DOCSLIB.ORG

Intentional Personal Development of Autistic Individuals

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Intentional Personal Development of Autistic Individuals Living in two worlds: Intentional personal development of autistic individuals by Ljiljana Vuletic A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto © Copyright by Ljiljana Vuletic 2010 Living in two worlds: Intentional personal development of autistic individuals Ljiljana Vuletic Doctor of Philosophy Graduate Department of Human Development and Applied Psychology University of Toronto 2010 Abstract Despite an increased interest in autism over the last decades, little research exists about life outcomes of autistic adults. The earliest follow-up studies of autistic individuals suggested that self-understanding and conscious efforts to change could be crucial factors in successfully reaching good life outcomes. However, these initial suggestions have not been further investigated. Therefore, this exploratory qualitative study examined the lives of eight high- functioning autistic adults aged 25 to 63, from their own perspectives, through in-depth, semi- structured interviews, to consider the relation of self-understanding and conscious efforts to change—in this study referred to as intentional personal development—to their life outcomes. All participants demonstrated a level of self-understanding beyond what would be predicted by current theoretical models of autism. Their self-understanding was assessed through participants’ self-definitions, meaning-making of life experiences, and understanding of emotions. In their self-definitions, the participants emphasized their abilities and personality characteristics, rather than their disabilities. For their self-defining memories, as indicators of their meaning making of life experiences, most participants chose positive experiences related to their personal development. Their autobiographical accounts revealed that most participants possess a large ii repertoire of emotion words, supporting an understanding of emotions. When a good life outcome is defined traditionally—as being employed, living independently, and having social relationships—this study, contrary to expectations, did not provide overwhelming evidence for the significant role of intentional personal development in achieving this. However, when a good life outcome is defined in terms of achieving personal excellence, then the study did provide confirmation of intentionality as important to attaining good life outcomes. This study therefore suggests that traditional life outcome measures are inadequate for assessing the life outcomes of autistic individuals because such measures do not take into account the individuals’ own sense of satisfaction with themselves and with their lives. iii Acknowledgments I wish to express my gratitude to many people who contributed directly to the successful completion of this study: To the participants in this study: Thank you for sharing your thoughts, dreams, and memories. And thank you for reading the interview transcripts and the study report and commenting on them. Without you this study would not be possible. To my family; to my husband Djordje Sredojevic and son Peter Sredojevic: Thank you for your love, support and understanding. Without you this study would not be possible. Special thanks to both for help with the computer, and another special thanks to Peter for reading and editing numerous versions of this thesis, for help with piloting the interview and interview transcribing. To my supervisor Michel Ferrari: Thank you for your guidance, support, encouragements, and wise advice. Without you this study may not have been possible. To my other committee members, Patricia Howlin, Kate McLean, and Rick Volpe: Thank you for your helpful comments and constructive criticism, which helped me improve the final version of this thesis. To Matthew Bennett, my colleague from Australia: Thank you for reading this thesis and commenting on it. iv To Susan London McNab: Thank you for being my friend, for your support, and for reading most of this thesis and generously helping me improve it. To Masa Culum, Thank you for your help with interview transcribing. To Teodor Mihail, Jovanka Culum, Zora Radovanovic, and Emiko Koyama: Thank you for answering my interview questions and your help with polishing my final interview. To Emiko Koyama, Marina Stoilkovic, and Queenie Lo: Thank you for being my friends, and for your support, encouragements, as well as reading parts of the thesis and/or thesis proposal and helping me improve it. To Culum family, Radovanovic family, Jovanovic family, Mihail family, Joan Moss, and Eva Filippova: Thank you for your support and inspiration. To my sister Milena Vuletic and her family and to my aunt Vida Veskovic: Thank you for your support and encouragements. To Dijana Plut: Thank you for being my friend all these years, for your support, encouragement, and wise advice. v Table of Contents Abstract ........................................................................................................................................... ii Acknowledgments .......................................................................................................................... iv Table of Contents ........................................................................................................................... vi List of Tables ................................................................................................................................ xii List of Appendices ....................................................................................................................... xiii Chapter 1 Introduction ................................................................................................................. 1 1 What is Autism? ......................................................................................................................... 2 1.1 Psychiatric Perspective ....................................................................................................... 3 1.1.1 Historical Background ............................................................................................ 3 1.1.2 Contemporary Views: DSM-IV ............................................................................. 11 1.1.3 Summary and New Directions .............................................................................. 17 1.2 Psychological Perspectives ............................................................................................... 18 1.2.1 Historical Background .......................................................................................... 19 1.2.1.1 Autism as a Basic Defect of the Ego ...................................................... 19 1.2.1.2 The “Refrigerator Mother” Theory of Autism ....................................... 21 1.2.1.3 The Behavioral Approaches to Autism .................................................. 23 1.2.2 Contemporary Views: The Basic Cognitive Deficit Theories of Autism ............. 25 1.2.2.1 The Theory of Mind Deficit Hypothesis ................................................ 26 1.2.2.2 The Executive Dysfunction Hypothesis ................................................. 28 1.2.2.3 The Weak Central Coherence Hypothesis .............................................. 29 1.2.3 Summary and New Directions .............................................................................. 31 1.3 Parental Perspectives ........................................................................................................ 32 1.3.1 Summary ............................................................................................................... 34 1.4 First-Person Perspectives on Autism ................................................................................ 34 vi 1.4.1 Summary and New Directions .............................................................................. 49 2 Life Outcome for Autistic Individuals ..................................................................................... 50 2.1 Clinical Reports ................................................................................................................ 51 2.2 Long-Term Empirical Outcome Studies ........................................................................... 54 2.3 Studies of Quality of Life of High-Functioning Autistic Adults ...................................... 60 2.4 Autobiographies of Autistic Adults .................................................................................. 63 3 Intentional Personal Development ........................................................................................... 69 3.1 Role of Intentional Personal Development in Successful Life Outcomes ........................ 70 3.2 Intentional Personal Development in Autism ................................................................... 71 3.2.1 Self-Understanding in Autism .............................................................................. 71 3.2.1.1 Theoretical Accounts .............................................................................. 72 3.2.1.2 Empirical Evidence ................................................................................ 75 3.2.1.3 Autobiographical Evidence .................................................................... 78 3.2.2 Future Orientation ................................................................................................. 79 3.3
Load more

Recommended publications
  • 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.
    [Show full text]
  • FORGOTTEN: Ontario Adults with Autism and Adults with Aspergers.”
    FORGOTTEN Ontario Adults with Autism and Adults with Aspergers PUBLISHED BY AUTISM ONTARIO, 2008 Autism Ontario has been the voice of people with Autism Spectrum Disorders (ASD) and their families since 1973, working to ensure that each individual with ASD is provided the means to achieve quality of life as a respected member of society. With thousands of members and supporters across the province, Autism Ontario is the largest collective voice for families whose teen and adult children struggle to receive necessary clinical and support services to meet their unique needs. PHOTOS Our thanks to our cover and report photo participants! Eric Beedham, Pam Newman Button, Tony Hill, Andrew Kyneston, Dwayne McLaughlin, Nadine McLaughlin, Marsha Serkin, Beth Waleski, Gary Waleski, and Jordan Weinroth. COPYRIGHT This document is in the public domain and may be used and reprinted without special permission, except for those copyrighted materials noted for which further reproduction is prohibited without the specific permission of copyright holders. Autism Ontario will appreciate citation as to source. The suggested format for citation is: “Autism Ontario (2008). FORGOTTEN: Ontario Adults with Autism and Adults with Aspergers.” This report can be downloaded from www.autismontario.com Autism Ontario 1179A King Street West Toronto, ON M6K 3C5 416-246-9592 Table of Contents ACKNOWLEDGEMENTS 4 COMMENTARY FROM DR. SUSAN BRYSON 5 EXECUTIVE SUMMARY & RECOMMENDATIONS 6 REPORT 10 What are Autism Spectrum Disorders? 10 Everyday Barriers 11 Impact of Increased
    [Show full text]
  • Constructing Narratives and Identities in Auto/Biography About Autism
    RELATIONAL REPRESENTATION: CONSTRUCTING NARRATIVES AND IDENTITIES IN AUTO/BIOGRAPHY ABOUT AUTISM by MONICA L. ORLANDO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English CASE WESTERN RESERVE UNIVERSITY May 2015 2 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Monica Orlando candidate for the degree of Doctor of Philosophy.* Committee Chair Kimberly Emmons Committee Member Michael Clune Committee Member William Siebenschuh Committee Member Jonathan Sadowsky Committee Member Joseph Valente Date of Defense March 3, 2015 * We also certify that written approval has been obtained for any proprietary material contained therein. 3 Dedications and Thanks To my husband Joe, for his patience and support throughout this graduate school journey. To my family, especially my father, who is not here to see me finish, but has always been so proud of me. To Kim Emmons, my dissertation advisor and mentor, who has been a true joy to work with over the past several years. I am very fortunate to have been guided through this project by such a supportive and encouraging person. To the graduate students and faculty of the English department, who have made my experience at Case both educational and enjoyable. I am grateful for having shared the past five years with all of them. 4 Table of Contents Abstract ............................................................................................................................... 5 Chapter 1: Introduction Relationality and the Construction of Identity in Autism Life Writing ........................ 6 Chapter 2 Clara Claiborne Park’s The Siege and Exiting Nirvana: Shifting Conceptions of Autism and Authority ................................................................................................. 53 Chapter 3 Transformative Narratives: Double Voicing and Personhood in Collaborative Life Writing about Autism ..............................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • Transcript of the September 13, 2010 IACC Services Subcommittee Meeting
    1 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES INTERAGENCY AUTISM COORDINATING COMMITTEE SERVICES SUBCOMMITTEE MEETING MONDAY, SEPTEMBER 13, 2010 The Subcommittee met in Conference Rooms A1 and A2 of the National Institute of Mental Health, located at 6001 Executive Boulevard, Rockville, Maryland, at 1:00 p.m., Ellen W. Blackwell, M.S.W., and Lee Grossman, Co- Chairs, presiding. PRESENT: SUSAN DANIELS, Ph.D., Office of Autism Research Coordination, National Institute of Mental Health, and Designated Federal Official ELLEN W. BLACKWELL, M.S.W., Co-Chair, Centers for Medicare and Medicaid Services LEE GROSSMAN, Co-Chair, Autism Society GAIL R. HOULE, Ph.D., U.S. Department of Education JENNIFER G. JOHNSON, Ed.D., (representing Sharon Lewis), Administration for Children and Families CHRISTINE M. McKEE, J.D. ARI NE'EMAN, Autistic Self-Advocacy Network NEAL R. GROSS COURT REPORTERS AND TRANSCRIBERS 1323 RHODE ISLAND AVE., N.W. (202) 234-4433 WASHINGTON, D.C. 20005-3701 www.nealrgross.com 2 PRESENT (continued): DENISE D. RESNIK, Southwest Autism Research and Resource Center CATHY RICE, Ph.D., Centers for Disease Control and Prevention (For Edwin Trevathan, M.D., M.P.H.) STEPHEN M.SHORE, Ed.D., Autism Spectrum Consulting NEAL R. GROSS COURT REPORTERS AND TRANSCRIBERS 1323 RHODE ISLAND AVE., N.W. (202) 234-4433 WASHINGTON, D.C. 20005-3701 www.nealrgross.com 3 TABLE OF CONTENTS Roll Call, Welcome and Introductions, Agenda Items and Housekeeping Dr. Susan Daniels ....................4 Presentation on the Extension of Good Teaching Practices, Inclusion
    [Show full text]
  • 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.
    [Show full text]
  • Autism Speaks Does Not Provide Medical Or Legal Advice Or Services
    100 Day Kit A tool kit to assist families in getting the critical information they need in the first 100 days after an autism diagnosis. Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided in this kit is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. This kit is not intended as a tool for verifying the credentials, qualifications, or abilities of any organization, product or professional. Autism Speaks has not validated and is not responsible for any information or services provided by third parties. You are urged to use independent judgment and request references when considering any resource associated with the provision of services related to autism ©2013 Autism Speaks Inc. Autism Speaks and Autism Speaks It’s Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved. About this Kit Autism Speaks would like to extend special thanks to the Parent Advisory Committee for the time and effort that they put into reviewing the 100 Day Kit. 100 Day Kit Parent Advisory Committee Stacy Crowe Rodney Goodman Beth Hawes Deborah Hilibrand Dawn Itzkowitz Stacy Karger Marjorie Madfis Donna Ross- Jones Judith Ursitti Marcy Wenning Family Services Committee Members Dan Aronson Parent Liz Bell Parent Sallie Bernard Parent, Executive Director, SafeMinds Farah Chapes Chief Administrative Officer, The Marcus Autism Center Peter F. Gerhardt, Ed.D Director, Upper School, The McCarton School Founding Chair of the Scientific Council, Organization for Autism Research Lorrie Henderson Ph.D., LCSW, MBA Brian Kelly * ** Parent ©2013 Autism Speaks Inc.
    [Show full text]
  • On the Spectrum
    AHA Association Publication Fall 2015 ON THE SPECTRUM Proudly Supporting the Autism Community Since 1988 IN THIS ISSUE... Legal Forms: Common Mistakes and Misconceptions Aspergers and Sexuality: What Parents Need to Know UNWAAD: United Nations World Autism Awareness Day Lights, Camera, Action: A Day from the Set of Keep the Change Ask the Expert: Not “Just” Autism. Understanding Co-Occuring OCD Aspie Viewpoint: Creating a Support Network at College Sure Bets from Beth: Teaching Independence to Your Teen Research Update: IMFAR: The Largest Group of Autism Researchers Meet AHA Association/Asperger Syndrome and High Functioning Autism Association, Inc./ahany.org AHA Board of Directors Contents: Executive Director, Board President Pat Schissel, LMSW Featured Articles: Board Vice President 4 Fall Conference Highlight: Legal Forms: Common Mistakes Michael A. Buf a, Esq. and Misconceptions Deputy Director Bernice Polinsky 11 UNWAAD: United Nations World Autism Awareness Day Treasurer 10 Lights, Camera, Action: A Day from the Set of Keep the Change Lynn Levine, PE 25 Aspergers and Sexuality: What Parents Need to Know Recording Secretary Jodi B. Kaplan, MS, MBA In Each Issue: Corresponding Secretary 3 Executive Director’s Corner 16 People Who Make A Diff erence Bea Gravino 3 Who’s Who 24 Research Update Board Director John Almont 5 Ask the Expert 26-27 Organization Updates Board Director 6 Aspie Viewpoint 27 All Around the Town Joan Resnick Ehrlich 9 Sure Bets from Beth 28-29 Books to Read Board Director Patricia Fitzgerald, MS, CCC-SLP,
    [Show full text]
  • Autism Information Guide (1) 2017.Pdf
    Autism is a general term used to describe a group of complex pervasive developmental disorders that are characterized by: o impaired social interaction o problems with verbal and nonverbal communication o unusual, repetitive, or severely limited activities and interests I. A total of six (or more) items from heading (A), (B), and (C), with at least two from (A), and one each from (B) and (C): (A) Qualitative impairment in social interaction, as manifested by at least two of the following: • Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction. • Failure to develop peer relationships appropriate to developmental level. • A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., bya lack of showing, bringing, or pointing out objects of interest to other people). • A lack of social or emotional reciprocity. (B) Qualitative impairments in communication as manifested by at least one of the following: • Delay in or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime). • In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others. • Stereotyped and repetitive use of language or idiosyncratic language. • Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level. (C) Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following: • Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus.
    [Show full text]
  • Autistic Authors Booklist and Facts
    Volume 1. No. 2 AUTISTIC AUTHORS BOOKLIST AND FACTS October 28, 2013 By Amanda M Baggs Abstract: A list of autistic authors, previously published on autistics.org. This was originally part of the library of articles available on the Autistics.org web site and therefore the references are not to any particular academic style. Although the list is not up to date it is nonetheless worth wider publication as it contains a valuable number of references not to be found collected elsewhere, and it is the editors consideration that they should be more widely known. Autistic Authors Booklist and Facts Autistic Authors Booklist and Facts By Amanda M Baggs Last updated Sunday 25 June 2006. The following is a booklist of books by autistic authors, alphabetical by author's last name and then as close to chronological as possible. Most are in English, although there are some in other languages. There is a link to the author's website where possible, and in the event that the entire book is published on the web, there is a link to the book. This list does not include people speculated to be autistic, or closeted autistic people, only people who have published as autistic. Bill Gates and Einstein are not here, nor are people who have published books but are not openly autistic (I respect their privacy). Some items in this list are more articles than books, but have been published as if they are books. Some interesting facts about these books are listed below the booklist. Where determinable, books that don't mention autism will have the words "not autism-related" after them.
    [Show full text]
  • Recomposing Kinship
    Feminist Anthropology 2020 DOI: 10.1002/fea2.12018 Recomposing kinship Matthew Wolf-Meyer1 1 Anthropology Department, Binghamton University, Binghamton, United States Corresponding author: Matthew Wolf-Meyer; e-mail: [email protected] What would happen if we accepted technological connection as a form of reckoning kinship? In exploring this position, I draw on accounts of disability and illness. First, I focus on an account of fecal microbial transplant use and the intimate connections the technology creates between the recipient and donor. This is followed with the case of a woman who relies upon facilitated communication to communicate with her social others, which depends on her use of other persons to interact with a keyboard. In both cases, material connections with and through technology disrupt the putative nature of kinship as based in “custom” and “blood.” Taking technological mediation in the production of kinship networks seriously destabilizes humanist conceptions of the contours and capacities of bodies, eroding the distinction between self and world. In apprizing the role of technology in making kinship networks, attention to disability and illness experiences of the world point to ways out of dominant conceptions of the human and the need to ethnographically attend to nonnormative bodily engagements with material worlds as the basis for emergent forms of personhood and subjectivity. Keywords disability studies, media, personhood, relations, subjectivity Start here, with Gregory Bateson’s parable of a blind man with
    [Show full text]
  • Adult Autism Issues in Waterloo-Wellington (AAIWW)
    ADULT AUTISM ISSUES IN WATERLOO-WELLINGTON Joint newsletter of Guelph Services for the Autistic and Waterloo-Wellington Autism Services AAIWW Newsletter No 19, April 2003 Do you wonder …. WWAS BULLETIN BOARD what it’s like to be me? Annual General Meeting of by Andrew who types instead of speaking Waterloo-Wellington Autism Services rd Tuesday 3 June 2003 at the Stanley Park Baptist I’m a bundle of sensations Church, 31 Lorraine Ave, Kitchener. I get the urge Current members of WWAS will also receive formal to touch and pick notices of this meeting. Agenda: and I must follow my urges. 7 pm - Registration 7:30 pm - AGM business meeting Can you see my urges? 8 pm - General discussion of adult autism issues, with I can’t tell you refreshments. Representatives of the three local I just show you. chapters of Autism Society Ontario and of Guelph Services for the Autistic are being invited, so we can share ideas about priorities and problems in our I’m a bundle of nerves region. There will be reports on current WWAS and a jumble of thoughts. projects: the Victoria Bloomfield Bursary program, I’m in constant motion progress of ASPIRE, and the forthcoming launch of and my mind’s always going. the Kitchener Public Library’s Autism Collection. I wonder what it’s like to be you. The WWAS Board invites applications for Victoria Do you wonder what it’s like to be me? Bloomfield bursaries. Since early 1996, WWAS has I’m a time bomb waiting to explode offered one-time grants of up to $2,500 each to individual adults with autism/pdd to help make a We neurotypicals on the sidelines do difference in their lives by developing abilities or wonder what it’s really like.
    [Show full text]