The Tangram Method is an innovative approach inspired by the ancient Chinese puzzle and shaped by the voices of neurodivergent young people. This transformative book offers a practical framework for meaningful conversations that unlock deeper understanding, raise self-awareness and encourage unmasking autism.
Through engaging stories and practical insights, you will discover the seven key principles that form the foundation of the Tangram Method, each represented by a unique character inspired by a real neurodivergent young person.
This book is for:
Educators, therapists, and social workers working with young people across various settings.
Parents and caregivers seeking to better understand and support their children.
Anyone passionate about neurodiversity awareness.
The origin of the book told by the author:
For several years, I have carried out individual sessions with neurodivergent learners, which I called 'autism awareness'. I started tentatively responding to the needs of a specific learner in the IEA school, when I was trying to find my ways around supporting them. After moving jobs to the further education college, soon I saw the need to start these sessions again. Each year I completed several rounds of sessions with at least one student. Gradually, with their collaboration, I developed a system, which I later coined 'the tangram method'. In 2022 I decided to turn that experience into a book and self-publish it. After working on improving some aspects of the book I have now published a second edition.
These sessions represent my ways of bringing the learner to actively contribute to their learning process, being part of the dialogue. Each young person had a sense of ownership, not only of their weekly time slot with me, but of the topics we discussed and any activities we completed. It was their input in every aspect of the sessions which gave me the confidence to share my system in a book. Similarly, my input in our conversations helped them to minimise or stop masking, and some other unhealthy behaviours that had their roots on lack of self-awareness and self-acceptance. From all the collaborations I was involved in, these are certainly the ones which gave me a stronger sense of self and of my contribution to others also being themselves. That was the main motivation to write this book, because I believe other professionals will benefit from learning from my experience and perhaps use some of my methodology with their young people.
