Autism® Soars Across the Country
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2007 Awards Issue Newbery and Caldecott Speeches
Childrenthe journal of the Association for Library Service to Children &LibrariesVolume 5 Number 2 Summer/Fall 2007 ISSN 1542-9806 2007 Awards Issue Newbery and Caldecott Speeches 50 East Huron Street, Chicago, Illinois 60611 Book Clubs for Teens • Tips for First-Year Managers NON-PROFIT ORG. U.S. POSTAGE PAID BIRMINGHAM, AL PERMIT NO. 3020 “A story to love.”* Ruth White Author of BELLE PRATER’S BOY, a Newbery Honor Book �“At the heart of the story are profound questions that readers will enjoy puzzling out.” —Starred, Booklist �“A tale of magical beginnings and the everyday magic of an ordinary place populated by a colorful cast of characters worthy of Dickens.” —*Starred, Kirkus Reviews “Captivating and thoughtful on many levels.” —School Library Journal “Has its own memorable charm.” —The Horn Book $16.00 / 978-0-374-38251-3 / Ages 10 up FARRAR•STRAUS•GIROUX www.fsgkidsbooks.com Table Contents● ofVolume 5, Number 2 Summer/Fall 2007 Notes 43 Making Storytime Available to Children of Working Parents 2 Editor’s Note Public Libraries and the Scheduling of Children’s Literacy Programs Sharon Verbeten Sandra Hughes-Hassell, Denise Agosto, and Xiaoning Sun 2 Executive Director’s Note Diane Foote 49 Jumpstart’s Read for the Record Sets a World Record in 2006 3 Outgoing President’s Message Jumpstart Launches 2007 Campaign Kathleen T. Horning 4 Incoming President’s Message Departments Jane B. Marino 50 Research and Development Column Features Sex and Violence: Is Exposure to Media Content Harmful to Children? Bowie Kotrla 6 Award Acceptance -
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. -
IACC Meeting Full Slide
Meeting of the Interagency Autism Coordinating Committee Thursday, April 19, 2018 Bethesda Marriot Hotel 5151 Pooks Hill Road Congressional Room Bethesda, MD 20814 Conference Call Access: Phone: 800-857-9791 Access Code: 8959122 Meeting of the IACC Morning Agenda 9:00 AM Welcome, Introductions, Roll Call, and Approval of Minutes Joshua Gordon, M.D., Ph.D. Director, NIMH and Chair, IACC Susan Daniels, Ph.D. Director, OARC, NIMH and Executive Secretary, IACC 9:10 Report from the HHS National Coordinator Ann Wagner, Ph.D. HHS National Autism Coordinator and Chief, Biomarker and Intervention Development for Childhood-Onset Mental Disorder Branch Division of Translational Research National Institute of Mental Health Meeting of the IACC Morning Agenda - continued 9:15 Panel on Employment for People on the Autism Spectrum Scott Michael Robertson, Ph.D. Policy Advisor, Youth Policy Team, Office of Disability Employment Policy, U.S. Department of Labor Jose Velasco, M.S. Vice-President of Operations and Strategy Global Co-Lead, Autism at Work SAP Marjorie Madfis, M.B.A. Yes She Can, Inc. Meeting of the IACC Morning Agenda - continued Panel on Employment for People on the Autism Spectrum Lori Ireland, M.B.A. Co-Founder and Board Member Extraordinary Ventures Paige Morrow Managing Director Extraordinary Ventures 11:00 Morning Break Meeting of the IACC Morning Agenda - continued 11:15 Committee Business Susan Daniels, Ph.D. Director, OARC, NIMH and Executive Secretary, IACC Joshua Gordon, M.D., Ph.D. Director, NIMH and Chair, IACC 12:00 PM Lunch Welcome Introductions Roll Call Approval of Minutes Joshua Gordon, M.D., Ph.D. -
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. -
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AUTISM SPECTRUM NEWS TM YOUR TRUSTED SOURCE OF SCIENCE-BASED AUTISM EDUCATION, SPRING 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 6 NO. 4 Autism in the Workplace Identifying Employment Opportunities and Providing Support By Raul Jimenez II, MST According to Unger (1999), the roles and Amy Greenberg, BA of supervisors and co-workers are in- New Frontiers in Learning strumental to the success of people with disabilities in the workplace. Support is essential in the following areas: learning etween 1997 and 2011, the un- how to complete tasks and regular job employment rate of those di- duties, how to perform infrequent duties agnosed with disabilities has associated with the position, learning how ranged from 72% to 88%. This to complete novel tasks and assignments, Bis an astounding number of persons with taking lunch and other breaks, etc. Ung- disabilities and Autism Spectrum Disor- er’s research determined that success was ders (ASD), specifically, without a job. ensued with the proper training and sup- Despite the enthusiasm, motivation, and port in place to help those with disabilities dependability so many job seekers with in the workforce. ASD have in their will to work, many workplaces are hesitant to take the risk to Examples of Supported Employment support them, or lack the knowledge on how to support them in an employment A company in Guildford, CT, called Ros- setting. Supported employment is the es for Autism, trains, hires and provides opportunity for individuals with disabil- other employment opportunities for older ities to be integrated in a working envi- students and adults on the autism spec- ronment with the necessary supports to Flatow (1997) has argued that busi- and routines, such as a co-worker assist- trum. -
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. -
Adults Living with Autism Spectrum Disorder
A d u l t s L i v i n g with Autism Spectrum Disorder : Self Perceived Traits of Autism, Marital Quality, Parenting Competency and Anxiety Symptoms Winnie Yu Pow La u B. Com.; B. A. (Hons); M. Ed. (Dist); PGDip (C&F Psyc) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 School of Psychology Abstract Autism Spectrum Disorder (ASD) are life-long conditions characterised by socio- communication deficits and stereotyped behaviours (American Psychiatric Association, 2013). To date, little is known about experiences of adults living with ASD, especially for those who manage to develop couple relationships and become parents (Howlin & Moss, 2012). This research examines the associations between self-perceived traits of autism and marital quality, parenting sense of competency and anxiety symptoms in adults affected by ASD. Uniquely, the sample encompasses 1) adults diagnosed with ASD whose children also have diagnosis of ASD; 2) non-ASD diagnosed parents who have children diagnosed with ASD and; 3) non-ASD parents who have typically developing children. Parents of children diagnosed with ASD are particularly targeted for their susceptibility to tendency towards autism (Bernier, Gerdts, Munson, Dawson, & Estes, 2011), and their distinctively high prevalence of psychiatric illness and marital breakdowns (Benson & Kersh, 2011; Hayes & Watson, 2013). Effects of child versus parental traits of autism were considered simultaneously. The thesis entails five empirical studies of which four have been published in peer- reviewed journals and one currently under review. Study 1 (chapter 5) investigated the associations between adult attachment style, marital quality and parenting satisfaction in adults formally diagnosed with Asperger’s Disorder/Asperger’s Syndrome (AS; a higher functioning variant of ASD). -
Grantee Advised Grants Grants That Support SVCF's Grantmaking Strategies Total 10 Books a Home $256,500.00 $256,500.00 10,000 De
Grants that support SVCF's Grantee Advised Grants Total grantmaking strategies 10 Books A Home $256,500.00 $256,500.00 10,000 Degrees $5,000.00 $5,000.00 100 Women Charitable Foundation, Inc. $1,500.00 $1,500.00 1000 Friends of Oregon $1,500.00 $1,500.00 10000 Cries for Justice $20,000.00 $20,000.00 108 Monkeys $50,000.00 $50,000.00 1-A District Agricultural Association $2,000.00 $2,000.00 31heroes Projects $5,000.00 $5,000.00 350 Org $400.00 $400.00 3rd I South Asian Independent Film $10,000.00 $10,000.00 4 Paws For Ability, Inc. $250.00 $250.00 4word $5,000.00 $5,000.00 826 Michigan $1,000.00 $1,000.00 826 Valencia $17,500.00 $17,500.00 826LA $262.50 $262.50 A Foundation Building Strength Inc. $13,500.00 $13,500.00 A Future in Hope $2,000.00 $2,000.00 A Gifted Education, Inc. $1,000.00 $1,000.00 A Home Within, Inc. $200.00 $200.00 A Network for Grateful Living, Inc. $1,000.00 $1,000.00 A Place to Start $50,000.00 $50,000.00 A Safe Place, Inc. $3,500.00 $3,500.00 A Window Between Worlds $1,000.00 $1,000.00 A Wish With Wings, Inc. $3,000.00 $3,000.00 A Woman's Work, Inc. $3,500.00 $3,500.00 Grants that support SVCF's Grantee Advised Grants Total grantmaking strategies A. J. Muste Memorial Institute $400.00 $400.00 A.S.S.I.A. -
Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder
Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder by Jason Manett A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto © Copyright by Jason Manett 2020 Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder Jason Manett Doctor of Philosophy Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto 2020 Abstract This study examined the social experiences and understandings of friendship of postsecondary students with autism spectrum disorder (ASD). Ten students from Ontario postsecondary institutions participated in semi-structured interviews and data were analyzed according to the principles of modified grounded theory. Participants’ responses indicate that they had conventional understandings of friendship that included compatible interests and aspects of intimacy. They expressed confidence about their strengths, personalities, and social abilities, and were motivated to develop and maintain friendships and participate in social activities with their peers. They also described experiencing communication challenges and difficulty engaging in various social environments. Participants positioned themselves as “somewhere in the middle” of peers with and without ASD in terms of social functioning, viewed supports as appropriate for others with ASD but not themselves, and employed strategic approaches to socializing in order to balance their desire for social connection with the impacts of the challenges that they experienced. They described areas ii of satisfaction and dissatisfaction or ambivalence with regard to their social lives. -
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UTISM PECTRUM EWS TM A YOUR TRUSTEDS SOURCE OF SCIENCE-BASED AUTISM EDUCATION,N FALL 2016 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 9 NO. 2 The Unique Needs of Girls and Women with Autism Advice from a Young Woman in College with ASD By Michele Ramsay, EdD placed on all new medications and meet Program Director new doctors. Now this label is not so scary, CIP Brevard Center and I can better understand the WHY to some of my behaviors. That allowed me to cope better and use the techniques the doc- hy is it sometimes difficult tors were showing me to fit in. to identify females on the I have heard that when a female is de- autism spectrum? Have they mure and not very talkative that she can be taught themselves to behave passed off as shy. If she gets really emo- Wdifferently in social situations? Have they tional and passionate about something, mastered the act of a social fake? Or have then someone says that’s her hormones, they simply figured out how to seek refuge and not emotional dysregulation, which is and escape? what they would say with a male student In working with students on the autism showing those characteristics. I feel that spectrum, female students often present society isn’t going to change anytime soon themselves differently than their male peers. and it will always be easier to diagnose a To dig deeper into this topic, we interviewed guy over a girl because too many people Stephanie Smith, a 24-year-old student at say … it’s just a female thing. -
Romantic Relationships: an Exploration of the Lived Experiences of Young Women Who Identify a Diagnosis of Autism Spectrum Disor
Romantic Relationships: An Exploration of the Lived Experiences of Young Women who identify a Diagnosis of Autism Spectrum Disorder SHONA LANDON A thesis submitted in partial fulfilment of the requirements of the University of East London for the Professional Doctorate in Educational and Child Psychology July 2016 Declaration I declare that while registered as a research degree student at UEL I have not been a registered or enrolled student for another award of this university or of any other academic or professional institution. I declare that no material used in this thesis has been used in any other submission for an academic award. I declare that my research required ethical approval from the University Ethics Committee (UREC) and confirmation of approval is embedded within the appendices of this thesis. i Acknowledgements I would like thank you to everyone who has supported me on this research journey, especially my parents, Mike Landon and Pat Maclean. You have both helped so much in countless ways. I would also like to thank my academic supervisor, Dr Miles Thomas, for your support, guidance and enthusiasm for my research; my placement supervisor Dr Rebecca Williamson for being so supportive; Caelin Robinson (for transcribing, proof reading, editing and critiquing); Stephanie O’Grady Walsh (for transcribing); my wonderful friends and family for your encouragement (and patience!) while I have been working hard; my TEP colleagues who are now also friends (especially Orla and Anna for your interview practice acting!); the inspiring researchers who have presented at the London IPA group; and the many kind people who have helped me with participant recruitment. -
How Is Counselling Experienced by People with Asperger's Syndrome?
HOW IS COUNSELLING EXPERIENCED BY PEOPLE WITH ASPERGER'S SYNDROME?: A QUALITATIVE STUDY STEPHANIE WILSON A thesis submitted in partial fulfilment of the requirements of the University of the West of England, Bristol for the award of Professional Doctorate in Counselling Psychology Department of Health and Social Sciences, Faculty of Health and Applied Sciences, University of the West of England, Bristol. October 2016 Steph Wilson: 03503102 Word Count (excluding article): 32,438 CONTENTS Abstract 4 1.0 Introduction 6 1.1 What is Asperger’s Syndrome (AS)? 6 1.2 Terminology 9 1.3 Assessment and Diagnosis of AS 10 1.4 Lived Experiences of AS 12 1.5 Critiques of the Diagnosis of AS 15 1.6 Theories of Causation 17 1.7 AS in a Counselling Context 18 1.8 The Therapeutic Relationship 24 1.9 The Aims of the Current Research 26 2.0 Methodology 27 2.1 Research Design 27 2.2 Analysis 32 2.3 Personal Reflections 34 3.0 Analysis 35 3.1 Overarching Theme 1: Being ‘Aspie’: Belonging and not Belonging; “I'm 37 Happy to Know my Place in the World” 3.2 Overarching Theme 2: Why Traditional Counselling does not Work for 45 Me; “How Could She Help Me if She Didn't Understand Me?” 3.3 Overarching Theme 3: The Importance of the Therapeutic Relationship 58 to Counselling 3.4 Overarching Theme 4: What is Wanted from Therapy: Practical 66 Strategies and Interventions 4.0 Discussion 71 4.1 Key Research Findings 71 4.2 Implication for Practice 80 4.3 Reflections on the Research Interview 87 Steph Wilson: 03503102 2 4.4 Evaluation of the Research 89 4.5 Recommendations for Future Research 90 4.6 Conclusions 92 5.0 References 93 Appendices 114 Journal Article 122 Steph Wilson: 03503102 3 ABSTRACT Introduction: People with Asperger's syndrome (AS) are known to have high incidences of anxiety and depression, meaning they sometimes seek counselling.