DOCSLIB.ORG

Autism Awareness Day Be Autism Friendly

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Autism Awareness Day Be Autism Friendly PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Tue, 02 Apr 2013 14:34:16 UTC Contents Articles World Autism Awareness Day 1 Autism friendly 2 Autism Sunday 10 Autistic Pride Day 12 Light It Up Blue 13 References Article Sources and Contributors 14 Image Sources, Licenses and Contributors 15 Article Licenses License 16 World Autism Awareness Day 1 World Autism Awareness Day World Autism Awareness Day has been held every year since 9 September 1989. It was designated by the United Nations General Assembly resolution "62/139. World Autism Awareness Day," adopted on 18 December 2007, proposed by Representatives of the State Qatar, and supported by all member states.[1][2][][] The World Autism Awareness Day (WAAD) Resolution had four main components: • the establishment of 2 April as WAAD • participation of UN organizations, member states, NGOs and all private & public organizations in WAAD • raise awareness of Autism on all levels in society • Secretary-General of UN should deliver this message to member states and all other UN organs.[] To that end, there is currently a web site "World Autism Awareness Day" that provides materials and suggestions on how to participate in WAAD as well as a list of current activities different countries and organizations are conducting to celebrate WAAD.[3] References Autism friendly 2 Autism friendly Autism friendly means being aware of social engagement and environmental factors affecting people on the autism spectrum, with modifications to communication methods and physical space to better suit individual's unique and special needs. The autism awareness ribbon. Overview Individuals on the autism spectrum take in information from their five senses as do neurotypical people. The difference is they are not able to process it as quickly and can become overwhelmed by the amount of information that they are receiving and withdraw as a coping mechanism.[1] They may experience difficulty in public settings due to inhibited communication, social interaction or flexibility of thought development. Knowing about these differences and how to react effectively helps to create a more inclusive society. It also better suits the needs of the growing number of individuals with autism, Asperger syndrome, or other disorders on the autism spectrum.[2] Being autism friendly means being understanding and flexible in "Opening a window to the autistic brain." A child interpersonal conversation, public programs and public settings. In the with autism (three years old) pointing to the fish end, working together makes our experiences together better for in an aquarium. everyone. For example, a person might think that if someone is being rude if they will not look them in the eyes - or doesn't understand cliches like "it's a piece of cake", when in fact there may be a reason for this. Depending upon the individual's level of functioning, a person who hears "it's a piece of cake" may take that literally and not understand that what is really meant is "it will be easy".[2] For someone on the autism spectrum, being in an autism friendly environment means they will be have a manageable degree of sensory stimuli, which will make them calmer, better able to process the sensory stimulation they receive, and better able to relate to others.[3] Autism friendly 3 Communication and social interaction Organizations interested in spreading awareness about autism and how to be autism friendly, such as the The Autism Directory, have created training programs for communities to illustrate how people with autism may communicate or interact differently than neurotypical people, or people without autism. There are also suggestions for how to modify one's reaction to improve communication.[2] Some training examples are:[2] • When one finds out that someone may not be able to look them in their eyes, one should realize that they are not trying to be rude, and it is uncomfortable for them to do so. • A person may have difficulty understanding clichés or expressions and interpret a phrase literally. By speaking directly and factually, like saying "It's easy" as compared to "It's a piece of cake", one is more likely to understand the line. • Body language, facial expressions, gestures, and turning away from someone may be cues that are missed by an autistic person. This is another opportunity to be direct and factual, realizing that your body language or social cues may not be picked up. • The person may have limited vocabulary or speech perception. Patience is helpful here. Allow time for the person to comprehend what was said. Ask how you can help. If they use sign language or a symbol set to communicate, adapt as you are able. Other pointers are: avoid making loud sounds; do not surprise them, let them know your plans; limit or avoid vigorous activities; and talk or engage in activities that they care about.[2][4][5] Environment Some people with autism may be hypersensitive to changes in sight, touch, smell, taste and sound; The sensory stimulus could be very distracting or they could result in pain or anxiety. There are other people who are hyposensitive and may not feel extreme changes in temperature or pain. Each of these has implications for making an autism friendly environment.[6] Social factors There are several factors in creating a supportive environment. One of them is adherence to a standard routine and structure. Since change of routine can be quite anxiety producing for many autistic people, a structured, predictable routine makes for calmer and happier transitions during the day. Another important factor is creating a low arousal space. Environments with the least amount of disruption will help autistic people remain calm. It's important to speak in quiet, non-disruptive tones and to utilize a physical space that has a low level of disruption. Having a positive, empathetic attitude and ensuring consistent habits in work, school and recreational activities also help to minimize anxiety and distress and help an autistic person succeed. This is the SPELL approach which stand for Structure - Positive - Empathy - Low arousal - Links.[4][7] Social stories can be used to communicate ways in which an autistic person can prepare themselves for social interaction.[8] Autism friendly 4 Physical space There are several ways that the physical space can be designed and organized to be autism friendly. It is important for rooms to be decorated with serenity in mind, like painting the walls with calming colors. Thick carpeting and double-paned glass help to minimize distracting noise. Materials within the rooms may be organized, grouped and labeled with words or symbols to make items easier to locate.[9] Newport Ty Nant uses modern SMART technology, autism-friendly design features and Topics an autism-specific model of care to allow tenants to have more control over their lives. Daily life Autism friendliness can have a significant impact on an individual's interpersonal life and work life, benefited by consistency across all areas of one's life.[4] Vacations Due to the break of routine with family vacations, many families may avoid taking vacations. Steps can be taken to help make for a successful family vacation. One is sharing information like pictures or internet web pages. There are organizations that will make accommodations, if requested, to better manage uncertainty, crowds, noise disruption. This includes theme parks who allow people with autism to skip long lines and airlines or airports that may allow for a dry-run prior to the trip. Another tip is to prepare prior to the trip so that there is a plan for managing boredom.[5] Entertainment Theatre In the United States, the Theatre Development Fund (TDF) created a program in 2011 to "make theatre accessible to children and adults on the autism spectrum". Called the Autism Theatre Initiative, it's part of their Accessibility Programs, and was done in conjunction with Autism Speaks, Disney and experts who reviewed the performance for areas of modification. Adjustments that have been name for the initiative include: quiet areas in theatre lobby, performance changes that reduced strobe light use and noise, and areas where people can go perform an activity if they leave the theatre. Social stories, which explain what the experience will be like (such as loud noises, needing a break and moving through a crowd), were made available prior to the performance. These performances [10] included Lion King and Mary Poppins.[11][12][13][14][15] Movie cinema Going to a movie theater can be an overwhelming experience for someone on the autism spectrum. Crowding as people queue up to buy tickets. Loud movie volume. Dark theater lighting. All of these are sensory overload triggers that have kept some autistic people from ever seeing a movie at the cinema. Some movie theaters are becoming more autism friendly: The lighting is adjusted so it's not so dark, the volume is reduced and queues are managed to prevent crowding. Odeon Cinemas in London has implemented such "sensory friendly" nights.[16] On September 16, 2012, as one example, the Odeon Cinemas will screen Brave, a Disney animated movie, at more than 80 United Kingdom and Ireland cinemas for people desiring a sensory friendly movie going experience.[17] In the United States there are also "sensory friendly" movie-going experiences to be had through collaboration with the Autism Society of America. Monthly, AMC Theatres (AMC) will provide nights when people on the autism Autism friendly 5 spectrum and their families may experience an autism friendly movie night. The program is also intended for people with other disabilities whose movie going experience will also be improved in such a setting.[18][19] Education Providing the best outcomes for a child on the autism spectrum may be difficult, complicated by each child's unique way of managing communication and interaction with others, associated disorders that make each child's situation unique, and emerging understandings of neurodiversity.
Recommended publications
  • Editorial: Pride and Autism Spectrum Disorder

    Editorial: Pride and Autism Spectrum Disorder

    EDITORIAL: PRIDE AND AUTISM SPECTRUM DISORDER June 14, 2019 Tuesday June 18 is Autistic Pride Day and every April, thanks to National Autism Awareness Month, there’s a renewed sense of support for people living with Autism Spectrum Disorder (ASD) and those who’ve worked tirelessly to foster environments of inclusion and self-determination for all. Yet, when Autism Awareness Month comes to an end, so too does much of the focus on autism from the general public. As a society, we’ve made positive strides, but it’s important to remember that the conversations about acceptance, inclusion and support for people with ASD need to happen year-round. Today Autistic Pride Day is about celebrating differences in the autism community and realizing people’s infinite possibilities and potential. People with autism have hopes, dreams, aspirations, and a right to participate in the working world. Unfortunately, people with ASD are not afforded the same opportunities as the rest of us when it comes to employment. While the majority of Americans are enjoying a low unemployment rate and strong economy, the unemployment rate for adults with developmental disabilities remains high. According to the Bureau of Labor Statistics, only 29 percent of Americans ages 16 to 64 with a disability were employed as of June 2018, compared with nearly 75 percent of those without a disability. The unemployment rate for people with disabilities who are actively seeking work is 9.2 percent — more than twice as high as for those without a disability (4.2 percent). Employers’ lack of understanding and lasting stigmas are partly to blame for this discrepancy.
  • How to Do a Test for Coronavirus at Home

    How to Do a Test for Coronavirus at Home

    How to do a test for Coronavirus at home An autism-friendly guide to testing your child or young person 2 Ambitious about Autism How to do a test for Coronavirus at home If your child or young person has symptoms, you should order a home test for Coronavirus. The home testing kit for Coronavirus is a swab test. The test is invasive, and swabs are taken from inside the nose and throat. Some autistic children and young people • Use a now and next visual where the ‘next’ may find the home testing kit distressing. side is an activity that your child enjoys, something that will motivate them to It is important to make adjustments to complete the Coronavirus home testing kit support your child and ensure the test is • Ask them to blow their nose to ensure taken safely and accurately. other bacteria doesn’t interfere with the test To relieve anxiety, you can use our Coronavirus home testing visual stories • To prepare yourself, wash your hands with for children and young people. soap for 20 seconds or use hand sanitiser. • To prepare your environment, clean the There are several ways you can prepare surface before you put the home testing your child for the test: kit down. • If appropriate, allow your child to support their stress or anxiety by playing with their favourite toy or stimming toy during the test • Put their favourite programme on so they can watch during the test • Play relaxing music during the test • Your child or young person might prefer to watch or close their eyes as you take swabs, give them the option Ambitious about Autism An autism-friendly guide to testing your child or young person 3 There are four steps to the Coronavirus home testing kit.
  • The Cerebral Subject and the Challenge of Neurodiversity

    The Cerebral Subject and the Challenge of Neurodiversity

    BioSocieties (2009), 4, 425–445 ª London School of Economics and Political Science doi:10.1017/S1745855209990287 The Cerebral Subject and the Challenge of Neurodiversity Francisco Ortega Institute for Social Medicine, State University of Rio de Janeiro, Rua Saˇ o Francisco Xavier 524, Rio de Janeiro CEP 20550-900, Brazil E-mail: [email protected] Abstract The neurodiversity movement has so far been dominated by autistic people who believe their condition is not a disease to be treated and, if possible, cured, but rather a human specificity (like sex or race) that must be equally respected. Autistic self-advocates largely oppose groups of parents of autistic children and professionals searching for a cure for autism. This article discusses the posi- tions of the pro-cure and anti-cure groups. It also addresses the emergence of autistic cultures and various issues concerning autistic identities. It shows how identity issues are frequently linked to a ‘neurological self-awareness’ and a rejection of psychological interpretations. It argues that the preference for cerebral explanations cannot be reduced to an aversion to psychoanalysis or psychological culture. Instead, such preference must be understood within the context of the dif- fusion of neuroscientific claims beyond the laboratory and their penetration in different domains of life in contemporary biomedicalized societies. Within this framework, neuroscientific theories, prac- tices, technologies and therapies are influencing the ways we think about ourselves and relate to others, favoring forms of neurological or cerebral subjectivation. The article shows how neuroscien- tific claims are taken up in the formation of identities, as well as social and community networks.
  • Boston Medical Center Autism Friendly Initiative: Improving

    Boston Medical Center Autism Friendly Initiative: Improving

    Boston Medical Center Autism Friendly Initiative: Improving Hospital Experience for Patients with Autism Sarah Qin, MBA1; Shari King, MA1; Lauren Busa, MA1; Julia Goupil1; Daniel Cahill1; Sarabeth Broder-Fingert, MD, MPH2; Marilyn Augustyn, MD1 1Department of Developmental and Behavioral Pediatrics, Boston Medical Center 2Department of Pediatrics, Boston University School of Medicine *We have nothing to disclose Background Identifying the Challenges Targeted Interventions Trainings The prevalence of autism spectrum disorder (ASD) is rising, Staff Survey: In partnership with PLAN parents, the Boston University School of however, there are significant barriers to quality healthcare for Autism Support Checklist (ASC) Medicine and the Goldman School of Dental Medicine, we train patients with ASD. Patients with ASD experience more outpatient Autism Support Checklist Name of Patient: ____________________________ The Autism Support future doctors and dentists how to better interact with patients visits and their annual healthcare costs are higher than patients Date Completed: _________________ Communication Checklist collects with ASD. 1. How does the patient communicate information? without ASD. Patients with ASD encounter high levels of unmet Spoken language Pictures information from Written Words need and lower levels of satisfaction with care. To address these Non-verbal “I will be better able to recognize ASD and adapt to Electronic Communication patients with ASD Gestures issues at Boston Medical Center (BMC), we have launched the Other: ____________________ patient interactions and understand the needs of both 2. What would help the patient understand information? and their caregivers Spoken language Autism Friendly Initiative to improve the healthcare experience for Pictures the patient and family.” Written Words about individualized Electronic Communication rd Other: ____________________ -3 Year Medical Student our patients with ASD.
  • The Joy of Autism: Part 2

    The Joy of Autism: Part 2

    However, even autistic individuals who are profoundly disabled eventually gain the ability to communicate effectively, and to learn, and to reason about their behaviour and about effective ways to exercise control over their environment, their unique individual aspects of autism that go beyond the physiology of autism and the source of the profound intrinsic disabilities will come to light. These aspects of autism involve how they think, how they feel, how they express their sensory preferences and aesthetic sensibilities, and how they experience the world around them. Those aspects of individuality must be accorded the same degree of respect and the same validity of meaning as they would be in a non autistic individual rather than be written off, as they all too often are, as the meaningless products of a monolithically bad affliction." Based on these extremes -- the disabling factors and atypical individuality, Phil says, they are more so disabling because society devalues the atypical aspects and fails to accommodate the disabling ones. That my friends, is what we are working towards -- a place where the group we seek to "help," we listen to. We do not get offended when we are corrected by the group. We are the parents. We have a duty to listen because one day, our children may be the same people correcting others tomorrow. In closing, about assumptions, I post the article written by Ann MacDonald a few days ago in the Seattle Post Intelligencer: By ANNE MCDONALD GUEST COLUMNIST Three years ago, a 6-year-old Seattle girl called Ashley, who had severe disabilities, was, at her parents' request, given a medical treatment called "growth attenuation" to prevent her growing.
  • DR SIM ZI LIN Psychologist & Autism Therapist

    DR SIM ZI LIN Psychologist & Autism Therapist

    DR SIM ZI LIN Psychologist & Autism Therapist DR SIM ZI LIN is a Psychologist and Autism Therapist at Autism Resource Centre (Singapore), or ARC. She graduated summa cum laude from the University of California (UC), Berkeley with a BA in Psychology (Highest Honors), and was awarded a Berkeley Graduate Fellowship to further pursue a PhD in Psychology. During her graduate program, Dr. Sim researched self-directed learning in typical and atypical development, and has published and presented her work in numerous academic outlets. Her work has been featured in the Wall Street Journal as well. She received training in the neuropsychological and educational assessment for children and adolescents during her time at UC Berkeley. Passionate about serving the autism community in Singapore, Dr. Sim returned to work at Pathlight School and ARC(S) after graduating with her PhD. She is currently responsible for training and coaching new and existing staff in designing autism-friendly learning environments, incorporating students’ learning profile into one’s pedagogy, etc. She also writes and conducts therapy programmes for individuals with autism in areas including self-regulation, assertiveness and self-advocacy. She is also involved in conducting cognitive, academic, and mental capacity assessments for students with autism to support Access Arrangements and Deputyship applications. Holding the quote “If a child can't learn the way we teach, maybe we should teach the way they learn” (Ignacio Estrada) close to her heart, Dr. Sim continues to pursue her research interests in examining learning mechanisms in children with ASD. Autism Resource Centre (S) Autism Intervention, Training & Consultancy GST no.
  • Monthly Meeting President Armando Sandoval Vice President Our Next Monthly Meeting Will Be Tuesday, February 10,2015 Rebekah Sandoval at 6:30 P.M

    Monthly Meeting President Armando Sandoval Vice President Our Next Monthly Meeting Will Be Tuesday, February 10,2015 Rebekah Sandoval at 6:30 P.M

    The only nationally affiliated group in El Paso. February 2015 OFFICERS Bonnie Perez Monthly Meeting President Armando Sandoval Vice President Our next monthly meeting will be Tuesday, February 10,2015 Rebekah Sandoval at 6:30 p.m. at Region 19 Education Service Center, 6611 Boeing. Secretary Monique Armendariz Join us to discuss issues important to families and to network with Treasurer Karla Ronquillo others who understand. Childcare and refreshments will be available. Executive Administrative If you would like to see some of our books, please call the Assistant BOARD office to schedule an appointment. Messages are checked daily. Feel Adriana Araiza free to call us for any information at 772-9100 or send us an email to Michelle Lopez Ainée Robles [email protected] Joe Villalobos HONORARY BOARD Join us on Facebook! NATIONAL www.facebook.com/autismsocietyep AUTISM SOCIETY Sandra Smith Advanced Placement Specialist INDEX General Information 1 MONTHLY Upcoming Events 2 MEETINGS General What’s Going On 3 Membership A Letter from the President 4 Meetings are held the Submit Your Family’s Stories 5 second Tuesday of every month at Re- gion 19 ESC at 6611 Boeing beginning at 6:30 p.m. Board Meetings are held on the last Monday of every month at 6:30 p.m. All members are welcome to attend, and your input is always 1 AUTISM SOCIETY OF EL PASO AUTISM SOCIETY OF EL PASO UPCOMING EVENTS 2014: February 10, 2015 Monthly Support Group Meeting 6:30 p.m. Region 19 Education Service Center 6611 Boeing Dr. February 23, 2015 Monthly Board Meeting 6:30 p.m.
  • Epistemic Institutions: Law's Encounters with Knowledge

    Epistemic Institutions: Law's Encounters with Knowledge

    Epistemic Institutions: Law’s Encounters with Knowledge By James Dillon A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Jurisprudence and Social Policy in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Malcolm M. Feeley, Chair Professor Andrea L. Roth Professor Amy E. Lerman Summer 2018 Abstract Epistemic Institutions: Law’s Encounters with Knowledge by James Dillon Doctor of Philosophy in Jurisprudence and Social Policy University of California, Berkeley Professor Malcolm M. Feeley, Chair This dissertation examines the construction of “legal knowledge”—the finding of facts to which legal norms are to be applied in the adjudication of disputes—from an interdisciplinary perspective emphasizing epistemology, the sociology of scientific knowledge, political theory, and cognitive psychology. While the construction of legal knowledge is an essential component of the legal process and the principal task of American trial courts, the process remains fraught with practical and theoretical challenges that complicate simplistic conceptions of factfinding as a transparent process of veridical reconstruction of past events. Legal epistemic agents, like all epistemic agents, lack direct access to past events; thus, legal knowledge cannot perceive the past directly, but can only interpret it. The process of legal factfinding inevitably creates distortions and is subject to systemic biases in its effort to create a veridical construct of past events giving rise to a legal dispute. Although this dissertation cannot address every under-explored problem concerning the legitimacy and reliability of legal knowledge construction, its principal contribution is to bring interdisciplinary insights to bear on several of the more salient unresolved problems around the law’s engagement with knowledge claims and the construction of legal knowledge through the adversarial process.
  • 100 Day Kit for Newly Diagnosed Families of School Age Children

    100 Day Kit for Newly Diagnosed Families of School Age Children

    100 Day Kit for Newly Diagnosed Families of School Age Children FAMILY SERVICES DECEMBER 2014 100 DAY KIT FOR SCHOOL AGE CHILDREN The Autism Speaks 100 Day Kit is a tool designed to help assist families of children recently diagnosed with autism during the critical period following an autism diagnosis. The 100 Day Kit for School Age Children was released in 2014 and adapted from the 2010 Asperger Syndrome/High-Functioning Autism Tool Kit after the DSM-5 was published. The kits were created by the Autism Speaks Family Services staff in conjunction with both an advisory committee and the Family Services Committee. Autism Speaks would like to extend special thanks to the Advisory Committee for the time and effort that they put into reviewing this kit: 100 Day Kit for School Age Children Mel Karmazin* Advisory Committee Grandparent Ann Brendel Brian Kelly * ** Parent Geraldine Dawson, Ph.D. Professor, Department of Psychiatry and Artie Kempner* Behavioral Sciences Parent Duke University Medical Center Gary S. Mayerson* Lauren Elder, Ph.D. Founding Attorney, Mayerson & Associates Director, Ascent Psychological Services Kevin Murray* Peter F. Gerhardt, Ed.D. Parent Former President, Organization for Autism Research (OAR) Linda Meyer, Ed.D. Kerry Magro, M.A. Executive Director, Autism New Jersey Autism Speaks Social Media Coordinator, Danny Openden, Ph.D., B.C.B.A.-D. Self-advocate President and CEO, Southwest Autism Research and Valerie Paradiz, Ph.D. Resource Center (SARRC) Director, Valerie Paradiz, LLC Valerie Paradiz, Ph.D. Director Autistic Global Initiative Director, Valerie Paradiz, LLC Parent and self-advocate Director Autistic Global Initiative Patricia R.
  • Field Guide Future

    Field Guide Future

    FIELD GUIDE FOR THE FUTURE N A M E FIELD GUIDE FOR THE FUTURE A practical guide from the Commission’s inquiries, case studies of good practice and stories of change – the future, happening now. With thanks to everyone who contributed. Contents Introduction 4 Scotland 53 Imagine a future where... 4 Scotland inquiry 53 Postcard 6 Urban growing 54 About this field guide 8 Technology 54 Vertical farming 53 Health 10 Small robots 56 Farming 11 Discussion Kit 57 Richard Betton 11 Liz Findlay 13 Countryside 60 George Hosier 14 Bill Grayson 16 Land use 61 Lydia Otter 18 Scotland’s Land Use Strategy 61 Harry Wilder 20 Peatland restoration 62 Building a deliberative process around the EAT-Lancet report 22 Natural flood management 64 Prioritising the good 22 Trees for timber 66 Procurement 24 Thriving Communities 67 The Carmarthenshire Food Procurement Task Force 24 Frome: a public value lens 67 Reflections on the process 29 Agrivillages 69 Why we need regional stakeholder banks 70 Mental Health 30 Exploring land stewardship 71 Farming Connect mentors 30 Farmers’ and their families’ health 31 Good Work 73 A college for the future 73 Attracting new entrants: the need for good work 75 Farming 32 Soils 33 Generating a healthy future for Lincolnshire’s soils 33 Place 76 How to assess soil quality 36 Northern Ireland 77 Cumbria 86 Advice 38 Devon 92 Discussion groups 38 Mind the gap: analysis of support 40 Transition 42 Learning in Action 98 Agroforestry: Stephen and Lynn Briggs 42 Agroforestry: Harriet Bell 43 Carbon neutral upland farming 45 References 102 Cooperatives 46 Nethergill Farm: rethinking stocking levels 49 Pipers Farm: producing high quality meat 51 The Ethical Dairy 52 2 3 Introduction Introduction Imagine a future where..
  • Gyvūnai Autistiškų Žmonių Gyvenime – Nuo Draugų Iki Terapeutų Kaip Kalbėti Su Vaikais Apie Autizmą?

    Gyvūnai Autistiškų Žmonių Gyvenime – Nuo Draugų Iki Terapeutų Kaip Kalbėti Su Vaikais Apie Autizmą?

    Spalis lietaus vaikai 2020 / NR. 9 Lietuvos autizmo asociacijos žurnalas GYVŪNAI AUTISTIŠKŲ ŽMONIŲ GYVENIME – NUO DRAUGŲ IKI TERAPEUTŲ KAIP KALBĖTI SU VAIKAIS APIE AUTIZMĄ? IŠŠŪKIŲ KELIANTĮ ELGESĮ LEMIA SAUGUMO TRŪKUMAS lietaus vaikai 2020 / Nr. 9 1 TURINYS Neuroįvairovės revoliucija 3–5 Žurnalas Diana Romanskaitė „Lietaus vaikai“ ISSN 2669-1825 Janne Fredikssonas: „Autistiškiems 6–7 Vyriausioji redaktorė asmenims itin svarbu ginti savo teises“ Barbora Suisse Kristina Košel-Patil [email protected] +370 698 00803 Iššūkius keliančio elgesio autistiški Projekto vadovė 8–9 vaikai ir jaunuoliai lieka be pagalbos Kristina Košel-Patil Julija Dargienė [email protected] +370 609 41420 Mokyklai einant įtraukties keliu, Redaktorė Sigita Bertulienė 10–11 svarbiausia bendruomenės požiūris Kristina Košel-Patil Dizainerė Inesa Gervė Kaip kalbėti su vaikais apie autizmą? Spaustuvė 12–13 Julija Dargienė UAB „Grafija“ Gyvūnai autistiškų žmonių gyvenime 14–16 – nuo draugų iki terapeutų Julija Dargienė Tiražas 1000 vnt. Leidinys platinamas nemokamai. Verbalinio elgesio etapų vertinimo ir 17 Elektroninė žurnalo versija skelbiama ugdymo plano rengimo programa – www.lietausvaikai.lt jau ir lietuvių kalba Eglė Steponėnienė Žurnalą leidžia Lietuvos autizmo asociacija „Lietaus vaikai“ Būti kaip visi: autistiškų asmenų 18–19 taikomos „kamufliažo“ strategijos Laura Valionienė Iššūkių keliantį elgesį lemia saugumo Žurnalą finansuoja 20–22 trūkumas Laura Valionienė Potrauminio streso sutrikimas ir Visos teisės saugomos. 23–25 autizmas Kopijuoti ir platinti galima tik gavus raštišką Laura Valionienė redakcijos atstovo sutikimą. „Lietaus vaikų“ šeimų stovykla Viršelio nuotraukos autorė – Laura Čekanauskienė 26 pajūryje – visiems vaikams! Modelis – Rapolas (7 metai). Sandra Lopetaitė Neuroįvairovės revoliucija psichikos žmonės“, kuris, mano nuomone, išreiškia svarbiausią neuroįvairovės šalininkų idėją – nenormatyvių jausmų, mąstymo, emocinių ir dvasinių būsenų pripažinimą ir pagarbą jų turėtojams.
  • A Brief Instigation to Autism: Review Article

    A Brief Instigation to Autism: Review Article

    International Journal of Research and Scientific Innovation (IJRSI) | Volume IV, Issue VIIS, July 2017 | ISSN 2321–2705 A Brief Instigation to Autism: Review Article Ashima Sindhu Mohanty1, Dr. Krishna Chandra Patra2, Akshya Kumar Sahoo3 1Research scholar, SUIIT, Sambalpur University, Odisha, India 2HOD, Dept. of Electronics, SUIIT, Sambalpur University, Odisha, India 3Assistant professor in Dept. of EEE, GIET, Gunupur, Odisha, India Abstract: - The composite brain comprises of billions of components with distinguishable shape, size and wiring patterns. It supervises all the essential functions of the body by receiving the information through five senses: sight, hear, smell, taste and touch and the messages are assembled in a way that has meaning for us. Humans are affected from a number of neurodevelopmental disorders which results in poor ability to function in daily life. Autism Spectrum Disorders (ASD) are a composite set of mental disorders due to deterioration in the growth and development of brain defined by impaired social interaction, verbal and non-verbal communication and repeated unusual behaviours. ASD incorporates Autism, Asperger syndrome and pervasive developmental disorder-not otherwise . specified (PDD-NOS). This review article assembles information on different interventions adopted against autism. Figure 2. Keywords: Autism, Asperger syndrome, PDD-NOS, ABA, DSP, Source: https://pmgbiology.com/2015/02/18/nerve-cells-and-synapses-a- EIBI, Medication. understanding-for-igcse-biology/ There is a gap which is particularly known as synapse I. INTRODUCTION between the axon and the dendrite of the neighbouring neuron and the message sent by the signal must cross this synapse in utism is a mental disorder due to deteroriation in the [3] A growth and development of brain characterised by order for the message to be carried on to the next neuron.