Hyperlexia Fact Sheet
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Working with Students on the Autism Spectrum
Supporting students on the autism spectrum student mentor guidelines By Catriona Mowat, Anna Cooper and Lee Gilson Supporting students on the autism spectrum All rights reserved. No part of this book can be reproduced, stored in a retrievable system or transmitted, in any form or by means electronic, mechanical, photocopying, recording or other wise without the prior permission of the copyright owner. First published by The National Autistic Society 2011 Printed by RAP Spiderweb © The National Autistic Society 2011 Chapters Introduction 3 1. Understanding the autism spectrum 4-9 2. Your role as a student mentor 10-15 3. Getting started 16-23 4. Supporting a student with Asperger syndrome to… 24-29 5. Useful resources 30-33 6. Further reading 34 7. Glossary of terms 35 1 2 Introduction These guidelines were initially prepared as a resource for newly appointed student mentors supporting students with autism and Asperger syndrome at the University of Strathclyde. This guide has been rewritten as a useful resource for any university employing and training its own student mentors, or considering doing so. Readers may reproduce the guidelines, or relevant sections of the guidelines, as long as they acknowledge the source. This new version was made possible by a grant from the Scottish Funding Council in 2009, which has supported not only this publication, but also a research project (led by Charlene Tait of the National Centre for Autism Studies, University of Strathclyde) into transition and retention for students on the autism spectrum, and the delivery of a series of workshops on this topic (jointly delivered by the University of Strathclyde and The National Autistic Society Scotland). -
Autism Entangled – Controversies Over Disability, Sexuality, and Gender in Contemporary Culture
Autism Entangled – Controversies over Disability, Sexuality, and Gender in Contemporary Culture Toby Atkinson BA, MA This thesis is submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Sociology Department, Lancaster University February 2021 1 Declaration I declare that this thesis is my own work and has not been submitted in substantially the same form for the award of a higher degree elsewhere. Furthermore, I declare that the word count of this thesis, 76940 words, does not exceed the permitted maximum. Toby Atkinson February 2021 2 Acknowledgements I want to thank my supervisors Hannah Morgan, Vicky Singleton, and Adrian Mackenzie for the invaluable support they offered throughout the writing of this thesis. I am grateful as well to Celia Roberts and Debra Ferreday for reading earlier drafts of material featured in several chapters. The research was made possible by financial support from Lancaster University and the Economic and Social Research Council. I also want to thank the countless friends, colleagues, and family members who have supported me during the research process over the last four years. 3 Contents DECLARATION ......................................................................................... 2 ACKNOWLEDGEMENTS ............................................................................. 3 ABSTRACT .............................................................................................. 9 PART ONE: ........................................................................................ -
VA CEC 2013 Conference Program
The Virginia Federation of the Council for Exceptional Children Fall Conference Seeing the World Through the Spectrum Friday, November 18, 2016 Richmond, VA Presenting Dr. Temple Grandin Endorsed by the Virginia Department of Education Keynote Speaker: Dr. Temple Grandin Temple Grandin, Ph.D., is one of the most accomplished and well-known adults with autism in the world. Her life, with all its challenges and successes, was brought to the screen with the HBO full-length film Temple Grandin, starring Claire Danes. Dr. Grandin has been featured on NPR, and she has a 2010 TED Lecture titled "The World Needs ALL Kinds of Minds." She has also been featured on the BBC special “The Woman Who Thinks Like a Cow”, ABC's “Primetime Live”, “The Today Show” and more. Grandin developed her talents into a successful career as a livestock-handling equipment designer, one of very few in the world. She also speaks on both autism and cattle handling. Dr. Grandin's current bestselling book on autism is The Way I See It: A Personal Look at Autism and Asperger's. She also authored Unwritten Rules of Social Relationships; Animals Make Us Human; Animals in Translation; Thinking in Pictures; and Emergence: Labeled Autistic. Grandin is considered a philosophical leader of both the animal welfare and autism advocacy movements. Honored Guest: Dr. Patricia Abrams Director, Office of Special Education Instructional Services Division of Special Education and Student Services Virginia Department of Education Dr. Abrams serves as the Director of the Office of Special Education Instructional Services at the Virginia Department of Education. -
Girls on the Autism Spectrum
GIRLS ON THE AUTISM SPECTRUM Girls are typically diagnosed with autism spectrum disorders at a later age than boys and may be less likely to be diagnosed at an early age. They may present as shy or dependent on others rather than disruptive like boys. They are less likely to behave aggressively and tend to be passive or withdrawn. Girls can appear to be socially competent as they copy other girls’ behaviours and are often taken under the wing of other nurturing friends. The need to fit in is more important to girls than boys, so they will find ways to disguise their difficulties. Like boys, girls can have obsessive special interests, but they are more likely to be typical female topics such as horses, pop stars or TV programmes/celebrities, and the depth and intensity of them will be less noticeable as unusual at first. Girls are more likely to respond to non-verbal communication such as gestures, pointing or gaze-following as they tend to be more focused and less prone to distraction than boys. Anxiety and depression are often worse in girls than boys especially as their difference becomes more noticeable as they approach adolescence. This is when they may struggle with social chat and appropriate small-talk, or the complex world of young girls’ friendships and being part of the in-crowd. There are books available that help support the learning of social skills aimed at both girls and boys such as The Asperkid’s Secret Book of Social Rules, by Jennifer Cook O’Toole and Asperger’s Rules: How to make sense of school and friends, by Blythe Grossberg. -
Autism & Faith Resources
AUTISM & FAITH RESOURCES BOOKS: Autism and Spirituality: Psyche, Self, and Spirit in People on the Autism Spectrum Olga Bogdashina The author argues persuasively that the spiritual development of those on the autism spectrum is in fact way ahead of that of their neurotypical peers. She describes differences in sensory perceptual, cognitive and linguistic development that make spiritual and religious experiences come more easily to those on the autism spectrum, and presents a coherent framework for understanding the routes of spiritual development and spiritual intelligence of giftedness within this group. Using research evidence and many real examples to illustrate her hypotheses, she suggests practical ways of supporting the spiritual needs of people on the autism spectrum and their families. Autism and Alleluias Kathleen Deyer Bolduc Almost everyone knows a family that has been affected by autism. What is the role that faith plays in helping families cope? In this series of slice-of-life vignettes, God's grace glimmers through as Joel, an intellectually challenged young adult with autism, teaches those who love him that life requires a childlike faith, humility, trust, and forgiveness. A Place Called Acceptance: Ministry With Families of Children With Disabilities Kathleen Deyer Bolduc The book describes how to welcome and minister to families of children with disabilities. The author discusses theology and disability, the grief process some parents experience, and the impact of disabilities on family systems. Including People with Disabilities in Faith Communities: A Guide for Service Providers, Families & Congregations Eric Carter This book addresses how faith communities, service providers, and families can work together to support the full participation of individuals with disabilities in the faith community of their choice. -
Autism Terminology Guidelines
The language we use to talk about autism is important. A paper published in our journal (Kenny, Hattersley, Molins, Buckley, Povey & Pellicano, 2016) reported the results of a survey of UK stakeholders connected to autism, to enquire about preferences regarding the use of language. Based on the survey results, we have created guidelines on terms which are most acceptable to stakeholders in writing about autism. Whilst these guidelines are flexible, we would like researchers to be sensitive to the preferences expressed to us by the UK autism community. Preferred language The survey highlighted that there is no one preferred way to talk about autism, and researchers must be sensitive to the differing perspectives on this issue. Amongst autistic adults, the term ‘autistic person/people’ was the most commonly preferred term. The most preferred term amongst all stakeholders, on average, was ‘people on the autism spectrum’. Non-preferred language: 1. Suffers from OR is a victim of autism. Consider using the following terms instead: o is autistic o is on the autism spectrum o has autism / an autism spectrum disorder (ASD) / an autism spectrum condition (ASC) (Note: The term ASD is used by many people but some prefer the term 'autism spectrum condition' or 'on the autism spectrum' because it avoids the negative connotations of 'disability' or 'disorder'.) 2. Kanner’s autism 3. Referring to autism as a disease / illness. Consider using the following instead: o autism is a disability o autism is a condition 4. Retarded / mentally handicapped / backward. These terms are considered derogatory and offensive by members of the autism community and we would advise that they not be used. -
Neurodiversity: Creating an Inclusive College Classroom
NEURODIVERSITY: CREATING AN INCLUSIVE COLLEGE CLASSROOM J O S H BURK , K A R I N WULF , C H E R Y L DICKTER , J A N I C E ZEMAN HELPFUL STRATEGIES FOR OUR UTP • Reviewing the literature • Assess group of interest • Assess impact of any manipulation, teaching strategy, etc. WHAT IS NEURODIVERSITY? • Neurodiversity is a philosophy that emphasizes differences in human neurologies. • Neurodiversity emphasizes that Autism and ADHD, for example, represent difference rather than deficits. • Neurodiversity invokes an emerging disability rights/ civil rights movement. NEURODIVERSITY WWW.WM.EDU/NEURODIVERSITY • At W&M, The Neurodiversity Initiative seeks first to serve our campus community and ultimately to be a model for other campuses. • The Neurodiversity Working Group works to foster an inclusive campus culture, and organizes campus events and programs. • The Working Group also produces and supports resources for students, faculty, and staff. WHY NEURODIVERSITY? • More students in • It’s the right and college with learning good thing to do. differences, (Human rights including autism. perspective) • More W&M students needing support. • Our community is • We can offer enriched by diversity. effective, evidence- (Maximizing human based support (ex.: capital perspective) “The Hidden Rules of Seminars.” WHAT IS AUTISM? • Autism is one form of neurological difference that we see on campus, although it is often combined with ADHD. • Autism Spectrum Disorders are marked by social and communication difficulties. Autistic people have more challenges -
Unravelling Autism
Unravelling Autism • Preston Wiles M.D. • Professor, UTSWMC • Senior Attending, Autism Center Learning Objectives • Describe essential features of autism spectrum disorders • Overview of genetic factors in the disorder • Understand brain function related to core features of autism • Review features of epidemiology-is there an epidemic or not • Role of science/education vs. Myth/meme Autism Spectrum Disorders • Autistic Disorder • Pervasive Developmental Disorder NOS • Asperger’s Syndrome • Rett’s Disorder • Child Disintegrative Disorder • ALL become ASDs in DSM-V Historical Perspective • Feral children • Kanner-1943 Infantile Autism • Asperger-1944 Autistic Psychopathy • Rank-1949 Atypical Personality Autism Defined The Great Autism Researcher--Dr Seuss Thing One: Social Disability-intuitive understanding of others, feeling their feelings, social understanding, intersubjectivity Thing Two: Early Onset of neuro-developmental disorder (Stolen from Ami Klin) Core Features ASDs • Social impairment • Communication Deficits • Restricted interest/Repetitive Behaviors • Deficit/Deviance beyond IQ/developmental • Core Feature is SOCIAL Areas of Concern Social Impairment Restricted and Communication Repetitive M-CHAT screening • Pediatrics- all 18 and 24 month olds • Does your child take interest in other children? • Does your child ever use his/her body to point, to indicate interest? • Does your child smile in response to your smile? • Does your child respond to his/her name when called? • Does your child imitate you? • Does your child ever pretend, -
Connections Between Sensory Sensitivities in Autism
PSU McNair Scholars Online Journal Volume 13 Issue 1 Underrepresented Content: Original Article 11 Contributions in Undergraduate Research 2019 Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority. Heidi Morgan Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/mcnair Let us know how access to this document benefits ou.y Recommended Citation Morgan, Heidi (2019) "Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority.," PSU McNair Scholars Online Journal: Vol. 13: Iss. 1, Article 11. https://doi.org/10.15760/mcnair.2019.13.1.11 This open access Article is distributed under the terms of the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License (CC BY-NC-SA 4.0). All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team. Portland State University McNair Research Journal 2019 Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority. by Heidi Morgan Faculty Mentor: Miranda Cunningham Citation: Morgan H. (2019). Connections between sensory sensitivities in autism; the importance of sensory friendly environments for accessibility and increased quality of life for the neurodivergent autistic minority. Portland State University McNair Scholars Online Journal, Vol. 0 Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority. -
Child-Centered Play Therapy and Young Children with Autism Katherine Elizabeth Carrizales
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-1-2015 Transcendence through Play: Child-Centered Play Therapy and Young Children with Autism Katherine Elizabeth Carrizales Follow this and additional works at: http://digscholarship.unco.edu/dissertations Recommended Citation Carrizales, Katherine Elizabeth, "Transcendence through Play: Child-Centered Play Therapy and Young Children with Autism" (2015). Dissertations. Paper 13. This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2015 KATHERINE ELIZABETH CARRIZALES ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School TRANSCENDENCE THROUGH PLAY: CHILD-CENTERED PLAY THERAPY AND YOUNG CHILDREN WITH AUTISM A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Katherine Elizabeth Carrizales College of Education and Behavioral Sciences Department of School Psychology May 2015 This Dissertation by: Katherine Elizabeth Carrizales Entitled: Transcendence Through Play: Child-Centered Play Therapy and Young Children with Autism has been approved as meeting the requirements for the Degree of Doctor of Philosophy in College of Education and Behavioral Sciences in Department of School Psychology -
Autistic Traits in the Neurotypical Population Do Not Predict Increased Response Conservativeness in Perceptual Decision Making
This is a repository copy of Autistic traits in the neurotypical population do not predict increased response conservativeness in perceptual decision making. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/136732/ Version: Accepted Version Article: Pirrone, Angelo, Wen, Wen, Li, Sheng et al. (2 more authors) (2018) Autistic traits in the neurotypical population do not predict increased response conservativeness in perceptual decision making. Perception. pp. 1081-1096. ISSN 0301-0066 https://doi.org/10.1177/0301006618802689 Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Perception For Peer Review https://mc.manuscriptcentral.com/perception Page 1 of 33 Perception 1 2 1 3 4 RUNNING HEAD: Autistic traits and response conservativeness 5 6 7 8 Autistic traits in the neurotypical population do not predict increased response 9 10 conservativeness in perceptual decision making 11 12 13 14 15 16 1,2,3, 1,2,3, 1,2,3, 5 , 17 Angelo Pirrone , Wen Wen , Sheng Li , Daniel H. -
Children's Mental Health Disorder Fact Sheet for the Classroom
1 Children’s Mental Health Disorder Fact Sheet for the Classroom1 Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom Accommodations Anxiety Frequent Absences All children feel anxious at times. Many feel stress, for example, when Students are easily frustrated and may Allow students to contract a flexible deadline for Refusal to join in social activities separated from parents; others fear the dark. Some though suffer enough have difficulty completing work. They worrisome assignments. Isolating behavior to interfere with their daily activities. Anxious students may lose friends may suffer from perfectionism and take Have the student check with the teacher or have the teacher Many physical complaints and be left out of social activities. Because they are quiet and compliant, much longer to complete work. Or they check with the student to make sure that assignments have Excessive worry about homework/grades the signs are often missed. They commonly experience academic failure may simply refuse to begin out of fear been written down correctly. Many teachers will choose to Frequent bouts of tears and low self-esteem. that they won’t be able to do anything initial an assignment notebook to indicate that information Fear of new situations right. Their fears of being embarrassed, is correct. Drug or alcohol abuse As many as 1 in 10 young people suffer from an AD. About 50% with humiliated, or failing may result in Consider modifying or adapting the curriculum to better AD also have a second AD or other behavioral disorder (e.g. school avoidance. Getting behind in their suit the student’s learning style-this may lessen his/her depression).