Building Empathy Autism and the Workplace Katie Gaudion
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The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously. -
ROD Autism Team Newsletter
ROD AUTISM TEAM contact us at: 812-623-2212 or email: [email protected] May 2019 RIPLEY OHIO DEARBORN SPECIAL EDUCATION C OOPERATIVE ROD Autism Team Newsletter School’s Out for the SUMMER!!! Happy Summer Break 2019! In this Issue: Upcoming Workshops Offered by Children’s Hospital A 3-Day Workshop on Discussing Sexuality and Health Relationships with Tweens and Teens How to Plan for an Upcoming Move Tips for A Good Night’s Sleep Keeping Kids Safe and Creating Safety Plans And A List of Gift Ideas for Children with ASD We hope you have a wonderful, restful, and safe summer. ROD Autism Team Newsletter Page 2 BOOSTER SESSIONS 2019 Booster sessions are intended to provide information on the transition from school to adult life for youth with disabilities. Families, individuals with disabili- ties, educators, and other professionals are invite to attend these sessions at no charge. Booster sessions are two hours long and take place in the evening. Session 4: SSI/SSDI Date: Tuesday, June 11, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202 Speakers: Kelly Draggoo, Social Security Administration Register Online: https://bit.ly/2NifSft Session 5: Financial Planning for Families of Children and Adults who have Developmental Disabilities Date: Tuesday, July 9, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202 -
Neuro Tribes
NEURO SMARTER ABOUT PEOPLE WHO THE LEGACY OF ‘NeuroTribes is a sweeping and penetrating history, presented with a rare sympathy and sensitivity . it will change how you think of autism.’—From the foreword by Oliver Sacks STEVE SILBERMAN What is autism: a devastating developmental disorder, a lifelong FOREWORD BY disability, or a naturally occurring form of cognitive difference akin AUTISM to certain forms of genius? In truth, it is all of these things and more OLIVER —and the future of our society depends on our understanding it. TRIBES SACKS Following on from his ground breaking article ‘The Geek Syndrome’, AND HOW TO THINK Wired reporter Steve Silberman unearths the secret history of autism, THINK DIFFERENTLY long suppressed by the same clinicians who became famous for identifying it, and discovers why the number of diagnoses has soared in recent years. Going back to the earliest autism research and chronicling the brave and lonely journey of autistic people and their families through the decades, Silberman provides long-sought solutions to the autism puzzle, while mapping out a path towards a more humane world in which people with learning differences have access to the resources they need to live happier and more meaningful lives. NEUROTRIBES He reveals the untold story of Hans Asperger, whose ‘little professors’ STEVE SILBERMAN were targeted by the darkest social-engineering experiment in human history; exposes the covert campaign by child psychiatrist Leo Kanner THE LEGACY OF to suppress knowledge of the autism spectrum for fifty years; and casts light on the growing movement of ‘neurodiversity’ activists seeking respect, accommodations in the workplace and education, and the right to self-determination for those with cognitive differences. -
Zero Project Report 2019
Zero Project Report 2019 Independent Living and Political Participation 66 Innovative Practices, 10 Innovative Policies, from 41 countries International study on the implementation of the UN Convention on the Rights of Persons with Disabilities – “For a World without Barriers” Zero Project Director: Michael Fembek Authors: Thomas Butcher, Peter Charles, Loic van Cutsem, Zach Dorfman, Micha Fröhlich, Seena Garcia, Michael Fembek, Wilfried Kainz, Seema Mundackal, Paula Reid, Venice Sto.Tomas, Marina Vaughan Spitzy This publication was developed with contributions from Doris Neuwirth (coordination); Christoph Almasy (design); John Tessitore (editing); and atempo (easy language). Photos of Innovative Practices and Innovative Policies as well as photos for “Life Stories” have been provided by their respective organizations. ISBN 978-3-9504208-4-5 © Essl Foundation, January 2019. All rights reserved. First published 2019. Printed in Austria. Published in the Zero Project Report series and available for free download at www.zeroproject.org: Zero Project Report 2018: Accessibility Zero Project Report 2017: Employment Zero Project Report 2016: Education and ICT Zero Project Report 2015: Independent Living and Political Participation Disclaimers The views expressed in this publication do not necessarily reflect the views of the Essl Foundation or the Zero Project. The designations employed and the presentation of the material do not imply the expression of any opinion whatso- ever on the part of the Essl Foundation concerning the legal status of any country, territory, city, or area, or of its authorities, or concerning the delineation of its frontiers or boundaries. The composition of geographical regions and selected economic and other group- ings used in this report is based on UN Statistics (www.unstats.org), including the borders of Europe, and on the Human Development Index (hdr.undp.org). -
View This Issue
AUTISM SPECTRUM NEWS TM YOUR TRUSTED SOURCE OF SCIENCE-BASED AUTISM EDUCATION, SPRING 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 6 NO. 4 Autism in the Workplace Identifying Employment Opportunities and Providing Support By Raul Jimenez II, MST According to Unger (1999), the roles and Amy Greenberg, BA of supervisors and co-workers are in- New Frontiers in Learning strumental to the success of people with disabilities in the workplace. Support is essential in the following areas: learning etween 1997 and 2011, the un- how to complete tasks and regular job employment rate of those di- duties, how to perform infrequent duties agnosed with disabilities has associated with the position, learning how ranged from 72% to 88%. This to complete novel tasks and assignments, Bis an astounding number of persons with taking lunch and other breaks, etc. Ung- disabilities and Autism Spectrum Disor- er’s research determined that success was ders (ASD), specifically, without a job. ensued with the proper training and sup- Despite the enthusiasm, motivation, and port in place to help those with disabilities dependability so many job seekers with in the workforce. ASD have in their will to work, many workplaces are hesitant to take the risk to Examples of Supported Employment support them, or lack the knowledge on how to support them in an employment A company in Guildford, CT, called Ros- setting. Supported employment is the es for Autism, trains, hires and provides opportunity for individuals with disabil- other employment opportunities for older ities to be integrated in a working envi- students and adults on the autism spec- ronment with the necessary supports to Flatow (1997) has argued that busi- and routines, such as a co-worker assist- trum. -
Analysis and Prediction of Emotions Using Human-Robot and Driver-Vehicle Interactions
i Analysis and Prediction of Emotions using Human-Robot and Driver-Vehicle Interactions A dissertation presented By Fatemeh Gandomi to The Department of Mechanical and Industrial Engineering In partial fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) in the field of Industrial Engineering Northeastern University Boston, Massachusetts (April 2018) ii Dedication I would like to dedicate this dissertation to my parents and my family for their unconditional supports throughout these years. iii Abstract This dissertation undertakes the study of human factors in two interconnected fields, the human-robot and driver-vehicle interactions. Our societal systems today contain integrated human and machine entities. When they work together as integrated units, they can address a wide range of problems that are too complex to be addressed by individual machines working separately. The design and implementation of most modern functional systems are to place primary emphasis on technological innovations without much consideration for social components. Today’s humanity is encircled by so many instrumentations and electronics, so it would be really difficult to distinguish as to where the end of the tools and the starting point of humans are. The future of human-machine interaction needs to have a human centered approach to components of human-machine interaction. The most innovative way of solving such complicated problem from engineering and entrepreneurship perspectives is to find the problems that most people have and then creative ways to use technology to solve them. In other words “finding problems worth solving” is a design strategy that human-machine interaction uses in many domains of research. -
Insights Into the Impact of COVID-19 on Children and Young People with Special Educational Needs and Disabilities in Northern Ireland
Insights into the impact of COVID-19 on children and young people with Special Educational Needs and Disabilities in Northern Ireland Final Report June 2021 Written by Teresa Geraghty and Frances Lyons for NCB. UNITED FOR DISABLED CHILDREN 1 2 Acknowledgements The research team at NCB would like to thank each and every person who contributed to this research. In particular, we would like to extend our gratitude to all of the young people, parents, teachers and practitioners who participated in interviews and focus groups. Thank you for taking the time to speak with us and to share your experiences, thoughts and feelings about COVID-19 and its impact. Thanks also to our partners for their insights and feedback on research instruments and draft reports and for sharing their particular expertise with us. Our partners in this research project were: • The Council for Disabled Children • Mencap NI • Specialisterne and • SENAC (Special Educational Needs Advice Centre) 3 Table of Contents Executive Summary 5 Introduction 17 The context for children and young people with SEND in Northern Ireland 18 The rationale for this study 19 Aims of the research 20 Methodology 21 A partnership approach 21 Research methods 21 Findings 23 A. The impact of COVID-19 24 B. The impact of the measures taken to address the spread of COVID-19 across Northern Ireland 30 C. The impact of the vaccine rollout and looking to the future 66 Conclusions and recommendations 85 Appendix 1: Summary timeline 91 Footnotes 96 4 Executive Summary Introduction It was said of COVID-19 that ‘we are all in this together’ but NCB knew from evidence and media reports that it did not impact everyone in the same way. -
Everyday Multisensory Environments, Wellness Technology and Snoezelen HAMK Everyday Multisensory Environments, Wellness Technology and Snoezelen
Sirkkola (ed.): Everyday Multisensory Environments, Wellness Technology and Snoezelen ISNA-MSE’s XII World Conference 30. – 31.10.2014, HAMK University of Applied Sciences, Visamäki, Finland Everyday Multisensory Environments, Wellness Technology and Snoezelen Technology Everyday Multisensory Environments, Wellness e-publication Marja Sirkkola (ed.) ISBN 978-951-784-682-0 (PDF) HAMK ISSN 1795-424X HAMKin e-julkaisuja 26/2014 Everyday Multisensory Environments, Wellness Technology and Snoezelen ISNA-MSE’s XII World Conference 30. – 31.10.2014, HAMK University of Applied Sciences, Visamäki, Finland Marja Sirkkola (ed.) HAMK University of Applied Sciences Everyday Multisensory Environments, Wellness Technology and Snoezelen Marja Sirkkola (ed.) e-publication ISBN 978-951-784-682-0 (PDF) ISSN 1795-424X HAMKin e-julkaisuja 26/2014 © HAMK University of Applied Sciences and the authors PUBLISHER HAMK University of Applied Sciences PO BOX 230 FI-13101 Hämeenlinna, FINLAND tel. (03) 6461 [email protected] www.hamk.fi/julkaisut Layout: HAMK Publications Cover Photo: Liisa Harakkamäki Hämeenlinna, October 2014 3 Contents INTRODUCTION Marja Sirkkola, Finland Introduction to the eJournal of The ISNA-MSE XII World Conference 30. – 31.10.2014, HAMK, University of Applied Sciences, Visamäki, Hämeenlinna, Finland ...............................8 Marika Riikonen, Finland The Sibelius Anniversary year 2015 ....................................................................................... 13 KEY NOTES Paul Pagliano, Australia The Multisensory Environment -
Day, April 2, 2014 — 1:00 P.M
Yukon Legislative Assembly Number 135 1st Session 33rd Legislature HANSARD Wednesday, April 2, 2014 — 1:00 p.m. Speaker: The Honourable David Laxton YUKON LEGISLATIVE ASSEMBLY SPEAKER — Hon. David Laxton, MLA, Porter Creek Centre DEPUTY SPEAKER — Patti McLeod, MLA, Watson Lake CABINET MINISTERS NAME CONSTITUENCY PORTFOLIO Hon. Darrell Pasloski Mountainview Premier Minister responsible for Finance; Executive Council Office Hon. Elaine Taylor Whitehorse West Deputy Premier Minister responsible for Education; Women’s Directorate; French Language Services Directorate Hon. Brad Cathers Lake Laberge Minister responsible for Community Services; Yukon Housing Corporation; Yukon Liquor Corporation; Yukon Lottery Commission Government House Leader Hon. Doug Graham Porter Creek North Minister responsible for Health and Social Services; Yukon Workers’ Compensation Health and Safety Board Hon. Scott Kent Riverdale North Minister responsible for Energy, Mines and Resources; Yukon Energy Corporation; Yukon Development Corporation Hon. Currie Dixon Copperbelt North Minister responsible for Economic Development; Environment; Public Service Commission Hon. Wade Istchenko Kluane Minister responsible for Highways and Public Works Hon. Mike Nixon Porter Creek South Minister responsible for Justice; Tourism and Culture GOVERNMENT PRIVATE MEMBERS Yukon Party Darius Elias Vuntut Gwitchin Stacey Hassard Pelly-Nisutlin Hon. David Laxton Porter Creek Centre Patti McLeod Watson Lake OPPOSITION MEMBERS New Democratic Party Elizabeth Hanson Leader of the Official -
Living with Autism As a University Student at Dublin City University: Developing an Autism Friendly University Project Team
Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University Project Report by: Dr. Mary Rose Sweeney and Prof. Teresa Burke School of Nursing and Human Sciences, Dublin City University; Katie Quinn and Adam Harris AsIAm .IE AM SI A at Dublin City Student University: as a University Living with Autism University Friendly an Autism Developing FRIENDLY AUTISM - UNIVERSITY 01 Project Team Dublin City University Dr. Mary Rose Sweeney, Associate Professor, School of Nursing and Human Sciences Principal Investigator and Project Lead at DCU. Prof. Teresa Burke, Chair of Psychology, School of Nursing and Human Sciences Co-investigator at DCU. AsIAm Adam Harris, Chief Executive Officer at AsIAm Katie Quinn, BSc Psychology, MSc Applied Behaviour Analysis, Project Lead at AsIAm Acknowledgements The project team would like to acknowledge the following: Peter Brabazon, General Manager, Specialisterne, Ireland, co-partner in the overall project “The All-campus initiative” for his support of the research team. Eadaoin Whelan, BSc, MSc Psychology, for her support in conducting the literature review. Sinead Begley and Associates www.begley.ie for conducting and transcribing the focus groups with staff at DCU. Adam Fakih, Assessment and Support Executive, Specialisterne, Ireland, for supporting the project team. Students and staff at DCU, who gave so generously of their time to inform and facilitate this project. Special thanks to those who volunteered at the Autism Awareness Exhibition. The DCU Research -
"Genetics of Mathematical Aptitude" In
Genetics of Mathematical Advanced article Article Contents Aptitude • Introduction • Quantifying Mathematical Aptitude Varun Warrier, Autism Research Centre, Department of Psychiatry, University of • Mathematical Aptitude, Disability and Talent Cambridge, Cambridge, UK • Individual and Group Differences in MA Simon Baron-Cohen, Autism Research Centre, Department of Psychiatry, Uni- • Molecular Genetic Studies • versity of Cambridge, Cambridge, UK and CLASS Clinic, Cambridgeshire and Peterborough Conclusions NHS Foundation Trust (CPFT), Cambridgeshire, UK Online posting date: 16th August 2016 Normative variation in mathematical aptitude and arithmetic, suggesting evolutionary conservation of brain (MA) is relevant to many aspects of societal regions for numerosity (Hubbard et al., 2008). Several studies functioning, in particular for occupations in sci- have established numerosity in infants, suggesting that certain ence, technology, engineering and mathematics aspects of MA may be innate, and these are supported by studies that have identified a heritable component to MA. More recent (STEM). Though elements of numerosity have studies have focused on other aspects of MA, including sub- been identified in some animals, complex MA is domains of MA, and genetic correlation with other traits such uniquely human. Several studies, using a variety as reading and general intelligence (g). These studies have also of designs, have investigated the heritability of investigated changes in heritability of MA with time. A few MA, and the extreme ends of the dimension of this studies have also investigated the heritability of mathematical tal- trait – mathematics learning disability (MLD) and ent (MT) and mathematical learning disability (MLD). Over the mathematical talent (MT). Initial estimates of the last decade, molecular genetic investigations have provided novel heritability of MA ranged from 0.2 to 0.9, while insights into the genetic architecture of MA, suggesting that MA later studies identify more modest heritabilities is polygenic. -
Autismus Therapie Zentrum Niederrhein
Autismus: Literatur, Medien, Internet usw. Stand: 17.04.2017 09:11 Seite 1 von 58 (www.autismus-online.de) + Autismus-Inhouse-Fortbildungen © Harald Matoni Autismus Literatur, Materialien, Internet usw. Inhaltsverzeichnis: 1. Autismus-Spektrum-Störungen (ASS), Autismus (Frühkindlicher Autismus / Kanner-Syndrome, Atypischer Autismus, …) + tiefgreifende Entwicklungsstörungen ..................................................................................... 3 2. Asperger-Syndrom usw. ................................................................................................................................. 7 3. Autismus und Asperger-Syndrom - einfach beschrieben - leicht verständliche Empfehlungen – Anleitungen für Betroffene – kleine Geschichten .............................................................................................................. 10 3.1 Material von Claudio Castaneda u.a. ............................................................................................................. 11 4. Autismus – Das „Anders-Sein“ erarbeiten .................................................................................................... 11 5. Autismus, Asperger-Syndrom, Behinderung – für Geschwister, Freunde, Mitschüler und andere ................. 12 6. Rett-Syndrom ................................................................................................................................................ 12 7. „Klassiker“ ..................................................................................................................................................