"The Curious Incident of the Dog in the Night-Time" provides readers with a glimpse into the unique mind of Christopher. While many are quick to label Christopher as a boy with autism due to his distinct behaviors, the author himself opposes such labeling. Mark Haddon didn't aim to provide a clinical representation of autism; instead, he offers a vivid portrayal of an individual's unique perception of the world.
Christopher's behaviors are indeed reminiscent of traits associated with autism. His preference for patterns, aversion to physical touch, and challenges with understanding social cues are just a few examples. As the novel quotes Christopher: "I see everything." This simple yet profound statement encapsulates his acute awareness and sensitivity to his surroundings. On a farm, where most people might simply see cows, Christopher distinguishes between 5 white cows and 7 black cows, noting that 2 are lying down while 10 stand.
When told "do not step on the grass," he wonders whether it applies to all the grass in the world. Yet, he is good at math. He can recall prime numbers up to 7057 and eloquently equates them to life, explaining that prime numbers remain when all patterns are removed (what a genius explanation!). Prime numbers are his close friend, but recognizing others' emotion is big challenge for him. He struggles to differentiate between a sad face and a happy face.
Every child possesses a unique set of characteristics, quirks, and capabilities. Some differences are subtle, while others are more pronounced. Some are viewed as strengths, and others as challenges. However, it is these differences that define the individual essence of a person.
Our society adheres to an unspoken checklist of behaviors against which children are gauged. Parents and educators often fall prey to these comparisons. It is a common observation that "if most kids can do it, mine should be able to" or the contrary "if they can't, mine won't either". These believes can be not only limiting but also detrimental in certain contexts.
To label and predetermine a child's abilities based on these generalizations deprives them of the chance to fully explore their potential. It sets boundaries of expectations, potentially stifling their growth and self-awareness. Just as no two fingerprints are identical, no two minds are alike. Intelligence, capabilities, and potential manifest in countless ways.
As parents or educators, we must foster an inclusive environment that emphasizes acceptance and understanding. Instead of imposing labels, we should offer patience. Rather than judging our kids, creating opportunities for them are more important. Instead of limiting our perspective to the majority's narrow view, we should celebrate the vast diversity of individual potential.
In practical education or teaching, it's more effective to employ diverse strategies tailored to different intelligences. This approach doesn't pre-judge a child's capabilities but instead creates an environment where children can thrive—an inclusive setting grounded in acceptance.