Abstract:

This paper is an attempt at analysing the phenomenon of synesthesia in the context of its relationship with the type of disorders occurring in individuals with a spectrum of autism. The initial part of the paper characterized the phenomenon of synesthesia on the basis of the biological base, and then each type was specified. The author presented profiles of well-known individuals experiencing this type of unusual experiences. Most of the attentions was devoted to a characterization of the relationship of synesthesia with autism. It was made on the basis of the world literature and an analysis of findings obtained in a group of Polish boys whom were diagnosed for Asperger′s syndrome. The investigated group showed one of the most frequently occurring type of synesthesia, the so-called linguistic synesthesia. The findings confirmed the emergence of a relationship of synesthesia with autism, which is at present explained as an indisposition of unusual neuronal connections in the brain (Baron-Cohen S., Johnson D., Asher J., Wheelwright S., Fisher S.E., Gregersen P.K., Allison C., 2013). It must be added that EEG examination conducted for several years in the group of boys involved in the research confirms the occurrence of disorders in functioning of definite areas of the brain. Because of that, what can be generally discussed is the problem whether those disorders must be diagnosed as negative or acknowledge them as insufficiently identified, and which exclusively and specifically stand out from the general examined population. The analysis of synesthesia, especially in individuals with disorders with a spectrum of autism seems to be extremely helpful especially in the context of practical adaptive functioning of the examined individuals in school conditions. A deep diagnosis of the clinical and pedagogical character has a chance to improve the conduct of teachers at the stage of selecting the content of an individual course of school development as well as facilitating as utilization in an efficient strategy the professional preparation of this group in later adolescence. In the case of students with serious difficulties of school and social functioning, synesthesia can prove a precious source of efficient prompts in the areas of their right choice of school, practical and professional path. Synesthesia does not have to mean a defect, on the contrary, it can become a wonderful source of methods of teaching, improving the quality of getting to know the environment, enriching the content of practical experience, efficient social and professional adaptation.

Keywords:

Synesthesia, autism, sensorial experiencing, linguistic synesthesia.