This was where children who previously might have been warehoused in jail-like institutions, or met the lash of discipline to extinguish divergent behaviors, were referred for assessment, education, and treatment. There they encountered therapeutic approaches that were shockingly progressive for their time: a mix of music, art, nature, exercise, speech therapy, and games, along with the traditional school curricula. As Silberman documents in Neurotribes, when psychiatrists came from the United States to visit the clinic, they were stunned by the absence of the regimented testing and discipline that were the norm back home. Many young people in the clinic displayed characteristics the doctors described as “autistic”—from the Greek autos, meaning “self,” in the sense of being inwardly focused—and struggled with social norms. For years, however, the Vienna clinic rejected the idea of placing diagnostic labels on these children, or even classifying them as “abnormal.” The educators observed that many of the traits causing social difficulties had been present throughout history, expressing themselves through archetypes like the hyperfocused artist or the absent-minded professor, and so did not need to be treated as diseases. Instead, in keeping with Red Vienna’s ethos of child-centered policy, the educators simply saw these behaviors as different ways of being human and developed tailored supports for the children in their care.

DEFINE: Autistic derives from Greek autos, meaning 'self,' referring to inward focus.

Naomi Klein, Doppelganger, loc. 688