a more reasonable approach is simply to expand the spectrum of normal while building a supportive environment tempered with patience.
This open access textbook on autistic community and the neurodiversity movement—edited by an autistic neurodiversity researcher—is a free download.
Parents and educators, check it out.
The distributed model can be a boon to folks who have difficulty working in an office, but ultimately it’s up to the people who create and design work environments — distributed or co-located — to recognize that there isn’t a normal employee or a normal mode of work. There are no abnormal employees with abnormal needs. Companies should reject this false dichotomy and acknowledge that every employee is different, and that some might also experience several forms of difference and marginalization at once. Everyone, however, is likely to be happier and more productive when they have choices, agency, and a way to express their individual needs.
Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?
For me, the key significance of the “Autistic Spectrum” lies in its call for and anticipation of a politics of Neurological Diversity, or “Neurodiversity”. The “Neurologically Different” represent a new addition to the familiar political categories of class / gender / race and will augment the insights of the social model of disability.
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.
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.
I also added headings to break up the length and removed some dead links and embeds.
Our movement, however, needs nothing of respectability politics. Accepting — conceding, surrendering, submitting to — that will only erode our movement until it crumbles entirely. Respectability politics is what’s gotten us into reliance on foundations and nonprofits, and elected officials and bureaucrats, and policies and programs that only benefit the most privileged and resourced members of our communities at the direct expense of the most marginalized. Radical, militant anger — and radical, militant hope, and radical, wild dreams, and radical, active love — that’s what’ll get us past the death machines of ableism and capitalism and white supremacy and laws and institutions working overtime to kill us.
“A big ‘a ha!’ that’s come out of the research that we’re doing is that it’s quite common that when people make accommodations for people who are in neurodiversity employment programs, a good chunk of the accommodations they make are helpful to other employees as well,” he said.
I updated “I’m Autistic. Here’s what I’d like you to know.” with selections from “Respectfully Connected | 10 ‘Autism Interventions’ for Families Embracing the Neurodiversity Paradigm”.
- Learn from autistic people
- Tell your child they are autistic
- Say NO to all things stressful & harmful
- Slow down your life
- Support & accommodate sensory needs
- Value your child’s interests
- Respect stimming
- Honour & support all communication
- Minimise therapy, increase accommodations & supports
- Explore your own neurocognitive differences