Special Needs Library
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1 | [footer text here] 2 | [footer text here] • The reason I wanted to give this talk is because I have come to understand that a lot of what we know for sure about autism, just isn’t so. We have developed services for autistic people which are based on the belief that autism is primarily a psychological problem characterized by deficits in social understanding, restricted behaviors and interests, and cognition. But I have come to believe that autism is better accommodated and supported when it is understood as a neurological condition. [pause] Increasingly, people working in a neurological paradigm are achieving remarkably good outcomes, especially for those who don’t speak or whose speech is unreliable communication, and for those with prominent symptoms of dyspraxia. Dyspraxia is difficulty coordinating movement. 3 | [footer text here] • Ten years ago, we thought that autism was a thing. Find the gene! Maybe it’s vaccines? It’s an epidemic and a crisis! We’ve mostly moved through that, thankfully. But remnants of it sometimes rear its ugly head on occasion. • A diagnosis of autism doesn’t correlate with any specific trait or characteristic. People can be super smart or have significant cognitive challenges. They can be organized or have executive function problems. They can be a competitive surfer or use a wheelchair. They may or may not have seizures. They may have normal, very acute or scrambled senses. They may be blind or deaf. They may be polite and regulated to a fault, or have significant anxiety, behavioral, or mental health problems. • Historically, autism was defined by psychiatrists who were rooted in early 20th Century cultural ideas about intelligence, eugenics, and social hygiene. -
Check These Sites for Up-To-The-Minute Information on Autism Spectrum Disorders
World Wide Web links on Autism - Check these sites for up-to-the-minute information on Autism Spectrum Disorders: Asperger Syndrome: http://www.familyvillage.wisc.edu/lib_aspe.htm www.edul.edu/bkirby/asperger www.asperger.org/ Autism & Brain Development Research: http://nodulus.extern.ucsd.edu/abdrl/html Autism Research Institute: http://www.autism.com.ari Autism Resources - John Wobus http://web.syr.edu/~jmwobus/autism/ Center for the Study of Autism: http://www.autism.org/ http://www.autism.org/ http://www.autism.org/links.html Childhood Disintegrative Disorder: http://info.med.vale.edu/chldstdv/autism/ccd-info.html Family Village - Autism Resources: http://www.familyvillage.wisc.edu/lib_autm.htm MN Dept. of CFL Web Page on Autism Spectrum Disorders: http://cfl.state.mn.us/speced/Autism.htm National Alliance for Autism Research http://www.naar.org Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS): http://info.med.vale.edu/chldstdy/autism/pdd-info.html Rett's Disorder: http://www.familyvillage.wisc.edu/lib_rett.htm AUTISM Title Description 101 Activities for Kids in When what you've got is a small space and a Tight Spaces restless child, what you need are 101 ingenious by: Carol Stock solutions - right away! Here they are - easy to Kranowitz, M.A. 1995 implement, creative fun for the three to seven year old - activities that can turn tough moments into teachable, terrific ones. A "5" Could Make Me This interactive way of using the 5-point scale Lose Control! offers a very concrete way of helping children by: Kari Dunn Buron with autism spectrum disorders to understand and control their emotional responses. -
The Elizabeth Miller Vampire Book Collection Collection
THE ELIZABETH MILLER VAMPIRE BOOK COLLECTION COLLECTION DESCRIPTION Prepared by MLC Collections Management (Anna Krentz with Henry Gomes); last updated by hg 20 October 2016 Dates 1975-2015 (includes new and some rare editions of books originally published as early as 1897) Location Books are located in MLC Archive Room, GER 344. Extent 82 Books. Scope and content The collection consists of books donated to the Modern Literature and Culture Research Centre by Dr. Elizabeth Miller, Toronto. This collection of books are related to Dr. Miller’s major field of research on Bram Stoker’s Dracula. The collection includes several editions of Stoker’s novel, as well various adaptations, such as picture books and graphic novels, critical studies on Dracula, biographies on Stoker and Vlad the Impaler, and other books related to vampires. Source of Supplied Title Descriptive title provided by the archivist based on subject of the collection. Arrangement The collection has been arranged by the archivist. Accruals Further accruals are expected. Detailed Description: “I am all in a sea of wonders. I doubt; I fear; I think strange things, which I dare not confess to my own soul.” ― Bram Stoker, Dracula The multifaceted vampire is a subject of great allure to authors, filmmakers, and, increasingly, to academics. Scholarly study of literary and cultural representations of the vampire is today robust. The Modern Literature and Culture Research Centre’s recent acquisition of vampire literature, donated by world expert in the field Dr. Elizabeth Miller, offers researchers a significant new resource for this work. The vampire exerted a particular pull over audiences of the modern period, exemplified by the popularity of the 1897 publication of Bram Stoker’s Dracula. -
The Sisters' Experience of Having a Sibling with an Autism Spectrum Disorder
Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2013 The iS sters' Experience of Having a Sibling with an Autism Spectrum Disorder Melissa L. McVicker Antioch University - New England Follow this and additional works at: http://aura.antioch.edu/etds Part of the Family, Life Course, and Society Commons, Marriage and Family Therapy and Counseling Commons, and the Psychology Commons Recommended Citation McVicker, Melissa L., "The iS sters' Experience of Having a Sibling with an Autism Spectrum Disorder" (2013). Dissertations & Theses. 49. http://aura.antioch.edu/etds/49 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. THE SISTERS’ EXPERIENCE OF HAVING A SIBLING WITH AN AUTISM SPECTRUM DISORDER A Dissertation Presented to The Faculty of the Applied Psychology Antioch University New England In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy in Marriage and Family Therapy By Melissa L. McVicker, M.S. May, 2013 ii Melissa McVicker. The Sisters’ Experience of Having a Sibling with an Autism Spectrum Disorder (Directed by Amy Blanchard, PhD and Kevin Lyness, PhD). Applied Psychology Department, Spring 2013. ABSTRACT This dissertation consists of two articles. This first article is a literature review identifying studies of autism spectrum disorders and sibling relationships published in the past 10 years. -
The Persistence of Fad Interventions in the Face of Negative Scientific Evidence: Facilitated Communication for Autism As a Case Example
Evidence-Based Communication Assessment and Intervention ISSN: 1748-9539 (Print) 1748-9547 (Online) Journal homepage: http://www.tandfonline.com/loi/tebc20 The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane To cite this article: Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example, Evidence-Based Communication Assessment and Intervention, 8:2, 62-101, DOI: 10.1080/17489539.2014.976332 To link to this article: http://dx.doi.org/10.1080/17489539.2014.976332 Published online: 02 Feb 2015. Submit your article to this journal Article views: 5252 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tebc20 Download by: [University of Lethbridge] Date: 05 October 2015, At: 05:52 Evidence-Based Communication Assessment and Intervention, 2014 Vol. 8, No. 2, 62–101, http://dx.doi.org/10.1080/17489539.2014.976332 EBP Advancement Corner The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld1, Julia Marshall1, James T. Todd2 & Howard C. Shane3 1Department of Psychology, Emory University, Atlanta, GA, USA, 2Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA, 3Boston Children’s Hospital, Boston, MA, USA ................................................................................................................................................. Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. -
The Reason I Jump ||Dramaturgy Pack
The Reason I Jump || Dramaturgy Pack Concept The Reason I Jump is a site-specific immersive performance conceived by Graham Eatough constructed around the autobiography written by Naoki Higashida as well as the lived experiences of its performers. After acquiring the rights to the book, the National Theatre of Scotland commissioned Eatough to conceptualise a production around 2015. Eatough initially imagined a curatorial production in gallery spaces that experientially presented and narrativised different perspectives on autism for the audience, which they would travel through like the chapters of a book. From these early stages he was already keen to represent multiple individual experiences of autism in an immersive journey, and this has remained key to the dramaturgy throughout. That kind of dramaturgical approach was there from the start, as was the desire to work with people who have autism actually in making the project. Rather than it just being Naoki Higashida’s ideas and point of view and experiences that are expressed in the book, we wanted a range of experiences and ideas presented in the show, of which Naoki’s would be one.1 “They identified a group of autistic participants and went through several workshops. The first paired participants with professional artists to develop a theme from the book in line with their own experiences in order to approach a space, a room. From this, and through Eatough’s previous work on site-specific outdoor art collaborations, the dramaturgical journey shifted outside as Andre Dekker came on board and introduced his architectural approach. The move outside was particularly significant in playing into, and playing up, Naoki’s ideas about nature in the book: a massive part of the book is Naoki’s idea that he, and he assumes other autistic people, has this very special connection with nature and with outdoor spaces and with a feeling of connection, and belonging, in a natural environment. -
Book Review: the Reason I Jump: One Boy's Voice from the Silence of Autism by Naoki Higashida
Book Review: The Reason I Jump: One Boy's Voice from the Silence of Autism by Naoki Higashida Constantinos Mantzikos Special education teacher [email protected] Table 1. The book Below is a review of the book “The Reason I Jump: One Boy's Voice from the Silence of Autism”, written by Naoki Higashida. The author writes about autism. First of all, the author is an autistic man. He was born 1992 in Kimitsu, Japan and he received his original autism diagnosis in 1998. He has classic autism (Leo Kanner’s autism) and can’t talk effectively with speech. He developed an alternative communication system with an alphabet with his teacher. He wrote this book, because he wanted to show how he functions as an autistic person. Autism is the most known human condition and many scholars have studied this condition. This remarkable book promotes the real image of autism and autistic individuals. He gives us an exceptional chance to enter the mind of another and see the world from a strange and fascinating perspective. In this book there are 58 questions and answers from the author. He answers the most common questions, such as: Why do autistic individuals demonstrate stereotypical behaviors? Why do these people delay giving an answer to a question? Why can’t these people have eye contact? He gives answers in various fields, such as sensory issues and behavioral conditions. Naoki Higashida gives a better understanding of autism and he wants to know if we want to understand autism from the part of autistics, we can teach effectively these students. -
Autistic Spectrum Disorders a Resource for Families in Wales
Autistic Spectrum Disorders A Resource for Families in Wales December 2010 ISBN 978 0 7504 5977 8 © Crown copyright 2011 WAG10-11196 F1141011 2 Contents Page What are Autistic Spectrum Disorders? 4 Assessment and Diagnosis 6 The impact of ASD within the family 7 Living with a person with ASD 10 Public reactions 11 “It’s not bad parenting and this is why” 11 What can be done to make things better? 13 What support is there? 14 Links and further resources 17 Authors 20 This booklet provides an introduction for people who have a family member with autism. A few important things to point out at the start are: • Autism is no-one’s fault. • The causes of autism are not yet known. • It is a life-long condition and as yet there is no known cure. 3 What are Autism Spectrum Disorders? Autism is often the short-hand name given to a wide ‘spectrum’ of disorders, which includes Asperger syndrome and high functioning autism (HFA). Whatever term is used similar approaches are needed. Autism affects around 1 in 100 people in very different ways. Some can live typical and independent lives, form relationships and have children, while others will always need specialist support. All will, however, have some difficulty in the following three areas: • social communication; • social interaction; • social imagination. Difficulty with social communication This includes spoken language and non verbal communication. 80% of the way people communicate with each other is through non verbal means such as gesture, facial expression and body movements. This includes things like pointing, a wave, a smile or frown, turning away, an angry stance and fidgeting. -
Ladybird: a Cover Story: 500 Iconic Covers from the Ladybird Archives Pdf
FREE LADYBIRD: A COVER STORY: 500 ICONIC COVERS FROM THE LADYBIRD ARCHIVES PDF none | 528 pages | 02 Oct 2014 | Penguin Books Ltd | 9780718193911 | English | United Kingdom + Best England Love: Ladybird Books images | ladybird books, ladybird, books Title: Run, run, Train! The Book of Face shop specializes in discontinued books or remainders. Over the years it has established itself as one of eBay's most important realities in the field of book sales. In the book card you will find the conditions of the same that we have categorized in New and Used The Used category is in turn divided into the following sub-categories: Very good condition: fine books. Good condition: used books, without tears or underlines, Ladybird: A Cover Story: 500 Iconic Covers from the Ladybird Archives quality of paper and cover. Fair condition: used books that bear the signs of aging, but which are complete with all pages. Bad condition: books with evident traces of humidity, tears and damaged cover. To be bound: very damaged used books Ladybird: A Cover Story: 500 Iconic Covers from the Ladybird Archives need a binding operation. Always indicate a manned address for delivery and your telephone number, bringing you the book will be simple and immediate. The books are shipped within 24 working hours from receipt of payment. The feed back is released automatically upon receipt of the customer's feed back. Our store benefits from the Top Reliability program that only the best eBay sellers can access. Customer satisfaction is a fundamental element for us so in case of problems do not hesitate to contact us on Some of our books are available in single quantities, once purchased the product will no longer be available Other books appear in multiple quantities instead. -
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. -
Developing an Individual Transition Plan (ITP)
2/5/09 Developing an Individual Transition Plan (ITP) Presented by Nancy LaCross Autism Resource Specialist [email protected] Individual Transition Plan An ITP is like a road map It tells us how to get from here to there. Where to start? . Start with your dreams and the dreams of your child! . Start asking questions: “Can my child have a job….live alone….take care of himself?” 1 2/5/09 When to start? .NOW ! . Beginning the process early gives the family a focus and the child a future Transition – moving to adulthood A process and a plan to bridge the gap between the school and community where the student will live, work and enjoy adult life Federal Law . IDEA = Individuals with Disabilities Education Act . ITP = Individual Transition Plan 2 2/5/09 Coordinated set of activities Community Adult life participation Vocational training Post-secondary education Continuing Adult services Independent living education Job ITP = Individual Transition Plan • Should be written when student is 14 (NC) • Team of people • Outlines training and support needed • Highly individualized • To prepare the student for life after high school Who’s on the team? . Parents . Student . Teachers . Guidance counselor . Transition coordinator . Vocational counselor . Job coach . Employer . Adult service representative . Friends/relatives 3 2/5/09 As someone famous once said: “It takes a village…..” . Preparing for this transition will require a long- term planning process . Ensure that your child has access to more resources than you can offer alone . Network, network, network…..and be creative Be clear about requirements……………. Even with a diploma a student may be ineligible for admission to a technical school or college if they fail to meet their admissions criteria. -
And Quite a Lot of Books After That Date)
ladybirdflyawayhome.com A complete List of all Ladybird Books published between 1940 and the early 1980s (and quite a lot of books after that date) Why this date? Before 1972 the publisher was known as Wills & Hepworth Ltd and was run by a small board of directors. In 1972 the directors retired and the company was sold to the Pearson Financial Group. The name ‘Wills & Hepworth’ was dropped and much of what had made a ‘classic’ Ladybird book began to change. The content and quality began to decline. In 1999 UK print operations were closed down. This date captures the best of Ladybird – but also allows collectors to complete sets that started in the ‘golden years’. Please let me know if you find anything I’ve missed or spot any errors. NB Any book issued before 1964 will originally have had a dustwapper over its boards. Any book published after 1965 will not have originally had a dustwrapper. The date found on the title page of most Ladybird books is a very unreliable guide as to the age of any particular edition. In general, the title page states date of publication of the title’s first edition and not the date of that particular copy. For the purpose of identification, only the illustrator is usually stated here - rarely the writer - as the illustrator tends to be a more reliable way of identifying two different books or editions with the same title. Name Date Illustrator 1st publish ed Bunnikins Picnic Party 1940 Angusine Macgregor The First Day of the Holidays 1940 Angusine Macgregor Ginger’s Adventures 1940 Angusine Macgregor Smoke