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ASU poet and lecturer advises: Every person with autism is different.
April 11, 2017

About 1 in 68 children have autism and face difficulties that range from socialization and communication problems to restricted and repetitive behavior. At ASU, efforts to better understand and help those who live with the disorder include President's Professor James Adams’ autism research program, the Teachers College’s Curriculum and Instruction: Autism Spectrum Disorders degree and a recently formed student group, Autistics on Campus.

Still, it causes endless uncertainty — which ASU English lecturer Rosemarie DombrowskiDombrowski was recently named the City of Phoenix’s first poet laureate. understands as well as anyone. A poet, Dombrowski has chronicled ambiguity, shared joy and vented frustration as the mother of a nonverbal autistic son in the collection “The Book of Emergencies.”

In recognition of Autism Awareness Month, ASU Now sat down with Dombrowski to talk about her experience and gain insight into the sometimes-misunderstood disorder.

Question: What’s the meaning behind the name of your collection of poems?

Answer: When I began to parent — not just a child, but a child with autism, and in what I would consider to be the dark ages of autism awareness, because my son is 17 now — I felt like I needed a certain kind of handbook to handle the emergencies that came up on a daily, if not hourly, basis.

And no matter how many memoirs I read that were authored by mothers who had children with autism about the same age as my son, I never seemed to find the scenarios that I was looking for, or the ones that had applicable anecdotes.

So I think that’s sort of what the poems became for me — they became like a handbook for the uncertainty. And there certainly aren’t any answers there; it’s just a kind of an ethnographic handbook that allows a glimpse into the kinds of emergencies that arise as part of daily life.

Q: How did the collection come into being?

A: I had just started a reading series, and I had done a few feature readings around downtown 10-plus years ago. They were just the poems I had because that was the fodder that I had.

And then a couple years into that kind of rebuilding of the downtown poetry community process, I had a lot more of those poems … and people started asking me about them and started referring to them as a collection. And they weren’t really; in my mind, they were just the poems that I was writing.

But probably around that time, I started taking them and putting them together in a larger file that was entitled “The Book of Emergencies.” And at that point, it just kind of became my go-to space for processing and expression and some modicum of relief and healing.

Q: What was it like to become known for your poetry about autism?

A: Probably around 2011 or 2012 I just decided that I didn’t want those poems to define me anymore, that I had read them too much in the community, and I’d written too many of them.

I felt like I needed to be my own poet for a while, and not be “the autism poet.” It’s really easy to become the poet representing otherness or marginality, whatever that otherness or marginality is, and I think sometimes you just want to be a human being, and you just want to be your unique self with your unique perspective on the world in your poems. You want to talk about other things that are important to you.

And then when the opportunity for the book came up [in 2014], that was kind of when I started revisiting the pieces and thinking about how I might write a couple more from my 2014 perspective, which was really interesting. And now I’m working on an appendix to the book for a second edition, which I’m really excited about; I’m writing a section of poems that’s going to be called “Seventeen Letters, an Appendix to Emergencies.” I’m writing them all from my present-day perspective, and it’s literally seventeen epistolary poems to my son.

I still am working on other poems and other things but I think I’ve taken enough of a hiatus, and now I want to be back in the world of autism. I’ve spent a lot of time lately presenting about the medicalization of poetry, and I’ve been looking at it from a more academic perspective and seeing how important the autism poetry is to that conversation. I think I’ve become more of an advocate for medical poetry and disability poetry, or disability poetics, if you will, and the poetics of illness. … I’ve just realized the centrality of that to who I am as a poet and who I am as a scholar, and it’s OK to be the autism poet. So I definitely have embraced it more, and I’m excited to get back to it.

Q: Your son is nonverbal. Is that frustrating for you as someone who deals daily in language?

A: It certainly was in the early years. I really felt like we were the most mismatched mother-child pair that could have ever existed. Now I feel like we’re perfectly suited for one another. We go to concerts, we go to music festivals, we go to the beach, we go hiking together, we go for bike rides. He likes to do everything I like to do. Oh, and he loves antiquing. We get so much joy from the things that we do together.

He’s very exploratory, he likes looking at interesting things, he likes looking at interesting people. And then there are times when he just wants to sort of revel in a thing or a sound, and he can kind of shut the people out around him. Which is also how I am, as a poet. I’m good at, and I need to, in fact, shut out a lot of the people noise in order to get at the heart of the thing that I’m seeing, or the event, or the action. And he’s really, really good at that, and I love that about him.

Also he really responds to the language of music. He really responds to the language of movement, he responds to the language of sound, like the sound of objects. He flicks things and he taps things to hear their resonance and has different responses to them based on their pitch and their resonance and their register. That’s why he likes antiquing, because there’s so much interesting stuff and materials.

So I think, ultimately, the language thing, for me, doesn’t really feel like a barrier anymore. It’s taken me 15 or 16 years to get to this point, but I really love the way that he communicates. And I really value it. … I feel like our connection is deeper because we don’t have to use language to understand what we’re feeling about each other or a situation. For me, it’s just more special because it’s a kind of communication that I don’t have with anyone else.

Q: Do you have any advice for interacting with someone with autism?

A: Every person with autism is different. There’s a famous quote, “If you’ve met one person with autism, then you’ve met one person with autism.” There’s certainly not one way to interact with all of them. You really need to let the person with autism dictate how the interaction is going to go. … I think the most important thing is give them their space and let them dictate what they want from you and what they’re comfortable with. And then, if you’re comfortable, just follow suit.

Q: What’s one thing about autism you think everybody should know?

A: Brendan was at a gallery with me on Sunday and there was a little girl there and she wanted to hang out with Brendan, and they sat on these patio chairs across from each other and she just asked him questions for, I don’t know, 30 minutes. And he didn’t say anything, but he sat there across from her. And she was just relentless in her questioning, which was adorable.

The one thing that I would want people to know, because this is what I tell kids, is to not take it personally. … It’s not that he doesn’t want to be their friend, he just doesn’t go about it the same way that you do. And I think that advice is good for adults, too, when you’re interacting with anyone with autism, whether it’s a small child whose love you’re trying to engender, or affection you’re trying to engender, or it’s an adult with autism who you’re trying to forge a connection with. You just can’t take it personally because they just don’t operate on the same emotional register as we do. And they don’t operate on the same sort of social protocol register as we do. And that’s really, really important.

 

Top photo: ASU English lecturer Rosemarie Dombrowski at a December ceremony in which she was named the city of Phoenix's first poet laureate. Photo by Charlie Leight/ASU Now

 
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A safe space for outreach and fun

New Autistics on Campus club focuses on acceptance, outreach and fun at ASU.
Autism students find communion in ASU group.
December 7, 2015

New ASU club Autistics on Campus to focus on acceptance

“Imagine being dropped into the middle of a marching band.”

That’s how Jenna Bruenig described what it’s like to deal with sensory overload as an autistic person.

“There’s all the instruments, it’s very loud, very colorful and everyone is moving.”

The half-dozen students in the room nodded as Bruenig shared her insights. They could relate.

Bruenig and several other students have formed a new club called Autistics on Campus to share experiences and raise awareness about autism at Arizona State University.

The group has met twice and is looking for more students to join when it resumes after the winter break.

“When I came to ASU I met a couple of people who are autistic, but as a general rule you don’t meet a lot of them and I think it would be great if we had a safe space where we could meet,” said Bryant Morrow, a freshman computer science major, who is a member of the group.

“Just meeting people at all in Tempe is tricky.”

Autism is a neurodevelopmental condition in which the brain processes information differently. Some autistics have trouble communicating or with social interactions, such as making eye contact or detecting nuances in conversation. But there is a huge variation in symptoms — a point that the ASU group wants to emphasize in its outreach.

The members debated a logo for the group, possibly incorporating the neurodiversity symbol — a rainbow-colored infinity sign, which is a sideways figure 8 (shown in the photo at the top of the page).

“The neurodiversity logo symbolizes the idea that everyone’s brains are a little different and it’s OK to be different and we can all accept each other for who we are,” said Bruenig, a junior computer science major. “It’s a lot more positive than the puzzle piece.”

Some of the meeting talk was like any other college group — pizza, video games and lack of sleep. But the students also shared their unique challenges. Some take medication that has to be precisely timed. Others struggle with whether to tell their professors they’re autistic.

And then there’s hyperfocus — the tendency for autistics to concentrate intensely on one task and block out everything else.

“When you’re constantly focused on something it can often cause you to forget about other things,” said Blaine Crimin, a junior who is majoring in informatics.

They shared strategies for diverting hyperfocus.

“I have a light-up timer and you click it and it’s green, then yellow and then it flashes red when it’s time to go and that’s how I avoid being late,” Bruenig said.

Sixty-four students are registered as autistic with the ASU Disability Resource Center. Those students can take a one-credit class that covers coping strategies and study skills, and the center offers testing accommodations, adaptive technology and other help.

Bryant Morrow

Bryant Morrow (left), a freshman at ASU, is a member of Autistics on Campus, a new club. Photos by Charlie Leight/ASU Now

Maria Dixon, a clinical associate professor of speech and hearing in the College of Health Solutions, is the group’s faculty adviser. Last summer, she ran a group on campus for autistic adolescents and teens to practice social communication and interaction with peers. Morrow contacted her about a college-age group, and eventually, Autistics on Campus was formed.

“The social part of college is hard for them, all the things involved with interactions between people that have nothing to do with learning from a textbook,” she said. She’s worked with autistic students on strategies for dealing with roommates and professors.

“It’s like trying to read other peoples’ minds is what they tell me,” Dixon said.

Autistics on Campus is not a therapeutic group, Dixon said.

When she asked the students how the group might affect their lives, several answered: “More social activities!”

Autistics on Campus is planning an outreach project for Autism Awareness Month in April, and debated what that might be.

Jenna Bruenig and Peridot Sai

Jenna Bruenig (left) and Peridot Sai are among the founding members of Autistics on Campus, a new group that will focus on outreach, acceptance and social activities.

“I don’t put in a lot of effort to suppress my symptoms. I would like people to know a little bit about autistic body language,” Bruenig said. “When I’m fidgeting, I can pay attention. I don’t have to be looking at you to listen to you.”

They also are interested in dispelling myths, like the perception that autistic people are savants, like the one portrayed in the movie “Rain Man,” or that they have an intellectual disability.

“We want to focus on acceptance and education,” Bruenig said.

“There are autistic people on campus and there are people on campus who will have an autistic kid or marry an autistic person and they should know it’s OK.”

Mary Beth Faller

reporter , ASU Now

480-727-4503