| It is time that individuals with autism are listened to, | | | | are of a lower vibration and are perceived differently |
| even if we do not fully understand. Our typical sensory | | | | by us than by the more fully integrated sender. |
| experiences and perceptions differ from their | | | | Therefore, we break down at that level. |
| experiences. Thus our basic concept of reality also | | | | What would you like me to pass on to theologians and |
| differs. Trying to get individuals with autism to fit the | | | | physicists? |
| parameters of our reality has left them at odds with | | | | That they should just reintegrate what they already |
| themselves. Let's begin to examine how they might | | | | know and preach that the spirit IS. There is a physical |
| feel. I will use the question and answer format. My | | | | world and a spiritual world. The latter exists before |
| responses will be guided by my inner knowing. Much of | | | | conception and after death. It exists within the physical |
| which has been influenced by my friends with autism. | | | | body and without it. It is omnipotent and lies within |
| What do want me to share with the world? | | | | energy fields of all people and all things. Communication |
| We want you to share all that you know. The | | | | between the physical and the spiritual world is |
| information would not have been given to you if you | | | | attainable through intent and frequency adjustment. |
| were meant to hoard it. | | | | We do live in two worlds. We experience the spiritual |
| Who should I contact and what should I say? | | | | and the natural simultaneously. One without the other is |
| Know your audience and proceed accordingly - | | | | beyond our comprehension and is thus not part of our |
| advance and retreat as needed. The dance has | | | | reality. We see spirits as we see you. We can travel in |
| begun, but realize that you are not dancing alone. The | | | | and out of our bodies at will. We have experienced |
| movement is completely choreographed to raise | | | | both Nirvana and the depths of pain. Yet we would |
| consciousness. It needs to be done without inflicting | | | | have it no other way. |
| casualties upon these incredible vessels. Through their | | | | What do you want to share with educators? |
| service they have attained a godliness not often | | | | We want to let them know that we already know |
| matched by more integrated souls. Know that nothing | | | | many things. It is just our access and organization of |
| comes without vision and fortitude. | | | | language based thought that causes difficulty. To keep |
| What would you like the medical profession to know? | | | | us grounded, you can ensure that being in our bodies is |
| We would like them to use their diagnostic tools to test | | | | a pleasant experience. Long nature walks helps us |
| our brain wave patterns and those of yours. We have | | | | assimilate, for it is less painful to be among God's |
| told you that you and many others like you send out | | | | creation than those of man. We receive information |
| radio-like waves. Brain imaging technology could be | | | | from the universe that centers, guides and attunes us |
| used to measure brain waves during the exchange. | | | | to the rhythm of the earth. When in tune with that |
| Some doctors may be ready to acknowledge the | | | | frequency, we are better able to understand why it so |
| possibility that knowledge is in the soul. We have | | | | likes to live within the physical body. Music can be used |
| easier access to that knowledge, since our filtering | | | | as an entrainment tool. A strong rhythm of agents |
| devices, sensory system and brains are not functioning | | | | ready to assist us is particularly effective. |
| properly. | | | | What is the biggest mistake educators make? |
| What would you like them to know about your | | | | The mistake they make is comparing us to them. |
| sensory system that is not currently being explored? | | | | Coming from a higher vibration, where communication |
| It is not only that our sensory systems are not working | | | | is instantaneous, is our reality. To expect us to |
| simultaneously or are in sync, but also that our sensory | | | | conform to the norm of your reality limits both. Expand |
| experiences may not be integrated. An object that we | | | | your perceptions; expand both our realities. |
| see, and an identical one that we feel, may not | | | | What would you suggest parents and educators do to |
| automatically be perceived as the same object. To | | | | assist you in functioning in sensory-based reality? |
| further complicate issues, two-dimensional | | | | Engage us to join with you in thoughts and vibration. |
| representations (pictures) may not be correlated to | | | | Explain to us at a soul level what you are trying to do. |
| three-dimensional counterparts (objects). It is this | | | | Ask our permission. Be trustworthy and consistent. Let |
| massive disruption that alters our basic conception of | | | | us know if the parameters of the activity changes. Tell |
| reality. This lack of integration goes beyond the basic | | | | us. Tell us that you are here to willingly serve as our |
| five senses: for example, vestibular nerves and | | | | bridge between the conscious and subconscious mind. |
| proprioceptors may be affected in a similar manner. | | | | Remind us to focus and attend during sessions geared |
| What would you like parents to know? | | | | to helping us gain access. |
| Those of us with regressive autism had intact sensory | | | | To master the physical plane is as difficult for us as |
| systems for the first 18 months, and then everything | | | | accessing the astral or spiritual planes is for you. It is a |
| went haywire. That is the time to hold your child close. | | | | process of raising and lowering vibrations and brain |
| Talk to his soul and tell him that you are willing to be his | | | | waves. Meet us at a higher vibration and then lower |
| bridge. Be your child's Annie Sullivan, for no one will do | | | | yours by being present, and expect us to follow. |
| it better. Invite him into your consciousness and let him | | | | Practice, patience, love, and acceptance provide an |
| become one with the rhythm and flow of your body. | | | | atmosphere of safety and calm. Without trust, we fear |
| Rhythm is the undervalued piece of the puzzle. | | | | to descend further. We must feel safe in your hands. |
| What would you like scientists to know? | | | | What would you like politicians to know? |
| We would like them to use us as an example of what | | | | Individual egos cause separation. We are all entwined |
| they already know. Energy and vibration constitute | | | | within the same energy field. What affects one, |
| principles of our universe and everything in it, the higher | | | | affects another. This is true for all matter. Learn to live |
| the frequency, the easier the access. Thoughts travel | | | | in harmony by moving toward the center. See each |
| faster than light. Light travels faster than sound. Thus it | | | | other's perspective and realize that we are all |
| is easiest for us to receive information in that order. | | | | interdependent. Know that might is not always right. |
| From an educator's standpoint, that is why abstract | | | | There are spiritual laws to abide by. All ideas that bring |
| thought is easier to pick up than concrete thought. It | | | | us together are of love. Love is of God. All things that |
| also explains why words and pictures - | | | | force us apart come about from fear, and create |
| two-dimensional communications - are easier to pick | | | | imbalance. Strive for unity of all people and all things. |
| up than concrete objects. Three-dimensional objects | | | | Our future depends on it. |