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The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously. -
Gesnerus 2020-2.Indb
Gesnerus 77/2 (2020) 279–311, DOI: 10.24894/Gesn-de.2020.77012 Vom «autistischen Psychopathen» zum Autismusspektrum. Verhaltensdiagnostik und Persönlichkeitsbehauptung in der Geschichte des Autismus Rüdiger Graf Abstract Der Aufsatz untersucht das Verhältnis von Persönlichkeit und Verhalten in der Defi nition und Diagnostik des Autismus von Kanner und Asperger in den 1940er Jahren bis in die neueren Ausgaben des DSM und ICD. Dazu unter- scheidet er drei verschiedene epistemische Zugänge zum Autismus: ein exter- nes Wissen der dritten Person, das über Verhaltensbeobachtungen, Testver- fahren und Elterninterviews gewonnen wird; ein stärker praktisches Wissen der zweiten Person, das in der andauernden, alltäglichen Interaktion bei El- tern und Betreuer*innen entsteht, und schließlich das introspektive Wissen der ersten Person, d.h. der Autist*innen selbst. Dabei resultiert die Kerndif- ferenz in der Behandlung des Autismus daraus, ob man meint, die Persönlich- keit eines Menschen allein über die Beobachtung von Verhaltensweisen er- schließen zu können oder ob es sich um eine vorgängige Struktur handelt, die introspektiv zugänglich ist, Verhalten prägt und ihm Sinn verleihen kann. Die Entscheidung hierüber führt zu grundlegend anderen Positionierungen zu verhaltenstherapeutischen Ansätzen, wie insbesondere zu Ole Ivar Lovaas’ Applied Behavior Analysis. Autismus; Psychiatriegeschichte; Wissensgeschichte; Verhaltenstherapie; Neurodiversität PD Dr. Rüdiger Graf, Leibniz-Zentrum für Zeithistorische Forschung Potsdam, Am Neuen Markt 1, 14467 Potsdam, [email protected]. Gesnerus 77 (2020) 279 Downloaded from Brill.com09/27/2021 01:45:02AM via free access «Autistic Psychopaths» and the Autism Spectrum. Diagnosing Behavior and Claiming Personhood in the History of Autism The article examines how understandings of personality and behavior have interacted in the defi nition and diagnostics of autism from Kanner and As- perger in the 1940s to the latest editions of DSM and ICD. -
Becoming Autistic: How Do Late Diagnosed Autistic People
Becoming Autistic: How do Late Diagnosed Autistic People Assigned Female at Birth Understand, Discuss and Create their Gender Identity through the Discourses of Autism? Emily Violet Maddox Submitted in accordance with the requirements for the degree of Master of Philosophy The University of Leeds School of Sociology and Social Policy September 2019 1 Table of Contents ACKNOWLEDGEMENTS ................................................................................................................................... 5 ABSTRACT ....................................................................................................................................................... 6 ABBREVIATIONS ............................................................................................................................................. 7 CHAPTER ONE ................................................................................................................................................. 8 INTRODUCTION .............................................................................................................................................. 8 1.1 RESEARCH OBJECTIVES ........................................................................................................................................ 8 1.2 TERMINOLOGY ................................................................................................................................................ 14 1.3 OUTLINE OF CHAPTERS .................................................................................................................................... -
Neurodiversity: Accepting Autistic Difference
Accepted version. Published in Learning Disability Practice, May 2013 | Volume 16 | Number 4, p. 32-37. Neurodiversity: accepting autistic difference Thomas Owren1 and Trude Stenhammer2 Abstract ‘Insider’ descriptions of living with autism in a world where most people are not autistic may at the same time inform and challenge a professional approach to what can be termed as ‘autistic behaviour’. This article draws on the perspectives of the ‘neurodiversity’ movement, people who themselves have diagnoses on the autistic spectrum but reject that autism is a disorder, choosing instead to fight for their right to be autistic. The authors include a case study to explore how such descriptions and perspectives can be applied to services supporting an autistic service user. They conclude that, regardless of whether autism is seen as a difference or a disorder, care staff providing services to autistic service users may need to examine their assumptions carefully if they are to avoid discriminatory practices. Introduction Autism, including Asperger syndrome, is generally perceived as a disorder. But over the past two decades, helped by the emergence of the internet (Sinclair 2010), autistic self-advocates have been cultivating the idea of autism as a neurological difference. Referring to this movement called the ‘autism rights’ or ‘neurodiversity’ movement, French researcher Brigitte Chamak writes: ‘If the disability movement is considered as the latest generation of social movements, the action of autistic persons can be viewed as the latest generation of the disability movements’ (Chamak 2008). British autism researcher Simon Baron-Cohen (2012) also commented in a recent talk that looking at the neurobiology of autism there is not much evidence for dysfunction, but a lot of evidence that people on the autistic spectrum are simply different. -
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. -
The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians
St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families. -
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. -
Overcoming the Odds: Disability Studies,Fat Studies, and Rhetorics
© 2014, Laura Thacker. Overcoming the Odds: Disability Studies, Fat Studies, and Rhetorics of Bodily Control Laura Thacker, Kansas State University s the field of disability studies expands, a question that is cropping Aup in theoretical discussions more and more often is whether or not Fatness falls into the category of disability. Theorist April Herndon gives a compelling argument for the inclusion of Fat within disability studies, making an especially interesting connection between the idea of “elective disability” in the Deaf community (associated with a refusal to undergo procedures for cochlear implants or similar surgeries) and the idea that Fat people actively “choose” to be Fat by foregoing medical treatment. Herndon states, “[B]oth Fat and Deaf people are often considered morally blameworthy when they choose not to adopt recommended treatment. Similarly, both fatness and deafness are routinely recognized as medical conditions but seldom as the counter-hegemonic identities of Fat and Deaf, especially within the contexts of law and medicine” (128). The connection Herndon is making is that, rather than recognizing Fat and Deaf as identities that 81 Reflections | Volume 14.1, Fall 2014 many people embrace, both are seen as defects that could and should be fixed. Thus, Herndon is making a clear connection between Fat studies and disability studies—that of medicalization, perceived choice, and normalization. Feminist theory also actively discusses issues of normalizing bodies. While many theorists make the connection between feminism and disability studies, Rosemarie Garland-Thomson was one of the first to do so in her article “Integrating Disability, Transforming Feminist Theory.” However, although Garland-Thomson makes a very clear argument for how feminist theory can help transform the ways we look at embodiments of disability, she never explicitly mentions how considering Fat embodiments might add to this discussion. -
Disabling Composition: Toward a 21St-Century, Synaesthetic Theory of Writing
Disabling Composition: Toward a 21st-Century, Synaesthetic Theory of Writing Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Melanie Yergeau Graduate Program in English The Ohio State University 2011 Dissertation Committee: Brenda Brueggemann, Advisor Cynthia Selfe, Advisor H. Lewis Ulman Copyright by Melanie Yergeau 2011 Abstract My dissertation examines the ways in which composition pedagogies have, both in theory and in practice, systematically worked to exclude individuals with disabilities. Persisting in composition studies is the ideological belief that traditional writing and intelligence are somehow inherently linked, that traditional literacy is central to defining one’s intellectual worth. This privileging of composing as print-based, I contend, masks the notion that writing is simply one among many systems of making and conveying meaning, that among our readers are those who cannot always access the messages delivered within print-based texts. I argue that disability studies can enable us to reconceive the rhetorical triangle and what it means to compose. Disability studies allows us to perceive the ways in which traditional writing—and composition studies’ investment in traditional writing— normalizes and has been normalized by our understanding of “the” rhetorical triangle. But disability studies also allows us to regard the ways in which multimodal composing normalizes and has been normalized by our understanding of “the” rhetorical triangle. In order to create the inclusive, radically welcoming pedagogy that so many teacher- scholars strive for, I suggest that we disable composition studies—what we think we know about composers, composing, and composition(s). -
Development of the Dynamic Evaluation Model to Significantly Advance Autism Research
Graduate Theses, Dissertations, and Problem Reports 2014 Development of the Dynamic Evaluation Model to Significantly Advance Autism Research Dana Cihelkova Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Cihelkova, Dana, "Development of the Dynamic Evaluation Model to Significantly Advance Autism Research" (2014). Graduate Theses, Dissertations, and Problem Reports. 5368. https://researchrepository.wvu.edu/etd/5368 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Development of the Dynamic Evaluation Model to Significantly Advance Autism Research Dana Cihelkova Dissertation submitted to the College of Education and Human Services at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education/Learning, Instructional Design and Technology -
The Politics of Autism
The Politics of Autism The Politics of Autism Bryna Siegel, PhD 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2018 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging- in- Publication Data Names: Siegel, Bryna, author. Title: The politics of autism / by Bryna Siegel. Description: New York, NY : Oxford University Press, [2018] | Includes bibliographical references and index. Identifiers: LCCN 2017053462 | ISBN 9780199360994 (alk. paper) Subjects: LCSH: Autism—Epidemiology—Government policy—United States. | Autism—Diagnosis—United States. | Autistic people—Education—United States. Classification: LCC RC553.A88 S536 2018 | DDC 362.196/8588200973—dc23 LC record available at https://lccn.loc.gov/2017053462 9 8 7 6 5 4 3 2 1 Printed by Sheridan Books, Inc., United States of America For David CONTENTS Preface ix Introduction xi 1. -
Estimating Components and Costs of Standard Care for Children with Autism Spectrum Disorder in Europe from a Large International Sample
brain sciences Article Estimating Components and Costs of Standard Care for Children with Autism Spectrum Disorder in Europe from a Large International Sample Łucja Bieleninik 1,2,* and Christian Gold 1,3 1 GAMUT—The Grieg Academy Music Therapy Research Centre, NORCE Norwegian Research Centre AS, 5838 Bergen, Norway; [email protected] or [email protected] 2 Institute of Psychology, University of Gda´nsk,80-309 Gdansk, Poland 3 Faculty of Psychology, University of Vienna, 1010 Vienna, Austria * Correspondence: [email protected] or [email protected] Abstract: (1) Background: European guidelines provide recommendations for services and care for people with autism spectrum disorder (ASD), but not all interventions are generally available. Knowledge of service use and costs and wider societal costs in Europe is limited; (2) Method: Using an international sample, we analysed services and costs in 357 children (4–6.99 years) with ASD based on parent reports. Costs were transformed into EU-28 average using purchasing power parity; (3) Results: 122 children (34%) received specialist autism services; 149 (42%) received sensory/motor therapy; 205 (57%) received speech/language therapy; 35 (10%) received play therapy; 55 (15%) received behavioural interventions; 31 (9%) received social skills training; 47 (13%) participated in therapeutic recreational activities; and 59 (17%) received other services. The total number of hours for these services combined over two months was M = 34 (SD = 63; range: 0 –372). Estimated Citation: Bieleninik, Ł.; Gold, C. total costs of health-related services were M = 1210 EUR (SD = 2160 EUR); indirect societal costs Estimating Components and Costs of were M = 1624 EUR (SD = 1317 EUR).