Posted on Monday, December 16, 2019

Societal Expectations for a Person with Aspergers

I was standing in the post office shipping off a package when I got a burst of inspiration to take this funny picture. It uses humor to describes some of the challenges people with developmental disabilities face but it also helps me vent my frustration and address a wider issue.

First day of school. College interviews. Job interviews.

It seems like the most important encounters that determine the quality of our life are also the most superficial. So much could go wrong in the first impression.

One girl I had just met told me that she thought my body language was condescending.
- My rationalization: First off what does condescending body language even look like? I googled it because I was so perplexed and turns out condescending can only apply to language. I think she was trying to say defensive or standoffish.
A man who had just met and conversed with me briefly once told me that my use of vocabulary words like “tantalizing” and “perturbed” in everyday conversation makes him think I am keeping people at a distance.
- My rationalization: I am always happy to explain things in a different way in order to clarify what I’m talking about but in this case, they did not give me the chance to clarify my idea. He just made an assumption on my intentions of using “big words” and technical terms when in actuality that is how I talk.

Alix Generous

Alix’s childhood was hindered by undiagnosed Aspergers until she learned to harness her gifts. Now, at 21 years old, she has already done what most people can only hope to do in their lives; speak to the UN, make a major scientific contribution, give a TED talk, and travel the world.

Alix was misdiagnosed as a child. Told she was strickened with a plethora of mental illnesses and learning disabilities, she spent years desperately seeking answers until she found the right kind of help that enabled her to flourish; piano playing, composing, ballet and science.

Alix is an undergraduate student in Vermont working toward a degree in neuroscience. She is also currently working on several research projects studying autism and schizophrenia. She utilizes the college learning disabilities accommodation program and now lives comfortably with her challenges. Aspergers101 is thrilled to offer you the insights and brilliance of Alix!

aspergers101.mystagingwebsite.com/

Posted on Friday, August 23, 2019

Resources for Parents About Bullying and Autism in School

Bullying and Autism is an issue that comes up often for parents of children on the spectrum throughout elementary, middle, and high school. Individuals with an Autism Spectrum Disorder (ASD) remain highly vulnerable to bullying behavior. Parents, teachers, other students, and the community must be sensitive to the particular needs of these students and vigilant in bullying prevention and intervention.

This week’s blog will point families in the direction of multiple resources available.

This first resource is quite extensive and provides a comprehensive view of bullying:

“Eyes on Bullying . . . What Can You Do? A toolkit to prevent bullying in children’s lives”

www.eyesonbullying.org

The following are excerpts from this useful manual:

Bullying Basics

We now know that:

Bullying is NOT pre-wired, harmless, or inevitable

Bullying IS learned, harmful, and controllable

Bullying SPREADS if supported or left unchecked

Bullying INVOLVES everyone—bullies, victims, and bystanders

Bullying CAN BE effectively stopped or entirely prevented

Beginning in the preschool years, adults can teach children important bullying prevention skills and guide children as they practice using these skills. Social skills that form an important foundation for bullying prevention include:

Showing empathy toward others

Interacting assertively

Solving social problems

Bystanders also have the power to play a key role in preventing or stopping bullying.

Some bystanders… directly intervene, by discouraging the bully, defending the victim, or redirecting the situation away from bullying.

Other bystanders… get help, by rallying support from peers to stand up against bullying or by reporting the bullying to adults. Look Around…Who Is Involved?

Bystanders’ actions make a critical difference. Children and adults should think ahead about what they will do when they witness or hear about bullying.

There is also an Information Sheet on Bully Prevention at the following website:

Lisa Rogers

The Education (K-12) Blogs and Special Ed Q & A are written and maintained weekly by Lisa Rogers with Educating Diverse Learners. Lisa received her M.A. in Special Education with an endorsement in the area of individuals with severe disabilities. Mrs. Rogers has also created products that have been used throughout the state of Texas for training purposes. Through the Association for Texas Professional Educators [ATPE], Ms. Rogers has produced an online course that targets the importance of visual strategies for student with autism spectrum disorders and just released her highly anticipated book titled: Visual Supports for Visual Thinkers.

aspergers101.mystagingwebsite.com/

Posted on Friday, May 17, 2019

Using Narratives in School to Address Sensory Differences

Although sensory differences are very real and must be recognized as such, narratives can help to deal with these differences. For instance, there was a high school student that was having significant difficulty with the hallway transition from class to class. Not only was there the loud bell that signals the transition, but then it was followed by a crowded hallway and noisy teenagers talking in groups.

One way to address this might be to allow an early release from class to avoid much of this hallway chaos. Another option is to provide a narrative that helps deal with this difficult transition.

The following is an example of such a narrative:

Passing Period at High School

My name is ___________. I am a student at _________ High School.

In High School, there are different periods. A bell rings at the end of each period.

When the bell rings, the students walk in the hall to go to their next class.

Sometimes, the students make a lot of noise as they walk down the hallway. This might hurt my ears.

That is O.K. The passing period lasts only for a few minutes. Soon, the halls will be quiet again.

I remember that I can just wear my headphones & listen to music during the passing period.

Then, I will get to walk to my next class where it is nice and quiet.

I can do this!

Staff noticed that the student would repeat the story to himself while walking down the hall. A narrative can validate feelings, provide a solution and even offer comfort during a stressful time.