Unfiltered Brilliance: Amara, a Gifted Pre-Teen, on Learning, Living, and Being Neurodiverse

By Marcia Banks

I have chosen to capitalize Autism with a capital A in this short article**,** to acknowledge Autism as a valid and valuable way of being. It’s a thoughtful choice, especially given Amara’s advocacy and pride in her identity.

As educators, parents, and peers, we often speak about what students need, but how often do we pause to ask them what they think would help them thrive?

This interviewwith Amara was conducted via GoogleMeet on March 21, 2025, with her mother at her side.

In the fall of 2024, Amara read Visual Thinking by Temple Grandin, a book recommended to her by one of her teachers. Amara connected with Grandin’s descriptions of neurodiverse learning styles, which sparked the idea for this conversation.

Marcia: Hello Amara. Thank you for spending a little time with me.

Marcia : Do you remember reading Temple Grandin’s book on visual learners? At the time, you asked teacher Strohm why things were underlined in the book. Do you think that perhaps underlining or writing notes in the margins helps the reader to better recall or allow for the reader to revisit a statement?

Amara: Sometimes I like writing in my books, too. My ELA teacher is always telling us to write inside of our books. But I don’t want to write in the book The Giver because it is my favorite and I don’t want to ruin my copy with a bunch of writing garbage.

Marcia: Would you say you’re a visual learner like Temple Grandin?

Amara: It depends on the scenarios. Sometimes my thoughts manifest in a voice that is speaking in my ear. Other times, I can visualize certain stuff but not with great details. And sometimes I can recall lines from books or if it is recording I’ve heard, almost perfectly. I can just play that. I sort of think of them as a mental cassette tapes. It is more audio than visual.

Marcia: Oh, so it’s like a mental recording?

Amara: I have had dreams where there are subtitles. Are you familiar with the musical Six? It’s about the six wives of Henry VIII, and I love how they each have their own perspective. My favorite is Catherine Howard, the fifth wife.

Marcia: I have not seen the musical, but it sounds like I should. Musicals can really make history come alive. What do you think makes certain things stick in your mind?

Amara: I think it’s all about energy. If something’s loud or emotional, it sticks better for me. But if it’s something important, I might forget it unless it has that same energy.

Marcia: Going back to Temple Grandin, she believes people on the Autism Spectrum have unique talents. Do you think your brain helps you with anything special?

Amara: There is debate within the Autism community over whether Autism is a disability or a difference and whether we should even be trying to “fix” it. Autism should be acceptable. Every year, there is the Autism Awareness Month. I am always nervous then because it means the start of the debate on what words to use.

I think I have splinter skills, areas where my brain really excels, like writing and organizing. It’s kind of like a superpower. Right now, I’m doing a project tracking the growth of my plants, taking pictures every day to put into a slideshow!

Marcia: That sounds like an interesting project. I hear you’ve been also learning Spanish with Duolingo, right?

Amara: Yeah, I’ve been at it for a while now. Language is my thing, and I’m also working on my English writing skills, which I really love.

Marcia: Have you heard of Daniel Tammet, the Autistic Savant who memorized thousands of digits of pi and learned Icelandic in a week?

Amara: I can only remember a handful of digits of pi, like, 3.14159265, but I learned it through a song. I think savants are incredibly gifted in one area but with everything else, they are below the average. I don’t think you can have two splinter skills. So if someone’s amazing in languages and math, like Daniel Tammet, I’m not sure I’d call that being a traditional savant.

Marcia: Your strength clearly lies in language. Temple Grandin believes society needs to rethink how we teach kids with autism. What’s your take?

Amara: I think the grading system should focus more on effort and personal growth, like the system in Harry Potter, where you get “Outstanding” or “Exceeds

Expectations” instead of just “A” or “F.”

Marcia: So, you’re saying the current system doesn’t account for how people learn in unique ways?

Amara: Exactly. That’s why I think more teachers should focus on helping students thrive in ways that play to their strengths. It’s not about forcing everyone into the same mold.

Marcia: How do you feel about the teaching methods you’ve experienced?

Amara: There’s a lot of variation. Some teachers really understand how I learn best, while others don’t seem to get it. My history teacher is amazing. He uses pictures, words, and even videos, which helps me stay engaged.

Marcia: So, visuals are key for you?

Amara: Absolutely. My art teacher is the same way, and I’m in the gifted program. The gifted program allows me to focus on things I’m passionate about, like plants. My gifted teacher even gave me a spider plant cutting growing in a yogurt cup on chopsticks!

Marcia: Are all your teachers as engaging?

Amara: No. My ELA teacher, for example, doesn’t really engage with her lessons. There’s a lack of visuals, and the audiobooks are way too loud. It’s mostly review, and I already have a high level in reading and writing. It’s frustrating and boring. I’ve even started doodling just to stay awake.

Marcia: That sounds frustrating. What would you suggest to teachers like her?

Amara: Mix things up! I’m so tired of doing the same thing over and over, especially with writing essays. We’ve only had one creative writing assignment this year. I love writing, and it’s hard to stay motivated when everything feels repetitive.

Marcia: So, are you saying students should have more creative freedom in your classes?

Amara: Exactly. I’m writing novels outside of school—I’ve finished one that’s 136 pages long! Some of my stories are fantasy, others dark fantasy, and I even mix in elements of mythology. One character, Est, is a witch inspired by the myth of Odysseus, but I gave it a positive twist. She uses her powers to help people.

Marcia: I’m told you’re an advocate for people with Autism. Can you tell me more about that?

Amara: I’ve written a chapter in a book about the difference between special interests, splinter skills, and even addictions. People with autism often have unique abilities because we think differently—not because we’re “broken.” For me, it’s writing and languages, and I’m proud of that.

Marcia: Have any of your teachers read your work?

Amara: Teacher Strohm has. She’s been really supportive of my creative side. I think a lot of teachers don’t realize how much we can do if they give us space to be creative.

Marcia: Let’s go back to what you said earlier about schools focusing a week on Neurodiversity. Would you share more on your thoughts about that?

Amara: The term “neurodivergent” makes it sound like there’s something wrong with us. But I think of it as just a difference. Like Temple Grandin says, some animals are more social than others. Lions are social; panthers are not. Neither is better or worse than the other. It is the same with people.

Marcia: How can schools accommodate students without singling them out?

Amara: Recognize the differences! I can’t eat in the cafeteria because it’s too overwhelming. But eating in a quieter space helps me function. It’s not being picky; it’s about managing energy. Small adjustments make a big difference.

Marcia: So accommodations help everyone, not just a few?

Amara: Exactly. Teachers should treat everyone equally. I know one kid in my class who says he’s a genius, but his grades don’t reflect that. Teachers who play favorites make it harder for everyone.

Marcia: So respect, fairness, and understanding really helps students be more engaged?

Amara: Yes. It goes both ways. Teachers who understand differences and give quiet spaces for tests, really help make school better for everyone.

Marcia: I’ve really enjoyed our conversation, Amara. Before we wrap up, would it be okay if I turned what you’ve shared into an interview type article for teachers here in Geneva and beyond?

Amara: Sure, sounds good! I just hope it helps someone out there. Marcia: I’m sure it will. Thank you, Meara. Amara: Bye!

Amara’s insights remind us that education is not a one-size-fits-all. Her voice highlights the real, lived experience of a neurodiverse learner.

By listening to students like Amara, educators gain access to firsthand knowledge, and are in a better position to understand how students think and learn. Amara’s words advocate for classrooms that honor individuality, prioritize emotional safety, and celebrate creativity and effort over conformity.

By offering flexibility, respecting individual strengths, and encouraging creativity, schools can become places where neurodiverse students don’t just cope—they thrive.