DOCSLIB.ORG

Neurodiversity in the Classroom : Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life / Thomas Armstrong

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Neurodiversity in the Classroom : Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life / Thomas Armstrong Thomas ARMSTRONG NEURODIVERSITY in the Classroom Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life NEURODIVERSITY in the Classroom NEURODIVERSITY_V5.indd i 11/2/12 9:41 AM Many ASCD members received this book as a member benefit upon its initial release. Learn more at: www.ascd.org/memberbooks Thomas ARMSTRONG NEURODIVERSITY in the Classroom Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life Alexandria, VA USA NEURODIVERSITY_V5.indd iii 11/2/12 9:31 AM 1703 N. Beauregard St. • Alexandria, VA 22311 1714 USA Phone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400 Website: www.ascd.org • E-mail: [email protected] Author guidelines: www.ascd.org/write Gene R. Carter, Executive Director; Mary Catherine (MC) Desrosiers, Chief Program Development Officer; Richard Papale, Publisher; Genny Ostertag, Acquisitions Editor; Julie Houtz, Director, Book Editing & Production; Ernesto Yermoli, Editor; Lindsey Smith, Graphic Designer; Mike Kalyan, Production Manager; Keith Demmons, Desktop Publishing Specialist; Andrea Wilson, Production Specialist © 2012 by Thomas Armstrong. All rights reserved. It is illegal to reproduce copies of this work in print or electronic format (including reproductions displayed on a secure intranet or stored in a retrieval system or other electronic storage device from which copies can be made or displayed) without the prior written permission of the publisher. By purchasing only authorized electronic or print editions and not participating in or encouraging piracy of copyrighted materials, you support the rights of authors and publishers. Readers who wish to duplicate this copyrighted material may do so for a small fee by contacting the Copyright Clearance Center (CCC), 222 Rosewood Dr., Danvers, MA 01923, USA (phone: 978-750-8400; fax: 978-646-8600; Web: www.copyright.com). For requests to reprint or to inquire about site licensing options, contact ASCD Permissions at www.ascd.org/permissions, or permission @ascd.org, or 703-575-5749. For a list of vendors authorized to license ASCD e-books to institutions, see www.ascd.org/epubs. Send translation inquiries to [email protected]. Printed in the United States of America. Cover art © 2012 by ASCD. ASCD publications present a variety of viewpoints. The views expressed or implied in this book should not be interpreted as official positions of the Association. All referenced trademarks are the property of their respective owners. All web links in this book are correct as of the publication date below but may have become inactive or otherwise modified since that time. If you notice a deactivated or changed link, please e-mail [email protected] with the words “Link Update” in the subject line. In your message, please specify the web link, the book title, and the page number on which the link appears. ASCD Member Book, No. FY13-1 (Dec. 2012, P). ASCD Member Books mail to Premium (P), Select (S), and Institutional Plus (I+) members on this schedule: Jan., PSI+; Feb., P; Apr., PSI+; May, P; July, PSI+; Aug., P; Sept., PSI+; Nov., PSI+; Dec., P. Select membership was formerly known as Comprehensive membership. PAPERBACK ISBN: 978-1-4166-1483-8 ASCD product #113017 Also available as an e-book (see Books in Print for the ISBNs). Quantity discounts: 10–49 copies, 10%; 50+ copies, 15%; for 1,000 or more copies, call 800- 933-2723, ext. 5634, or 703-575-5634. For desk copies: www.ascd.org/deskcopy Library of Congress Cataloging-in-Publication Data Armstrong, Thomas, author. Neurodiversity in the classroom : strength-based strategies to help students with special needs succeed in school and life / Thomas Armstrong. pages cm Includes bibliographical references and index. ISBN 978-1-4166-1483-8 (pbk.) 1. Children with disabilities--Education--United States. 2. Special education--United States. I. Title. LC4031.A68 2012 371.9--dc23 2012033785 22 21 20 19 18 17 16 15 14 13 12 1 2 3 4 5 6 7 8 9 10 11 12 And what do we teach our children? We teach them that two and two make four, and that Paris is the capital of France. When will we also teach them what they are? We should say to each of them: Do you know what you are? You are a marvel. You are unique. In all the years that have passed, there has never been another child like you. You may become a Shakespeare, a Michelangelo, a Beethoven. You have the capacity for anything. Yes, you are a marvel. —Pablo Casals NEURODIVERSITY in the Classroom Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life Introduction .................................................................................................... 1 1 Neurodiversity: The New Diversity .................................................. 7 2 The Multiple Talents of Students with Learning Disabilities ..................................................................28 3 The Joys of ADHD ...............................................................................48 4 The Gifts of Autism..............................................................................70 5 The Strengths of Students with Intellectual Disabilities .......92 6 The Bright Side of Kids with Emotional and Behavioral Disorders ................................................................. 116 7 The Strength-Based School ........................................................... 136 References ................................................................................................. 162 Index .............................................................................................................177 About the Author .................................................................................... 183 Introduction I remember the day like it was yesterday. I had just been hired for my first teaching job in Montreal, Canada, as a special education teacher. My district supervisor wanted to take me around and show me some model special education programs before I actually began teaching. We entered the first classroom, where there were about 10 students working (or at least sitting) quietly at their desks. They were about 8 or 9 years old. I was especially impressed by how quiet they were—overly quiet, really. The special education teacher welcomed us into her classroom with a broad smile. Then, in a voice loud enough to be heard by all the children, she announced, “These are my slow students.” My heart sank and I thought to myself, “Is the teacher insane? Doesn’t she realize that these kids have ears?” I felt embarrassed standing there, as if I myself was a party to this gross insensitivity. The moment passed, however, and before long I was taking charge of my own junior high special education classroom. My students were not overly quiet. In fact, I had a knack (some might say a curse) for bringing out in my students whatever shadowy emotions were swirling around just below the surface. Not infrequently, my students 1 2 Neurodiversity in the Classroom would come up to me and ask, “Mr. A., why do we have to be in this retarded classroom?” I’d mumble something about their needing extra help and would leave it at that. But I was troubled by the question. Over the next several years of teaching, I’d be confronted again and again with this basic dilemma. On the one hand, I was providing students with special help to remediate their learning and behavior difficulties, which was good. On the other hand, I was also presiding over a system that segregated these kids based upon their negative attributes, which wasn’t so good. As one former special education student, now an adult, told me, “They thought I was bad at something, so they tested me to find exactly how bad I was at it, and then spent the next years of my life making me do what I was bad at as much as possible.” Take a moment to consider this little thought experiment. Think about your greatest difficulty or limitation in life, whatever that might be (academic or nonacademic). Now imagine that you have been tested and found wanting in that area, and that you are then sent to a special program where you spend most of your time focusing on that area. Not a very pretty picture, is it? Yet this is what many children in special education face on a daily basis. The history of special education in the United States, of course, presents a more complex picture. Without going into the whole legis- lative history, suffice it to say that during the 1960s and 1970s, due in large part to concerted parent advocacy efforts, increasing govern- ment involvement in education, and the growth of scientific research regarding special needs issues, our public schools underwent a sea change in providing services for kids in special education (Osgood, 2007). A breakthrough was achieved in 1975 with the passage of the Education for All Handicapped Children Act, which mandated that every child with special needs in the public schools receive an appro- priate education in the least restrictive environment. I started working as a learning disability specialist in 1976. Since that time, research in genetics, the brain, human development, and related fields has Introduction 3 increased exponentially, providing an even greater awareness of the needs of children who have been previously unserved or underserved in special education programs. In the 1980s and 1990s, children diagnosed with attention deficit hyperactivity disorder (ADHD) and related problems such as oppo- sitional defiant disorder and Tourette syndrome were added to the list of those served. In the
Load more

Recommended publications
  • 2015 Program
    Table of Contents 13 41 47 52 7 Festival Team and Special Thanks 9 Festival Details 10 Founder’s Note 13 About UNICEF: 2015 Charity Partner 14 Rachel Winter: Women in Production Panelist, Writer and Producer 17 Programmer’s Note 18 2015 Narrative and Documentary Feature Films 30 2015 Narrative and Documentary Short Films 36 Festival Village Map 40 VIP Lounge and Celebrity Gifting Suites 41 Colin Hanks: Panelist, Executive Board Member and Director 43 Panels and Workshops 51 Opening Night Party 52 Changemaker Honoree Gala 54 Alysia Reiner: Social Impact Juror, Panelist, Actress and Director 62 2015 Sponsors 63 Festival Partners 66 Special Thanks to Supporters Official Program content as of May 15, 2015 | Please visit website for Festival Updates | 5 | 7 8 | Festival details Passes and Tickets Please visit www.greenwichfilm.org for ticket information and a current schedule of events. Purchase passes and event tickets online or from our Box Office. To Purchase Website: www.greenwichfilm.org Box Office: 340 Greenwich Avenue, Greenwich, CT 06830 Monday-Friday 9-6PM Saturday-Sunday: 12-4PM Box Office Telephone: (203) 340-2735 Admission for Passholder vs. Ticket Holders Passholders are required to wear their badge at the entrance of all Festival events. Ticket holders must present their printed tickets at the entrance to Festival events. Films, Parties and Panels Film Screening Locations Cole Auditorium, Greenwich Library: 101 West Putnam Avenue, Greenwich, CT 06831 Bow Tie Cinemas, Theaters 1 -3: 2 Railroad Avenue, Greenwich, CT 06830 Panel
    [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]
  • Autistic Subjectivities: a Critical Narrative Analysis of the Stories of Women Who Self- Identified As Autistic in Adulthood
    Autistic Subjectivities: A critical narrative analysis of the stories of women who self- identified as autistic in adulthood Jacqui Pearse A thesis submitted in partial fulfilment of the requirements of the University of the West of England, Bristol for the degree of Professional Doctorate in Counselling Psychology Faculty of Health and Applied Sciences July 2020 Abstract Until recently, autism was assumed to be a predominantly male phenomenon, but a growing number of women are now identifying as autistic in adulthood after many years of unexplained difficulties in their everyday lives. The findings of the few studies in this area indicate that ‘late diagnosed’ autistic women commonly report a longstanding sense of ‘difference’, accompanied by efforts to conform to social norms and an increased vulnerability to mental health difficulties. To date, however, little attention has been paid to the potential implications for autistic women of dominant androcentric and deficit-focused constructions of autism. The present study employed a critical narrative methodology to explore this by examining the ways that discourses of autism are deployed and/or resisted within the autobiographical stories of women who identified as autistic in adulthood. Narrative interviews were conducted with five women in order to explore the experiences that led to them identifying as autistic in adulthood, and the significance of this for their lives subsequently. The narrative analysis of the interview data was informed by critical realist and social constructionist perspectives, which view personal meaning making as socially mediated and culturally situated. It was found that dominant negative and androcentric discourses initially rendered autism unavailable to participants as a hermeneutic resource but that this changed when they discovered an alternative construction of autism which construes it as a valuable facet of human diversity.
    [Show full text]
  • 100 Day Kit for Newly Diagnosed Families of Young Children
    100 Day Kit For Newly Diagnosed Families of Young Children FAMILY SERVICES JULY 2014 100 DAY KIT A tool kit to assist families of young children 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 tool 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. 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. © 2018 Autism Speaks Inc. Autism Speaks and Autism Speaks Design are registered trademarks owned by Autism Speaks Inc. All rights reserved. The use of unaffiliated representatives for endorsement, advertising, promotional and sales material is prohibited by law. 100 DAY KIT A out This Kit 1 0 0 ay Kit rofessional A v isory ommittee The Autism Speaks 0 0 Day Kit is a tool designed G eral ine awson h. to help assist families of children recently diagnosed Professor, Department of Psychiatry and Behavioral Sci- with autism during the critical period following an ences, Duke niversity Medical Center autism diagnosis. The kit includes basic information about autism and its symptoms, tips for dealing with Ro in . ansen . a child s diagnosis, information about therapies and Director, niversity Center for Excellence in Develop- treatments, forms to help parents get organized, a mental Disabilities comprehensive list of resources and more.
    [Show full text]
  • Resource Guide for Families of Children with Autism Spectrum Disorders
    0001-11-Autism_SNB_autism guide3.qxd 11-01-03 08:48 PageC1 Resource Guide for Families of Children with Autism Spectrum Disorders OFFICE OF SPECIAL HEALTH CARE NEEDS :: REVISED 2011 NOTE TO PROFESSIONALS: THIS IS A VALUABLE RESOURCE FOR YOU AS YOU WORK WITH FAMILIES. 0001-11-Autism_SNB_autism guide3.qxd 11-01-03 08:48 PageC2 0001-11-Autism_SNB_autism guide3.qxd 11-01-05 14:02 Page1 Table of Contents INTRODUCTION 3 SECTION 1: UNDERSTANDING AUTISM SPECTRUM DISORDERS (ASDs) 6 Defining Autism Spectrum Disorders The Disorders Within the Autism Spectrum How ASDs Affect Child Development Developmental Screening Early Periodic Screening, Diagnosis, and Treatment Program Causes of ASDs More about ASDs Common Myths about ASDs SECTION 2: ADJUSTING TO YOUR CHILD’S DIAGNOSIS 20 Don’t Overwhelm Yourself with Information Chronic Sorrow The Five Stages of Grief Be Your Child’s Number One Advocate How to Help Your Family Adjust Steps to Provide Safety Inside and Outside the Home SECTION 3: STEPS AFTER DIAGNOSIS 32 Medical Assistance (Medicaid) Services Other Resources SECTION 4: TREATMENT AND INTERVENTIONS 50 Selecting a Treatment Evidence-Based Practices Behavioral Approaches Biomedical and Dietary Approaches Medications (Psychopharmacologic Treatments) SECTION 5: SPECIAL EDUCATION 68 Special Education Evaluations Individualized Education Program 504 Plan Other Educational Settings Inclusion Institutes Tailoring Special Education for Students with ASDs Educational/Secondary Transition Vocational/Employment Transition Healthcare Transition SECTION 6: COMMUNITY
    [Show full text]
  • A GUIDE to the HUMAN RESOURCE BODY of KNOWLEDGETM (Hrboktm) WEBFFIRS 04/03/2017 18:59:21 Page Ii WEBFFIRS 04/03/2017 18:59:21 Page Iii
    WEBFFIRS 04/03/2017 18:59:21 Page i A GUIDE TO THE HUMAN RESOURCE BODY OF KNOWLEDGETM (HRBoKTM) WEBFFIRS 04/03/2017 18:59:21 Page ii WEBFFIRS 04/03/2017 18:59:21 Page iii AGUIDETOTHE HUMAN RESOURCE BODY OF KNOWLEDGETM (HRBoKTM) SANDRA M. REED, SPHR WEBFFIRS 04/03/2017 18:59:21 Page iv Cover design: Wiley Cover image: naqiewei/Getty Images Copyright 2017 by Human Resources Certification Institute, Inc. All rights reserved. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright. com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at www.wiley.com/ go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose.
    [Show full text]
  • New Resounce Guide (01.03.2021)
    autism connections fredericton AUTISM CONNECTIONS FREDERICTON RESOURCE GUIDE Version: 2021 The title page picture was painted by Emma McKinney, 22 years old. “I’ve been creating since I was young. I enjoy painting with water colour and acrylics. The pieces I picked for the gallery show all include texture because I like the feel the different materials create. They can be touched.” autism connections fredericton Autism Connections Fredericton is committed to scientifically- based treatment approaches for autism. ACF cannot be responsible for the quality or sustainability of any of the products or programs listed here. We encourage you to consult with the professionals you work with before purchasing services or materials, or embarking on new programs. TABLE OF CONTENTS WELCOME TO ACF 6 HOW TO NAVIGATE RESOURCES IN THE RESOURCE GUIDE 7 WHAT IS ASD? 8 General Information about Autism Spectrum Disorder 11 Specific Information and Support 17 L’Autisme: Ressources in Français 18 WHAT TREATMENTS ARE EFFECTIVE? 20 General Information 22 Specific problems 25 WHERE CAN I LEARN MORE ABOUT AUTISM? 29 Autism courses 30 Associations 33 Learning Resources 34 WHERE CAN I FIND PROFESSIONALS IN NEW BRUNSWICK? 36 Health services 38 Psychologists 40 Speech-Language Pathologists 43 Occupational Therapists 45 Pediatricians 47 Psychiatrists 48 Intervention services 49 Mental health and Counselling 50 Local Resources Recommended by Parents 52 HOW DO I FIND A HIGH-QUALITY DAYCARE? 54 General Information 55 Local Daycares 57 WHAT ABOUT SCHOOL? 59 SCHOOL IS OVER,
    [Show full text]
  • View This Issue
    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.
    [Show full text]
  • CDRC Autism Parent Packet
    Autism Family Guide Child Development & Rehabilitation Center About this Book How to Use This Book This book was written for families as an ongoing resource to answer questions you may have now, or in the future. We have included a lot of information on a variety of topics. It is our hope that as questions arise, you will be able to find the information you need. Tips for Parents When Using This Book: 1. Don’t feel like you have to read it all at once. 2. Read what is important to you now, and save the rest. 3. Keep the book handy so you can use it when new questions arise. 4. Keep your notes and other paperwork in the back to take with you to your child’s appointments. Creating This Book: The CDRC participates in a leadership training program called Leadership and Education in Neurodevelopmental Disabilities (LEND). This program brings students from all over the country together to learn about working with children and families who are living with disabilities. Each year there is a parent of a child with a disability who participates in this program. Like all participants, the parent is required to complete a project as a part of the program. As the LEND parent participant, Misti Moxley compiled this book. This quality improvement project looked at the information parents were given upon receiving a diagnosis of Autism for their child. The purpose of the project was to provide accurate, helpful and supportive information to families throughout their journey. The art work in this book was created by Griffin Moxley a 10 year old child with Asperger’s Syndrome, and Misti’s son.
    [Show full text]
  • 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.
    [Show full text]
  • About the Book
    ABOUT THE BOOK I was standing on one leg shucking oysters when the problems began… Don Tillman and Rosie Jarman are back in Australia after a decade in New York, and they’re about to face their most important challenge. Their son, Hudson, is struggling at school: he’s socially awkward and not fitting in. Don’s spent a lifetime trying to fit in—so who better to teach Hudson the skills he needs? The Hudson Project will require the help of friends old and new, force Don to decide how much to guide Hudson and how much to let him be himself, and raise some significant questions about his own identity. Meanwhile, there are multiple distractions to deal with: the Genetics Lecture Outrage, Rosie’s troubles at work, estrangement from his best friend Gene… And opening the world’s best cocktail bar. Hilarious and thought-provoking, with a brilliant cast of characters, The Rosie Result is the triumphant final instalment of the much-loved and internationally bestselling Rosie trilogy. CONTENTS Cover Page About the Book Title Page Dedication Epigraph 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 Epilogue Acknowledgements Also by About the Author Copyright Page To the many people in the autism community who have inspired and supported these books. We are all special cases. ALBERT CAMUS 1 I was standing on one leg shucking oysters when the problems began.
    [Show full text]
  • The Mosaic Diversity Newsletter Volume 1 | Issue 2 | April 15, 2020
    THE MOSAIC DIVERSITY NEWSLETTER VOLUME 1 | ISSUE 2 | APRIL 15, 2020 IN THIS ISSUE Page 2: Autism Awareness Month Page 3: Defining Autism from the Heart Page 4: Benji Beating All the Odds Page 5: Autism Awareness Month Ribbon Page 6: Diversity Gallery Page 8: SHSU Spotlights Page 9: CORONAVIRUS SPECIAL – How Coronavirus is Affecting Minority Communities Page 10: Scholarships Page 12: Upcoming Events Page 14: Center for Diversity & Intercultural Affairs Greetings Bearkats, We hope this newsletter finds you, your family and your friends safe and healthy during these unprecedented times. World Autism Awareness Day was held on Monday, April 2nd, however we recognize the month of April as Autism Awareness Month. In this week’s Mosaic issue, we take a closer look at the disability and issues that those with Autism face. Additionally, as a part of our Coronavirus special, we look at how the virus has been affecting minority communities. Happy Reading! UPCOMING VOLUME 1 PUBLICATIONS: Jordan Chang; He/Him/His Assistant Director ISSUE NO 3: Wednesday, April 22, 2020 ISSUE NO 4: Wednesday, April 29, 2020 1 Center for Diversity & Intercultural Affairs Recognizing National Autism Awareness Month By Carlos Perez Every April, World Autism Month is celebrated, beginning with the United Nations sanctioned World Autism Awareness Day on What is Autism? April 2. Throughout the month, opportunities to Autism is a complex, lifelong developmental disability increase understanding and that typically appears during early childhood and can acceptance of people with impact a person’s social skills, communication, autism are heard and voiced. relationships, and self-regulation. Autism is defined by a certain set of behaviors and is a “spectrum condition” that affects people differently and to varying degrees.1 While there is currently no known single cause of autism, early diagnosis helps a person receive the support and services that they need, which can improve quality of life.
    [Show full text]