About Ruth Cornell

My understanding of Autism was introduced to me at a very young age – around 8 years old. It was 1977 when we regularly visited family friends who had a son on the spectrum. I loved drawing, he loved colouring and that is where our connection began. I would draw and he would colour them in. He totally fascinated me and I wanted to know more. What I didn’t know is that this introduction ignited a spark within me.

Teaching students on the Autism Spectrum gave me another insight in using my intuition in order to understand and teach them. I just seemed to naturally connect and understand what they needed. The spark was growing inside me constantly through my positive interactions and learnings from my students with ASD. I became the role model for other students within my classroom to embrace difference, acceptance and understanding of everyone’s individual learning styles. Inclusion for students with autism was gaining momentum – well, at least in my classroom.

My own family has yet given me a further perspective on Autism Spectrum Disorder as I have three children, two of whom have ASD. My knowledge had grown from my first introduction but somehow this was different. Having my own children made me deal with other emotions I had never encountered before – denial, anger at myself, blame and finally acceptance. It was difficult for me as a mother, as I felt somehow I had given my own children the disorder. The more I rode with my emotions, logic took over and I learnt more about accepting the differences and individuality on a new level otherwise nobody else would. My ‘mother’s intuition’ kicked in and again I needed to successfully navigate the educational system for my children.

In 2008, this spark inside me wanted to know more, so I applied and received a scholarship through the department of Education Victoria to study Special Education, specialising in ASD. This is where I learnt about the importance of classroom structure, organisation and planning on a whole new level. It was no longer about teaching the students but immersing all students into the world of inclusion and acceptance of Autism Spectrum Disorder.

2012-13 changed my mindset and perception when I wrote my thesis, “A mother’s auto ethnographic narrative on her son with Asperger’s Syndrome through two transitional activities – driving and TAFE”. I saw my own children in a different light – giving them choices rather than saying what they couldn’t do due to their condition.

This was my “aha” moment, where my intuition, understanding, acceptance and inclusion came together and my life purpose began. I co-wrote a book (The Sounds of Colour), joined the I Can Network and started my own company. I not only assist students on the autism spectrum but help families, OT’s, speech therapists, teachers, grandparents and employers through understanding and education, so people with Autism/Aspergers can achieve and succeed. My Inclusive Team Approach enables students to achieve their life goals.