The DEVONthink 3 update is really good.
I believe the relative ease — not to mention the lack of tangible cost — of software updates has created a cultural laziness within the software engineering community. Moreover, because more and more of the hardware that we create is monitored and controlled by software, that cultural laziness is now creeping into hardware engineering — like building airliners. Less thought is now given to getting a design correct and simple up front because it’s so easy to fix what you didn’t get right later.
Every time a software update gets pushed to my Tesla, to the Garmin flight computers in my Cessna, to my Nest thermostat, and to the TVs in my house, I’m reminded that none of those things were complete when they left the factory — because their builders realized they didn’t have to be complete. The job could be done at any time in the future with a software update.
I updated “Bring the backchannel forward. Written communication is the great social equalizer.” with a selection from “7 Cool Aspects of Autistic Culture | The Aspergian | A Neurodivergent Collective”.
Until one day… you find a whole world of people who understand.
The internet has allowed autistic people- who might be shut in their homes, unable to speak aloud, or unable to travel independently- to mingle with each other, share experiences, and talk about our lives to people who feel the same way.
We were no longer alone.
Design for neurological pluralism at work and school with the cave, campfire, and watering hole archetypal learning spaces.
I updated “I’m Autistic. Here’s what I’d like you to know.” with selections from “Autism, intense interests and support in school: from wasted efforts to shared understandings”.
…enabling autistic children to engage with their strong interests has been found to be predominantly advantageous, rather than deleterious, in school environments.
Furthermore, longer-term benefits have been associated with the pursuit of intense interests, with relatively few negative effects overall, which in themselves might only occur if autistic people are pressured to reduce or adapt their interests.
Having intense or “special” interests and a tendency to focus in depth to the exclusion of other inputs, is associated with autistic cognition, sometimes framed as “monotropism”. Despite some drawbacks and negative associations with unwanted repetition, this disposition is linked to a range of educational and longer-term benefits for autistic children.
The findings indicated four main reasons for repetitive behavior: enhancing the ability to function; reducing external stimuli and avoiding communication; coping with stress, distress, and excitement; and coping with social communication.
The findings suggest that repetitive behaviors play a functional role in people with HFASD and also serve as a way for these individuals to cope with their environment.
Functioning labels and medical model language aside, this study reinforces what autistic people have been saying about stimming.
For examples of popular stims, see this thread.
McMindfulness aims to reduce the stress of the private individual and does not admit to any interest in the social causes of stress.
McMindfulness practices psychologize and medicalize social problems. Rather than a way to attain awakening toward universal love, it becomes a means of self-regulation and personal control over emotions. McMindfulness is blind to the present moral, political and cultural context of neoliberalism. As a result, it does not grasp that an individualistic therapized and commodified society is itself a major generator of social suffering and distress. Instead, the best it can then do, ironically, is to offer to sell us back an individualistic, commodified “cure” – mindfulness – to reduce that distress.
By negating and downplaying actual social and political contexts and focusing on the individual, or more so, the individual’s brain, McMindfulness interventions ignore seeing our inseparability from all others. They ignore seeing our inseparability from inequitable cultural patterns and social structures that affect and constitute our relations, and thereby ourselves. McMindfulness thus forfeits the moral demand that follows this insight: to challenge social inequities and enact universal compassion, service and social justice in all forms of human endeavor.
Without a critical account of the social context of neoliberal individualism, mindfulness as a practice and discourse focused on the self minimizes social critique and change and contributes to keeping existing social injustices and inequitable power structures intact.
The language used to describe autism is currently the subject of intense and passionate debate. Our primary goals in this work have been to:
- Use language that is respectful to people on the autism spectrum and to those who support them.
- Recognise the very real challenges experienced by autistic people and their families, without portraying autism as a problem to be fixed.
- Ensure that the language we use recognises autism as a lifespan condition experienced by people of all genders and ages, from all walks of life and all around the globe.
For this reason we have not used any functioning labels in the text, and minimised any use of medical and deficit-focused terminology. However, we have included some person-first language (e.g. person with autism), although we know this will not be the preference of many autistic people. Our reasons for doing so include the fact that, historically, person-first language was part of the early disability rights agenda – this was not a language construction imposed by the neurotypical/non-disabled community. Gernsbacher recently pointed out that language can be stigmatising when different constructions are used to describe people with and without a disability – as in the phrase “typically developing children and children with autism” – and we have tried to avoid this throughout by using matched constructions as far as possible. An oft-cited online survey shows that about 60% of autistic respondents approved the use of the identity-first construction “autistic” to communicate about autism, and just under 40% endorsed “autistic person” specifically. Thus identity-first language receives strong support in the community, and many have written eloquently about the importance of this kind of language for their well-being and identity. We have no desire to over-ride this wide-spread and well-articulated preference, and the majority of language here is identity first. However, in the same survey, more than 30% of the autistic group surveyed approved the use of the person-first phrase “has autism” to communicate about autism. Moreover, about 25% of respondents on the autism spectrum selected either “has autism/Asperger’s syndrome” or “person with autism/Asperger’s syndrome” when asked to pick only one preferred language option. It is very clear from the data that, even within an autistic group, there is diversity in opinion, and we have chosen to reflect that diversity in our choice of language in this book. To readers of the future, we can only apologise if this choice seems to have been retrograde.
I’m heartened when autism researchers respect and promote identity-first language and eschew functioning labels. Make it a trend.
I updated “I’m Autistic. Here’s what I’d like you to know.” with selections from “Autistic children and intense interests: the key to their educational inclusion? – woodbugblog”.
In my study, I found that when the autistic children were able to access their intense interests, this brought, on the whole, a range of inclusionary advantages. Research has also shown longer-term benefits too, such as developing expertise, positive career choices and opportunities for personal growth. This underscores how important it is that the education of autistic children is not driven by a sense of their deficits, but by an understanding of their interests and strengths. And that rather than dismissing their interests as ‘obsessive’, we ought to value their perseverance and concentration, qualities we usually admire.
…the autistic children in my study were turning to their strong interests in times of stress or anxiety. And there has certainly been a lot of research which shows that autistic children and young people find school very stressful. So it might be the case that when this autistic trait is manifested negatively in school, it is a direct result of the stresses that school creates in the first instance.
Instead, the college admissions scandal should draw attention to a different problem: That the companies that develop and administer standardized tests have no empirical basis for placing such an emphasis on speed. Yet these companies do put a terrible premium on speed, even though the notion that faster is better has been debunked: In fact, a student’s scores on such exams correlate in a perfect linear relationship with socio-economic status rather than with a student’s ability to solve difficult problems.
Stringently timed, high-stake tests have an adverse impact against racial minorities, women, those with low socio-economic status, non-native speakers of English, older applicants, and people with disabilities. Of course, that adverse impact is further exacerbated when the ultra-wealthy cheat to inflate their children’s scores.