DOCSLIB.ORG

Name of Guide Library List

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Name of Guide Library List NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 20 Education Teaching and Learning (general education) 21 Education Teaching and Learning (education for special needs) 22 Epilepsy and Seizure Disorders 25 Growing Up 25 Law and Rights 26 Mental Health 26 Money Matters 27 Neurology and Brain Development 27 Other Specific Conditions including Dyspraxia and Tourettes 28 Personal Care including Feeding, Diet and Toilet Training 30 Play 31 Sensory Processing Disorder and Sensory Integration 32 Sleep 33 Special Needs in General 34 Therapies and Treatments including Medication 37 Frequently Asked Questions 39 3/40 How the Postal Lending Library Works The postal library is free of charge. You can join by filling in the webform of the library page of our website www.cerebra.org.uk or by phoning our Freephone number 0800 32 81 159 and asking to speak to the librarian. Members can borrow two books at a time for 28 days at a time. We post the books to you with a freepost label for you to return them at the end of the loan period. If you have not finished the books you can extend the loan, provided no-one else waiting for them. Just ask the librarian. If you cannot find a particular book you are looking for or you cannot find the subject area you are interested in, please email the librarian at [email protected] with your request and she will let you know what we have available. Key L = Book AV = Audio Visual media = a good book borrowed often by library members = a really good book, borrowed frequently and recommended by the librarian Box = an excellent book, very popular and particularly recommended by the librarian Last updated: February 2021 4/40 Acquired Brain Injury, Brain Tumour and Stroke L1238 – Children with Acquired L6305 – Visual Impairment L6442 – Traumatic Head Brain Injury: educating and Due to Damage to the Brain Injury in Children supporting families Gordon Dutton Sarah H Broman G Singer Published: 2010 Published: 1995 Published: 1996 Also L6378 L6443 – Brain Damage in the L1260 – Traumatic Brain L6358 – Unthinkable: a Pre-term Infant Injury Rehabilitation: children mother’s tragedy, terror and Nigel Paneth and adolescents triumph through a child’s Published: 1994 M Ylvisaker traumatic brain injury Published: 1998 L6444 – Brain Damage Brain Dixie Fremont-Smith Coskie Repair L1549 – Changes in Self Published: 2010 James W Fawsett Awareness Among Students L6396 – Stroke in Childhood: Published: 2001 with Brain Injury clinical guidelines for L6458 – Perinatal Brain M M Sohlberg diagnosis, management and Published: 1999 Damage: from pathogenesis to rehabilitation neuroprotection L1550 – The Child’s Brain: Paediatric Stoke Working Group Luca A Ramenghi injury and development Published: 2004 Published: 2008 Acquire L6432 – Living with an Published: 1999 L6466 – The Day My Brain Acquired Brain Injury: a Exploded: a true story L1568 – Living with Brain practical life skills workbook Ashok Rajamani Injury: a guide for families Nicholas Hedley Published: 2013 R Senclick Published: 2011 Published: 2001 L6542 – Educating Children L6433 – Cognitive with Acquired Brain Injury L6140 – Head Injury: a Rehabilitation Therapy Sue Walker practical guide for Traumatic Brain Injury: Published: 2005 Trevor Powell evaluating the evidence Published: 2004 Rebecca N Koehler L6543 – Hold My Hand: a Published: 2011 mother’s journey dealing with L6206 – Coping with Life After traumatic head injury Stroke L6434 – The Woman Who Glenys Carl Mareeni Raymond Changed Her Brain: unlocking Published: 2005 Published: 2009 the extraordinary potential of the human mind L6622 – Battling Brain Injury: L6274 – Head Injury; the facts Barbara Arrowsmith-Young the life that Jack built Audrey Daisley Published: 2012 Jack Martindale Published: 2009 Published: 2014 5/40 L6648 – Missing Pieces: L6754 – The Brain Injury L6840 – Neurospsychological mending the Workbook: exercises for Rehabilitation of Childhood head injury family cognitive rehabilitation Brain Injury: a practical guide Marilyn Colter Trevor Powell Jonathan Reed Published: 2015 Published: 2013 Published: 2015 ADHD and ADD L6035 – Critical New L6379 – ADHD Homework L6459 – What Causes ADHD? Perspectives on ADHD Challenges Transformed: Understanding what goes Gwynedd Lloyd creative ways to achieve wrong and why Published: 2006 focus and attention by Joel T Nigg building on ADHD traits Published: 2006 L6135 – ADHD: an Harriet Hope Green autobiography of survival Published: 2012 L6507 – The Boy From Hell: life Richard C Kuendig with a child with ADHD Published: 2003 L6400 – ADHD Handbook Alison Thompson for Families: a guide to Published: 2013 L6170 – The Tipping Points: communicating with what professionals should professionals L6508 – Helping Hyperactive recognise as the social impact Paul L Weingartner Kids – A Sensory Integration of ADHD Published: 1999 Approach: technologies Phil Anderson and tips for parents and Published: 2007 L6401 – Step by Step for professionals Children with ADHD: a self- Lynn Horowitz L6248 – Only a Mother Could help manual for parents Published: 2007 Love Him: how I lived Cathy Lever-Bradbury and triumphed over ADHD Published: 2010 L6559 – The ADHD Parenting Ben Polis Handbook: practical advice for Published: 2001 L6402 – Helping Kids and parents from parents Teens with ADHD in School: Colleen Alexander-Roberts L6306 – ADHD: a workbook for classroom Published: 1994 a challenging journey support and managing Anna Richards transitions L6649 – ADHD Does Not Exist: Published: 2003 Joanne Steer the truth about attention deficit Published: 2009 and hyperactivity disorder L6338 – The ADD/ADHD Richard Saul Checklist: a practical Published: 2014 reference for L6450 – Calm Your parents and teachers Hyperactive Child: coping Sandra F Rief with ADHD and other Published: 2008 behavioural problems Sabina Dosani Published: 2008 Also L6578 6/40 L6715 – The Family ADHD L6779 – Marching to a L6836 – What Your ADHD Solution: a scientific Different Tune: diary about Child Wishes You Knew: approach to maximizing an ADHD boy working together to empower your child’s attention and Jacky Fletcher kids for success in school and minimizing parental stress Published: 1999 life Mark Bertin Sharon Saline Published: 2011 Published: 2018 L6797 – ADHD Living Without Brakes L6844 – Helping Children L6727 – Power with ADHD: a CBT guide for Parenting for Children Martin L Kutsher Published: 2010 practitioners parents and with ADD/ADHD: a teachers practical parents’ guide Susan Young for managing difficult Published: 2017 behaviours Grad Flick L6871 – ADHD and a Hunter Published: 1996 in a Farmer’s World Thom Hartman Published: 2019 Autism including Aspergers Syndrome (explaining autism) L1395 – Siblings of Children L6013 – Mum is That a L6186 – Through the Eyes of with Autism: a guide for Human Being or an Animal? Aliens: a book about autistic families A book about autism people S L Harris Hilde de Clerq Jasmine Lee O’Neill Published: 1994 Published: 2006 Published: 1999 L1614 – Asperger Syndrome L6053 – Children and Youth L6208 – Girls Growing Up on Adolescence and Identity: with Asperger Syndrome the Autism Spectrum: what looking beyond the label Brenda Smith Myles parents and professionals H Molloy Published: 2005 should know about Published: 2004 pre-teen and teenage years L6133 – Adolescents Shana Nichols L1675 – What Did You on the Autism Spectrum Published: 2009 Say? What Did You Mean? Chantal Sicile-Kira An illustrated guide to Published: 2006 L6221 – Autism: a understanding metaphors very short introduction J Welton L6142 – Autism Heroes Uta Frith Published: 2004 Barbara Firestone Published: 2008 Published: 2008 Also L6866 7/40 L6275 – Aspergirls: AV6398 – An Animated empowering females Introduction to Asperger L6512 – 1001 Great Ideas with Asperger Syndrome Syndrome (DVD) for Teaching and Raising Rudy Simone Biomation Children with Autism and Published: 2010 Published: 2008 Aspergers Ellen Notbohm L6279 – Parenting a Child AV6399 – A is Published: 2010 with Asperger Syndrome: for Autism (DVD) Also L6528 & L6687 Published: 200 Tim Webb tips and strategies Published: 1992 Brenda Boyd L6524
Load more

Recommended publications
  • Horse Boy Method 1 - Workbook
    Horse Boy Method 1 - Workbook Horse Boy Method 1 Intro Workshop 1 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook Table of Contents Live course Overview ................................................................................................................................................. 4 Online course Overview ............................................................................................................................................ 4 Introduction ............................................................................................................................................................... 5 1. Theory ................................................................................................................................................................ 6 1‐0 Theory: The Horse Boy Story – How it began ............................................................................................ 6 1.1 Theory: Environment, Sensory, Back‐Riding ................................................................................................... 6 1.1 Theory: Rule based Games/Theory of Mind, Academics & Self‐Advocacy ..................................................... 8 1.2 Theory: Ethics! ................................................................................................................................................. 8 2. Environment .....................................................................................................................................................
    [Show full text]
  • 2010 Cancun, Mexico
    Welcome to the NINETIETH ANNUAL CONVENTION of the WESTERN PSYCHOLOGICAL ASSOCIATION APRIL 22-25, 2010 at the Fiesta Americana Condesa Cancun The 90th meeting of the Western Psychological Association has: , The WPA Film Festival , Outstanding Invited Speakers , Special Programs for Students and Teachers , A Forum for Your Research Visit WPA at: www.westernpsych.org HOSTED BY 1 Dear Conference Attendees: On behalf of the University of Southern California, it is my great pleasure to welcome you to the 90th Annual Western Psychological Association Convention. USC, the Col- lege of Letters, Arts and Sciences, and the Department of Psychology are pleased to serve as sponsors of the annual meeting. I would especially like to thank WP A Presi- dent Stanley Sue, Executive Officer Chris Cozby, and Program Chair Steven Lopez for this opportunity. Located in Los Angeles, USC is one of the world’s leading private research universities. In the fall of 2009, USC enrolled 17,000 undergraduates, and 18,000 graduate and professional students. As a global university, the convention’s theme of diversity and its setting in Mexico are consistent with our multiple initiatives to address diversity issues within the United States. The Princeton Review has selected USC as one of 81 “Colleges with a Conscience” based on its outstanding record of involvement in the surrounding community with its large proportion of Latino Americans, African Americans and Asian Americans. In addition, USC enrolls more international students than any other U.S. university. Several mem- bers of the College’s Psychology Department are devoted to cross-national research in Korea, China, Rwanda, Finland, Sweden and Mexico, as well as multicultural research within the U.S.
    [Show full text]
  • Twice-Exceptional Newsletter July/August, 2016 for Parents, Teachers, and Professionals
    TM Twice-Exceptional Newsletter July/August, 2016 For parents, teachers, and professionals. Issue 77 Helping twice-exceptional children reach their potential. 2e Our focus for this issue — Authentic learning for 2e students Improvisational Play: Social/ Most importantly, improvisational play provides 2e Page perfectionists with a nurturing and safe learning envi- 3 Emotional Learning for 2e Students ronment for taking risks, experiencing missteps, and By Pat Sciortino, M.S. developing recovery skills vital to moving beyond any Quote challenges they may encounter. If I could do only one thing to help twice- exceptional students The Talent Development “They need a place where they can be themselves Page and be accepted. Here they have the opportunity to on their journeys, it 7 Cooperative indulge in creative thinking and admire each other for would be to identify it.” — Melissa Sornik and develop their tal- By Linda C. Neumann ents. It is their talents that will provide them a pathway to success in life. It is through 2e-Friendly School: Conservatory Conservatory Prep opened in Davie, Florida, in 2006 Page and graduated its first class in 2009. “In the beginning the rigors of talent 9 Prep years,” says founder Wendy Weiner, “it was really an development that By J. Mark Bade arts integration school. We felt we were going to use they will become self- the arts as the basis or part of the methodology for regulated and goal- learning, and we still do.” directed. It is through talent that they will Also Inside develop positive iden- From the Publishers .................................................................................................................................................................................................. 2 tities and like-minded Introduction to Social Thinking ...............................................................................................................................................................................
    [Show full text]
  • Instructor Will Post This Information in Week 1 Welcome Announcement
    Syllabus Page 1 of 10 AB583SA: Special Topics III- Study of China 3 Credit Hours Spring 2, 2019 Travel Dates: 4/22/19-5/1/19 Course Introduction Instructor: Office and Hours: Instructor will post this information in Week 1 welcome Phone: announcement. E-mail: Official Course Description: This interdisciplinary course will examine how behavioral analysis and related fields in psychology design applied solutions to complex social problems within the cultural contexts of China and our own communities. We will analyze behavioral analysis and other disciplinary interventions for issues such as psychiatric care, adoption, and the education of learners with special needs. Students will also consider ethics related to creating meaningful changes through their practice. While in China, students will meet learners with special needs in schools and talk with educational experts, learn about educational and organizational histories within the culture, explore interventions for individuals with mental health diagnoses, discuss topics with organizational and educational leaders and university students in China, and experience a variety of cultural events. Institutional Learning Goals, Competencies and Outcomes Institutional Learning Goals Please refer to the 2014-2015 Statement of Values for a description of how our Institutional Learning Goals are derived. Diversity Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that are different from their own. By the end of this course, students will be able to… 1. Demonstrate knowledge of the world-view of the local culture within the context of psychology.
    [Show full text]
  • 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.
    [Show full text]
  • Girls on the Autism Spectrum
    GIRLS ON THE AUTISM SPECTRUM Girls are typically diagnosed with autism spectrum disorders at a later age than boys and may be less likely to be diagnosed at an early age. They may present as shy or dependent on others rather than disruptive like boys. They are less likely to behave aggressively and tend to be passive or withdrawn. Girls can appear to be socially competent as they copy other girls’ behaviours and are often taken under the wing of other nurturing friends. The need to fit in is more important to girls than boys, so they will find ways to disguise their difficulties. Like boys, girls can have obsessive special interests, but they are more likely to be typical female topics such as horses, pop stars or TV programmes/celebrities, and the depth and intensity of them will be less noticeable as unusual at first. Girls are more likely to respond to non-verbal communication such as gestures, pointing or gaze-following as they tend to be more focused and less prone to distraction than boys. Anxiety and depression are often worse in girls than boys especially as their difference becomes more noticeable as they approach adolescence. This is when they may struggle with social chat and appropriate small-talk, or the complex world of young girls’ friendships and being part of the in-crowd. There are books available that help support the learning of social skills aimed at both girls and boys such as The Asperkid’s Secret Book of Social Rules, by Jennifer Cook O’Toole and Asperger’s Rules: How to make sense of school and friends, by Blythe Grossberg.
    [Show full text]
  • 2019 CATALOG Dear Friend
    Over 20 Years of Excellence in Autism Publishing 2019 CATALOG Dear Friend, Future Horizons was created to meet the needs of teachers, therapists, and family members who face the challenge of autism. Our books, videos, and conferences bring you the most current information possible to aid in that challenge. It is our strong belief that every child and adult with autism can improve and contribute to the lives of those who love them and, just as importantly, contribute to society. We at Future Horizons pride ourselves in bringing to the mission not only a strong sense of professionalism, but one that is based on personal relationships. All of us have family members or friends who are affected. Future Horizons would not exist today without two very special men. The first is my brother, Alex, whom I had the pleasure of growing up with as I watched him develop into FROM THE PUBLISHER THE FROM a fine young man. Alex was a light that lit up lives wherever he went. Whether working with TEACCH in North Carolina, speaking at conferences, attending Alex Gilpin family gatherings he enjoyed so much, or working in the jobs he held, his delightful sense of humor, courtesy, and caring improved the lives of all who knew him. You could not help but smile back at his infectious grin and I never heard him say an unkind word about anyone. Alex is the genesis for this company. My father, R. Wayne Gilpin, was the man who brought the company to life. After writing the book inspired by Alex, Laughing and Loving with Au- tism, he found other materials that needed a good publisher.
    [Show full text]
  • People with Autism Spectrum Disorder in the Workplace: an Expanding Legal Frontier
    \\jciprod01\productn\H\HLC\52-1\HLC105.txt unknown Seq: 1 23-JAN-17 10:48 People with Autism Spectrum Disorder in the Workplace: An Expanding Legal Frontier Wendy F. Hensel1 Over the past two decades, there has been a significant increase in the number of children diagnosed with autism spectrum disorder (ASD). Recent estimates suggest that ASD may affect as many as one out of every 68 children in the United States, an increase of over 78% since 2007. Although some of this increase can be attributed to the enhanced awareness and focus on early inter- vention resulting from public education campaigns, much of the cause remains unknown. Nearly half of all individuals diagnosed with ASD possess either average or above average intelligence, but only a small percentage are employed, regard- less of their level of educational attainment or individual qualifications. One study of adults with high functioning autism identified employment “as the single biggest issue or barrier facing them.” In the next eight years alone, experts predict a 230% increase in the num- ber of young people with ASD transitioning to adulthood. As these numbers grow, there inevitably will be pressure to change the status quo and expand employment opportunities for them. At the same time, as a result of the amend- ments to the Americans with Disabilities Act, litigants of all disabilities are in- creasingly successful in establishing coverage under the statute and increasing protection against disability discrimination in employment. Taken together, there is little doubt that increasing numbers of individuals with ASD will enter the labor pool over the next decade.
    [Show full text]
  • Building Community Among Autistic Adults DISSERTATION Submitted In
    UNIVERSITY OF CALIFORNIA, IRVINE Voices of Belonging: Building Community Among Autistic Adults DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Anthropology by Heather Thomas Dissertation Committee: Associate Professor Keith M. Muprhy, Chair Professor Victoria Bernal Professor Tom Boellstorff 2018 © 2018 Heather Thomas DEDICATION To my mentors, loved ones, and colleagues "Everyone has his or her own way of learning things," he said to himself. "His way isn't the same as mine, nor mine as his. But we're both in search of our Personal Legends, and I respect him for that." Paulo Coelho, The Alchemist ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS v CURRICULUM VITAE vi ABSTRACT OF THE DISSERTATION ix INTRODUCTION 1 Research Problem 3 Background 4 Research Sites 17 Methods 23 CHAPTER 1: Autistic Narrative 28 What Autistic Narratives Do for Autistic Adults 33 Disability Narratives 36 The Spectrum 45 Narrative and Identity Making 50 Group Identification and Disidentification 64 Conclusion 70 CHAPTER 2: Rhetorical Characters of Autisticness 71 Characterizing Autisticness 79 Prospective Members' Goals 81 Diversifying the Autistic Cast 83 Creating an Intersectional Space 105 Conclusion 112 CHAPTER 3: Learning to Be Autistic 109 Autistic Teachers & Autistic Students 121 Lateral Engagements 149 Conclusion: Autistic Proof Spaces 164 CHAPTER 4: Disidentification 158 Labelling & the Reality of a "Disorder" 170 Risky Formerly-Autistic Subjects 179 Countering Certified Autism Experts 183 Anti-Psychiatry in Disidentifiers' Narrative Revisioning 186 Reclassified Neurodivergence 192 Conclusion 199 CONCLUSION 192 iii REFERENCES 199 APPENDIX A: Key Interlocutors & Their Groups 210 APPENDIX B: Glossary 212 iv ACKNOWLEDGMENTS I am deeply grateful for each member of my dissertation committee.
    [Show full text]
  • Temple Grandin Professeure De Zootechnie Et De Sciences Animales
    TEMPLE GRANDIN PROFESSEURE DE ZOOTECHNIE ET DE SCIENCES ANIMALES Mary Temple Grandin, dite Temple Grandin, née le 29 août 1947 à Boston, est une femme autiste, professeure de zootechnie et de sciences animales à l'université d'État du Colorado, docteure et spécialiste de renommée internationale dans cette même discipline. Elle monte en 1980 une entreprise d’ingénierie et de conseils sur les conditions d'élevage des animaux de rente, qui fait d’elle une experte en conception d'équipements pour le bétail. En 2012, près de la moitié des abattoirs à bovins d'Amérique du Nord sont équipés du matériel qu'elle a conçu ; depuis les années 1980 jusqu'en 2016, elle a collaboré à environ 200 articles de recherche. Temple Grandin a été diagnostiquée avec des « dommages cérébraux » à l'âge de deux ans, et n'a pas parlé avant l'âge de trois ans et demi. Une intervention précoce lui a permis de progresser, de suivre sa scolarité jusqu'en doctorat, puis de vivre de son métier. Elle est également connue pour être la première personne autiste à avoir témoigné de son expérience de vie dans des autobiographies, Ma vie d'autiste en 1986 et Penser en images en 1995. Elle fait régulièrement appel à des techniques de scanographie, qui ont révélé le fonctionnement et la structure particulière de son cerveau spécialisé dans la pensée visuelle, une recherche publiée dans l'ouvrage Dans le cerveau des autistes, en 2013. Elle s’implique pour la défense du bien-être animal, plaidant pour une meilleure prise en compte de la souffrance animale pendant l'élevage et l'abattage, s’opposant en particulier à l'élevage en batterie.
    [Show full text]
  • Autism, Humanity and Personhood: a Theological
    AUTISM , HUMANITY AND PERSONHOOD : A THEOLOGICAL PERSPECTIVE Jennifer Anne Cox BSc; GradDipEd; BTh; BTheol (hons) This thesis is presented for the degree of Doctor of Philosophy 2015 1 I declare that this thesis is my own account of my research and contains as its main content work which has not previously been submitted for a degree at any tertiary education institution. ………………………………………………….. Jennifer Anne Cox 2 Abstract Theological anthropology is charged with providing an understanding of the human. But theological anthropology can exclude people who are cognitively impaired because it has historically upheld reason as the image of God. Recent theology of intellectual disability has bypassed this difficulty by emphasising relationality as the image of God. This approach, however, has the unfortunate consequence that it excludes people with severe low- functioning autism, who do not relate to others as persons but as objects. This thesis aims to articulate a theological anthropology which is inclusive of people with severe autism. Autism is a pervasive developmental disorder, the main characteristic of which is difficulty in social interaction. An examination of the Genesis creation story reveals both that God is relational and that human beings were created to live in relationship with God and other humans. This raises the theological question of how we may understand people with severe autism as human persons. Through an investigation of the significance of the incarnation I argue that the best basis for an inclusive anthropology, not dependent on any characteristic or ability, is the vicarious humanity of Christ. This is because Jesus Christ is the only human being who is without sin and the only true image of God.
    [Show full text]
  • Chapter 3 Neurodevelopmental Disorders
    M03_GURA9675_01_SE_C03.indd Page 112 7/7/15 1:39 PM user /207/PHC00095/9780132879675_GURAL/GURAL_A_CHILD_AND_YOUTH_CARE_APPROACH_TO_ABNORM ... Chapter 3 Neurodevelopmental Disorders Dubova/Fotolia Neurodevelopmental disorders are associated with behaviours that are observed early in development and create significant impairments in the ability to achieve expected ­developmental milestones. Case Example: Jason Jason is a creative, highly intelligent 16-year-old who’s to be alone. He knows he’s different from other kids, and recently been diagnosed at the Manitoba Adolescent although that makes him feel upset, he has no interest in Treatment Centre (MATC) with a Generalized Anxiety Dis- making friends. Jason’s anxiety is now also causing him order. At the age of seven he was also diagnosed with extreme distress in exam situations and when doing home- Asperger’s syndrome. When the CYCP met with Jason, he work. Because he’s entirely focused on getting good told her that he had no friends at school, and that he was grades, he’s tending to obsess and perseverate about feeling nervous and anxious almost all the time. He said assignments as well. When he’s not studying, he usually that he still really liked the academic “parts” of school, spends his leisure time playing video games. There has particularly his math and science courses. Jason’s mother been a referral back to MATC for a psychiatric assessment, verifies that Jason is becoming increasingly anxious in all since the level of anxiety Jason is experiencing is signifi- social situations. Jason also told the CYCP that he prefers cantly disrupting his daily functioning.
    [Show full text]