Temple Grandin Professeure De Zootechnie Et De Sciences Animales
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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 ..................................................................................................................................................... -
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 ............................................................................................................................................................................... -
Winter 2018 Incoming President Nancy Ponzetti-Dyer and Say a Heartfelt Goodbye to Laurie Raymond
Autism Society of Maine 72 B Main St, Winthrop, ME 04364 Fall Autism INSIDE Call:Holiday 1-800-273-5200 Sale Holiday Crafts Conference Items can be seenPage 8 Page 6 and ordered from ASM’s online store: Page 5 www.asmonline.org Silicone Chew Necklaces *Includes Gift Box Folding Puzzle Tote Animals & Shapes- $9.00 Add 5.5% Sales Tax $16.00 Raindrops & Circles-$8.00 Let ME Keychain Keychain Silver Ribbon Silver Puzzle Keychain $5.00 $5.00 $10.00 $10.00 $6.00spread the word on Maine Lanyard AUTISM Stretchy Wristband Ceramic Mug $6.00 $4.00 $3.00 $11.00 Lapel Pin $5.00 Magnets Small $3.00 Large $5.00 Glass Charm Bracelet Glass Pendant Earrings 1 Charm Ribbon Earrings $10.00 $15.00 $8.00 $6.00 $6.00 Maine Autism Owl Charm Colored Heart Silver Beads Colored Beads Autism Charm Charm $3.00 $1.00 $1.00 $3.00 $3.00 Developmental Connections Milestones by Nancy Ponzetti-Dyer The Autism Society of Maine would like to introduce our Winter 2018 incoming President Nancy Ponzetti-Dyer and say a heartfelt goodbye to Laurie Raymond. representatives have pledged to Isn’t it wonderful that we are never too old to grow? I was make this a priority. worried about taking on this new role but Laurie Raymond kindly helped me to gradually take on responsibilities, Opportunities for secretary to VP, each change in its time. Because this is my first helping with some of our President’s corner message, of course I went to the internet to priorities for 2019 help with this important milestone. -
Autism and New Media: Disability Between Technology and Society
1 Autism and new media: Disability between technology and society Amit Pinchevski (lead author) Department of Communication and Journalism, The Hebrew University of Jerusalem, Israel John Durham Peters Department of Communication Studies, University of Iowa, USA Abstract This paper explores the elective affinities between autism and new media. Autistic Spectrum Disorder (ASD) provides a uniquely apt case for considering the conceptual link between mental disability and media technology. Tracing the history of the disorder through its various media connections and connotations, we propose a narrative of the transition from impaired sociability in person to fluent social media by network. New media introduce new affordances for people with ASD: The Internet provides habitat free of the burdens of face-to-face encounters; high-tech industry fares well with the purported special abilities of those with Asperger’s syndrome; and digital technology offers a rich metaphorical depository for the condition as a whole. Running throughout is a gender bias that brings communication and technology into the fray of biology versus culture. Autism invites us to rethink our assumptions about communication in the digital age, accounting for both the pains and possibilities it entails. 2 Keywords: Autism (ASD), Asperger’s Syndrome, new media, disability studies, interaction and technology, computer-mediated communication, gender and technology Authors’ bios Amit Pinchevski is a senior lecturer in the Department of Communication and Journalism at the Hebrew University, Israel. He is the author of By Way of Interruption: Levinas and the Ethics of Communication (2005) and co-editor of Media Witnessing: Testimony in the Age of Mass Communication (with Paul Frosh, 2009) and Ethics of Media (with Nick Couldry and Mirca Madianou, 2013). -
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. -
For Individuals With
ASSISTIVE TECHNOLOGY FOR INDIVIDU A LS WITH COGNITIVE IMP A IRMENTS A Handbook for Idahoans with Cognitive Impairments and the People Who Care for Them Promoting greater access to technology for ASSISTIVE TECHNOLOGYIdahoans FOR INDIVIDU withA LS WITHcognitive COGNITIVE IimpairmentsMP A IRMENTS 1 Acknowledgements A number of people need to be thanked for their assistance in making this handbook a reality. First, a big thank you goes to the staff of the Idaho Assistive Technology Project for their help in conceptualizing, editing, and proof-reading the handbook. A special thank you to the North Dakota Interagency Program for Assistive Technology (IPAT), and especially to Judy Lee, for allowing the use of their materials related to assistive technology and people with cogni- tive disabilities. A special thank you also goes to Edmund Frank LoPresti, Alex Mihailidis, and Ned Kirsch for allowing the use of their materials connected to assistive technology and cognitive rehabilitation. Illustrations by Sarah Moore, Martha Perske, and Sue House Design by Jane Fredrickson Statement of Purpose This handbook is designed as a guide for individuals, families, and professionals in Idaho who are involved with persons who experience cognitive disabilities. The application of assistive technology for meeting the needs of individuals with cognitive disabilities is still in its infancy in Idaho. This handbook was developed to increase knowledge and expertise about the use of assistive technology for this population. The handbook also provides information about how to locate funding for needed devices and lists a broad array of resources related to this topic. The handbook is designed to provide information that can be used by persons of all ages. -
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 -
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. -
Effectiveness of Touch Therapy in Decreasing Self-Stimulatory and Off-Task Behavior in Children with Autism" (2005)
Ithaca College Digital Commons @ IC Ithaca College Theses 2005 Effectiveness of touch therapy in decreasing self- stimulatory and off-task behavior in children with autism Neva Fisher Ithaca College Follow this and additional works at: http://digitalcommons.ithaca.edu/ic_theses Part of the Occupational Therapy Commons Recommended Citation Fisher, Neva, "Effectiveness of touch therapy in decreasing self-stimulatory and off-task behavior in children with autism" (2005). Ithaca College Theses. Paper 88. This Thesis is brought to you for free and open access by Digital Commons @ IC. It has been accepted for inclusion in Ithaca College Theses by an authorized administrator of Digital Commons @ IC. i {1", il.r,,'-'.,i/ ii'n" ;rr Eftctiveness ofTouch Therapy in Decreasing Self-stimulatory Behavior and oGtask Behavior in Children with Autism A Masters Thesis presentd to the Facutty ofthe Graduate Program in Occupational Therapy Ithaca College In partial fulfillment'ofthe rt4-irirements for the degree Masters of.Scidnce by Neva Fisher December 2005 Ithaca College School of Hehlth Sciences and Human Performance lthaca, New York CERTIFICATE OF APPROVAL This is to certify that the Thesis of \ Neva Fisher i. Submitted in partial fulfillment of the requirements for the degree of Master of Science in the'Department of Occupational Therapy, School of Health Sciences and Human Performance at Ithaca College has been approved. Committee Members: Candidate: Chair,Graduate Program in Occupational Thcrapy: Dean of Gradr"rate Studies: 一 ダ ‘ r 、 Abstract Objective: This single-zubject ABA studj'evalirirrdd the effectiveness ofproviding proprioceptive rnput tlroughtouch therapy to reduce the incidence of self-stimrrlatory and off-task behavior in a seven year-old cbild ri,ith autisnr Metbod: The baseline phase consisted of four days ofobservation ofthe child in his classroom for fifteen minutes. -
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. -
The Politics of Autism
The Politics of Autism The Politics of Autism Bryna Siegel, PhD 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2018 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging- in- Publication Data Names: Siegel, Bryna, author. Title: The politics of autism / by Bryna Siegel. Description: New York, NY : Oxford University Press, [2018] | Includes bibliographical references and index. Identifiers: LCCN 2017053462 | ISBN 9780199360994 (alk. paper) Subjects: LCSH: Autism—Epidemiology—Government policy—United States. | Autism—Diagnosis—United States. | Autistic people—Education—United States. Classification: LCC RC553.A88 S536 2018 | DDC 362.196/8588200973—dc23 LC record available at https://lccn.loc.gov/2017053462 9 8 7 6 5 4 3 2 1 Printed by Sheridan Books, Inc., United States of America For David CONTENTS Preface ix Introduction xi 1. -
Effectiveness of Weighted Blankets As an Intervention for Sleep Problems in Children with Autism”
EFFECTIVENESS OF WEIGHTED BLANKETS AS AN INTERVENTION FOR SLEEP PROBLEMS IN CHILDREN WITH AUTISM Thesis submitted in partial fulfilment of a Master of Science in Child and Family Psychology at the University of Canterbury by Jane Charleson University of Canterbury 2014 2 Contents List of Tables ................................................................................................................. 6 List of Figures ................................................................................................................ 7 Acknowledgements ........................................................................................................ 8 Abstract .......................................................................................................................... 9 Chapter 1 Introduction ................................................................................................. 10 Definition of autism spectrum disorder ................................................................... 11 Development of sleep in children ............................................................................ 12 Assessment of sleep ................................................................................................. 14 Definition of sleep problems .................................................................................... 16 Prevalence and nature of sleep problems in children with autism ........................... 18 Development and maintenance of sleep problems in children with autism ............