AutSide Wiki

Welcome to the AutSide Wiki
This glossary is meant to help explain some of the ideas and terms you’ll find in my writing. These definitions are based on research but written in a way that’s easy to understand. As an autistic Gestalt Language Processor (GLP), I’ve experienced and written about how different ways of thinking and learning can shape the way we understand the world. Whether you’re a student, a teacher, or just curious, these definitions will give you a better understanding of the concepts I often talk about, especially in the context of language, neurodiversity, and education.

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Alexithymia: Alexithymia is a condition where it’s really hard to understand and talk about your emotions. For me, as an autistic person who also has alexithymia, it feels like there’s a wall between what I’m feeling and being able to put it into words. Sometimes, I know something is wrong, but I can’t figure out if I’m sad, angry, or frustrated. It’s like trying to solve a puzzle with missing pieces.

When other people talk about their emotions, I don’t always get what they mean. It’s not that I don’t care or don’t want to understand, but emotions can be really confusing for me. I also find it hard to recognise how other people are feeling just by looking at their faces or hearing their voices. If someone says they’re mad, it’s easier for me to know, but if they don’t say it, I might miss the signs.

Another thing with alexithymia is that I often don’t notice what’s happening inside my body. For example, if I’m nervous, I might not realise my heart is beating fast or my stomach feels weird until much later. My brain doesn’t connect these body feelings to emotions very easily. When combined with my autistic hyper-empathy, I have difficulty sourcing the feelings as mine, or not knowing if I’ve absorbed what I’m feeling from those around me.

Because of all this, and by being a gestalt processor, talking about emotions, either my own or other people’s, can be really tough. Sometimes, it makes me feel out of place, like I’m missing something that everyone else understands naturally. But it’s not that I don’t have emotions—I do. I just struggle to figure out what they are, where they’re from, and how to share them with others (Poquérusse et al., 2018; Kinnaird et al., 2018; Josyfon et al., 2023; Lin et al., 2024).

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Critical Theory: Critical Theory is a way of thinking that challenges the social structures and systems that create and maintain inequality, power imbalances, and oppression. It looks closely at society and asks, “Who benefits from the way things are, and who is left out or harmed?” Originating from the Frankfurt School in the early 20th century, Critical Theory encourages us to question norms, values, and practices that seem “natural” but might actually uphold injustices.

For example, when we look at education, Critical Theory asks why some groups of students consistently perform better than others. Is it because some students are inherently smarter, or is it because the system is set up in a way that benefits certain groups (often based on race, class, gender, or neurotype) whilst disadvantaging others?

Rather than accepting things at face value, Critical Theory digs into the why behind social problems. It doesn’t just aim to understand the world, but to change it for the better by uncovering and challenging the power dynamics that keep inequality in place. For many of us in the neurodivergent and autistic communities, Critical Theory is a useful tool for highlighting the ways in which society pathologises difference and upholds a narrow definition of what’s considered “normal” (Horkheimer, 1937; Adorno, 1973; Foucault, 1975).

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Gestalt Language Processor (GLP): A Gestalt Language Processor (GLP) is someone who learns and uses language in chunks or whole phrases, rather than starting with single words. Instead of building up sentences piece by piece, GLPs pick up and remember large chunks of language that they’ve heard in conversations, movies, or books. Over time, these chunks break down and can be mixed together to create new meanings.

This way of processing language was explored by researchers like Barry Prizant and Marge Blanc, who noticed that some people—especially autistic people—use this method. But it’s not just about how words come together; it’s about how we experience the world. For GLPs, emotions, sights, and sounds all mix with these language chunks, making communication deeply tied to our personal experiences.

For example, when we hear or use a phrase like “it’s a wonderful day,” we’re not just using words. We’re pulling up the memory of how that phrase felt, maybe from a time we heard it in a movie or when someone said it to us on a really happy day. In that way, language becomes more than just words—it’s a way to express feelings, memories, and sensory experiences all at once.

Being a GLP can sometimes be tricky, especially in a world designed for people who process language more analytically, piece by piece. But GLPs have their own strengths: we see the bigger picture and can bring deep emotion and meaning to our words (Prizant, 1982; Prizant, 1983; Blanc et al., 2023; Hoerricks, 2023, Haydock et al., 2024; Hoerricks, 2024; Hoerricks, 2025a; Hoerricks, 2025b).

GLP as a Language Pathway: Gestalt Language Processing isn’t a delay or deviation from typical language development—it’s a distinct pathway with its own sequence, logic, and rhythm. Just as analytic processors move from single words to sentences, GLPs move from memorised scripts to flexible, generative language. Both routes arrive at communication, but through different means of meaning-making. For GLPs, comprehension and expression emerge first from wholeness—the emotional contour and musicality of language—rather than from discrete words or grammatical rules.

Seeing GLP as a legitimate pathway reframes how we understand communication diversity. It invites educators, clinicians, and families to meet language where it lives: in lived experience, resonance, and relationship. The goal isn’t to “fix” gestalt processing but to support its unfolding—helping learners move naturally from stored phrases toward self-generated meaning while honouring the sensory and emotional worlds that shape their voice.

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Non-Verbal vs. Non-Vocal: The term non-verbal is often used to describe people, especially (GLPs) who don’t use single words or typical sentence structures to communicate. Originally, this description was meant to imply that the GLP wasn’t an analytic processor, meaning they weren’t breaking language down into individual words and rules (Prizant, 1982; Peters, 1983). Instead, they worked with large chunks of language, like phrases or scripts (echolalia), which made traditional literacy tasks more challenging (Blanc, 2012). GLPs process language in a more holistic way, but that doesn’t mean they aren’t communicating. They rely on these scripts to express their emotions, needs, and understanding of the world around them, just in a way that’s different from what’s expected (Haydock et al., 2024).

Non-vocal, however, refers to people who don’t use their voice to communicate, but not because they can’t. For example, those with selective mutism might speak comfortably in familiar settings but feel unable to use their voice in situations where they feel anxious or stressed. Being non-vocal is often about the environment and emotions, not about the ability to process or understand language (Kapp et al., 2019).

It’s important to remember that being non-verbal doesn’t mean someone isn’t engaging with the world or that they lack communication skills. Similarly, being non-vocal is about choosing or feeling unable to use one’s voice, even though the person may understand language fully.

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What is an Instructional Accommodation? An instructional accommodation is a change in how teaching happens to help students with different needs access learning. It doesn’t change what is being taught but makes it easier for students to learn and show what they know. These accommodations are usually given to students with disabilities through their Individualised Education Programs (IEPs) or 504 Plans.

For example, if a student has difficulty reading, they might be allowed to listen to an audiobook instead of reading the text. If a student struggles with focusing in a noisy classroom, they could be given a quiet space to work. The goal of instructional accommodations is to remove barriers to learning so all students can participate equally and succeed.

It’s important to remember that accommodations aren’t about giving some students an unfair advantage. Instead, they level the playing field so that everyone has the opportunity to learn in a way that works best for them.

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What is the Power Threat Meaning Framework (PTMF)? The Power Threat Meaning Framework (PTMF) is a way of understanding distress and struggles in life that looks beyond medical labels like ‘disorders’ or ‘illnesses.’ Instead of asking, ‘What’s wrong with you?’ it asks, ‘What’s happened to you?’ This framework was developed as a more humane alternative to the medical model and focuses on how power, life experiences, and social contexts impact a person's well-being.

The PTMF helps us see how power dynamics—like racism, sexism, or economic inequality—affect our lives. It also looks at how people make sense of their experiences and the personal meaning they attach to them. The framework suggests that the difficulties we face are not symptoms of an illness, but natural responses to life’s challenges.

The PTMF encourages people to reclaim their stories and focus on their strengths. It shifts the focus from “What is wrong?” to “What has happened, how did it affect you, and what strengths helped you cope?” It’s a holistic approach that values lived experiences and encourages understanding rather than judgment (Johnstone & Boyle, 2018).

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A Work in Progress: This glossary is just the beginning! As I continue writing and exploring new ideas, I’ll keep adding to this list. Your feedback is essential, so if you have suggestions for terms I should add or ways to improve the explanations, please let me know. This is a collaborative effort, and your insights will help make this a more useful resource for everyone. Thanks for your support!