ATLANTIC CITY — Renowned autism advocate and livestock expert Dr. Temple Grandin traveled from Colorado to address agricultural professionals during a midday presentation at the Northeast Ag Expo in Atlantic City late last month.
The 78-year-old Colorado State University professor, who holds a doctorate in animal science, shared her personal journey and professional insights with attendees. Following her presentation, Grandin signed copies of her latest publication “Thinking In Pictures” along with her other written works.
Drawing from her experience growing up with undiagnosed autism in the 1950s, Grandin spoke candidly about facing bullying throughout her educational years. Born into an affluent Boston family, she didn’t receive an autism diagnosis until her early twenties while attending college.
Beyond her numerous publications and biographical films, Grandin has revolutionized livestock handling through innovative facility designs that minimize animal stress. Her work has transformed slaughterhouse operations across the nation to create more humane conditions.
Reflecting on her childhood, Grandin explained how she was initially labeled as having “brain damage” during an era when autism was poorly understood. She described her learning challenges with abstract concepts, noting her preference for visual and concrete thinking.
“I never got a chance to try geometry because I failed miserably in Algebra,” she explained. “But I could always do real world, applied practical math. The problem with algebra is it’s too abstract for me to remember.”
The speaker strongly advocated for music and arts education for children on the autism spectrum, emphasizing the developmental benefits these programs provide.
Grandin stressed the critical importance of early employment opportunities for young people, particularly those working outside their family circle to build essential life competencies.
“We need paper route substitutes nowadays, like walking the neighbors’ dogs, where you are doing something for somebody outside the immediate family, even church or synagogue volunteer jobs, these kids need real jobs,” she stated, highlighting the necessity of developing practical skills.
“I advocate now for getting work skills early on,” she continued. “Let’s say a guy is going into college now with no work skills. Let him slow down, five years [instead of four,] and he’ll gain some work and life skills while he’s there. These are the things I see as I travel around.”
During her youth, Grandin found refuge from bullying by working at a local horse facility, which became a safe haven for her development.
“At 13, my mother got me a job with a lady who works out of her home altering dresses. When I was in college I did internships in research labs and also as an aide for children with autism. How did I get the research job? One of my professors in college had a friend with a research lab. That’s how you get into these places, take these jobs through the back doors. Your 18-year-old needs to get a job,” she shared.
The expert emphasized that developing life skills during elementary school years through part-time employment opportunities is crucial for all children.
“Get your 8-and-9-year-old child out there selling stuff so they learn how to talk to people. This is important!” she urged.
Grandin recommended that younger children with autism can gain valuable experience working with smaller farm animals including goats, sheep, chickens, and rabbits. She expressed frustration with educators struggling to help students who cannot master abstract mathematical concepts like algebra and trigonometry.
“There are some very good programs in low income areas where kids are working with turkeys and raising chickens, so this is something where you can raise an animal and learn from it, and you can always take them to places where you couldn’t keep a lamb,” she noted.
“And I want to commend the 4-H leaders that are in here today because these are really great programs that get young people involved and interested. With construction companies, the big question is how do we get them interested? We can’t take little kids onto construction sites but getting them into a building with a window next to a big construction site is one way to get them interested. I’m a big believer that you have to show [autistic] kids interesting things to get them interested in interesting things. My interest in cows started in high school,” she recalled.
Grandin concluded by emphasizing that overcoming fears and anxieties requires exposure to new experiences and challenges.
“Get the kids out and get them doing a lot more real things in real time,” she advised.
