What is *Freaks, Geeks, and Asperger Syndrome* about?

*Freaks, Geeks, and Asperger Syndrome* is a candid guide to adolescence written by 13-year-old Luke Jackson, who has Asperger Syndrome. It addresses challenges like bullying, friendships, school struggles, dating, and moral dilemmas through personal anecdotes, family stories, and witty advice. The book combines practical strategies with humorous illustrations, offering a firsthand perspective on navigating teenage life with neurodivergence.

Who should read *Freaks, Geeks, and Asperger Syndrome*?

This book is essential for adolescents with Asperger Syndrome, their parents, siblings, educators, and peers. It helps neurotypical readers understand AS experiences while providing relatable coping mechanisms for teens. Therapists and counselors also benefit from its insights into emotional regulation, social interactions, and family dynamics in neurodiverse households.

Is *Freaks, Geeks, and Asperger Syndrome* worth reading?

Yes—it’s praised for its authenticity, humor, and actionable advice. Luke’s teenage perspective offers rare insight into AS, making it a valuable resource for fostering empathy. Critics highlight its practical tips on bullying and communicating AS diagnoses, though some note repetitive sections.

How does *Freaks, Geeks, and Asperger Syndrome* address bullying?

Luke shares personal bullying experiences, emphasizing that victims are never at fault. He advocates for humor and self-advocacy as defenses, while urging schools to take proactive measures. His advice resonates with teens facing similar struggles, offering both emotional validation and tactical responses.

Does *Freaks, Geeks, and Asperger Syndrome* discuss diet and Asperger’s?

Yes—Luke strongly endorses a gluten- and casein-free diet, crediting it with improving his focus and behavior. This controversial stance reflects his family’s experimentation with alternative therapies, providing a case study for parents considering dietary interventions.

What makes Luke Jackson’s perspective on Asperger’s unique?

Written at age 13, Luke’s account captures raw adolescent emotions rarely seen in ASD literature. His blend of self-awareness, sibling comparisons (including an autistic brother), and unfiltered honesty creates a relatable voice for young readers while educating adults about AS realities.

How does *Freaks, Geeks, and Asperger Syndrome* help siblings of neurodivergent teens?

Luke’s stories about his brothers (with ADHD, autism, and dyslexia) highlight sibling dynamics in neurodiverse families. He explains how siblings can support each other through shared humor, patience, and advocacy—a resource for families navigating multiple diagnoses.

What are the main criticisms of *Freaks, Geeks, and Asperger Syndrome*?

Some reviewers note repetitive passages and a occasionally dismissive tone toward parents/teachers. However, these elements stem from Luke’s adolescent viewpoint, reinforcing the book’s authenticity as a teen-authored guide.

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freaks and geeks and aspergers syndrom Summary

Luke Jackson

3.94(1508 Reviews)

freaks and geeks and aspergers syndrom Summary Overview

Written by a 13-year-old with Asperger's, this groundbreaking guide offers rare adolescent insight into navigating autism. Part of the prestigious Reading Well mental health collection, it tackles bullying, dating, and social skills with refreshing honesty. What makes a teenager's perspective so uniquely valuable? Find out why families worldwide consider it essential.

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Chapter 1

Through the Eyes of a Teenage Aspie: A Journey of Difference and Discovery

When I first picked up Luke Jackson's book, I was immediately struck by its raw authenticity. Here was a 13-year-old boy with Asperger Syndrome (AS) writing with remarkable clarity about his own experiences, offering insights that many adult experts miss entirely. What makes this book revolutionary is not just its teenage author but its perspective-Luke doesn't see his Asperger's as a disability but as a gift, albeit one that comes with significant challenges. This perspective has resonated deeply with readers worldwide, including celebrities like Temple Grandin who praised it as "the most honest and insightful book on Asperger's from a teen perspective." Since its publication, it has become required reading in many special education programs and has been translated into over 15 languages, helping countless families understand the complex inner world of adolescents on the autism spectrum.

Chapter 2

The Aspie Identity: A Different Kind of Normal

"I have what some might call a disability but I call a gift - Asperger Syndrome," Luke writes in the opening pages of his book. This framing sets the tone for his entire approach. Rather than viewing AS as something to be fixed or cured, Luke embraces it as an integral part of his identity. Asperger Syndrome falls under the autism umbrella, though Luke is quick to point out that describing it as a "mild form of autism" doesn't capture how challenging some aspects can be. He cleverly describes it as a communication disorder where messages get distorted between AS and non-AS people-"like words jumbling up on telephone wires." The classic "triad of impairments" affects communication, social interaction, and imagination differently for each person on the spectrum. Some autistic people don't speak at all, while those with AS speak differently and struggle with facial expressions and body language. Luke admits to being "pedantic and monotonous" in his speech patterns and often doesn't realize when he's boring someone with his detailed computer talk. Social interaction varies wildly across the spectrum. Luke describes how his brother Ben is relaxed at home but might lick strangers' feet in public, while his brother Joe asks inappropriate personal questions. Luke himself struggles to navigate social situations, which is why he values his local AS social club-finally, a place where his computer obsessions are accepted rather than mocked! This difference in perception extends to how Luke experiences the world-not as a series of social connections like most teenagers, but as a fascinating array of patterns, systems, and sensory experiences that others might miss entirely.

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Chapter 3

The Power of Diagnosis: Signposts for the Journey

One of Luke's most passionate arguments centers around the importance of diagnosis. Many professionals worry that labeling someone with AS or autism makes their difficulties more real or creates stigma. Some doctors avoid diagnosis, fearing employment discrimination later in life. Luke believes this approach is deeply misguided. Without a diagnosis, AS kids are often called "freaks," "geeks," or "nerds" without understanding why they're different. Luke writes with heartbreaking clarity: "Without knowing why we're different, it's a million times worse than professionals can imagine." He urges doctors to share their suspicions with parents even if a child doesn't check every box on the diagnostic list. Luke borrows Tony Attwood's metaphor that labels are signposts pointing people in the right direction. Without telling people about AS, no guidance exists on how to help. This approach is unfair to everyone-therapy and school support are harder to access without a diagnosis. A child stands a better chance of improvement when everyone understands their challenges and how best to help. The dilemma creates a Catch-22-people with AS are reluctant to reveal their condition fearing rejection, so they struggle silently, doctors learn nothing, and the cycle continues. Luke argues that this circle of silence must be broken by people sharing their real experiences, helping doctors understand that people with AS don't all fit rigid diagnostic criteria. When it comes to telling children about their diagnosis, Luke is equally direct: "Parents, you are not protecting your child by keeping this information from them. Feeling like a 'freak' without knowing why is horrible." He believes children should be told as soon as possible, in age-appropriate ways that emphasize their unique strengths alongside their challenges.

Chapter 4

Special Interests: Passion or Obsession?

Most people with AS have what Luke calls a "specialist subject" rather than an "obsession." While some may have unusual interests, many actually have ordinary fascinations that they pursue with extraordinary intensity. The difference between AS fascinations and typical interests is the level of immersion. When Luke focuses on a subject-whether dinosaurs (when he was younger), Pokemon, PlayStation games, or computers-everything else becomes insignificant. His mind fills completely with the subject, creating an overwhelming excitement he must express. Being interrupted can trigger intense irritation or even fury. These obsessions seem to "creep up on me like a thief in the night," with his mind suddenly "infiltrated by an army" that replaces everyday thoughts with computer-related ones. He talks about computers constantly, which is why his sisters regularly call him "such a freak!" However, these fascinations aren't necessarily negative. When channeled properly, they can lead to specialized learning and career paths. Luke's computer focus has taught him valuable skills he'll use professionally. His friend Seth, who also has AS, helps people solve technical problems despite having coordination issues due to dyspraxia. Society's double standard frustrates Luke-when boys are obsessed with football, it's considered normal, but specialist interests in AS are labeled problematic. Girls face similar expectations about pop music and dance routines. "Why can't people accept that we're all different?" he asks. Beyond special interests, many people with AS develop collections they can organize and categorize. For Luke, it was pencils as a young child-he never went anywhere without at least one, finding tremendous security in having something familiar with him. Later, he developed fascinations with string (tying things together to create chain reactions) and batteries (which were cool, smooth, and fit perfectly in his hand). These collections provide security and relieve the chaos of living in a disorganized world. The collecting impulse satisfies a need for order, which explains why many AS kids line things up and can't resist completing sets of items.

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Chapter 5

Sensory Symphony: A Different Way of Experiencing the World

People on the autistic spectrum often have significant sensory challenges-not because they're "senseless," but because they perceive sensory input differently. These sensory issues can be among the most difficult aspects of autism spectrum conditions to manage. Touch sensitivities are common. Luke's brother Ben used to gag at the sight of paint and still can't stand play dough. Clothing presents major challenges-he strips immediately upon returning home and selects clothes by feeling them against his skin first. When he says "Ow hurt" about seemingly harmless textures, he's not being difficult-things genuinely hurt him. Many AS and autistic people seek pressure or tight enclosure for security and sensory regulation. Luke wore a balaclava constantly-it muffled overwhelming sounds and provided comforting pressure around his head, making him feel safely separated from a confusing world. Ben wears earmuffs and goggles, even for sleeping, and seeks deep pressure by wanting his feet squeezed tightly. Making eye contact is incredibly uncomfortable for many with AS. When adults demand "Look at me when I'm talking to you," they don't realize how distressing this can be. Luke describes direct eye contact as feeling burning and alien-"like someone is burning into my very soul." If he forces himself to maintain it, he becomes so distracted by examining facial features that he completely forgets to listen to what's being said. Sound sensitivity varies widely. Luke's brother Ben can't tolerate cinemas because of overwhelming sensory input-he drops to the floor covering his ears and squeezing his eyes shut. Luke still can't stand echoing in swimming pools or exam halls where the sound of turning pages drives him crazy. Perhaps most fascinating is the sensory cross-wiring many experience. Luke's brother Ben covers his ears when lights change or closes his eyes with strong smells. Luke once had a bizarre experience at the zoo where looking at gorillas made him vomit, and then every animal he saw afterward triggered the same reaction-suggesting his senses became jumbled, with visual input triggering what should have been olfactory responses.

Chapter 6

The Biological Puzzle: Diet, Sleep, and Physical Differences

Luke's observations about the physiological differences in people with AS are particularly insightful. The widespread stomach and bowel problems many experience suggest fundamental physiological differences. Luke's family follows a gluten-free, casein-free diet that has dramatically improved their symptoms. The theory behind this dietary approach suggests that people on the autistic spectrum cannot properly break down these proteins, creating peptides that act like morphine in the brain. Removing gluten, casein, aspartame, and MSG can make a significant difference for many. Despite what some think, this approach isn't just for severely autistic children-it can benefit teenagers too, helping with embarrassing issues like bad breath, digestive problems, and red ears that can impact social interactions. Sleep problems are another common challenge. Luke describes lying awake "bored senseless waiting for daylight." The dark can steal away familiarity and security, which is particularly distressing for those with AS. While medication can help, Luke's family generally avoids drugs unless absolutely necessary. People on the autistic spectrum often respond differently to medications-some sedatives have paradoxical effects, making them more hyperactive rather than sleepy. Luke offers practical sleep solutions: accepting if you naturally need fewer hours of sleep, installing blackout curtains, eliminating electronic standby lights and sounds, establishing consistent bedtime routines, creating step-by-step bedtime lists, ensuring everything is prepared for the next day, using headphones with favorite music to quiet an overactive mind, writing down negative thoughts before throwing them away, trying aromatherapy or herbal remedies, practicing muscle relaxation exercises, considering massage, and getting fresh air and exercise.

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Chapter 7

Lost in Translation: Language Challenges and Literal Thinking

Deciphering teenage communication is particularly challenging for those with AS. Conversations often consist more of body language, facial expressions, and strange words than actual verbal content. Luke observes that girls seem especially elaborate with non-verbal communication, making social interaction feel "harder than deciphering hieroglyphics." People with AS think very logically and take language literally, which often creates misunderstandings. Luke's brother Ben is extremely literal-when Luke said "my head is pounding," Ben tried pulling his head around, and expressions like "crying your eyes out" upset him terribly. Luke explains that AS people aren't nonsensical; they're logical in ways others don't understand. He once remained under a teacher's desk because she told him to put his file there but never instructed him to come out again. This literal interpretation made perfect sense to him but caused a school-wide search. Communication clarity is essential for AS children. Non-AS people often say things they don't mean, omit important details, and use facial expressions that alter meaning. When giving instructions to AS children, never assume they automatically understand. Unlike neurotypical children, these aren't intuitive skills-they must be consciously learned. Parents should provide specific, detailed instructions about tasks like tidying rooms or personal hygiene, using checklists and charts when helpful. Even with clear instructions, priorities like cleanliness might not register as important to AS children. Parents should explain rules clearly, avoid unexplained metaphors, teach social norms explicitly, and regularly check understanding.

Chapter 8

School Survival: Navigating the Educational Minefield

School presents a minefield of challenges for children on the autistic spectrum. While exhausting for any child, AS kids face particular difficulties navigating an environment where they constantly feel they're "stepping on mines." Most AS adults Luke has spoken with have traumatic or forgettable school memories. The traditional school subjects present unique challenges. With reading, Luke experienced a strange phenomenon-unable to read anything until age seven, then suddenly reading Shakespeare fluently overnight as if "someone switched a light on in my head." His reading age jumped from unassessable to fourteen years in just one day. Writing is physically painful for Luke-holding a pen makes his hand ache and his thoughts never transfer properly to paper, leading to frustration and wasted paper as he seeks perfection. Word processors have been life-changing for him at school. As for math, AS kids either excel at it or struggle-there's rarely middle ground. Despite the Rain Man stereotype, not all people with AS have amazing mathematical abilities. They're not clones-each has unique strengths and weaknesses. Homework remains an illogical concept to Luke. If additional work is necessary, why not extend school hours or shorten breaks rather than sending students home to struggle alone? For those with AS, school already demands tremendous mental effort as they must work at things that come naturally to others. It's like expecting someone with one leg to keep up with two-legged people without accommodations. Sports present perhaps the greatest challenge. Luke is genuinely terrible at catching, throwing, kicking, and controlling balls, struggling with basic coordination. Team selection is humiliating, as he's treated like "unwanted luggage" when teachers force teams to accept him. The sensory chaos of sports-everyone running, screaming, and shouting-creates overwhelming confusion. By the time he figures out what he's supposed to be doing, everything has changed and he's mocked for getting it wrong.

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Chapter 9

Standing Up to Bullies: Survival Strategies

Throughout his life, Luke has experienced bullying at school. His earliest memory of feeling different and being bullied dates back to nursery school, where other children would laugh at him when he screamed and pushed away people who tried to put costumes and oversized hats on him. In primary school, a particular group of boys tormented him year after year despite school punishments and his mother's interventions. At secondary school, the situation worsened until he was physically assaulted. After two bullies chased and beat him outside school grounds, a bystander rescued him. He never returned to that school. Bullies target anyone who's different, not just those with AS. The social difficulties, challenges with facial expressions and body language, and often poor motor skills (making them bad at team sports) make AS kids stand out. Luke was labeled "soft" rather than "hard" because he never saw the point in fighting. Another reason he's been bullied is his refusal to "run with the pack" or pretend to like things he doesn't. This authenticity makes him a target, and others avoid befriending him for fear of being targeted by association. He can't advise compromising your true self just to be popular-"you'll end up more unhappy than if you stayed true to yourself but spent more time alone." Luke's advice for dealing with bullies is practical: stay in populated areas rather than hiding in quiet corners, try to walk away from confrontations, attract adult attention when possible, and most critically, TELL SOMEONE YOU TRUST. Don't suffer in silence! Find allies among other bullied kids, don't let bullies see they're upsetting you, and try laughing at yourself when teased-it confuses them. For parents, Luke emphasizes the importance of understanding that AS kids often don't report bullying until it becomes unbearable. Ask specific questions about pushing, shoving, or nasty behavior rather than just general questions about their day. Never confront bullies in front of others or discuss the situation with teachers where your child can be seen-this only makes things worse.

Chapter 10

Finding Strength: Taekwondo as Therapy

One of Luke's most passionate recommendations is Taekwondo, which has been transformative in his life. Before dismissing this martial art because of dyspraxia or struggles with crowds, he urges readers to give it a chance, emphasizing how it helped him overcome his own initial hesitations and physical limitations. Taekwondo is practically custom-made for people on the autistic spectrum, offering a unique combination of structure and flexibility. Its structured, predictable routines with set patterns (called 'poomsae') make it perfect for those with dyspraxia or coordination difficulties. Each movement is broken down into precise, learnable components, allowing students to master techniques at their own pace. Even though training happens in groups, students work individually-facing forward, following instructions, and focusing on their own movements without the social pressure of team sports. The physical benefits are enormous and develop gradually over time. Students experience improved coordination through carefully sequenced movements, enhanced flexibility through systematic stretching routines, better timing through sparring exercises, and increased distance awareness through partner work. Overall fitness improves dramatically through traditional exercises like press-ups, sit-ups, and stretches. While Luke acknowledges that the first few months can leave you feeling "like you've been used as a punching bag," he emphasizes that this temporary discomfort leads to lasting physical and mental transformation. Beyond physical skills, Taekwondo deeply integrates Eastern philosophy into its practice. The art teaches five core tenets: courtesy (showing respect to others), integrity (being honest with yourself and others), perseverance (never giving up), self-control (maintaining emotional balance), and indomitable spirit (facing challenges with courage). These principles extend far beyond the training hall, providing valuable life skills for managing daily challenges and social interactions. Unlike conventional sports such as tennis or football, these skills have practical applications in self-defense situations. Luke particularly cherishes the "Il GI" concept in his Taekwondo association-meaning "One together" in Korean. This philosophy creates a profound sense of global connection, as practitioners become part of a worldwide community sharing the same values and practices. For someone who usually feels alone or different, this sense of belonging to a larger community can be deeply meaningful. The dojang (training hall) becomes a safe space where differences are respected and everyone works toward common goals, regardless of their background or challenges. The structured progression through belt ranks also provides clear, achievable goals and tangible evidence of progress, which can be particularly motivating for individuals on the spectrum who appreciate clear metrics of advancement.

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Chapter 11

Navigating Relationships: Friendships and Dating

If you're an AS kid wanting to make friends, Luke's advice is simple: be yourself and try to be friendly. Maybe find another loner to chat with. Don't worry too much when people give you "a look" or tell you off for talking too much-it's all part of learning. Luke is always being told he stands too close or follows people around, but it's "dead hard" knowing when a conversation's finished unless someone tells him outright. And here's a sad but practical tip: if your specialist subject isn't football or something mainstream, maybe tone down the incessant talking about it. For parents, Luke's biggest advice is never force your AS child to socialize! Many people with AS are happiest doing their own thing rather than going out meeting people or having social gatherings. These situations make them nervous. Many have problems with crowds, and having their "space invaded" can cause anything from discomfort to full-blown panic attacks. Dating presents even greater challenges. Unlike typical kids who progress through social stages that prepare them for dating, AS kids often miss these experiences. When Luke is near someone he fancies, he feels like he's transformed from "class nerd to class cockroach." His body betrays him completely-his legs turn to jelly, he gets butterflies in his stomach ("more like a rock in a tumble dryer"), and his tongue sticks to the roof of his mouth. His face-especially his ears-goes bright red, making him feel like he "could single-handedly light up a classroom during a power failure!" With help from his sisters, Luke offers dating advice: maintain good hygiene, be yourself rather than acting cocky, learn what your crush is interested in, limit talk about your specialist subject, show your sense of humor, and gather courage to ask them out. Most importantly, don't let rejection stop you from trying again.

Chapter 12

Beyond Stereotypes: Morals, Principles, and Identity

Luke wrote his book to show what life is really like for young people with AS and to dispel misconceptions. Being both a teenager and a "freak" makes navigating life particularly challenging. While AS awareness has increased, understanding hasn't necessarily followed. He worries about telling people he has AS because they might view it as mental illness, which carries its own stigma. Media portrayal of mental illness focuses almost exclusively on negative incidents and crimes, making people fearful. When an AS person commits a crime, all people with AS get "tarred with the same brush." Contrary to the misconception that AS people are prone to criminality, they actually like following rules-they provide security and clarity. They're often called "swats" or "keen beans" precisely because they follow rules so well. Their rigid thinking doesn't suddenly change in adulthood. Luke's moral advice for AS adolescents: Remember you're different but not superior or inferior; treat others as you want to be treated; don't fake behaviors to gain popularity; resist pressure regarding sex, drugs, or smoking; and understand why we need rules for society to function. He finds it annoying that most people associate autism with "Rain Man" and savant abilities. These rare talents make regular AS people like him feel inadequate-he's "got the nerdiness and the freakishness but none of the genius." These portrayals create unrealistic expectations. We shouldn't consider AS people either superior or inferior-they're just different, and all amazing in their own way. Luke's perspective reminds us that understanding differences doesn't mean erasing them, but rather appreciating the unique contributions each person brings to our shared human experience.

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Key Themes in the freaks and geeks and aspergers syndrom Summary

neurodivergent identity
adolescent social navigation
sensory processing differences
autistic special interests
diagnostic self-awareness

Best Quotes from the freaks and geeks and aspergers syndrom Summary

Parents, you are not protecting your child by keeping this information from them.
Feeling like a 'freak' without knowing why is horrible.
Why can't people accept that we're all different?
I have what some might call a disability but I call a gift - Asperger Syndrome.

Characters in the freaks and geeks and aspergers syndrom Summary

Luke JacksonThe 13-year-old author and protagonist with AS
Tony AttwoodA professional who uses the metaphor of labels
SethLuke's friend with AS and dyspraxia

About the Author

Luke Jackson, British author of Freaks, Geeks and Asperger Syndrome: A User Guide to Adolescence, is a pioneering voice in autism advocacy, drawing from his lived experience with Asperger's Syndrome.

Published in 2002 when Jackson was just 13, this landmark non-fiction work blends personal narratives with practical guidance for navigating adolescence, establishing him as one of the youngest published authorities on neurodiversity.

The book’s candid exploration of social challenges and self-acceptance stems from Jackson’s family background, where multiple members exhibit autism spectrum traits. He later expanded his insights with Sex, Drugs and Asperger's Syndrome: A User Guide to Adulthood and Crystalline Lifetime: Fragments of Asperger Syndrome, while contributing to BBC’s disability platform ouch!.

Praised for its humor and authenticity, Freaks, Geeks and Asperger Syndrome won the 2003 Times Educational Supplement Award for Special Educational Needs and has been translated into numerous languages, remaining essential reading for families and educators worldwide.

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@jayallen

BeFreed is fantastic. The user-friendly design means I spend less time navigating and more time learning. The mix of audiobooks, podcasts, and learning plans is a genius combo that has completely changed my daily routine.

@BeFreed user

At the start I needed a while to understand how to create podcasts in italian language and boom! It is so great! I can ask to explain every argument and it does so well and so smartly!

@matteo77

BeFreed has become my daily app for audio books tools... What I like the most is the way you put your text and come with an audio that you can listen on the go.

@kotanzu1

I love the fact that I can get useful, condensed, information and ideas in a 8 - 15 minute podcast style audio. I'm not a general fan of podcasts because of all the fluff, but this cuts through all that.

@BeFreed user

I am finishing up my doctorate, and have to read a lot of unfamiliar material... With BeFreed, you simply enter a prompt, and the app finds source material for you and generates an audio podcast. I find the process in BeFreed to be more streamlined than NotebookLM.

@Brad

I often search YouTube for something to listen to whilst making breakfast, when I'm out walking, commuting, etc, and BeFreed has provided an even more targeted approach, without the adverts and the fluff!

@BeFreed user

The absolute best part about this platform is its versatility. There is literally no subject that is off-topic. It handles whatever you throw at it... It is rare to find an learning tool with zero limitations that actually delivers on its promises.

@jayallen

BeFreed is fantastic. The user-friendly design means I spend less time navigating and more time learning. The mix of audiobooks, podcasts, and learning plans is a genius combo that has completely changed my daily routine.

@BeFreed user

At the start I needed a while to understand how to create podcasts in italian language and boom! It is so great! I can ask to explain every argument and it does so well and so smartly!

@matteo77

BeFreed has become my daily app for audio books tools... What I like the most is the way you put your text and come with an audio that you can listen on the go.

@kotanzu1

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