An Autistic View of Employment
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Layersquality of Life and Autism
Exploring Diagnosis: Autism and Neurodiversity Steven Kapp Rhianna White 1 Preview of lecture Introduction to disability, neurodiversity movements Stimming study Labelling study Book on autistic community, neurodiversity movement 2 Sociology of (Jutel & Nettleton, diagnosis 2011) Diagnosis Diagnosis Stimming Neurodiversity as as Process study book Category Consequences of Diagnosis Labelling study 3 Disability rights movement Social contribution to/construction of disability Civil rights model – not medical model Self-advocacy: “Nothing About Us Without Us” Focus on self-determination and quality of life: building independence, inclusion, productivity through rights and support For respect, against personal tragedy narrative 4 Neurodiversity movement Autism: complex, pervasive; part of personality Often identity-first, non-medicalized language Autism: natural, on spectrum of human diversity Focus on rights, access, opportunities -> quality of life For acceptance; against prevention and normalization 5 Utility of autism, neurodiversity Little knowledge about what “works” for whom and why Common knowledge that no intervention works for all Little known for whom, how autism diagnoses tend to help Parental acceptance of child’s autism helps relationship (Kapp et al., 2018) Awareness of neurodiversity movement associated with views aligned with it (Kapp et al., 2013) Support for normalization associated with more stigma toward autistic people (Gillespie-Lynch et al., 2017) 6 Stimming (Jutel & Nettleton, study 2011) Diagnosis -
L Brown Presentation
Health Equity Learning Series Beyond Service Provision and Disparate Outcomes: Disability Justice Informing Communities of Practice HEALTH EQUITY LEARNING SERIES 2016-17 GRANTEES • Aurora Mental Health Center • Northwest Colorado Health • Bright Futures • Poudre Valley Health System • Central Colorado Area Health Education Foundation (Vida Sana) Center • Pueblo Triple Aim Corporation • Colorado Cross-Disability Coalition • Rural Communities Resource Center • Colorado Latino Leadership, Advocacy • Southeast Mental Health Services and Research Organization • The Civic Canopy • Cultivando • The Gay, Lesbian, Bisexual, and • Eagle County Health and Human Transgender Community Center of Services Colorado • El Centro AMISTAD • Tri-County Health Network • El Paso County Public Health • Warm Cookies of the Revolution • Hispanic Affairs Project • Western Colorado Area Health Education Center HEALTH EQUITY LEARNING SERIES Lydia X. Z. Brown (they/them) • Activist, writer and speaker • Past President, TASH New England • Chairperson, Massachusetts Developmental Disabilities Council • Board member, Autism Women’s Network ACCESS NOTE Please use this space as you need or prefer. Sit in chairs or on the floor, pace, lie on the floor, rock, flap, spin, move around, step in and out of the room. CONTENT/TW I will talk about trauma, abuse, violence, and murder of disabled people, as well as forced treatment and institutions, and other acts of violence, including sexual violence. Please feel free to step out of the room at any time if you need to. BEYOND SERVICE -
VA CEC 2013 Conference Program
The Virginia Federation of the Council for Exceptional Children Fall Conference Seeing the World Through the Spectrum Friday, November 18, 2016 Richmond, VA Presenting Dr. Temple Grandin Endorsed by the Virginia Department of Education Keynote Speaker: Dr. Temple Grandin Temple Grandin, Ph.D., is one of the most accomplished and well-known adults with autism in the world. Her life, with all its challenges and successes, was brought to the screen with the HBO full-length film Temple Grandin, starring Claire Danes. Dr. Grandin has been featured on NPR, and she has a 2010 TED Lecture titled "The World Needs ALL Kinds of Minds." She has also been featured on the BBC special “The Woman Who Thinks Like a Cow”, ABC's “Primetime Live”, “The Today Show” and more. Grandin developed her talents into a successful career as a livestock-handling equipment designer, one of very few in the world. She also speaks on both autism and cattle handling. Dr. Grandin's current bestselling book on autism is The Way I See It: A Personal Look at Autism and Asperger's. She also authored Unwritten Rules of Social Relationships; Animals Make Us Human; Animals in Translation; Thinking in Pictures; and Emergence: Labeled Autistic. Grandin is considered a philosophical leader of both the animal welfare and autism advocacy movements. Honored Guest: Dr. Patricia Abrams Director, Office of Special Education Instructional Services Division of Special Education and Student Services Virginia Department of Education Dr. Abrams serves as the Director of the Office of Special Education Instructional Services at the Virginia Department of Education. -
Inhumane Beyond All Reason the Torture of Autistics and Other People with Disabilities at the Judge Rotenberg Center Shain Neumeier, J.D
Inhumane Beyond All Reason The Torture of Autistics and Other People with Disabilities at the Judge Rotenberg Center Shain Neumeier, J.D. They call what the Judge Rotenberg Center does to people with disabilities treatment. That’s why it still happens. For over forty years, JRC has used painful methods of controlling the behavior of Autistic people, people with intellectual disabilities, and people with mental illnesses. This includes long-term mechanical restraint to a four-point board, food and sensory deprivation, social isolation, and, most infamously, electric shock. Labeling these methods as aversive behavioral modification, and even aversive therapy, JRC has not only been allowed to use them on their students – both children and adults – but has in fact received the approval of parents, state agencies and courts in doing so. JRC follows what its own administration has called a “radical Skinnerian” behavioral approach, relying on the principles of operant behavioral conditioning – namely, arranging an individual’s environment to provide rewards for appropriate or desired behavior and punishment for unacceptable or unwanted behavior. JRC’s founder, Matthew Israel, became fascinated with these principles after taking a class with B.F. Skinner, a pioneer in the field of operant conditioning, and reading his book, a novel called Walden Two, portraying a utopian society that was based on the ideas of behavioral psychology while he was a student at Harvard University. He in fact decided that it was his life’s mission to create such a utopian community, and, to this end, worked under B.F. Skinner during the course of his studies. -
Unravelling Autism
Unravelling Autism • Preston Wiles M.D. • Professor, UTSWMC • Senior Attending, Autism Center Learning Objectives • Describe essential features of autism spectrum disorders • Overview of genetic factors in the disorder • Understand brain function related to core features of autism • Review features of epidemiology-is there an epidemic or not • Role of science/education vs. Myth/meme Autism Spectrum Disorders • Autistic Disorder • Pervasive Developmental Disorder NOS • Asperger’s Syndrome • Rett’s Disorder • Child Disintegrative Disorder • ALL become ASDs in DSM-V Historical Perspective • Feral children • Kanner-1943 Infantile Autism • Asperger-1944 Autistic Psychopathy • Rank-1949 Atypical Personality Autism Defined The Great Autism Researcher--Dr Seuss Thing One: Social Disability-intuitive understanding of others, feeling their feelings, social understanding, intersubjectivity Thing Two: Early Onset of neuro-developmental disorder (Stolen from Ami Klin) Core Features ASDs • Social impairment • Communication Deficits • Restricted interest/Repetitive Behaviors • Deficit/Deviance beyond IQ/developmental • Core Feature is SOCIAL Areas of Concern Social Impairment Restricted and Communication Repetitive M-CHAT screening • Pediatrics- all 18 and 24 month olds • Does your child take interest in other children? • Does your child ever use his/her body to point, to indicate interest? • Does your child smile in response to your smile? • Does your child respond to his/her name when called? • Does your child imitate you? • Does your child ever pretend, -
Shain Neumeier 9 May 2012 1 the USE of RESTRAINT, SECLUSION
Shain Neumeier 9 May 2012 THE USE OF RESTRAINT, SECLUSION AND AVERSIVES IN SPECIAL EDUCATION SETTINGS I. Introduction Over the last several decades, children with disabilities have increasingly been afforded access to educational opportunities, as well as to the services and supports needed to make this access meaningful.1 In order to accomplish this, the law has guaranteed them the right to a free and appropriate public education, as well as to protection against discrimination in public and private settings.2 Despite these advances, they still remain subject to forms of discipline which nondisabled children are not.3 Aversive, or punitive, behavioral interventions (aversives), restraint and seclusion are used in private and public special educational settings in ways that would likely never be contemplated for use on children in regular education, both as emergency measures and as behavioral modification as part of education or treatment.4 Despite the intrusive and risky nature of these procedures, and the extent to which they are used, their use has gone unheard of by the public and unaddressed by the law to a large extent.5 This paper will examine the existing law on the use of aversives on children with disabilities and others placed in public and private special or alternative education settings. Part II will discuss aversives, how they are used and the controversy over this use in the educational, treatment and disability rights advocacy communities. Part III will discuss existing statutes and regulations on the subject, and the lack thereof, on both the state and federal level, as well as proposed legislation that would afford children further protection against the misuse of aversives. -
Autistic Hoya's Brief Abled Privilege Checklist
(Updated March 2016) | www.autistichoya.com | www.autistichoya.net | 1 AUTISTIC HOYA’S BRIEF ABLED PRIVILEGE CHECKLIST With thanks to other lists and suggestions from Bev Harp, Phyllis May-Machunda, Cara Liebowitz, Astrid's Journal, Alison Aubrecht, Erin Furda, and Shain Neumeier. This list is meant to serve as an educational tool to help people with and without disabilities become more aware of everyday interactions or observances that are impacted by ableism. Ableism is an entire way of thinking and doing that harms disabled people by treating some types of bodies and minds as valuable, worthy, and desirable, and others as undesirable and unworthy. Ableism is embedded in legal, social, and political institutions, as well as in commonly accepted and unquestioned attitudes and assumptions. Like all checklists about social privilege, this checklist is limited by nature. Even if you don’t have a disability, you might not experience some forms of privilege described on this list because of another identity or experience you have. Likewise, even if you do have a disability, you might still experience some forms of privilege described on this list because you don’t have another type of disability. This checklist is not meant to be exhaustive or complete, but rather to give a good and meaningful overview of a variety of disability experiences marked by ableism. In particular, this checklist is meant to help non-disabled people gain more critical consciousness of how ableism systematically advantages and values certain types of bodies and minds in the most ordinary ways, at the expense of others. This checklist can be used as a private, individual exercise; a group exercise during a workshop or training about disability or ableism (especially as part of diversity, inclusion, or social justice programming); or a resource for learning in general. -
Diagnosis of Autism and Future Directions in Treatment and Research
Diagnosis of Autism and Future Directions in Treatment and Research Sarah D. Richie, Ph.D. Clinical Neuropsychologist Assistant Director of Training Center for Pediatric Neuropsychology Le Bonheur Children’s Medical Center Clinical Assistant Professor – UT Health Science Center Adjunct Professor – University of Mississippi Diagnostics • ASD – umbrella catch-all terminology – Dr. Kanner: Austrian-American, Johns Hopkins, 1943, psychiatrist – Dr. Asperger: University of Vienna, 1944 – Heterogeneity and Idiosyncrasy (internationally) – Range of severity and limitations – Differential patterns of strengths and weaknesses – Complex presentations, no Polaroid snapshot diagnostic and treatment profile – 4:1 male-to-female ratio MYTH REALITY 1. Aren’t affectionate 1. On own terms 2. Don’t want friends 2. Difficulty w/social 3. Have a “tic”, it’s OCD 3. Complex expression 4. Happens suddenly 4. Range- sudden, gradual, plateau, regress 5. Are mentally impaired 5. Range of abilities, up to (i.e., mental retardation) very superior 6. No other disorders 6. Often have comborbid dx, possibly higher risk 7. Est. range from 1:120 to 7. Rare diagnosis 1:166, 1:154 for world 8. Psychiatric in type 8. Neurodevelopmental, neurobiological Triad of Impairment (what I look for in general) Language, Communication (verbal & nonverbal) Stereotyped behaviors, Social interaction, rigid interests and Communication, preoccupations (aka “insistence Emotional-behavioral regulation upon sameness”) Disorders within the spectrum at present Diagnoses Within ASD • Autistic Disorder – classic triad of impairment but still a range – Language delay, esp. for functional & social communication, pragmatics, significantly atypical speech (e.g., “Johnny-speak”) – Deficits in social engagement, interaction, and maintenance of play/communication activities – Display of stereotypies, rigid preoccupations and interests – COMPLEX • Stereotypies (e.g., hand-flapping) alone do not solely confirm of autism • Stereotypy vs. -
Hyperlexia. INSTITUTION Center for Speech and Language Disorders, Elmhurst, IL
DOCUMENT RESUME ED 421 840 EC 306 602 AUTHOR Kupperman, Phyllis; Bligh, Sally; Barouski, Kathy TITLE Hyperlexia. INSTITUTION Center for Speech and Language Disorders, Elmhurst, IL. PUB DATE 1998-00-00 NOTE 15p. AVAILABLE FROM Center for Speech and Language Disorders, 479 Spring Rd., Elmhurst, IL 60126; telephone: 630-630-8551. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Behavior Problems; Case Studies; *Classroom Techniques; *Clinical Diagnosis; Disability Identification; Elementary Secondary Education; Emotional Problems; *Etiology; Inclusive Schools; *Language Impairments; *Learning Disabilities; Peer Relationship; Reading Ability; Special Programs; Student Placement; *Symptoms (Individual Disorders) IDENTIFIERS *Hyperlexia ABSTRACT This paper provides an overview of hyperlexia, a condition found in children who have precocious reading skills accompanied by significant problems in language, learning, and social skills. These children are described as having superior auditory and visual memory but seem to have better memory for isolated words than words recalled in context. These children are also described as having non-compliant behaviors, ritualistic behaviors, difficulty with transitions, tantrum behaviors, anxiety, and difficulty in socializing with peers. Diagnostic evaluation for children with hyperlexia is addressed with sample questions for identifying the disability. Components of optimal classrooms for children with hyperlexia include: (1) small classes;(2) a strong language development module;(3) a structured but not rigid class routine;(4) a variety of available behavioral interventions; (5) visual and manipulative aids;(6) opportunities for social interaction with peer groups; and (7) supportive services and support of teacher-aides. The benefits and disadvantages of different types of classroom placements for children with hyperlexia in preschool, kindergarten, and primary grades are reviewed. -
It Reveals Who I Really Am”: New Metaphors, Symbols, and Motifs in Representations of Autism Spectrum Disorders in Popular Culture
“IT REVEALS WHO I REALLY AM”: NEW METAPHORS, SYMBOLS, AND MOTIFS IN REPRESENTATIONS OF AUTISM SPECTRUM DISORDERS IN POPULAR CULTURE By Summer Joy O’Neal A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English Middle Tennessee State University 2013 Dissertation Committee: Dr. Angela Hague, Chair Dr. David Lavery Dr. Robert Petersen Copyright © 2013 Summer Joy O’Neal ii ACKNOWLEDGEMENTS There simply is not enough thanks to thank my family, my faithful parents, T. Brian and Pamela O’Neal, and my understanding sisters, Auburn and Taffeta, for their lifelong support; without their love, belief in my strengths, patience with my struggles, and encouragement, I would not be in this position today. I am forever grateful to my wonderful director, Dr. Angela Hague, whose commitment to this project went above and beyond what I deserved to expect. To the rest of my committee, Dr. David Lavery and Dr. Robert Petersen, for their seasoned advice and willingness to participate, I am also indebted. Beyond these, I would like to recognize some “unofficial” members of my committee, including Dr. Elyce Helford, Dr. Alicia Broderick, Ari Ne’eman, Chris Foss, and Melanie Yergau, who graciously offered me necessary guidance and insightful advice for this project, particularly in the field of Disability Studies. Yet most of all, Ephesians 3.20-21. iii ABSTRACT Autism has been sensationalized by the media because of the disorder’s purported prevalence: Diagnoses of this condition that was traditionally considered to be quite rare have radically increased in recent years, and an analogous fascination with autism has emerged in the field of popular culture. -
The Joy of Autism: Part 4
I also have a list of prominent unconfirmed participants, who should be confirmed shortly. I am looking for Canadian autistic persons to consider joining the board. Please send letters of interest to: [email protected] PERM ALINK POSTED BY ESTEE KLAR-WOLFOND AT 3/16/2006 11:19:00 AM 13 COM M ENTS LINKS TO THIS POST TUESDAY , M ARCH 14, 2006 The Difficulty of Knowing There is an old adage: Ignorance is Bliss. In the case of liberal eugenics, human genome research and ethics, some people might think this as they read on. As we come closer to discovering what makes us physically human, we come closer to becoming god-like. In the name of progress we fly higher and seek control. Apollo had a son called Phaethon, who was human. Phaethon nagged at Apollo to let him borrow the sun chariot and fly across the sky. Finally Apollo agreed. Phaethon proudly drove the sun chariot up into the sky, but then he lost control of the horses. The sun chariot dived towards the earth, burning everything. Finally Jupiter had to stop him with a thunder bolt. In the name of progress, human genetics, biotechnology and the economic engine that will profit dearly from it all, this movement will go on. To what end is yet to be determined. In the meantime, let’s keep talking about what this all means as my son hugs me from behind with his cherub smile this morning. I’ve been pondering my first pregnancy with Adam. The expectation of him. Needless to say, after thirty-six years of waiting, I was ecstatic. -
Hyperlexia Fact Sheet
Hyperlexia Fact Sheet Hyperlexia is ... Hyperlexia is not ... A syndrome characterized by an intense fascination with written Always a symptom of autism spectrum material from a very early age. There is a significant difference condition (but it can be) between word recognition skills and the ability to understand what is Common. It is in fact relatively rare being read. Some pupils with hyperlexia experience difficulty with social skills, communication and understanding. Currently a stand alone diagnosis. It does not appear as an official diagnosis in Type 1: Neurotypical children who are very early readers Type 2: psychiatric and psychological diagnostic Children on the autism spectrum who demonstrate very early reading as manuals such as the DSM-V. It is often a splinter skill Type 3: Very early readers who are not on the autism diagnosed alongside other diagnoses, such spectrum, though they exhibit some "autistic-like" traits and behaviours as autism, but since hyperlexia is not an which gradually fade as the child gets older (Darold Treffert). official diagnosis, you will likely not receive an official “diagnosis” on paper Unusual” or “different” social skills; difficulty Intense fascination with letters, numbers, logos, maps or visu- interacting appropriately with peers and adults al patterns Sensory integration, participating in school routines and activities, Pupils with Hyperlexia may have trouble handwriting with... Communication: Often, hyperlexic children will learn to speak only by rote and heavy repetition, and may also have difficulty learning the rules of language from examples or from trial and error, which may result in social problems. Their language may develop using echolalia, often repeating words and sentences.