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Anxiety, Stress & Effective Living on the Autism Spectrum
Anxiety, Stress & Effective Living on the Autism Spectrum -Ava Ruth Baker Session Outline • What are stress & anxiety? • Fight / flight response • Executive function issues, stress & AS • Management & Prevention (emphasis on self-help) – General principles & range of options – Strategies for calming – Mind / Body approaches – Exposure anxiety – Cognitive Therapy • Concluding ideas: Beyond ‘tools’ • Further reading & references Terminology ‘Autistic’ / ‘autism’ / ‘AS’ (autism spectrum) = (person) anywhere on autism spectrum including Asperger’s, PDD etc ‘NT’ (neurotypical) / ‘NS’ (non-spectrum) = (person) not on autism spectrum What are stress & anxiety? • Anxiety: ‘a condition of excessive uneasiness or agitation’ • Stress: a condition of strain ‘when the demands imposed on you from the outside world outweigh your ability to cope with those demands’ (1) become strained, overwhelmed, anxious (1)Evans et al 2005; Gregson & Looker 1997 What are stress & anxiety? • Universal human experience: healthy & necessary • Part of body’s fight / flight response (stress response) • needed to activate us to • respond to threats • be focused, efficient, perform at our best • be motivated & ‘inspired’ • This activated state can be experienced as either • positive when excited, inspired, mastering challenges - or • negative when pressured, anxious, overwhelmed by challenges Autonomic nervous system • Involuntary: runs automatically (mostly subconsciously) • two opposing parts: – Sympathetic nervous system (SNS) =‘accelerator’ mobilizes for fight / flight, -
L Brown Presentation
Health Equity Learning Series Beyond Service Provision and Disparate Outcomes: Disability Justice Informing Communities of Practice HEALTH EQUITY LEARNING SERIES 2016-17 GRANTEES • Aurora Mental Health Center • Northwest Colorado Health • Bright Futures • Poudre Valley Health System • Central Colorado Area Health Education Foundation (Vida Sana) Center • Pueblo Triple Aim Corporation • Colorado Cross-Disability Coalition • Rural Communities Resource Center • Colorado Latino Leadership, Advocacy • Southeast Mental Health Services and Research Organization • The Civic Canopy • Cultivando • The Gay, Lesbian, Bisexual, and • Eagle County Health and Human Transgender Community Center of Services Colorado • El Centro AMISTAD • Tri-County Health Network • El Paso County Public Health • Warm Cookies of the Revolution • Hispanic Affairs Project • Western Colorado Area Health Education Center HEALTH EQUITY LEARNING SERIES Lydia X. Z. Brown (they/them) • Activist, writer and speaker • Past President, TASH New England • Chairperson, Massachusetts Developmental Disabilities Council • Board member, Autism Women’s Network ACCESS NOTE Please use this space as you need or prefer. Sit in chairs or on the floor, pace, lie on the floor, rock, flap, spin, move around, step in and out of the room. CONTENT/TW I will talk about trauma, abuse, violence, and murder of disabled people, as well as forced treatment and institutions, and other acts of violence, including sexual violence. Please feel free to step out of the room at any time if you need to. BEYOND SERVICE -
1 Recommended Books About the Disability Experience Adventures In
Recommended Books About the Disability Experience Adventures in the Mainstream: Coming of Age with Down Syndrome. (2005). Greg Palmer. Like many parents, Greg Palmer worries about his son’s future. But his son Ned’s last year of high school raises concerns and anxieties for him that most parents don’t experience. Ned has Down syndrome; when high school ends for him, school is out forever. The questions loom: What’s next? How will Ned negotiate the world without the structure of school? Will he find a rewarding job in something other than food service? To help him sort out these questions and document his son’s transition from high school to work, Palmer, an award-winning writer and producer of PBS documentaries, keeps a journal that’s the basis of this thoughtful and entertaining book. (Amazon.com) After the Tears: Parents Talk About Raising a Child With a Disability. (1987). Robin Simons. In parenting a child with a disability you face a major choice. You can believe that your child's condition is a death blow to everything you've dreamed and worked toward until now or you can decide that you will continue to lead the life you'd planned - and incorporate your child into it. Parents who choose the latter course find they do a tremendous amount of growing. This is the story of many such parents - parents who have struggled, learned and grown in the years since their children were born. They share their stories with you to give you the benefit of their experiences, to let you know you're not alone, and to offer you encouragement in growing with and loving your child. -
The Cerebral Subject and the Challenge of Neurodiversity
BioSocieties (2009), 4, 425–445 ª London School of Economics and Political Science doi:10.1017/S1745855209990287 The Cerebral Subject and the Challenge of Neurodiversity Francisco Ortega Institute for Social Medicine, State University of Rio de Janeiro, Rua Saˇ o Francisco Xavier 524, Rio de Janeiro CEP 20550-900, Brazil E-mail: [email protected] Abstract The neurodiversity movement has so far been dominated by autistic people who believe their condition is not a disease to be treated and, if possible, cured, but rather a human specificity (like sex or race) that must be equally respected. Autistic self-advocates largely oppose groups of parents of autistic children and professionals searching for a cure for autism. This article discusses the posi- tions of the pro-cure and anti-cure groups. It also addresses the emergence of autistic cultures and various issues concerning autistic identities. It shows how identity issues are frequently linked to a ‘neurological self-awareness’ and a rejection of psychological interpretations. It argues that the preference for cerebral explanations cannot be reduced to an aversion to psychoanalysis or psychological culture. Instead, such preference must be understood within the context of the dif- fusion of neuroscientific claims beyond the laboratory and their penetration in different domains of life in contemporary biomedicalized societies. Within this framework, neuroscientific theories, prac- tices, technologies and therapies are influencing the ways we think about ourselves and relate to others, favoring forms of neurological or cerebral subjectivation. The article shows how neuroscien- tific claims are taken up in the formation of identities, as well as social and community networks. -
Heller 7-Day Neurodiversity Inclusion Challenge-Introduction
The 7-Day Neurodiversity Inclusion Challenge at Heller Introduction Many people are unfamiliar with the term “neurodiversity,” a concept originating in the autistic community and made widely known, in particular, by Jim Sinclair, a pioneer of autistic self-advocacy. Briefly, “neurodiversity” refers to the range of neurological divergence from “neurotypical” patterns of cognition. The term and concept originated from the neurodiversity movement, a social movement that argues that society should accommodate and include people with neurological disabilities rather than seek to cure them or enforce typical behavior. Human minds vary, and these variations do not all require a cure. The term also can imply that no typical or normal brain exists at all; all brains are variations on a theme. Associated primarily with autism (now known clinically as autism spectrum disorder [ASD]), neurodiversity usually also includes attention-deficit/hyperactivity disorder (ADHD), dyslexia, and dyspraxia as well as many other conditions. Some apply the term not only to innate conditions but also to acquired conditions, for example, neurological divergence caused by brain injury. Different disability communities have different politics. While some do seek cures or other interventions designed to promote typical function, a growing number of communities have adopted the neurodiversity framework as offering a better approach to research, support, and advocacy. While neurodiversity is consistent with services and supports designed to help people achieve important person-centered goals like communication, independent living, and avoiding self-injury, therefore, the neurodiversity movement rejects the idea that service provision or research should promote typical behavior, like eye contact or standard movement and speech patterns. -
Understanding Autism
1 Understanding Autism Autism is a way of being. It is pervasive; it colors every experience, every sensation, perception, thought, emotion, and encounter, every aspect of existence. It is not possible to separate the autism from the person. Jim Sinclair (1993) ur first chapter will focus on understanding autism spectrum disor- O der (ASD) for one simple reason: Informed support leads to better outcomes. Although topics related to autism are frequently in the news, the disorder is not widely understood. Many people still perceive indi- viduals with autism based on movie depictions like Rain Man, Forrest Gump, Mozart and the Whale, and Adam. Although there is some truth to these depictions, each is really just a portrayal of one individual. To com- plicate matters, a student with autism may show little evidence of a dis- ability. The student is not using a brace or walking with a guide dog. He appears typical, with no physical evidence of a challenge. Despite outward appearances, the diagnosis leaves the student disconnected from others while distorting his perceptions of the world in which he lives. There is less tolerance in schools and society in general for disabilities that are hidden. It’s much harder for students and adults to understand differences they can’t see. The student with ASD senses things differently than his typical peers and may respond in unusual ways. As a result, the student is frequently misunderstood. Misunderstandings can lead to mistreatment, exclusion, and perhaps even abuse. Understanding 5 6 TEACHING ADOLESCENTS WITH AUTISM the range of potential characteristics of this disorder will empower you to be an effective advocate and teacher. -
Autistic Adult and Non-Autistic Parent Advocates: Bridging the Divide
AUTHORS' VERSION Rottier, H. & Gernsbacher, M. A. (2020). Autistic adult and non-autistic parent advocates: Bridging the divide. In. A. C. Carey, J. M., Ostrove, & T. Fannon (Eds.) Disability alliances and allies (Research in social science and disability, Vol. 12, pp. 155-166). Emerald Publishing Limited. https://doi.org/10.1108/S1479-354720200000012011 Chapter 7 AUTISTIC ADULT AND NON-AUTISTIC PARENT ADVOCATES: BRIDGING THE DIVIDE Helen Rottier and Morton Ann Gernsbacher ABSTRACT Purpose: Due to the developmental nature of autism, which is often diagnosed in preschool or elementary school-aged children, non-autistic parents of autistic children typically play a prominent role in autism advocacy. How- ever, as autistic children become adults and adult diagnoses of autism continue to rise, autistic adults have played a more prominent role in advo- cacy. The purpose of this chapter is to explore the histories of adult and non-autistic parent advocacy in the United States and to examine the points of divergence and convergence. Approach: Because of their different perspectives and experiences, advocacy by autistic adults and non-autistic parents can have distinctive goals and conflicting priorities. Therefore, the approach we take in the current chapter is a collaboration between an autistic adult and a non-autistic parent, both of whom are research scholars. Findings: The authors explore the divergence of goals and discourse between autistic self-advocates and non-autistic parent advocates and offer three principles for building future -
Jane Eyre. the Madwoman and the Blindman
THE MADWOMAN AND THE BLINDMAN THE MADWOMAN AND THE BLINDMAN Jane Eyre, Discourse, Disability EDITED BY DAVID BOLT JULIA MIELE RODAS ELIZABETH J. DONALDSON WITH A FOREWORD BY LENNARD J. DAVIS The Ohio State University Press | Columbus Copyright © 2012 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data The madwoman and the blindman : Jane Eyre, discourse, disability / Edited by David Bolt, Julia Miele Rodas, and Elizabeth J. Donaldson ; with a foreword by Lennard J. Davis. p. cm. Includes bibliographical references and index. ISBN 978-0-8142-1196-0 (cloth : alk. paper)—ISBN 978-0-8142-9297-6 (cd) 1. Brontë, Charlotte, 1816–1855. Jane Eyre—Criticism, Textual. 2. People with disabilities in literature. I. Bolt, David, 1966– II. Rodas, Julia Miele, 1965– III. Donaldson, Eliza- beth J., 1965– PR4169.M23 2012 823'.8—dc23 2012027263 Cover design by James A. Baumann Text design by Juliet Williams Type set in Adobe Sabon and ITC Galliard Printed by Sheridan Books, Inc. The paper used in this publication meets the minimum requirements of the American Na- tional Standard for Information Sciences—Permanence of Paper for Printed Library Materi- als. ANSI Z39.48-1992. 9 8 7 6 5 4 3 2 1 Contents List of Illustrations vii Foreword by Lennard J. Davis ix Acknowledgments xiii INTRODUCTION · The Madwoman and the Blindman Julia Miele Rodas, Elizabeth J. Donaldson, and David Bolt 1 CHAPTER 1 · The Corpus of the Madwoman: Toward a Feminist Disability Studies Theory of Embodiment and Mental Illness Elizabeth J. Donaldson 11 CHAPTER 2 · The Blindman in the Classic: Feminisms, Ocularcentrism, and Jane Eyre David Bolt 32 CHAPTER 3 · “On the Spectrum”: Rereading Contact and Affect in Jane Eyre Julia Miele Rodas 51 vi CHAPTER 4 · From India-Rubber Back to Flesh: Contents A Reevaluation of Male Embodiment in Jane Eyre Margaret Rose Torrell 71 CHAPTER 5 · From Custodial Care to Caring Labor: The Discourse of Who Cares in Jane Eyre D. -
Inclusion Notebook Problem Solving in the Classroom and Community
The Inclusion Notebook Problem solving in the classroom and community Vol. VIII No. 1 Fall 2009 Including Students with Autism (Part 1): in this What EVERY Educator Needs to Know Issue The Inclusion Notebook is produced twice a year and is a publication of the University of Connecticut A.J. Pappanikou Center for Excellence in Developmental Disabilities Education, Research, and Service. For questions, comments, or corrections regarding this publication, please contact Gabriela Freyre-Calish at (860) 679-1563. ON THE COVER: This issue and the next of The Inclusion Notebook provide educa- tors with essential information about students with autism spec- State of the Art Information trum differences (ASDs) from preschool through high school. for Educators about Autism ASDs include classic autism, Asperger syndrome, pervasive de- Spectrum Differences velopmental disorder-not otherwise specified (PDD-NOS), and several genetic conditions in which the student appears to have Labels on the Autism autism. Whereas Volume VI, Number 1 of TIN provided an over- Spectrum: A New View view of traditional service models used to educate students with (page 2) ASDs, this edition (Part 1) and the next (Part 2) contain a variety of cutting edge research-to-practice information. This 2-part se- Applying the MACS Model in ries will shatter myths about autism spectrum differences; provide Practice: Fully Including readers with actual situations in which, by applying the MACS Students with Autism Model described in the first article, students with even the most (page 5) severe autistic behaviors have been successfully included in gen- eral education class without requiring substantially separate in- struction; and address common questions educators across the Common Questions Educators country have been asking. -
Neurodiversity 10Th Annual Nurturing Developing Minds Conference
Neurodiversity 10th Annual Nurturing Developing Minds Conference Manuel F. Casanova, M.D. SmartState Endowed Chair in Childhood Neurotherapeutics University of South Carolina Greenville Health System Conflict of Interests Neuronetics (TMS platform), Neuronetrix Incorporated, Clearly Present Foundation Pfizer, Eisai, Nycomed Amersham, Aventis Pasteur Limited, Medvantis Medical Service Council of Health Care Advisors for the Gerson Lehrman Goup Royalties: Springer, Nova, Taylor and Francis, John Wiley I am a physician who deals with individuals with neurodevelopmental disabilities and have a grandson with autism. Neurodiversity “A new wave of activists wants to celebrate atypical brain function as a positive identity, not a disability.” New York News and Politics “…neurological (brain wiring) differences, traditionally seen as disadvantages, are really advantages.” Fox and Hounds “What is autism: a devastating developmental disorder, a lifelong disability, or a naturally occurring form of cognitive difference akin to certain forms of genius?” SUPOZA.COM NEURODIVERSITY AND AUTISTIC PRIDE Individual with autism vs. Autistic Individual Control subject vs. Typically developing(TD) subject What message are you sending??? “Why is it that what makes me me, needs to be classified as a disability?” A child under 18 will be considered disabled if he or she has a medically determinable physical or mental impairment or combination of impairments that cause marked and severe functional limitations, that can be expected to cause death or that has lasted or can be expected to last for a continuous period of not less than 12 months. Normal variation in the human genome A social category rather than a medical disorder Includes autism, bipolar disorders, and other neurotypes It does not need to be cured ABA is specially pernicioius. -
Double Empathy, Explained
Spectrum | Autism Research News https://www.spectrumnews.org NEWS Double empathy, explained BY RACHEL ZAMZOW 22 JULY 2021 Listen to this story: Difficulty navigating social interactions pervades even the earliest accounts of autism. This defining trait of the condition has informed prevailing theories of its roots as well as the design of many autism treatments. But an emerging line of work supports a more nuanced look at the social abilities of autistic people. Proponents of an idea called the ‘double empathy problem’ believe that communication breakdowns between autistic and non-autistic people are a two-way issue, caused by both parties’ difficulties in understanding. This ‘double problem’ challenges long-held theories of autism that point to social shortcomings of people with autism as the reason interactions flop. It also echoes principles of neurodiversity in its assumption that autistic people simply have a different way of communicating rather than a deficient one. “As a theory, it matches autistic phenomenology coming from insider accounts,” says autistic researcher Damian Milton, lecturer in developmental and intellectual disabilities at the University of Kent in the United Kingdom. Although scientific support for the theory is building, it is not yet rock solid. And not all researchers are tuned in to this new direction, says Matthew Lerner, associate professor of psychology, psychiatry and pediatrics at Stony Brook University in New York. “The double empathy problem is a younger theory empirically,” he says. What is the double empathy problem? The basis of the theory is that a mismatch between two people can lead to faulty communication. This disconnect can occur at many levels, from conversation styles to how people see the world. -
Rethinking Autism, Communication, and Community
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Winter 3-31-2015 Rethinking Autism, Communication, and Community Involvement: Exploring Involvement in Online Communities, Communication Preference, Autistic Identity, and Self-Determination Colleen Anne Kidney Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Psychology Commons Let us know how access to this document benefits ou.y Recommended Citation Kidney, Colleen Anne, "Rethinking Autism, Communication, and Community Involvement: Exploring Involvement in Online Communities, Communication Preference, Autistic Identity, and Self-Determination" (2015). Dissertations and Theses. Paper 2224. https://doi.org/10.15760/etd.2221 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Rethinking Autism, Communication, and Community Involvement: Exploring Involvement in Online Communities, Communication Preference, Autistic Identity, and Self-Determination by Colleen Anne Kidney A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Applied Psychology Dissertation Committee: Eric Mankowski, Chair Katherine E. McDonald Greg Townley Christina Nicolaidis Laurie Powers Portland State University 2015 i Abstract Autistic individuals experience marginalization and stigmatization, and are often not connected to mainstream services or organizations fostering peer relationships (Boundy, 2008; Jaarsma & Welin, 2012; Robertson, 2010). Therefore, the accomplishments of the online Autistic community in building a community for self- advocacy, peer-support, friendships, and identity development (Brownlow & O’Dell, 2006; Kidney, 2012) are important to recognize, empirically examine, and promote (Blume, 1997a; Davidson, 2008).