I updated “Design is Tested at the Edges: Intersectionality, The Social Model of Disability, and Design for Real Life” with selections from “Black Autistics Exist: An Argument for Intersectional Disability Justice | South Seattle Emerald”.

The term intersectionality is used more broadly today to describe the cumulative effect within one’s lived experience of being in the world with two or more socially constructed identities; and the world’s perception, storying, and interaction with them.

The crux of intersectionality as a philosophy is that it does not allow for socially constructed identities to occur discreetly in the sociopolitical and sociocultural sphere. When someone like me walks into the room, I don’t have the opportunity to negotiate with others which of my identities they intend to hyperfocus on or criticize. I am a package deal. We all are. This is what I feel is so important when advocating for affirmation of intersectional autism. Just as we seek to discuss misogynoir, we need to bring in the complexity of these sorts of social dynamics into the autistic experience. Intersectionality can serve as a silencer of autism if the other seeks to home in on some other stereotype or archetype they find more threatening or – said with disgust – fascinating.

Autism doesn’t occur in a vacuum, and neither do any aspects of our intersectionality. They all happen at once, in the moment, and influence our being in the world, and how the world is with us at all times.

Intersectionality is not only arguing for factualizing these marginalized identities as inextricably intertwined, but also acknowledging that their accumulative interactions are absolutely inseparable.

It is unjust to only think of intersectionality as a crossroads of one dependent and independent variable. Instead, we must grow to see intersectional disability as a radial: multiple streams of energy coalescing at one central point of consciousness and lived experience.

Source: Black Autistics Exist: An Argument for Intersectional Disability Justice | South Seattle Emerald

I updated “Autistic Burnout: The Cost of Masking and Passing” with selections from “THINKING PERSON’S GUIDE TO AUTISM: Autistic Burnout: An Interview With Researcher Dora Raymaker”, “What Hiding My Autism Costs Me – Devon Price”, ‘“Having All of Your Internal Resources Exhausted Beyond Measure and Being Left with No Clean-Up Crew”: Defining Autistic Burnout | Autism in Adulthood’, and “Taking ownership of the label – Autistic Collaboration”.

“A state of pervasive exhaustion, loss of function, increase in autistic traits, and withdrawal from life that results from continuously expending more resources than one has coping with activities and environments ill-suited to one’s abilities and needs.” In other words, autistic burnout is the result of being asked to continuously do more than one is capable of without sufficient means for recovery.

Source: THINKING PERSON’S GUIDE TO AUTISM: Autistic Burnout: An Interview With Researcher Dora Raymaker

Now at 32, I have been variety of people, and I don’t always know who the real me is. My mask has fused itself to me, leaving me inhibited and confused, uncertain of how to break loose, left wondering if being authentic is even possible anymore.

I have no choice but to don the mask. I wear it reflexively every day. Here is what that costs me.

Source: What Hiding My Autism Costs Me – Devon Price – Medium

Autistic adults described the primary characteristics of autistic burnout as chronic exhaustion, loss of skills, and reduced tolerance to stimulus. They described burnout as happening because of life stressors that added to the cumulative load they experienced, and barriers to support that created an inability to obtain relief from the load. These pressures caused expectations to outweigh abilities resulting in autistic burnout. Autistic adults described negative impacts on their health, capacity for independent living, and quality of life, including suicidal behavior. They also discussed a lack of empathy from neurotypical people and described acceptance and social support, time off/reduced expectations, and doing things in an autistic way/unmasking as associated in their experiences with recovery from autistic burnout.

Autistic burnout appears to be a phenomenon distinct from occupational burnout or clinical depression. Better understanding autistic burnout could lead to ways to recognize, relieve, or prevent it, including highlighting the potential dangers of teaching autistic people to mask or camouflage their autistic traits, and including burnout education in suicide prevention programs. These findings highlight the need to reduce discrimination and stigma related to autism and disability.

The primary characteristics of autistic burnout were chronic exhaustion, loss of skills, and reduced tolerance to stimulus. Participants described burnout as happening because of life stressors that added to the cumulative load they experienced, and barriers to support that created an inability to obtain relief from the load. These pressures caused expectations to outweigh abilities resulting in autistic burnout. From this we created a definition:

Autistic burnout is a syndrome conceptualized as resulting from chronic life stress and a mismatch of expectations and abilities without adequate supports. It is characterized by pervasive, long-term (typically 3+ months) exhaustion, loss of function, and reduced tolerance to stimulus.

Participants described negative impacts on their lives, including health, capacity for independent living, and quality of life, including suicidal behavior. They also discussed a lack of empathy from neurotypical people. People had ideas for recovering from autistic burnout including acceptance and social support, time off/reduced expectations, and doing things in an autistic way/unmasking.

Source: “Having All of Your Internal Resources Exhausted Beyond Measure and Being Left with No Clean-Up Crew”: Defining Autistic Burnout | Autism in Adulthood

When autists attempt to blend in it is to avoid suffering the consequences of non-conformance – and not to gain or maintain social status.

Source: Taking ownership of the label – Autistic Collaboration

I updated “Autistic Burnout: The Cost of Masking and Passing” with a selection from “Autistic Burnout: “My Physical Body And Mind Started Shutting Down””.

Autistic burnout is a state of physical and mental fatigue, heightened stress, and diminished capacity to manage life skills, sensory input, and/or social interactions, which comes from years of being severely overtaxed by the strain of trying to live up to demands that are out of sync with our needs.

Source: Autistic Burnout: “My Physical Body And Mind Started Shutting Down”

I updated “Bring the backchannel forward. Written communication is the great social equalizer.” with selections from “NeuroDiversity: The Birth of an Idea by Judy Singer”.

Computers as the essential prosthetic device for autistics?

Despite a common history of what can, with the wisdom of hindsight, be termed “oppression”, the limited social, networking, and organisational skills of people with AS together with their aversion to direct human contact, had prevented them joining together to form an effective movement to address their specific issues. All this changed however with the advent of the Internet. Computers are the communications medium par excellence for autistics. A significant number of autistics claim that computers mirror the way their minds work (Grandin, with Blume, 1997). By filtering out all the sensory overwhelm caused by actual physical presence, computers free up autistics’ communicative abilities.

InLv members regularly sing the praises of the new medium that allows them to have the form of communication they desire, while protecting them from the overwhelming sensory overload and rapid processing demands of human presence. For many, email lists are their first experience of community. Jane Meyerding, a member of InLv makes clear just how much autistics owe to computer technology:

Like a lot of ACs (autistics and cousins), I find myself able to enjoy “community” for the first time through the internet. The style of communication suits me just fine because it is one-on-one, entirely under my control in terms of when and how long I engage in it, and, unlike real-life encounters, allows me enough time to figure out and formulate my responses. In real-world encounters with groups—even very small groups—of people, I am freighted with disadvantages. I am distracted by my struggle to identify who is who (not being able to recognise faces), worn out by the effort to understand what is being said (because if there is more than one conversation going on in the room, or more than one voice speaking at a time, all the words become meaningless noise to me), and stressed by a great desire to escape from a confusing flood of sensation coming at me much too fast. (Jane Meyerding – Thoughts on Finding Myself Differently Brained, 1998)

As this statement shows, for autistics, computers are the essential prosthetic device, one which turns them from withdrawn, isolated individuals, to networked social beings, the prerequisite to effective social action, and a voice in the public arena.

Autistics compare the importance to them of computers with the importance of seeing-eye dogs to the blind. Martijn Dekker, who is the ‘owner’ of the InLv email forum, and a prominent autistic activist foreshadows puts it plainly:

For reasons obvious to our HFA/AS community, I consider a computer to be an essential disability provision for a person with Asperger’s. (8 Nov 1998)

Source: NeuroDiversity: The Birth of an Idea by Judy Singer

I updated “Neurodiversity in the Classroom” with a selection on sensory overwhelm in school environments from “Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom”.

One of the more encouraging developments in the autism field over the last decade or so has been a growing awareness of the significance of sensory issues. Sensory sensitivities are included in the DSM-5 as part part of the diagnostic criteria for autism, and in teacher training materials, such as those provided by the AET. They are also highlighted in campaigns by the National Autistic Society (NAS), for example. But despite these signs of increased understanding, I’m not convinced that in our schools there is a sufficiently nuanced appreciation of this multi-faceted phenomenon, which potentially influences a whole range of physical and perceptual processes (Bogdashina 2016). Indeed, the school environment can present autistic children with a multi-sensory onslaught in terms of sounds, smells, textures and visual impacts that constitutes both a distraction and a source of discomfort (Ashburner, Ziviani and Rodger 2008; Caldwell 2008). There was also clear evidence from my own study that sensory issues, and noise in particular, can be highly exclusionary factors for autistic children in schools.

Source: Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom

I updated “Neurodiversity in the Classroom” with a selection from “Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom”.

understanding the perspectives and experiences of autistic children and adults in particular was essential. Time and again I found that issues aired say, by teachers, would be completely reframed when the autistic adults discussed the same points.

Source: Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom

I also added headings to break up the length and removed some dead links and embeds.

I updated “Mindfulness in Education” with selections from “ClassDojo App Takes Mindfulness To Scale in Public Education (Ben Williamson) | Larry Cuban on School Reform and Classroom Practice” and “School-Based Mindfulness Training and the Economisation of Attention: A Stieglerian View: Educational Philosophy and Theory: Vol 47, No 8”.

James Reveley has further argued that school-based mindfulness represents a ‘human enhancement strategy’ to insulate children from pathologies that stem from ‘digital capitalism.’ Mindfulness in schools, he adds, is ‘an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers.’ It trains young people to become responsible for augmenting their own emotional wellbeing and in doing so to secure the well-being of digital capitalism itself.

According to Davies, however, much of the stress experienced by children is actually caused more mundanely by the kinds of testing and performance measurement pressures forced on schools by current policy priorities. ‘The irony of turning schools into therapeutic institutions when they generate so much stress and anxiety seems lost on policy-makers who express concern about children’s mental health,’ he argues.

Source: ClassDojo App Takes Mindfulness To Scale in Public Education (Ben Williamson) | Larry Cuban on School Reform and Classroom Practice

Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism’s economisation of attention. I use Bernard Stiegler’s Platonic depiction of the ambiguousness of all attention channelling mechanisms as pharmaka-containing both poison and cure-to suggest that this training is a double-edged sword. Does the inculcation of mindfulness in schoolchildren empower them; or is it merely an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers? The answer, I maintain, depends on whether young people can use the Internet’s political potentialities to mitigate the exploitation of their unpaid online labour time.

Source: School-Based Mindfulness Training and the Economisation of Attention: A Stieglerian View: Educational Philosophy and Theory: Vol 47, No 8

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.

Source: 7 Cool Aspects of Autistic Culture | The Aspergian | A Neurodivergent Collective

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.

Source: Autism, intense interests and support in school: from wasted efforts to shared understandings

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.

Source: Autistic children and intense interests: the key to their educational inclusion? – woodbugblog