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Presume Competence a Professional and Community Handbook Informed by the Reason I Jump

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Presume Competence a Professional and Community Handbook Informed by the Reason I Jump Presume Competence A Professional and Community Handbook Informed by The Reason I Jump The reason I jump Page 1 TABLE OF CONTENTS INTRODUCTORY Letters 3 advocacy workbook advisors USING THIS HANDBOOK for Professionals and Communities 4 Making Connections and Building Empathy 6 Inclusion and Belonging Awareness of the Challenges Reflecting on Your Practice 12 Presume Competence Practice Multiple Forms of Communication Alternative and Augmentative Communication and Spelling Sensory Perception: Art, Nature, Color, Sense, and Sound Fight Stigma, Build Capacity Through Community FIND YOUR COMMUNITY 24 WATCHING THE REASON I JUMP 23 Reflecting: Questions for Before and After Screenings GLOSSARY 25 INTRODUCTORY LETTERS Advocacy WoOKBOOK Advisors The reason I jumP impact team have convened a wide-reaching community of autistic individuals from around the world to advise on the film and the educational materials. The guide opens with advice to professionals and community members in their own words. The team of advisors, all of whom are nonspeaking with the exception of Leo Capella, have also contributed words of experience and advice to a Self-Advocacy Workbook available at TheReasonIJumpFilm.comLetters #. Dear Professional, Everyone thinks you are stupid if you cannot talk. You cannot access the curriculum and it was not possible for me to get a regular diploma. People see my body stims and either stare at me or laugh. Because the classrooms were not integrated, it was not possible to make friends with nondisabled peers. It is difficult to keep up with so many obstacles.Try to see my potential. —Emma Budway,Letters 23 years old, USA,# Advisor Dear Professional, To fully support us in the way that we need it’s extremely important to remember that we understand. You have so much to learn about our world and we would like the opportunity to teach you. —Becky Darroch, 14 years old, New Zealand, Advisor Dear Professional, We are so much more than meets the eye. Please think about where you get your Dear Professional, information from. Only autistic people have Our insides do not match the outsides. Listen to autistic the real information. Listen to us, hear our voices instead. We are the evidence and the experts. cry! Stop treating us according to books, but according to our advice. Yours in stimming, —Adarsh George, 17 years old, South Africa, Advisor —Zekwande Mathenjwa, 14 years old, South Africa, Advisor The reason I jump Page 3 Dear Educator, It is important to presume competence. Everyone deserves access to an education, no matter what their disability might be. The measure of success should be access and not test scores. Many of us cannot demonstrate comprehension in traditional ways. It is incumbent upon you to present the information and be innovative and inclusive in the classroom. Separate is never equal. —Ben McGann, 24 years old, Dear Professional, USA, Advisor I am writing to you with a simple request. Please give respect to people with disabilities. There can be no true inclusive spaces without letting us in and giving us authority. We are not spectators in life.u I usually write —Zekwande Mathenjwa, 14 years old, South Africa, Advisor this to my professors in college: I have moderate autism that affects my verbal communication and motor skills. I communicate by spelling on a letter board with the support of my communication partner. It’s important to me that people understand that non-speaking doesn’t mean non-thinking. Most people have trouble Well, I would not address seeing me beyond my autism but dare to see me as no different from your other most of my past teachers students. I have dreams of achieving my education and my independence. so politely. —Lisa Vallado, 24 years old, USA, Advisor They were horrible to me, and I am obviously still processing the years of trauma they inflicted on me. From that, I would advise all educators: Be a positive force in your students’ lives! Believe in us. Presume competence. And respect them as humans. What all support people should know is that we are complete humans! We are deserving of dignity and respect. We are highly intelligent and sensitive and perceptive. And we truly value our connection with other people. —Danny Whitty, 35 years old, USA, Advisor The reason I jump Page 4 Dear PROFESSIONAL, That was a weak greeting, let me try again. Konnichiwa or KonbanWa fellow colleague and perfectly suspecting victim, hajimemashite (that’s much better)! Speaking as an autistic service user turned fellow professional (a rookie job coach), you have a serious set of challenges on your hands, and as someone who’s worked with and volunteered alongside nonspeaking autistic people (directly and indirectly) I should know. So, in the spirit of continuous improvement (kaizen) my purpose in this letter is to hold up a friendly yet sharp mirror in order to make you think about the way that autistic people are treated. To begin, let’s all face up to an inconvenient truth about our shared standing with people at whatever point on the spectrum. In the UK research conducted by the All Parliamentary Party Group on Autism to mark the 10th anniversary of the Autism Act revealed that 11% of autistic people surveyed felt that hospital doctors had a good understanding of autism. The same survey from the report revealed that 10% of autistic people thought that social workers had a good understanding of autism. In fact, of the different types of professionals surveyed, none of them were viewed favorably by the majority of autistic people or their families who took part in the survey. There is a huge amount of work to be done in order to bridge the gap between autistic people and professionals, even though it has to be said you’re not for the most part evil people. On the contrary, judging from the people that I’ve met, you’re perfectly well-intentioned people. However one of the most critical history lessons around autism and in fact around disability more widely is that good intentions don’t automatically mean great actions. So how do you counter this? Well I don’t have all the answers, in fact in all honesty I have much to learn myself! Fundamentally, it is about showing respect, patience and kindness at all times as well as if and where possible interrogation to find out what solution works best before determining a solution for that person.Work with us, enable us to be ourselves and think about how you can help include more autistic people in our shared ranks. After all, autistic people, like other disabled people, are humans with rights whether under constitutions or the UN Convention of Rights of Persons with Disabilities and we must do what we can to assist them in realizing them. At the end of the day let’s all do our best to treat the people that we serve and each other as equals where possible knowing that to quote one of my favorite songs if not anthems: “as we climb to reach our destiny a new age has begun.” Many Thanks or, in honor of Higashida-San, domo arigato. —Leo CapellA The reason I jump Page 5 Using THIS HANDBOOK FOR PROFESSIONALS AND COMMUNITIES In this handbook, we’ll refer to people who are nonspeaking, minimally speaking, or unreliably speaking AS “nonspeaking,” but it is important to understand that individuals communicate differently, and through different means. Go to the Glossary (p 23) to learn more. This handbook is designed to raise awareness, deepen empathy, challenge misconceptions, and improve practices of professionals and communities who work with nonspeaking, minimally speaking, or unreliably speaking autistic people. Educators, social workers, home care support aides, medical professionals, staff at care and school facilities, and others, will see, listen, and learn from the extraordinary and rich diversity (and neurodiversity) of nonspeaking autistic people. Additionally the guide highlights Assistive Technology (AT) and Augmentative or Alternative Communication (AAC) such as Spelling to Communicate (S2C), letter boards, keyboards, stencils, and electronic devices, which assist nonspeaking individuals to fully communicate their thoughts, feelings, desires, questions, and wisdom. These tools and practices are not speech therapy, but they may provide access to communication, and they operate from the presumption of competence for all nonspeakers. Throughout the Handbook, professionals and community members will discover writings and storytelling from The reason I jumP (the documentary film and book) to reflect, discuss, and use as a springboard to strengthen practices and rethink everyday interactions to ensure a more just and inclusive world for everyone. There are multiple ways to interact with and apply the content including: > Watching curated film clips from The reason I jumP to focus discussion > Using quotes from the book and documentary to read, reflect upon, and discuss > Engaging with compelling questions for individual and group learning > Applying exercises to strengthen practices and deepen understanding *Note that you may have to set up a free Vimeo account to access the clips. The video clips may be unavailable in some countries prior to the film’s release there. The reason I jump Page 6 “I used to be afraid that as long as I was autistic, I’d never be able to live properly as a human being... I wrote this story in the hope that it will help you to understand how painful it is when you can’t express yourself to the people you love. And when the light of hope shines on all this world, then our future will be connected with your future. That’s what I want above all.” — Naoki Higashida, The Reason I Jump (book) Making connections And Building empathy Educator Rita Pierson asks, “Wouldn’t it be wonderful to first seek to understand as opposed to being understood?” In The reason I jumP the full magnitude of this question is revealed.
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