all through my aphasia class today we were talking about neuroscience.
all i know is that i kept thinking about brains. and autism. and aphasia.
in my other class, i kept thinking about autism therapy.
we were talking about phonological theories and articulation,
but i kept thinking about autism.
this is the thing about individuals with autism--
they see more than they get credit for seeing.
they see more.
- - -
the brain is so malleable, but damage is damage.
at church on sunday i was talking to someone.
and when i talked about my course of study, he had a real-live response and discussion.
(not just the usual coolokaybye. that means idon'tknowwhatthatmeansbutgoteamokaybye.)
because there was a woman in his ward or somewhere who was brilliant and bright and sharp.
and then she had a stroke and lost her words.
him: you can just tell. the words are right there. it's all still there, but she can't--
me: --yes! it's there, but she just can't get it out.
him: exactly. and now you can tell she's so reliant on her husband for everything.
aphasia is so fascinating, but tragic to me.
because even if you didn't lose your life from the stroke,
you've lost the words that give you life.
in therapy and intervention prognosis, they always talk about influencing factors.
things like age and site and severity of lesion.
family support, previous skills prior to the event.
and motivation.
because with acquired language disorders, so often the motivation comes so hard sometimes.
no one can understand you, or you can't understand yourself.
and so individuals become depressed sometimes and unmotivated to work on treatments.
as if a little part of them knows--
no matter how intensive the therapy,
their gains may never reach again where they once were.
in the beginning of college, i'd always understood that concept--
but only as a concept without really understanding.
then last fall as part of the professional practices course,
we talked about the stages of grief.
for individuals, for loved ones, for caregivers.
and i wonder--
would i lose my motivation and quit trying were i old and lost my words or comprehension?
would i fight?
we all say we would,
but when you've lived most of a life,
your heart and brain worn down--literally--from your battle scars.
would you keep fighting anyway, no matter how small the gains?
i'm not so sure i would.
- - -
there's a linguist in me.
or at least i thought there was.
but now i know.
it's a linguist for other languages, not english linguistics.
i love languages and their rule systems and the way they so eloquently function.
my freshman year i took a french class with this terrifying french woman.
she always used to say, c'est logique, c'est français! [it's logical, it's french!]
russian was more complex, but had all its sound systems and history of morphology.
my professor would put up all these linguistic rules about voicing or softness.
and even the exceptions came together in a beautiful sort of rhythm and rhyme.
not english, though.
i don't care for english linguistics.
we sit and talk of phonological processes and patterns.
language development theories and linguistic constraints.
and in english it all seems so scattered to me,
like groping for some small semblance of explanations.
they haven't found one yet.
because there isn't one.
- - -
that's the thing about graduate school--
it's so much less concrete than you'd think.
the statements of fact handed you as an undergraduate,
are taken away and returned to you as a collection of possibilities.
because everything's an option when it comes to pathologies in the brain and language.
everything's an option when it comes to disorder.
analyze what the child is doing.
figure out the puzzle.
this is what keeps our job so interesting.
because there is no one rule to follow.
they give you pieces of all they know,
they go through the process of solving puzzles with you,
and then they send you off to solve the puzzles yourself,
equipped not with answers, but with the resources to find the answers.
to keep researching until you find information that might work.
might. hopefully.
do the same thing with two seemingly identical individuals--
do you get the same result?
not necessarily.
and so you're left to create an answer yourself.
that's all it is--
a collection of answers for interventions that could work,
some are even likely to work.
but when human heads and hearts are involved, you just never know.
even when it seems they should--
sometimes they just might not.
granted.
but also.
even when it seems they shouldn't--
sometimes?
















