his own art studio at home. He is prolific. He is admired and respected. In Doodle Lounge, his characters are celebrated. He has even had students “request” that he create a specific character for them in his own unique style. This is the same student who used to run away from school because that environment didn’t even come close to meeting him halfway. We met him where he was and allowed him to grow and thrive and show us all those things he was and is capable of doing. Again, it is a beautiful thing to be a part of.
One year later we are still here and believe in who we are. And even though we may be virtual (for now), some things never change. We focus on each student's strengths and see them as capable creative individuals. And we meet them where they are and celebrate each success they achieve in the manner that works for them. Because we ask, we listen, and we show them the respect they deserve.
