I often think about faith and our right to ask for what we need. Radar, who was with us the first three years of our experience at the center, showed me the perfect spirit in which we are to ask for what we need. I was busy at the computer, as usual, when I heard a clunk at my feet. I glanced down and there was her water dish, dry as a bone. When I looked at her, the expectation of her needs being met was so clear that I was compelled to think that "this is the faith with which we need to be asking!" To tell the truth, there was a shade of annoyance in her eyes that she should even have had to ask!

This is not something that she was taught, to bring the water dish, but rather something she reasoned out for herself. I am the middle woman in the supply of food and water for her. She has absolute faith that this will be done, even if she does have to occasionally remind me!

Do we ask with such faith? Do we absolutely expect that our needs will be met? Are we as wise as Radar to be able to correctly identify our needs? Many times I think that it is best if we just pray that our needs be met, as I am not always sure we can discern between needs and wants... but, we can trust with the absoluteness of Radar that we will be heard and answered.

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The intelligence in James's eyes was lively and ancient. However, his behavior was difficult at best. Still nonverbal at the age of three, James spent his days throwing things over the half walls that surrounded the tiny toilet and sink. He also delighted in knocking down everything that was put away or built by anyone. Frequently he would go to the children and poke them or pull their hair then run away laughing. The other children were wary of him and usually avoided his presence. There was no success in reasoning with him as he simply pulled away and had no speech of his own. Even though James was three, he was in a two year old room as he could not handle the three-year-old classroom.

As the director of an integrated preschool, which meant that children with special needs ranging from speech problems to violent behavior were integrated into the mainstream classes, I helped the teachers with the children who presented challenges. Special education teachers, therapists and aides were also on staff to provide the necessary support. However this support staff was only provided in the morning or for short times during the day.

Watching James in the classroom, I could empathize with the early childhood classroom teacher. He was never still except during naptime. When he was not knocking things down or throwing things across the room, he ran wildly across the tables. As a mom of a young man who had been a difficult child, I could empathize with the mother. As a professional, I looked into this child's eyes and saw nothing but a lively intelligence.

When I would spend individual time with him, he was fascinated with the balls as they rolled down their mazes and loved to build with the giant Lego blocks. We communicated quite well together as I would find his understanding reflected in his eyes. I found that softly stroking his cheek while singing to him would help him to settle for a nap immediately. He would sleep long and hard for nap times, sometimes sleeping an hour past the other children.

I was astounded that he had been labeled as autistic. He had eyes that saw clear through to another's soul.

I spoke to the special education teacher (I, too, am a certified special education teacher) about the diagnosis. With an all-knowing smile, the young teacher, who was an excellent teacher, told me he had all the symptoms of an autistic child and that the diagnosis was correct. I knew further discussion would only serve to alienate her from me.

The mainstream special education program took the approach of asking the mother to medicate him. The mother was resisting any direction from the special education committee in regards to medication and all other recommendations.

What to do?

After about six months, I finally realized that the light in his eyes was that of a telepathic individual. I am not sure how I came to that conclusion, but the realization came to me quite clearly. I was thoroughly annoyed with myself for not grasping it earlier. But, when it came to telepathy, I knew exactly whom I needed: my son, David.

I went to my son, the natural telepath, and practically begged him to come to the day care and try to "talk" to James. I was very grateful that he agreed.

James easily climbed on David's lap. I knew from the shift of energy around David that he was talking to James, but could not understand what James was doing. His fingers were gingerly touching David's throat and mouth. I asked David, who explained that James was "trying to figure out where the words were coming from." I was delighted; they could communicate.

However, never in my wildest imagination could I have predicted what was revealed! James began to make throwing motions, which was, of course, how he spent his day at the classroom. David looked over to me and muttered, "oh boy." I exclaimed "what, what?"

Traditional education methods do not work for the intuitively gifted child. Rote memory drills, lectures, and the emphasis on conformity either diminish their gifts or cause restlessness and behavior difficulties in school. The present, but slow, movement towards cooperative learning that requires problem solving is far better suited for the intuitive child, as this approach calls upon the child's intuition and sensitivity to others in order to succeed.

As with all children, listening is very important when working with a intuitive child. When the gifted child says something does not feel right, it is a signal for the educator to take the time to discuss why and help the child sort out these feelings. Being aware does not imply that the child automatically has the wisdom or maturity to sort out what is being received as being helpful or harmful.

Curriculum can develop in many exciting ways with the intuitive child. Imagine handing a child an artifact from the past and allowing them to use psychometry to understand events from the past. Children can go into natural settings and learn to understand the many voices of the creatures of the different ecosystems. While logic is very important in problem solving, it is also important to learn to grasp the situation in a holistic manner, seeing the resulting patterns as operating in harmony or not.

Thus history, literature and other liberal arts subjects can be viewed from the patterns they demonstrate. The intuitive child is able to apply these patterns to every day situations to help make sense of life in general.

Special attention needs to be paid to those subjects that complement a child's gift. For example the child who can heal would study the healing arts, anatomy, and other health related subjects. Knowledge will enhance the gift. The child who can intuit other people's thoughts and desires can study literature and psychology to help understand what these thoughts and desires imply. The child who is in tune with nature would understand their insights more clearly through the study of life sciences as well as herbology.

Peggy has traveled the world and been involved in helping many people find their spiritual paths. She, too, is well grounded in the Cayce readings. Recently she received her master's degree in Transpersonal Studies from Atlantic University. She believes that establishing A Place of Light is part of her life's purpose.