DOCSLIB.ORG

AANE Journal Spring 2012 5-31 Copy.Indd

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

AANE JOURNAL ’ I! "# S $#"$ Charlie Remy, MLS, discusses Asperger Syndrome and Employment. See page 4. Before and After LifeMAP for Our Son by an AANE parent ¡ ¢ £ ¤ ¡ ¥ ¦ ¢ ¡ § ¨ © ¥ ¦ ¢ ¡ § ¨ © £ ¦ ¨ ¡ ¤ ¥ ¦ ¢ ¡ § ¨ © Had employer/managers who did not under- Has employer/owner who knows strengths and ! " # $ " %& ' ( stand or appreciate his strengths and mocked his challenges and willing to work with both. & & %) # * + # , - . ' / %# & * - 0 ( - . challenges $ %& ' ( 1 * 2 $ ' - " %# - 0 * 3 * 2 # 4 # * ( - " 0 * * 4 2 Did not have supportive coworkers because % Has some supportive coworkers because the ( & %# ) * # - - 2 * 4 5 2 - . $ % % 4 5 - . $ 4 ' 1 % % 4 5 4 - - 2 # manager was not supportive " owner is supportive 1 # * 6 $ 2 ( & * # / ( 4 2 - . 1 2 7 0 - 2 - # * 4 # * ( $ 8 # 4 $ , # 0 2 Was in constant stress due to work * Is happy and feels useful at work $ * $ - # 4 ' , # * 2 ) 4 ' * ( & %# ) ( 4 2 9 Lost job in humiliation due to Asperger type Employed at a job where he feels successful issues ; < = < > ; = ? After job loss, had no income at all : Has a regular fulltime paycheck ! " # $ " %& ' ( # * 6 # 4 $ , 0 ' 5 2 $ 4 ' & * # * 8 @ 9 Was being supported totally by parents 1 Is self-supporting " # $ " %& ' ( $ 6 " # 4 2 $ " 2 2 * % 5 $ % $ - - - 2 $ 4 " # 4 $ 4 Was thousands of dollars in debt 1 Has $13,000 in savings - - 0 2 $ 2 , * # 0 5 2 4 2 A B C . D D D $ 2 - 4 # 1 4 - $ / 4 5 - 9 Was not able to prioritize with money 2 Lives within means and on a budget Would have been homeless if not for parents E Has own apartment and pays own bills with ! " # $ " ( 2 - $ 2 # 0 * and his sister sister’s oversight - # 4 F- $ & $ * 2 ( 4 2 . - # $ - 2 $ 2 # 4 " # 0 * $ 5 ( 2 # 5 2 2 & % $ " Could not keep an area clean or clear 2 Working on keeping apartment in livable $ ' ) 9 * condition Unable to take care of himself, he was unable to Has a rescued cat that gets needed care and care of a pet shares home G H I J Had not had a medical exam in about 20 years Has regular checkups and is being treated for ! " # $ " %& ' ( due to no health insurance a serious heart issue that he never would have & & %) # * $ % 2 4 - 0 * $ 4 " - $ 4 ' $ known he had or been able to treat before 4 " # 0 * $ 5 ' ( 2 # 5 2 %# 4 5 # / * ' 0 " " 6 0 & - 9 K 0 2 # 2 - . $ - # 0 4 ' 1 2 $ % 2 * $ 2 4 4 5 Had no dental care in about 20 years due to no 1 Has regular dental care and checkups $ * 2 - - 0 2 $ 2 4 / * 1 # 0 %' dental insurance $ / $ ' ' $ 5 4 # - ' 9 L $ %- # $ - 4 # M " $ % - & * 5 * F- ' $ 5 4 # - - 9 Was never offi cially diagnosed with Asperger’s $ Has a diagnosis that is so detailed that our son Syndrome and others can read about his great strengths and his limitations at a glance ?P O Was unhappy, bitter, angry N Is happy and forgiving to those who treated him ! " # $ " - 2 0 ' ' 1 2 poorly ( 2 # %& ( 0 4 ' * - 2 $ 4 ' $ 4 ' & & * " $ 2 ( - % 9 ) 1 # * 6 # 4 Was deeply depressed (at times on family sui- $ Has become a well-rounded, outgoing, active, % Q - 2 ( $ 4 ' & * - # 4 $ % - - 0 - 9 cide watches) and was often extremely reclusive - young man with friends L - 4 / # %/ ' 4 R S $ " 8 / 8 - . * # 0 & - . $ 4 ' " # 4 * 4 " - 9 L Did not understand himself, was down on self, 5 Understands better why he is himself and has - 5 % $ ' 2 # - $ * 2 $ 2 $ - - & * 5 * F- T ) 4 ' * # ( $ 4 ' $ %% 2 $ 2 and embarrassed by self pride in his many strengths and abilities ( $ 4 - 4 - 2 * 4 5 2 - $ 4 ' % ( 2 $ 8 # 4 - 9 1 # * 6 - # 4 ) 5 4 $ 4 ' - # " $ % Did not show personal hygiene care or take L Takes better care of himself because he respects 6 % % - $ 4 ' - 2 $ 4 ' - 0 & # * ( - % care of himself well - self better 1 4 %- 1 * # 4 5 ' 9 I truly believe he would not be alive without parents, sister, and LifeMAP. Now he has a life! See another LifeMAP story on page 18. I AANE J : S Message from Executive Director Dania Jekel, MSW Dear Friends of AANE, results, please rest assured that AANE is determined to continue delivering our current programs, and to keep Can you believe that AANE is approaching sixteen years old? developing new ways to serve our community’s many Clearly, this is a good time for refl ection and goal-setting. Ac- and varied needs. cordingly, over the past year, AANE board and staff members have focused a lot of energy on a strategic planning process. On behalf of AANE’s board, staff, and mem- One result which I would like to share with you right now is our bership, I want to extend my warmest thanks to revised mission statement: Nancy Schwartz for her outstanding leadership as Board President, as her term comes to a close. The Asperger’s Association of New England (AANE) works Fortunately, she will continue to share her wis- with individuals, families, and professionals to help people with dom and caring as a board member. Asperger Syndrome and similar autism spectrum profi les build meaningful, connected lives. I would also like to thank four other board members: Barbara Rosenn, Judy Gooen, and Melinda Miller, who are rotating off To learn more about the fruits of the strategic planning the board for now, and Ryan Lewis, who is moving. We will process, and the main objectives we have set for the three miss Ryan, and wish him every success in his new life in Texas. years beginning July 1, 2012, I encourage everyone to read our Barbara and Judy have used their professional expertise to guide 2011-2012 Annual Report, which we will post online during the AANE’s development since our very early days. Melinda joined month of June. the board following her participation in the early days of the Please be assured that, as we change and grow, we will Gala, where her artistry helped transform it into the polished continue to act as strong advocates on behalf of our Asperger and delightful event we know today. community. Thank you for being part of our community during 2011-12, • •We will continue to advocate for benefi cial legislation and for supporting AANE’s mission. I look forward to seeing and for changes in state agencies guidelines in Massachu- you at many of our events, workshops, and conferences in the setts. months to come. • •We will continue to monitor and respond to the proposed changes in the DSM-5 (fi fth edition of the Diagnostic and Sincerely, Statistical Manual). No matter what new nomenclature Dania Jekel, MSW R TABLE OF C ONTENTS AS & Employment: Research & Refl ections ..................... 4 Does a Degree Guarantee a Job? .......................................9 Discovering AS in the Family .............................................11 Throw Away the Yardstick ................................................ 12 Disclosure in College ..........................................................14 ! Poetry .................................................................................. 15 Call for AANE Artists ........................................................16 Fulfi lling a Dream .............................................................. 17 LifeMAP; Teens; New Book on Air Travel ...................... 18 ! Special Advertising Section, pp. 18-24 " " Living in Oz ........................................................................ 25 # # Current Research conference notes ..................................26 $ %% A donde el silencio nos lleve .............................................. 27 % Being a Father to Someone with AS ................................. 28 !"# Thank you to our Donors! ............................................29-33 &'' '( ' ( ( ( AANE Board & Staff & Volunteers ................................. 34 ) & " # $ *+,-.--/01# &+. $ 2 3 AANE Gala .........................................................................35 AANE J: S I Asperger Syndrome and Employment: Research and Refl ections by Charlie Remy, MLS Assistant Professor/Electronic Resources and Serials Librarian, University of Tennessee at Chattanooga Introduction differences. I could begin to pursue coursework that was more In recent years popular culture has brought about an increase in aware- aligned with my special interests, and not be forced to take ness of the higher functioning end of the autism spectrum, particularly courses in areas in which I struggled (particularly math and when it comes to children. Unfortunately, there is less understanding science) beyond a few core requirements. of the realities faced by adults on the spectrum and even less regarding Depending on our organizational skills and executive func- their employment or lack thereof. Far too many adults with Asperger tioning, some of us with AS can easily lose focus and get lost in Syndrome (AS) are either underemployed or completely unemployed. the details, particularly when it comes to our special interests. Hendricks (2010, p. 127) estimates that between 50 to 75 percent of It is important to maintain a strong sense of direction so that adults with AS are unemployed. The purpose of this article is to combine we can more easily achieve our life goals. At the same time, we insights gained from my personal experience in the world of work with must be fl exible enough to accommodate
Recommended publications
  • Aauw Fall2015 Bulletin Final For

    Aauw Fall2015 Bulletin Final For

    AAUWCOLORADObulletin fall 2015 Fall Leadership Conference-- Focusing On the Strategic Plan Our Fall Leadership Conference will be held August 28-29 at Lion Square Lodge in Vail, Colorado. Lion Square Lodge is located in the Lionshead area of Vail. The group rates are available for up to 2 days prior and 2 days after our conference subject to availability. The Fall Conference is a time for state and branch offi cers to meet and work together. The conference is open to any member, but branches should be sure to have their offi cers attend and participate. This is your opportunity to help us as we work toward the achieve- ment of the state strategic plan. This year’s conference will focus on areas identifi ed in the strategic plan. We have also utilized input received from Branch Presidents on a survey conducted this spring where the greatest need identifi ed was Mission Based Pro- gramming. We will be incorporating the topic of Mission Based Programing during the conference. Branch Program and Branch Membership Chairs should also attend to gain this important information. There will be a time for Branch Presidents/Administrators who arrive on Friday afternoon to meet together. This will be an opportunity to get acquainted with your peers and share successes and provide input to the state offi cers on what support you need. The state board will also be meeting on Saturday. Lion Square Lodge Lounge Area The tentative schedule, hotel information and registration are on pages 2-3 of this Bulletin. IN THIS ISSUE: FALL LEADERSHIP CONFERENCE...1-3, PRESIDENT’S MESSAGE...4, PUBLIC POLICY...4 LEGISLATIVE WRAPUP...5-6, WOMEN’S HALL OF FAME BOOKLIST...7-8 WOMEN POWERING CHANGE...9, BRANCHES...10 MEMBERSHIP MATTERS...11, MCCLURE GRANT APPLICATION...12 AAUW Colorado 2015 Leadership Conference Lions Square Lodge, Vail, CO All meetings will be held in the Gore Creek & Columbine Rooms (Tentative Schedule) Friday, August 28 2:00 – 3:30 p.m.
  • Spring 2014 Commencement Program

    Spring 2014 Commencement Program

    TE TA UN S E ST TH AT I F E V A O O E L F A DITAT DEUS N A E R R S I O Z T S O A N Z E I A R I T G R Y A 1912 1885 ARIZONA STATE UNIVERSITY COMMENCEMENT AND CONVOCATION PROGRAM Spring 2014 May 12 - 16, 2014 THE NATIONAL ANTHEM THE STAR SPANGLED BANNER O say can you see, by the dawn’s early light, What so proudly we hailed at the twilight’s last gleaming? Whose broad stripes and bright stars through the perilous fight O’er the ramparts we watched, were so gallantly streaming? And the rockets’ red glare, the bombs bursting in air Gave proof through the night that our flag was still there. O say does that Star-Spangled Banner yet wave O’er the land of the free and the home of the brave? ALMA MATER ARIZONA STATE UNIVERSITY Where the bold saguaros Raise their arms on high, Praying strength for brave tomorrows From the western sky; Where eternal mountains Kneel at sunset’s gate, Here we hail thee, Alma Mater, Arizona State. —Hopkins-Dresskell MAROON AND GOLD Fight, Devils down the field Fight with your might and don’t ever yield Long may our colors outshine all others Echo from the buttes, Give em’ hell Devils! Cheer, cheer for A-S-U! Fight for the old Maroon For it’s Hail! Hail! The gang’s all here And it’s onward to victory! Students whose names appear in this program have completed degree requirements.
  • Pausing Encounters with Autism and Its Unruly Representation: an Inquiry Into Method, Culture and Academia in the Making of Disability and Difference in Canada

    Pausing Encounters with Autism and Its Unruly Representation: an Inquiry Into Method, Culture and Academia in the Making of Disability and Difference in Canada

    Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada A dissertation submitted to the Committee of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Faculty of Arts and Science. TRENT UNIVERSITY Peterborough, Ontario, Canada Copyright by John Edward Marris 2013 Canadian Studies Ph.D. Graduate Program January 2014 ABSTRACT Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada John Edward Marris This dissertation seeks to explore and understand how autism, asperger and the autistic spectrum is represented in Canadian culture. Acknowledging the role of films, television, literature and print media in the construction of autism in the consciousness of the Canadian public, this project seeks to critique representations of autism on the grounds that these representations have an ethical responsibility to autistic individuals and those who share their lives. This project raises questions about how autism is constructed in formal and popular texts; explores retrospective diagnosis and labelling in biography and fiction; questions the use of autism and Asperger’s as metaphor for contemporary technology culture; examines autistic characterization in fiction; and argues that representations of autism need to be hospitable to autistic culture and difference. In carrying out this critique this project proposes and enacts a new interdisciplinary methodology for academic disability study that brings the academic researcher in contact with the perspectives of non-academic audiences working in the same subject area, and practices this approach through an unconventional focus group collaboration.
  • Who Is Temple Grandin? Once Again, the Kids Were Tossing Insults At

    Who Is Temple Grandin? Once Again, the Kids Were Tossing Insults At

    Who Is Temple Grandin? Once again, the kids were tossing insults at Temple Grandin in the hallway of junior high school. They picked on Temple because she didn’t act like everybody else. She spoke in a loud, flat voice. She repeated sentences over and over, word for word. She clapped her hands over her ears at the sound of the school bell. She acted lost and afraid in the crowded school hall. Kids couldn’t understand what made Temple tick. And Temple couldn’t understand them, either. That was because Temple’s brain worked differently from theirs. She had been born with a developmental disorder known as autism (say: AW--tiz--im). It showed up when she was a baby, making her behave in odd ways. On this day, Temple’s temper boiled over at the bullying. She hurled a book at a kid. Hours later, the principal expelled her from school. Probably no one was too surprised. Temple was flunking nearly all her subjects. They just didn’t interest her. Everyone back in 1961 would have been amazed to know that Temple would grow up to become a world--famous animal scientist. All through her career she has worked to improve the treatment of cows and other animals that are raised for food. Every year, millions and millions of cattle are killed for beef. Until Temple came along, people thought of cattle as products to turn into hamburgers and steaks. But Temple paid attention to the fear and pain cattle felt at large meat plants. As an autistic person, Temple often felt like a scared animal herself.
  • Temple Grandin to Be Inducted to National Women's Hall of Fame

    Temple Grandin to Be Inducted to National Women's Hall of Fame

    Volume 126, No. 90 Tuesday, February 21, 2017 OPINION Get your ESA lab out of my lab PAGE 6 SPORTS Temple Grandin, longtime professor at Colorado State University, was recently inducted into the Women’s Hall of Fame. PHOTO BY CHAPMAN CROSKELL COLLEGIAN Holston’s path to success Temple Grandin to be inducted to PAGE 8 National Women’s Hall of Fame By Willis Scott @willisscottnews Women’s Hall of Fame, the Hall equally important. proponent of farm animal wel- was established in 1969 in Sen- In 1999, she introduced a fare, she has made contributions eca Falls, New York to house the scoring tool to access the quality to the treatment of children with Renowned Colorado State contributions of distinguished of meat packing plants’ killing Autism. Dr. Grandin was diag- University professor Temple American women. Seneca Falls, and handling of livestock. Meat nosed with Autism when she was Grandin, Ph.D., will soon join where the fi rst Women’s Rights producers had to meet what she two-years-old. She explained the ranks of Madeline Albright, Movement was held, is the birth- calls “tra c rules” of the plant. that Autism is a spectrum that Susan B. Anthony and Amelia place of the American Women’s She trained plants for McDon- a ects many people in di erent Earhart. Rights Movement. The Hall’s ald’s, Wendy’s and Burger King ways. The animal science expert’s mission statement is “Showcas- on the scoring tool. “Autism varies from Einstein achievements have roped a place ing great women…Inspiring all!” “If you didn’t shoot 95 per- to Steve Jobs to Thomas Edison in the National Women’s Hall of Grandin revolutionized the cent of the cattle dead on the fi rst to half the programmers in Sil- Fame.
  • Dr. Temple Grandin Dr

    Dr. Temple Grandin Dr

    Dr. Temple Grandin Dr. Temple Grandin • She is an American Scientist and industrial designer. • She has created systems to counter stress in certain human and animal populations. • Temple Grandin has autism. Autism • autism is: “A spectrum of neuropsychiatric disorders characterized by deficits in social interaction and communication, and unusual and repetitive behavior.” • The degree of autism varies from mild to severe. Temple Grandin • Temple Grandin was born on August 29, 1947, in Boston, MA. • She is the oldest of four children. • None of her siblings are autistic. • One of the first signs that a baby may be autistic is that it resists being held and cuddled; one of the first signs of autism. Temple Grandin • Since 1990, she has taught animal science at Colorado State University in Ft. Collins, CO, where she also operates her own company, Grandin Livestock Systems. • Today, Temple has published over 300 scientific papers, has her own website which gets 5,000 visitors each month, gives 35 lectures on animal management a year, and gives about another 25 lectures about autism. • Half of the cattle in the United States and Canada are handled in humane slaughter systems she has designed. She feels she owes a lot of this success to the fact that her brain works differently. Autism has given her a perspective on animals that a lot of professionals don’t have. Temple Grandin • Temple tells people that whenever you have a problem with an animal, try to see what the animal is seeing and try to experience what the animal is experiencing. • Thought has to be given to the animals’ emotional lives, not just their physical lives.
  • Educational Inclusion for Children with Autism in Palestine. What Opportunities Can Be Found to Develop Inclusive Educational Pr

    Educational Inclusion for Children with Autism in Palestine. What Opportunities Can Be Found to Develop Inclusive Educational Pr

    EDUCATIONAL INCLUSION FOR CHILDREN WITH AUTISM IN PALESTINE. What opportunities can be found to develop inclusive educational practice and provision for children with autism in Palestine; with special reference to the developing practice in two educational settings? by ELAINE ASHBEE A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education University of Birmingham November 2015 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Amendments to names used in thesis The Amira Basma Centre is now known as Jerusalem Princess Basma Centre Friends Girls School is now known as Ramallah Friends Lower School ABSTRACT This study investigates inclusive educational understandings, provision and practice for children with autism in Palestine, using a qualitative, case study approach and a dimension of action research together with participants from two educational settings. In addition, data about the wider context was obtained through interviews, visits, observations and focus group discussions. Despite the extraordinarily difficult context, education was found to be highly valued and Palestinian educators, parents and decision–makers had achieved impressive progress. The research found that autism is an emerging field of interest with a widespread desire for better understanding.
  • Resources March 10, 2018

    Resources March 10, 2018

    Appleton Public Montessori Diversity & Inclusion Committee Resources March 10, 2018 General Diversity Local Resources ● Books ● Videos ● Websites ○ African Heritage Incorporated https://www.africanheritageinc.org/ ○ Casa Hispania http://www.casahispanawi.org/ ○ Celebrate Diversity http://www.celebratediversityfoxcities.com/ ○ Community Foundation https://www.cffoxvalley.org/2017/05/09/fox-cities-working-on- diversity/ ○ Diverse & Resilient https://www.diverseandresilient.org/ ○ Fox Valley Resources http://www.lawrence.edu/info/offices/diversity-and- inclusion/resources/fox-valley-diversity-resources ○ Hmong American Partnership Fox Valley https://www.hapfv.org/ ○ LGBTQ Chamber of Commerce https://wislgbtchamber.com/diverse-resilient/ ○ MId-Day Women’s Alliance https://middaywomensalliance.wildapricot.org/ ○ The New North http://thenewnorth.com/talent/diversity-resources/diversity-resource-guides/ National Resources ● Books ● Videos ● Websites ○ Diversity Best Practice http://www.diversitybestpractices.com/2017-diversity-holidays ○ Reading Diversely FAQ: https://bookriot.com/2015/01/15/reading-diversely-faq-part-1/ ○ Zinn Education Project https://zinnedproject.org/ ● Children’s books in general, including issues of diversity: ○ The Horn Book (and the The Horn Book Guide) http://www.hbook.com/ ○ School Library Journal, including the blogs Fuse 8 Production http://blogs.slj.com/afuse8production/ and 100 Scope Notes http://100scopenotes.com/ ● More specifically oriented toward diversity in children’s literature ○ Booktoss blog by Laura Jiménez:
  • Burcham Beacon Volume 11 9Th Edition September 2018 Dessert Wars

    Burcham Beacon Volume 11 9Th Edition September 2018 Dessert Wars

    Burcham Beacon Volume 11 9th Edition September 2018 Dessert Wars It doesn't get an “sweeter” than the Annual Des- sert Wars at Burcham Hills. This year, residents from the 2nd floor of the Center for Health & Rehabilitation “took the cake” with their dirt cake recipe and it was a good thing they made a huge pan, because may tasters came back for more! Residents, staff and visitors all had a chance to try 15 different desserts and enjoyed some quick toe-tapping tunes by the Prime Time Strummers. Additional photos on page 10 The Winning Dirt Cake Recipe Just as in history, the light- Ingredients: 2 (3.9 ounce) packages instant chocolate pudding house gave a guiding light to 1 (20 ounce) package chocolate sandwich cookies mix conduct mariners to their with crème filling 3 cups milk destination, so will the 1/4 cup butter, softened 1 (12 ounce) container frozen whipped topping, Burcham Beacon act as a 1 (8 ounce) package cream cheese, softened thawed guide to Aging with Grace. 1 cup confectioners’ sugar 15 gummi worms 1 teaspoon vanilla extract 1. Put the cookies in a food processor until they become fine crumbs. Set aside 2. In large bowl, combine the butter or margarine, cream cheese, sugar and vanilla. Beat on low to mix then medium until smooth. Add pudding mix and milk, beat to combine. 3. Fold whipped topping into the pudding mix. 4. Assemble in ungreased 9x13 pan; layering cookie crumbs and pudding mixture, insert gummy worms and chill for at least 3-hours. I NSIDE T HIS I SSUE Putting Contest 3 Music & Enrichment 4 Employee Spotlights Contestants took to the 5 Reminiscing green to show off their 6 Special Events 7 Resident Center Happenings putting skills.
  • 11/14/13 Complete List Family & Community Resource Center

    11/14/13 Complete List Family & Community Resource Center

    11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities.
  • Physical Activities for Children with Autism by Maggie New

    Physical Activities for Children with Autism by Maggie New

    www.autism-mi.org email: [email protected] Autism Society of Michigan 2178 Commons Pky Okemos, MI 48864 517-882-2800 Physical Activities for Children with Autism By Maggie New Every child profits from exercise if it is fun. Every child needs exercise, and children with autism are no exception. In fact, children with ASD, physical exercise can have additional behavioral benefits if certain precautions and techniques are used. All the usual gross motor activities of running, walking, jumping, cycling and others can be engaged in and enjoyed by children with autism. Negative Affects Because children with autism relate to their environment differently than other children, engaging in physical activity in an environment they are not used to can be scary to them. For instance, wide-open spaces might be disorienting, and loud noises -- quite common in a gym -- can startle autistic children. As a result, your autistic child might display behaviors like toe-walking, flapping hands or angry outbursts, among other things, in these environments. Preventing Melt-Downs It is possible to preempt or at least reduce acting-out behaviors by preparing your child in advance. "Palaestra," a journal on physical education for people with disabilities, suggests communicating with your child about what to expect. Be creative and adapt the activities to your child's needs. For instance, since autistic children often have a short attention span, avoid long periods with the same activity. Preparing for transitions ahead of time by letting Spring 2015 2 your child know in advance may prevent tantrums. Also, initially focus on the modality your child prefers, which helps prevent sensory overload.
  • Commencement Program, 2019

    Commencement Program, 2019

    263 rd COMMENCEMENT MAY 20, 2019 20, MAY R D COMMENCEME 263 NT CLA S S O F 2 019 M A Y 20, 20 1 9 CLASS OF 2019 KEEPING FRANKLIN’S PROMISE In the words of one elegiac tribute, “Great men have two lives: one which occurs while they work on this earth; a second which begins at the day of their death and continues as long as their ideas and conceptions remain powerful.” These words befit the great Benjamin Franklin, whose inventions, innovations, ideas, writings, and public works continue to shape our thinking and renew the Republic he helped to create and the institutions he founded, including the University of Pennsylvania. Nowhere does Franklin feel more contemporary, more revolutionary, and more alive than at the University of Pennsylvania. His startling vision of a secular, nonsectarian Academy that would foster an “Inclination join’d with an Ability to serve Mankind, one’s Country, Friends and Family” has never ceased to challenge Penn to redefine the scope and mission of the modern American university. When pursued vigorously and simultaneously, the two missions – developing the inclination to do good and the ability to do well – merge to help form a more perfect university that educates more capable citizens for our democracy. Penn has embodied and advanced Franklin’s revolutionary vision for 279 years. Throughout its history, Penn has extended the frontiers of higher learning and research to produce graduates and scholars whose work has enriched the nation and all of humanity. The modern liberal arts curriculum as we know it can trace its roots to Franklin’s innovation to have Penn students study international commerce and foreign languages.