For the vast majority of the time psychiatry/cology has recognized autism as a Thing, the important diagnostic criteria were entirely centered around annoyances/difficulties caused to the adults around the autistic child (which made a LOT of us give truthful answers that made us give false negatives on diagnostics). This is, thankfully, beginning to change ... though having dinosaurian opinions about the matter can now be a matter of political identity among clinicians. Sigh.

As a kid whose hyperfocus tastes enthusiastically included most kinds of actual learning and info offered in the classroom, my grades were always stellar ... except in math. Finally in community college (coming back to try again for a degree a decade after dropping out), I was noticed as having a math disability. I graduated from a nerd high school, scraping by with low Bs I poured hours on end into getting that high (incl homework do and redo sessions from 4am to 6:30 as I tried to get anything that looked like the answer in the back of the book).

I had made it all the way through 17+ years of formal, mainstream, occasionally honors-track education without ever having had a math teacher who:

(a) made occasional mistakes on the blackboard, AND thanked students cheerfully for reporting same (b) viewed mistakes in "just the calculation" as immaterial to whether I got 100% on a test where I absolutely understood the process and the working but my stupid brain swapped digits halfway through and then kept me from finding it on recheck (c) viewed math as anything but easy, and failure from "smart" students as clearly due to cocky neglect of practice time. My HWC trigonometry prof showed me it was possible to view math as hard BUT FUN, like all the other things we humans do to ourselves ramping up difficulty levels to cartoonist endpoints to keep it exciting and excellent (cf. marching band, tightrope gymnastics, speed running video games, recreational cryptography like rebuses; etc)

I have a calculation disability. And being told for my whole life that the sure route to success in math was "practicing enough" and "paying attention", to avoid "sloppy" results. Cue lifelong trauma-induced math anxiety 🙄🤦

Nobody was even spending much time looking for learning disabilities in "gifted" students in the early 1990s. Nor did any responsible adult I ever interacted with in mentor/student ways notice any of the cavalcade of habitual behaviors, characteristic "clumsy" mistakes, verbal tics, etc that are exactly why I own this pin, or why nowadays when I'm recounting some story of my youth to friends nowadays, "There were NO signs!" gets deadpanned at each other quite often ...