Welcome to the Praeceptory at Towcester Abbey

Empowering Neurodiversity Through Timeless Wisdom and Practical Support

At the Praeceptory at Towcester Abbey, our commitment transcends the conventional. We embrace a philosophy that views neurodiversity as a vital, enduring part of humanity's tapestry, inspired by Dr. Hoerricks' seminal work, No Place for Autism? This pivotal book explores the Solitary Forager Hypothesis of Autism, presenting autism as an intrinsic aspect of human evolution that has persisted and thrived due to its unique advantages to our species.

A Holistic Approach to Support and Development

We specialise in three critical areas: Vocational Education, IEP (Individualized Education Program) development/review, and pioneering autism research through our independent Institutional Review Board (IRB). Our aim is to harness the evolutionary strengths of neurodivergent individuals to foster their success in today’s world.

Vocational Education: Our vocational training programs are meticulously designed to harness the unique abilities of neurodivergent individuals, guiding them toward rewarding careers in areas where their talents can truly shine. Inspired by Dr. Jim Hoerricks’ extensive research and writings, including his work on the AutSide Substack, No Place for Autism?, and Holistic Language Instruction, our approach is rooted in a deep understanding of neurodivergence as a source of strength and innovation. We are committed to aligning vocational paths with the individual strengths and interests of our students, ensuring not only personal fulfillment but also professional success. By focusing on diverse sectors that benefit from the distinctive perspectives and skills of the neurodivergent community, we aim to create opportunities that are both meaningful and in demand, reflecting the holistic and inclusive ethos of our educational philosophy.

IEP Development/Review: With a deep understanding of the educational landscape and the unique needs of neurodivergent students, we offer expert guidance in developing and reviewing Individualized Education Programs. Our goal is to ensure that educational plans are not just compliant but truly beneficial for each student, setting the stage for lifelong learning and development.

Autism Research with a Difference: Our independent IRB is dedicated to advancing autism research, focusing on understanding neurodiversity through the lens of evolutionary advantage and societal contribution. We are committed to ethical, impactful research that not only sheds light on autism's place in human history but also paves the way for more inclusive and understanding societies.

Where We Are

Based in Neenach, California, nestled within the serene Sierra Pelona mountains, we utilize state-of-the-art technology to connect with individuals, families, and researchers worldwide. Our mission is global, reaching beyond the confines of our tranquil headquarters to impact lives across the globe.

Join Our Mission

We invite you to support our groundbreaking work in vocational education, IEP development, and autism research. Your contributions enable us to continue our research, education, and advocacy, building a future where neurodiversity is not just recognized but celebrated for its valuable contributions to humanity. Donations are tax-deductible as permitted by law.

Get Involved

To learn more about our services, Dr. Hoerricks' revolutionary insights, or how you can support our mission, please visit our website at [insert website link] or contact us directly at [insert contact information]. Together, we can create a more inclusive, understanding world that recognizes the unique strengths and potential of every individual.

Mailing Address:

31858 Castaic Rd., Ste 176, Castaic, CA 91384

TID:

47-5640485

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Academic Support

One of the problems in living in a remote area is the lack of access to quality educational opportunities. Rural schools have wonderful, but overburdened teachers and support staff. It's very hard to attract and retain staff in the STEM, foreign language, athletic, and specialized educational areas. That's where we come in. We have a network of trained / educated specialists that can assist local schools and families realize their educational and life goals.

Jim Hoerricks, PhD, our founder and esteemed Praeceptor (head of instruction) at the Praeceptory at Towcester Abbey, is a prolific author and researcher in the field of autism and neurodivergence. He has made significant contributions through his writing on the AutSide Substack, sharing insights and research findings aimed at enhancing the understanding and support of the neurodivergent community. Dr. Hoerricks is also the author of No Place for Autism?, a groundbreaking book that situates autism within the context of human evolution, suggesting its enduring presence and value to humanity. His work extends to the realm of language acquisition with his publication, Holistic Language Instruction, which offers innovative approaches to teaching language that honor the unique ways neurodivergent individuals perceive and process the world. Currently, Dr. Hoerricks is dedicated to exploring the intricacies of the brain's wiring system, its processing of time, and the implications these factors may have on issues such as anxiety and depression. Through his research and writing, Dr. Hoerricks continues to contribute to the improvement of outcomes for autistic individuals, aiming to reduce attrition rates among this remarkable group of students and further our understanding of neurodivergence.

Your generous donations help us fulfill our mission of delivering quality services to this underserved area of California.

Vocational Rehabilitation / Training / Services

Vocational rehabilitation is a process which enables persons with functional, psychological, developmental, cognitive, and emotional disabilities or impairments or health disabilities to overcome barriers to accessing, maintaining, or returning to employment or other useful occupation. The problem many autistic people face when dealing with vocational rehabilitation agencies is one of communication. Most corporate clinics aren't equiped or staffed to manage the unique sensory and communication needs of autistic people. This is where we come in.

Our Vocational services are organized as a community rehabilitation program as defined by the California Dept. of Rehabilitation (link). But, we have chosen to not register with the state due to the overwhelming compliance costs of working with the DOR. We are able to provide all necessary services, we just aren't able to request or receive monies from the state. Our staff can provide Assessment Services, Training Services, Job Related Services, and Support Services.

In a manner reminiscent of the historical roles played by Priories and Praeceptories, which supported their missions through the sale of goods and services to their communities, our Vocational Rehabilitation/Training/Services department is now embracing a compassionate and educational approach to funding our efforts. We have shifted our focus to support the local animal shelter and library, areas deeply connected to the well-being and enrichment of our community. Through this initiative, students engage in hands-on learning experiences that not only benefit animals in need and enhance library services but also cultivate a sense of responsibility, empathy, and community service. This work allows students to gain practical experience in animal care, management, and library operations, fostering a nurturing environment for both personal and professional growth. Our commitment extends to ensuring that these programs not only serve our mission but also offer valuable services to our local community, reinforcing the bond between neurodivergent individuals and the broader society. By participating in these efforts, students prepare for careers that are fulfilling, community-oriented, and aligned with their strengths and interests.

If you're interested in knowing more about our services, please feel free to contact us today.

Our Areas of Study

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Autism Research

Jim Hoerricks, PhD, Pn1, directs research services at the Praeceptory. His statement on our recearch services outlines the philosophy that we follow in conducting our research and the theories that guide out work. Here is his statement:

"Medical science generally classifies things as ordered or disordered. When things are working “normally,” they’re considered ordered. When things are not working “normally,” they are considered disordered. The Diagnostic and Statistical Manual of Mental Disorders (DSM), Fifth Edition, is the 2013 update to the DSM, the taxonomic and diagnostic tool published by the American Psychiatric Association (APA). In the United States, the DSM serves as the principal authority for psychiatric diagnoses. Treatment recommendations, as well as payment by health care providers, are often determined by DSM classifications, so the appearance of a new version has significant practical importance.

The DSM treats the autistic brain as a disordered “normal” brain. As an example, the various diagnoses of Sensory Processing Disorder, Asperger’s Disorder, and so forth, as found in DSM IV, became “autism” and “autism spectrum disorders” in DSM V. The APA assumes a baseline “normal” then assigns the term “disorder” to those things that do not operate according to their agreed upon definitions and baseline. This change has had huge implications across our society, from insurance plan pricing and options to the educational system’s Individualized Educational Plans. People regularly seek out a diagnosis of autism because the diagnosis, the paperwork, is necessary to access services, receive accomodations, and/or receive monetary support.

The problem with this mindset, that of ordered vs disordered, can be seen in the revisions of the DSM as it relates to human sexuality. For example, the classification of gay, lesbian, and bisexual sexual orientations went from "paraphilia" in DSM I to "sexual orientation disturbance" in DSM II to "ego-dystonic homosexuality" in DSM III. The variance in human sexual identity and preference was dropped from DSM-III-R and subsequent editions. The medical community stopped looking at the variance of sexual preference in terms of ordered vs disordered – with the disordered needing to be “cured.” The legacy of this viewpoint is slowly disappearing as more states ban so-called “Gay Conversion Therapy” and more churches make the choice to include the entirety of God's creation in their Church Family. Further to the point, the roots of racial classification can be found in the Eugenics movement over 100 years ago. This movement assumes a “normal” and an “optimal” human being. In their case, themselves being of European origin, the Eugenicists’ baseline was “Caucasian.” Every variance was considered a disordered version of the baseline. Yes, this sounds ridiculous, and indeed it is. Yet, we continue this classification today to achieve certain political and social ends. Yesterday’s eugenicist is today’s geneticist. The names have changed. The goals haven’t.

Back to the human brain and autism, and our research. What if autism and so-called autism spectrum disorders aren’t disorders at all but variances in the wiring diagram of the human brain. As a Christian, I believe in an intentional God, omniscient and omnipotent. My God is teleological, expressed in the concept of Alpha and Omega – knowing the beginning and the end of all things … including our lives. I believe that God doesn’t make mistakes. I further believe that we humans lack the perspective to see the entirety of creation and God’s plan.

With this in mind, what if the wiring difference commonly known as autism isn’t a mistake or a disorder? If it’s not a mistake, what purpose does this wiring plan serve? Is autism a new thing, a new epidemic, or has it been around for a long time? As an interesting aside, it is the eugenicists within many so-called autism support groups that seek to cement the idea of the autistic brain as disordered into the collective consciousness. Their goal, the perfection of mankind, necessarily works for the day when people like me do not exist. Their genetic quest concludes with an invitro test for autism so as to advise expectant parents that it’s better to abort than keep this rather burdensome child. What they’ve done for Downs Syndrome, they seek to do for autism. It is for this reason that many autistic people, myself included, see these groups as a vile and hateful.

Back to the point, what purpose might a relatively solitary, intuitive, highly intelligent human serve? The research shows that what is now considered autism has been with us for thousands of years and has survived through the natural selection process. For example, researchers now believe that what we call autism may have had advantages in humans’ hunter-gatherer past.

For example, USC’s Jared Reser looked at how autism’s strengths may have played a role in evolution. Individuals on the autism spectrum would have had the mental tools to be self-sufficient foragers in environments marked by diminished social contact. The penchant for obsessive, repetitive activities would have been focused by hunger and thirst towards the learning and refinement of hunting and gathering skills. Their desire for peace and solitude may have pushed them beyond the boundaries of civilization – turning them into the first explorers.

Thus, if an intentional, omniscient, and omnipotent God created the autistic brain for a purpose, and that purpose is being rediscovered via research, how might we define the autistic brain as created? In my research, I liken the autistic brain to an unregulated quantum field generator. What psychiatrists see as disorder is actually the result of an untrained person in control of this powerful tool as it processes time. There are two basic ways to process time, chronologically and teleologically. The majority of humans process time chronologically – sequentially. The past is past. Here we are now. The future is ahead of us somewhere. Not so with the autistic brain.

The autistic brain processes time much like it’s creator, teleologically, albeit in a much-limited fashion. Past, present, and future are blended together with purpose and plan to form a multi-dimensional mental image of the person’s Quality World. Anxiety and depression can result when an untrained person attempts to manage their personal quantum field generator – essentially attempting to choose the “correct” path among multiple possible outcomes (or a cascading probability calculation), with the operator unanchored by time. Seeing “the problem” in this way, one can easily explain why modern psychiatry has no answer in “treating” autism. They don’t understand how the autistic brain works, so they label it disordered, then attempt to dull it through powerful narcotics. Their “solution” completely unsustainable, not to mention unethical.

Thus it is that we find ourselves focused on a two-fold mission. Our Vocational Services help our clients achieve a degree of financial freedom and our Research Services help by preparing the way for the next generation. We're focusssed on improving lives and outcomes, helping things go right.

There are many ways in which you can help. You can help is financially. We're a registered non-profit and your donations are tax deductible. You can help in spreading the word of what we're doing. You can help by volunteering. You can simply be a friend and ally to an actually autistic person, like me.

If you'd like to know more, contact us today.

Thank you for reading this far and for your support."

IEP Development & Review

At the heart of our commitment to supporting neurodivergent learners is our bespoke IEP (Individualized Education Program) Development and Review service. This specialized offering is meticulously designed to ensure that educational plans are not only tailored to meet the specific needs of each student but are also enriched by the profound insights and expertise of Dr. Jim Hoerricks, PhD. As an autistic gestalt processor (often referred to as non-verbal) and a seasoned special education teacher, Dr. Hoerricks brings a unique blend of personal life experience and professional training to our IEP services.
Dr. Hoerricks' approach to IEP development is deeply influenced by his own journey through the educational system as a non-verbal autistic individual. His firsthand understanding of the challenges faced by neurodivergent students in conventional learning environments enables him to advocate for educational strategies that truly resonate with the needs of these learners. Coupled with his academic and professional background in special education, Dr. Hoerricks is uniquely positioned to design IEPs that not only comply with educational standards but genuinely facilitate the learning and growth of neurodivergent students.
Our service is rooted in a philosophy that values the individuality of each student, recognizing that success in education requires more than a one-size-fits-all approach. We meticulously review existing IEPs and work closely with families and educators to develop customized strategies that leverage each student's strengths while addressing their specific challenges. Our goal is to create a supportive, engaging, and accessible learning environment for every student, enabling them to achieve their full potential.
Through our IEP Development and Review service, we are proud to offer a pathway to educational success that is informed by empathy, expertise, and a deep commitment to understanding the neurodivergent mind. By combining Dr. Hoerricks' personal experiences with his professional knowledge, we ensure that every IEP reflects a holistic understanding of neurodiversity, setting the stage for a learning experience that is both enriching and transformative.

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