Autism Makes Communication Hard. I Had to Google Gestures

Radim Tauber is a unique character. As a boy with Asperger’s syndrome and ADHD, he struggled academically throughout almost his entire primary school. Yet he always found “something” that interested him—and in that, he excelled. Highly creative, he devises unexpected solutions when given the right environment. Thanks to the openness of the Faculty of Mathematics and Physics (Matfyz) and supportive teachers who allowed individualized instruction, he is now successfully completing his fifth year of study.

Did you always enjoy mathematics?

Not really. Because I have Asperger’s syndrome—part of the autism spectrum—and ADHD, primary school was extremely difficult, and I received mostly Ds and Fs in almost all subjects. I could never handle constant repetition or tasks demanding short-term memory, which ADHD made impossible. I changed schools frequently. Ironically, I ultimately adapted best to the school with the worst reputation, attended mostly by troubled students. Teachers there were used to behavioral variability, were understanding, and personalized teaching to my needs.

When were you diagnosed with ASD and ADHD?

In fourth grade—but signs were clear from preschool. I remember being asked to draw Baby Jesus in kindergarten, and I drew an anatomical cross-section showing all his organs. The teachers said I didn’t follow the assignment—something that happened a lot. People with Asperger’s syndrome do things in their own way. Our main challenge is that we can’t interpret what others expect, so completing normal tasks practically becomes impossible. Our intentions are good, but not always how others expect us to act.

Did your parents understand?

Yes. They never forced me into anything, and it wasn’t needed. I would find something I was interested in, and they wholeheartedly supported that. They arranged private lessons in piano and math. Those teachers gave me so much attention—and that kind of approach motivates me to do my best and tackle difficult tasks. Once teaching was adjusted to my pace, I performed well in math—and because I did well, I began to enjoy it. Due to poor grades overall, I didn’t go to gymnasium but to an industrial technical school focused on electrical engineering—which actually suited me better. There, I learned patience. They assigned long-term seminar projects, which allowed me to specialize and focus on what truly interested me. I even created a ‘cell cultivator’—a device that can preserve living cells in an artificial environment—which earned an award in a national high school science competition.

The entrance exam to Matfyz must have been tough.

It tested logical thinking, which is fair. But the way problems were worded was completely unsuitable for someone with ADHD like me. Understanding the prompts was extremely difficult. I’d say I passed the exam with the help of divine intervention” (laughs). “The beginning of university was a complete shock. I couldn’t engage in typical lectures. I couldn’t sit through more than 15 minutes. The lecture pace was so fast that I couldn’t absorb anything or even take notes. It was like hearing rustling leaves. But the faculty was very accommodating. In the first semester, the requirement to advance was a certain number of credits. I used their slower-paced study option for students with physical, psychological, or personal difficulties—spreading a year’s study load over two years.

The beginning of university, I hear, was rough too.

It was a complete shock. I couldn’t engage in typical lectures. I couldn’t sit through more than 15 minutes. The lecture pace was so fast that I couldn’t absorb anything or even take notes. It was like hearing rustling leaves. But the faculty was very accommodating. In the first semester, the requirement to advance was a certain number of credits. I used their slower-paced study option for students with physical, psychological, or personal difficulties—spreading a year’s study load over two years.

Most teachers there are willing to work things out with you. In the first winter semester, I passed only two exams—but in the summer semester, I caught up and entered second year with all my credits. All I needed was more time, which was granted to me, to adjust to university-style studies. I still take some exams at non-standard times. My productivity varies—some months I focus better, some months worse.

How does individualized instruction work for you?

For example, I ask a lecturer to assign exercises. Then I sit in an empty classroom near their office and work all day, dropping in to ask questions as needed. It helps tremendously. In one week, I can prepare for an exam without attending seminars or lectures. I don’t receive any reductions—I must complete all assigned work. Sometimes lecturers assign more work to me than to others, but I can work at my own pace.

What’s key for someone with your challenges?

Not being afraid to talk about your difficulties. Explain exactly what they are and what would help you. Teachers often don’t understand why I skip lectures or don’t participate. Once they know it’s not laziness—that I care about studying and want to work—they don’t give me concessions, but change their approach. That small shift can bridge what would otherwise be a potentially disastrous hurdle.

How do your classmates see you?

All my life, I’ve made a terrible first impression. In a new environment with unfamiliar people, I’m lost in thought—so I can’t control how I come across. I might over-gesture or change my voice in strange ways. I may sound off-putting or overshare without realizing it until later. But as I grow closer to someone, things get better and people like me eventually.

You seem solitary.

Asperger’s syndrome continues to affect how I communicate. I’ve learned to manage it better. Right now, I have an incredibly understanding girlfriend. The same goes for my friends—they’re generally liberal; nothing phases them. They accept me as I am. To an outsider, someone with Asperger’s looks ‘normal,’ but human communication remains a mystery to me. It’s better now, but took years to reach this. For instance, I used to not understand gestures—so I’d google them. I often can’t read facial cues or figure out emotions from body language.

Do you have to control yourself?

Yes, very much. A lot of the time I’d rather do something else—but society wouldn’t be okay with it. I don’t go against myself completely—I just do what needs doing, and don’t worry about others’ opinions.

Such as?

Often, I whistle a tune stuck in my head; if I’m in a good mood, I might smile in a way that’s likely not appropriate to the situation. Or when thinking, I might tap my foot or walk in circles—I’m self-calming my ADHD. It seems normal to me—my classmates might find it unusual. But I’ve learned to ignore that and be content with how I function.

You’re in your final year now. What are your plans?

I have a wide range of interests. For years, I’ve been working on my own mathematical theory about the foundations of mathematics. To develop it further—and maybe publish it—I’ll need funding. That’s why I’m educating myself in programming and computer technologies—to eventually work in IT. I don’t want to be an average scientist—I want to do something extraordinary. Maybe it sounds arrogant, but that’s basically how my life works. I always set the highest goals. Even if I don’t reach them, at least I’ll try. I’ve learned to think long-term and be patient. Then I surprise myself with what I can accomplish—sometimes faster than I ever imagined” (laughs).

Author: Jitka Jiřičková Photo: Vladimír Šigut

Source: https://www.ukforum.cz/rubriky/studenti/8385-autismus-mi-pusobi-potize-v-komunikaci-gesta-jsem-si-musel-googlit