During the movies, in between clips of each child we also see the time that Elaine takes with all the kids to make the musical. We see her describing Autism as a neurological disorder in which the brain functions differently. Some who have Autism can be non verbal, some highly verbal, some may have difficulty in controlling their impulses and colors, sights, and sounds can be too intense to handle. The brain does not compute in the same way as others, things around them can be too overwhelming and this is when we have children retreating to their own world. When all of the children meet to work on the musical they act out problems or things that have happened in their life. We see Wyatt describe the bullies that hurt him. They ask him horrible things about seeing their “dicks” and give him the middle finger. They treat Wyatt and other kids like him as outcasts. But through drama, fun play and singing, this Miracle project helps to teach these kids the right behavior and what they should never have to put up with.
They begin writing the story, the play, the children being the inspiration and the writers. They use their life stories for inspiration. Elaine writes down their actions and words and then creates a script from there. She focuses on a lot of positive reinforcement and eye contact, helping each child to utilize their strengths. Teaching each child how to support each other and themselves is important not only for the project but for their lives. Elaine was able to do this project through funding and they end up finding and using a real theater for the final performance. But before the final show draws near, we see a side of the parents that is not only frustrating but makes you feel sad. Adam’s performance was not cut from the play but there was not enough time during rehearsal for him to, at that time, do all of his talents. His mother, Rosanne, freaked out and started yelled at other parents/ staff that her son’s cello playing is what defines him, it is what he has. She grabs him to make him leave and she is the reason that he ends up having an outburst. You feel bad for Adam because you want his mother to stop being so protective and let him be.
During the play rehearsal, we find the parents discussing Autism in the Parent Room. Roseanne describes society as a tribe, in which they all have to do better. All other kids who have Autism are a part of the tribe, and how other children with Autism act, reflects on other children, on Roseanne’s son. But Lexi’s mom gets rather upset and this is the crucial moment in the movie that breaks my heart. She says that it is about human value. She wants the world to value her child, to welcome her and they simply don’t and she can’t make them. Until they are valued, until Lexi, Adam, Henry, Wyatt, and Neal are valued no one is going to find a cure, no one is going to change the medicines, the doctors and schools won’t change either. All that these parents can do is love their children. Lexi’s mom then says “ I hope that she dies before I do” not because she doesn’t care but because she doesn’t want Lexi to be vulnerable or to live without her, without help. Their future is so uncertain, no one knows if they will be ok, that is the worst part.
The ending of the movie is the play, their ultimate debut of talent and personality that shine unlike anything they have done before. There are a few updates as to what each child is doing in life and fun little facts about them. This amazing play and project however only received funding for one more year. I wonder why this is? Maybe because our world has yet to see Autism as these parents and children see it. As a part of their life.
Learning to better the Future
Wednesday, December 15, 2010
Autism The Musical Part 1
Autism the Musical:
I first learned of this movie when I attended one of the classes for Asperger’s. The movie was done in 1997 and it follows 5 families, with additional other children and families, who have children with Autism. The range or level of severity of Autism within each child differs but what mattered was the life of each child. One mom, Elaine, forms a group/project called the Miracle Project which is a place for children with Autism, their siblings, and parents can go to feel welcome, loved, and most of all take part in a musical that Elaine wanted to create.
“In 1980, one in 10,00 children were diagnosed as Autistic and today it is 1 in every 150.”
The four children on which this movie is centered are Adam, Henry, Lexi, Neal, and Wyatt.
Neal was adopted at the age of 23 months from Russia. When he was younger he has a lot of tantrums and never slept more than two to three hours at a time. He is now, during the time of the movie, 12 years old and his mother Elaine is the creator and director of the Miracle Project. His mom and his father divorced when he was eight or so and Elaine finally met someone new, Jeff. Jeff and Elaine are both Jewish and want to get married. However, Jeff’s family don’t understand Neal and his Autism, they just want him “to be a good boy”. Neal has impulses that he can’t control, the outbursts are hard not just for others but for him as well. He is working so hard to do things that others take for granted, to just be a part of this world.
Lexi is fourteen years old and an amazing singer. When she was 21 months old, her mother started noticing things that were troubling such as not responding to her name, so she decided to do some research. After seeking help, she was only told that her daughter had something “organic”. Believing and wanting more help, she noticed more about Lexi such as her rocking, shutting her eyes and covering her ears to loud noises. Around her 3rd birthday she wasn’t hitting developmental stages, such as not talking, not potty training, and starting to lose eye contact. Finally someone gave her some answers and confirmed that Lexi did indeed have Autism. Her mother had always believed that Autism meant children “stood in a corner banging their head against the wall”. Her father broke the situation down as stages, the first being denial, then there is the fix it stage, then comes the sadness and depression (your kid has autism-forever, the end), then comes the acceptance stage, where you focus on what you need to do to help your child. But her father believed that in order for things to be ok, she needed to be different, “it’s not up to us to judge the quality of her life”, and every day is a challenge.
Lexi also has Echolalia, meaning she can repeat back what is said to her but she has a hard time generating her own speech. Lexi said that Autism means that something is damaged.
Henry is another child followed in the film, who is middle school aged. When he was two years old he started to show an unusual interest in dinosaurs and prehistoric creatures, becoming obsessed with them. Henry has Asperger’s Syndrome, a high functioning Autism where he is very intelligent in specific areas such as dinosaurs and reptiles but socially lacks skills and withdraws into his own world and talks to himself. His father, believes that there are many theories as to what causes Autism but no one has identified anything particularly to help.
Adam is eleven or twelve years old and is in a regular classroom with the aid of Veatrice, his one on one helper who started with him when he was three. Adam has Autism and he is going to be entering middle school soon. He plays well with others but has a slight girl obsession and ironically enough they like him back. The people in his life love him and believe that “if he wasn’t Autistic, imagine the possibilities”. One outlet that Adam has is his music, his like of classical music and he plays the cello. Adam has many brothers and sisters but his father and mother have been through several struggles. His mother believed that Autism is like a locked room, and if you can crack the door open for even five minutes then that child is learning something new or developing for five minutes. “There is nothing he can’t do, I just have to find a way to teach it to him”.
Wyatt is an interesting character and probably the child that I was most interesting in from watching the movie. He came out in the beginning and said that he believed “100% of the kids are retarded” in his classroom. He is in a specialized class and he hates being there. Wyatt longs to be in a regular class but knows that the horrible bullying that he experiences will not subside no matter where he goes. He says that “bullies are mean and when they grow up they get meaner”. Wyatt has a section of the movie that really speaks to me, he discusses going into his own world. He talks about how kids he knows go into their own world sometimes and he wonders how they are supposed to make friends if they are always in their own space. But when asked when he, Wyatt, goes into his own world he replies, that when he is by himself, he likes being able to have someone to talk to, to have a friend, and to have someone to be there and care for him. Unfortunately he has a mixture of problems because he cannot hold his own in mainstream but is to high functioning for the other classes. When his parents meets with a lawyer to discuss how to help Wyatt they are confronted with the cost of over 50,000 to get schools to do the right things, to educate their son in a way in which he can learn. Schools aren’t helping him, they are not addressing his needs and no one has answers or solutions.
I first learned of this movie when I attended one of the classes for Asperger’s. The movie was done in 1997 and it follows 5 families, with additional other children and families, who have children with Autism. The range or level of severity of Autism within each child differs but what mattered was the life of each child. One mom, Elaine, forms a group/project called the Miracle Project which is a place for children with Autism, their siblings, and parents can go to feel welcome, loved, and most of all take part in a musical that Elaine wanted to create.
“In 1980, one in 10,00 children were diagnosed as Autistic and today it is 1 in every 150.”
The four children on which this movie is centered are Adam, Henry, Lexi, Neal, and Wyatt.
Neal was adopted at the age of 23 months from Russia. When he was younger he has a lot of tantrums and never slept more than two to three hours at a time. He is now, during the time of the movie, 12 years old and his mother Elaine is the creator and director of the Miracle Project. His mom and his father divorced when he was eight or so and Elaine finally met someone new, Jeff. Jeff and Elaine are both Jewish and want to get married. However, Jeff’s family don’t understand Neal and his Autism, they just want him “to be a good boy”. Neal has impulses that he can’t control, the outbursts are hard not just for others but for him as well. He is working so hard to do things that others take for granted, to just be a part of this world.
Lexi is fourteen years old and an amazing singer. When she was 21 months old, her mother started noticing things that were troubling such as not responding to her name, so she decided to do some research. After seeking help, she was only told that her daughter had something “organic”. Believing and wanting more help, she noticed more about Lexi such as her rocking, shutting her eyes and covering her ears to loud noises. Around her 3rd birthday she wasn’t hitting developmental stages, such as not talking, not potty training, and starting to lose eye contact. Finally someone gave her some answers and confirmed that Lexi did indeed have Autism. Her mother had always believed that Autism meant children “stood in a corner banging their head against the wall”. Her father broke the situation down as stages, the first being denial, then there is the fix it stage, then comes the sadness and depression (your kid has autism-forever, the end), then comes the acceptance stage, where you focus on what you need to do to help your child. But her father believed that in order for things to be ok, she needed to be different, “it’s not up to us to judge the quality of her life”, and every day is a challenge.
Lexi also has Echolalia, meaning she can repeat back what is said to her but she has a hard time generating her own speech. Lexi said that Autism means that something is damaged.
Henry is another child followed in the film, who is middle school aged. When he was two years old he started to show an unusual interest in dinosaurs and prehistoric creatures, becoming obsessed with them. Henry has Asperger’s Syndrome, a high functioning Autism where he is very intelligent in specific areas such as dinosaurs and reptiles but socially lacks skills and withdraws into his own world and talks to himself. His father, believes that there are many theories as to what causes Autism but no one has identified anything particularly to help.
Adam is eleven or twelve years old and is in a regular classroom with the aid of Veatrice, his one on one helper who started with him when he was three. Adam has Autism and he is going to be entering middle school soon. He plays well with others but has a slight girl obsession and ironically enough they like him back. The people in his life love him and believe that “if he wasn’t Autistic, imagine the possibilities”. One outlet that Adam has is his music, his like of classical music and he plays the cello. Adam has many brothers and sisters but his father and mother have been through several struggles. His mother believed that Autism is like a locked room, and if you can crack the door open for even five minutes then that child is learning something new or developing for five minutes. “There is nothing he can’t do, I just have to find a way to teach it to him”.
Wyatt is an interesting character and probably the child that I was most interesting in from watching the movie. He came out in the beginning and said that he believed “100% of the kids are retarded” in his classroom. He is in a specialized class and he hates being there. Wyatt longs to be in a regular class but knows that the horrible bullying that he experiences will not subside no matter where he goes. He says that “bullies are mean and when they grow up they get meaner”. Wyatt has a section of the movie that really speaks to me, he discusses going into his own world. He talks about how kids he knows go into their own world sometimes and he wonders how they are supposed to make friends if they are always in their own space. But when asked when he, Wyatt, goes into his own world he replies, that when he is by himself, he likes being able to have someone to talk to, to have a friend, and to have someone to be there and care for him. Unfortunately he has a mixture of problems because he cannot hold his own in mainstream but is to high functioning for the other classes. When his parents meets with a lawyer to discuss how to help Wyatt they are confronted with the cost of over 50,000 to get schools to do the right things, to educate their son in a way in which he can learn. Schools aren’t helping him, they are not addressing his needs and no one has answers or solutions.
A Special Boy Comes to Visit
An interesting visit
Boy X came to visit our class today and I was thoroughly excited and engaged. He is in sixth grade and he is 12 years old. He came to our class to discuss not only his life but how he deals with having Asperger’s Syndrome. He began by discussing being home schooled. The pros for him are the abilities to learn a lot and at his own pace, to research what he likes and use various media such as computers, as well as if he cannot do something there is always a substitution. The cons for X are that he has his life controlled, there are no snow days, in addition he misses school and a lot of things but not so much the people. He views his AS as a neurological difference that people should celebrate it is not a handicap. He has had positive experiences and has great friends, because he has the ability to be many different type of people. He has many sides or personalities to him such as his musical or yugeo, some are mature, some immature, and some are just right. He likes to act a lot, pretending is fun.
He drew a circle on the board explaining and describing his “wheel of obsession”. In a circle, clockwise, he writes: like it-develop interest- draw it-do it a lot- talk about it- loose interest- find something else and then we return back to like it. This wheel describes what happens in X’s head with things in his life. He is very twitchy and shaky as well as very good at changing subjects. He discussed that when he doesn’t like something he can sometimes scream, cry, even dramatize and manipulate things. He has a hard time with social relationships, knowing that is ok or acceptable to do and say. He learns lessons with every choice that he makes, like how he feels with things and situations.
There was a serious situation with X at his school and he was removed thereafter. This, although needed to be done, he still misses certain people. He is less stressed now being home schooled. His favorite subject is Science and Math, logical subjects but dislikes Language Arts even though he is good at it because of the spelling. He does not like to do worksheets and loves to learn and experiment. Does not like gym because he not only thinks he is bad at it but hates the competitiveness of other students. When he loses at something, like a game in gym, he feels bad and others often blame him, making X feel worse. His brain works in various was, sometimes it is very fast, and sometimes it is very slow. When he is doing harder things like math it works fast at first then slows down. He related this to running through mud. He said that you run really fast at first and then slow down when you get caught. He is good with similes and metaphors but not understanding them or jokes from other people.
When asked to describe Asperger’s he said that there are many pros and cons. There are many famous people who have AS and one in 150 people have it. His brain works a little slower for things that require a lot of thinking but are simple things that everyone thinks are easy. His brain works faster than anyone else. He finds it hard to relate to others and feels and is often targeted by other kids. He was tricked to do inappropriate things. His advice for educators was to give kids with AS extra help, to put all your strength into it, until the thing you’re working on is done. He did not want other kids to know he has AS because they might treat him different and he could become a target. He says he is already a nerd and it would only make it worse. He can become very argumentative and describes his head like a bomb, it is very explosive. The last thing that was discussed what X would change, he would make it so that he did not have AS. But he rethinks this because of other famous people with AS, he would change how he is with others, being more “socially perfect”. These insights are what educators, students, and human beings need to see in order to better understand all who may have AS.
Boy X came to visit our class today and I was thoroughly excited and engaged. He is in sixth grade and he is 12 years old. He came to our class to discuss not only his life but how he deals with having Asperger’s Syndrome. He began by discussing being home schooled. The pros for him are the abilities to learn a lot and at his own pace, to research what he likes and use various media such as computers, as well as if he cannot do something there is always a substitution. The cons for X are that he has his life controlled, there are no snow days, in addition he misses school and a lot of things but not so much the people. He views his AS as a neurological difference that people should celebrate it is not a handicap. He has had positive experiences and has great friends, because he has the ability to be many different type of people. He has many sides or personalities to him such as his musical or yugeo, some are mature, some immature, and some are just right. He likes to act a lot, pretending is fun.
He drew a circle on the board explaining and describing his “wheel of obsession”. In a circle, clockwise, he writes: like it-develop interest- draw it-do it a lot- talk about it- loose interest- find something else and then we return back to like it. This wheel describes what happens in X’s head with things in his life. He is very twitchy and shaky as well as very good at changing subjects. He discussed that when he doesn’t like something he can sometimes scream, cry, even dramatize and manipulate things. He has a hard time with social relationships, knowing that is ok or acceptable to do and say. He learns lessons with every choice that he makes, like how he feels with things and situations.
There was a serious situation with X at his school and he was removed thereafter. This, although needed to be done, he still misses certain people. He is less stressed now being home schooled. His favorite subject is Science and Math, logical subjects but dislikes Language Arts even though he is good at it because of the spelling. He does not like to do worksheets and loves to learn and experiment. Does not like gym because he not only thinks he is bad at it but hates the competitiveness of other students. When he loses at something, like a game in gym, he feels bad and others often blame him, making X feel worse. His brain works in various was, sometimes it is very fast, and sometimes it is very slow. When he is doing harder things like math it works fast at first then slows down. He related this to running through mud. He said that you run really fast at first and then slow down when you get caught. He is good with similes and metaphors but not understanding them or jokes from other people.
When asked to describe Asperger’s he said that there are many pros and cons. There are many famous people who have AS and one in 150 people have it. His brain works a little slower for things that require a lot of thinking but are simple things that everyone thinks are easy. His brain works faster than anyone else. He finds it hard to relate to others and feels and is often targeted by other kids. He was tricked to do inappropriate things. His advice for educators was to give kids with AS extra help, to put all your strength into it, until the thing you’re working on is done. He did not want other kids to know he has AS because they might treat him different and he could become a target. He says he is already a nerd and it would only make it worse. He can become very argumentative and describes his head like a bomb, it is very explosive. The last thing that was discussed what X would change, he would make it so that he did not have AS. But he rethinks this because of other famous people with AS, he would change how he is with others, being more “socially perfect”. These insights are what educators, students, and human beings need to see in order to better understand all who may have AS.
Autism Conference with Heidi Bowden
Autism by Heidi Bowden:
Strategies for Working with People with Autism Spectrum Disorders
After having such a positive experience with Cynthia Lord’s presentation, I had high hopes for learning more about Autism from Heidi Bowden. This presenter has a daughter Addy who has Autism. She discussed many tools that can be used to help children at home and in the classroom who have Autism. Some visual tools she discussed was a schedule of their day, something they can see and touch themselves. She also talked about pictures and written words, using the internet at home, as well as errand or mood strips to show them what they will be doing and how they feel. She conveyed many different techniques on how to get through to these children.
Heidi wanted to show the room that helping children to accomplish something, rewarded them and encouraging them is the best interaction then can have. She also discussed that all children learn differently and you don’t know how they will function with each tool, services, or other activities. Heidi explained that many schools have expectations of children with disorders or disabilities and we need to break through those to look at each individual child. Children with Autism don’t do things on purpose; they simply can not help it. Patience is something that is very valuable. She also explained that working with parents and school administration is one way to help the child and yourself to cope and overcome each situation. Every child will like something different and so you must work to the child, reinforce good behavior and help eliminate the bad. Heidi explained that the most important tool is consistency. Take one day at a time and take baby steps. The most important thing I gained from Heidi is to “seize the moment”. Do all you can to help someone and that is the greatest tool and gift you can give to them.
Strategies for Working with People with Autism Spectrum Disorders
After having such a positive experience with Cynthia Lord’s presentation, I had high hopes for learning more about Autism from Heidi Bowden. This presenter has a daughter Addy who has Autism. She discussed many tools that can be used to help children at home and in the classroom who have Autism. Some visual tools she discussed was a schedule of their day, something they can see and touch themselves. She also talked about pictures and written words, using the internet at home, as well as errand or mood strips to show them what they will be doing and how they feel. She conveyed many different techniques on how to get through to these children.
Heidi wanted to show the room that helping children to accomplish something, rewarded them and encouraging them is the best interaction then can have. She also discussed that all children learn differently and you don’t know how they will function with each tool, services, or other activities. Heidi explained that many schools have expectations of children with disorders or disabilities and we need to break through those to look at each individual child. Children with Autism don’t do things on purpose; they simply can not help it. Patience is something that is very valuable. She also explained that working with parents and school administration is one way to help the child and yourself to cope and overcome each situation. Every child will like something different and so you must work to the child, reinforce good behavior and help eliminate the bad. Heidi explained that the most important tool is consistency. Take one day at a time and take baby steps. The most important thing I gained from Heidi is to “seize the moment”. Do all you can to help someone and that is the greatest tool and gift you can give to them.
Autism Conference with Cynthia Lord
Rules by Cynthia Lord:
A Look into Autism
When sitting, waiting for Cynthia Lord to begin her presentation, I thought that it would be just another presentation that I would have to sit through. But by the time Cynthia was finished, I had a deeper understanding and respect for people who not only have Autism but their families as well. As she began, she explained her book, Rules, and the story behind the story. Her book was inspired by her own life, her son Gregory who has Autism, and her daughter Julia who does not. She explained that with this life, having a child who has Autism, she realized that there would be doors that would be opened and doors that would be closed for her son.
There are many things about Autism that I learned, such as hypersensitivity and hyposensitivity. This means that they are both extremely affected and sensitive to something or they can not feel it at all. But Cynthia explained that there were techniques that helped her and stories along the way with her son and daughter. She explained that her son hated wearing his mittens, and she decided not to fight with him and let him go without wearing them. However when she felt his hands they were like ice and he did not even notice. There are many things that her son was affected and unaffected by. Cynthia also explained that the world around her and her family was a major influence. Things that people say can be extremely hurtful to not just her son, but to her daughter who has to live with him. Cynthia explained that there are core challenges with Autism, language, behavior, and social skills. She discussed that Autism is a spectrum disorder it ranges in diversity.
Every child has a different combination of strengths and challenges and it is difficult to talk in generalities. She also explained that it is sometimes hard to find support and it does not just affect the child who has the disorder, it affects the entire family. But through her book, she gave people an insight into her life as well as hope and inspiration for other families facing the same battle. She discussed the different pressures put upon her and her daughter. Siblings do end up picking her a lot of slack for their sibling with Autism.
Rules was developed by a question from her daughter, “How come there aren’t books about families with Autism?” Every story starts with an idea and grows from there. Writing and later publishing a book is a lot of work. Cynthia Lord gave so many children and families hope when they thought that there was no one out there who felt the same way. She also gave me a deeper understanding of Autism. The line that I left her presentation with was, “talk is priceless”. Meaning that you should value everything you have because there are people out there who would give anything to have the simplest pleasures, you take for granted.
A Look into Autism
When sitting, waiting for Cynthia Lord to begin her presentation, I thought that it would be just another presentation that I would have to sit through. But by the time Cynthia was finished, I had a deeper understanding and respect for people who not only have Autism but their families as well. As she began, she explained her book, Rules, and the story behind the story. Her book was inspired by her own life, her son Gregory who has Autism, and her daughter Julia who does not. She explained that with this life, having a child who has Autism, she realized that there would be doors that would be opened and doors that would be closed for her son.
There are many things about Autism that I learned, such as hypersensitivity and hyposensitivity. This means that they are both extremely affected and sensitive to something or they can not feel it at all. But Cynthia explained that there were techniques that helped her and stories along the way with her son and daughter. She explained that her son hated wearing his mittens, and she decided not to fight with him and let him go without wearing them. However when she felt his hands they were like ice and he did not even notice. There are many things that her son was affected and unaffected by. Cynthia also explained that the world around her and her family was a major influence. Things that people say can be extremely hurtful to not just her son, but to her daughter who has to live with him. Cynthia explained that there are core challenges with Autism, language, behavior, and social skills. She discussed that Autism is a spectrum disorder it ranges in diversity.
Every child has a different combination of strengths and challenges and it is difficult to talk in generalities. She also explained that it is sometimes hard to find support and it does not just affect the child who has the disorder, it affects the entire family. But through her book, she gave people an insight into her life as well as hope and inspiration for other families facing the same battle. She discussed the different pressures put upon her and her daughter. Siblings do end up picking her a lot of slack for their sibling with Autism.
Rules was developed by a question from her daughter, “How come there aren’t books about families with Autism?” Every story starts with an idea and grows from there. Writing and later publishing a book is a lot of work. Cynthia Lord gave so many children and families hope when they thought that there was no one out there who felt the same way. She also gave me a deeper understanding of Autism. The line that I left her presentation with was, “talk is priceless”. Meaning that you should value everything you have because there are people out there who would give anything to have the simplest pleasures, you take for granted.
"look me in the eye"- John Elder Robinson
One of the books that I chose to read was entitled, “look me in the eye” by John Elder Robinson. This story is one of John’s life, his trials and triumphs of living and dealing with Asperger’s. His struggles are seen most predominantly in relation to other people, in trying to fit into a world that simply doesn’t accept him. The book takes us through his life, piece by piece with his memories of what he has gone through. As a young child, John tries to make friends in all the wrong ways, highlighting his struggle with social skills. More than trying to live and deal daily with problems, his home life is more than hard. He learns to be self-reliant with little to no help from family and having no friends.
He deals with abuse and neglect as well as the aftermath, the emotional toll that these actions took on him. He acts out by pulling “pranks” on people because of the hurt and rejection that others had shown him all of his life. But these actions turn into incidents that are more than pranks, they are events that could have gotten him in serious trouble. Other situations that put John in a frustrating predicament is his expression of emotions. He has a hard time controlling his facial expressions and this creates problems for those who do not know him, who think he may be being rude or disrespectful instead of realizing he sees the situations in a different light. His entire life, however more so in school, was marked by being labeled. In his childhood they knew little to nothing about Asperger’s and therefore there was little to no help for him. It is not until the end of high school where he can put his talents and abilities, as he is good with mechanical things, to use in the work force.
He learns through experience, good and bad, trying to find himself and where he belongs in this world. He tries to figure himself out in a sense by learning his abilities, his strengths and weaknesses. But it is a long road for John as he doesn’t learn about himself fully until he is in his 40’s. He is finally diagnosed with Asperger’s syndrome. This brings not only relief but a confirmation that he is different and it is ok. He never knew that he had a problem he just assumed that he was different from other children his age. He comes to see that society, in relation to an individual, need to be more accepting, to help those who are different not cast them out. Giving a reason and meaning to his life up until that point, he realizes that his social hardships and the problems with making friends were not really his fault but the result of a neurological disorder. He ultimately find his place in life, right where he is, is right where he belongs, a hard-working loving caring individual with a family who care and love him back.
This book was really interesting. I don’t know if I would read this again or recommend it in relation to the other books I have read, but it offers an interesting insight into a life of not just an individual but an adult with Asperger’s. I do believe that his experience, one that we all hate to see happen, that he was a young child dealing with his undiagnosed Asperger’s with no help from anyone in his life. He was pushed through school and life by not only the people around him but by the choices he made. These choices, whether good or bad, have made him who he is and John is not apologizing for being the man he is today. He owns who he is whether that involves the name Asperger’s or not, he is a strong person who inspired a lot of hope in readers that although life is filled with struggles it is those struggles that help us to appreciate the joyful moments and truly live.
Asperger’s was seen in a unique way in this book, and I believe he was reliving and dealing with his life all over again through the written story. I think this book offers readers familiar or not with Asperger’s a chance to see things from a new perspective, and this enables more people to become understanding promoting education on those who are deemed “different” everyday.
He deals with abuse and neglect as well as the aftermath, the emotional toll that these actions took on him. He acts out by pulling “pranks” on people because of the hurt and rejection that others had shown him all of his life. But these actions turn into incidents that are more than pranks, they are events that could have gotten him in serious trouble. Other situations that put John in a frustrating predicament is his expression of emotions. He has a hard time controlling his facial expressions and this creates problems for those who do not know him, who think he may be being rude or disrespectful instead of realizing he sees the situations in a different light. His entire life, however more so in school, was marked by being labeled. In his childhood they knew little to nothing about Asperger’s and therefore there was little to no help for him. It is not until the end of high school where he can put his talents and abilities, as he is good with mechanical things, to use in the work force.
He learns through experience, good and bad, trying to find himself and where he belongs in this world. He tries to figure himself out in a sense by learning his abilities, his strengths and weaknesses. But it is a long road for John as he doesn’t learn about himself fully until he is in his 40’s. He is finally diagnosed with Asperger’s syndrome. This brings not only relief but a confirmation that he is different and it is ok. He never knew that he had a problem he just assumed that he was different from other children his age. He comes to see that society, in relation to an individual, need to be more accepting, to help those who are different not cast them out. Giving a reason and meaning to his life up until that point, he realizes that his social hardships and the problems with making friends were not really his fault but the result of a neurological disorder. He ultimately find his place in life, right where he is, is right where he belongs, a hard-working loving caring individual with a family who care and love him back.
This book was really interesting. I don’t know if I would read this again or recommend it in relation to the other books I have read, but it offers an interesting insight into a life of not just an individual but an adult with Asperger’s. I do believe that his experience, one that we all hate to see happen, that he was a young child dealing with his undiagnosed Asperger’s with no help from anyone in his life. He was pushed through school and life by not only the people around him but by the choices he made. These choices, whether good or bad, have made him who he is and John is not apologizing for being the man he is today. He owns who he is whether that involves the name Asperger’s or not, he is a strong person who inspired a lot of hope in readers that although life is filled with struggles it is those struggles that help us to appreciate the joyful moments and truly live.
Asperger’s was seen in a unique way in this book, and I believe he was reliving and dealing with his life all over again through the written story. I think this book offers readers familiar or not with Asperger’s a chance to see things from a new perspective, and this enables more people to become understanding promoting education on those who are deemed “different” everyday.
AS Interview Part 2
6A.) Did he transition out of high school into the “real world”?
- Well, he wanted me to write a check then and there when he was accepted to UTI’s Motorcycle Maintenance Institute. I thought it would be valuable for him to work first so he understood the value of his education. This worked very well for him. He was a carpenter for Farmington Construction and then he told me when he was ready to go to school and be willing to study.
6B.) Is AS different for girls and boys?
-All I have read is that is more prevalent in boys.
7.) How do you feel about the education and knowledge in our society of AS?
- It stinks.
8.) How do you feel about our current educational system in relation to students with different abilities? (AS, learning disabilities, emotional, mental, etc.)
-Some are better than others, however with all the new cuts to education I am sure it is this population of students that will suffer.
8A.) Do you think society labels AS wrong?/Do you think society sees AS as something that hinders people from doing things- educationally, socially, etc.?
-Absolutely, high function AS is not really any different than anyone else, just different strategies.
9.) What does AS NOW mean to you?
-It is part of my life, I don’t know any different.
10.) If you could educate people on your son’s experiences or on AS- what would you say?
- Believe in the person, not the diagnosis. Teach them young to advocate for themselves and to find someone to trust to advocate for them. Public school system is brutal to parents if they do not understand the diagnosis or the student. Shame on them.
11.) Is there anything else you want to include about you or your son?
-He is a great man and I am so proud of what he has become. Although, he still needs to call me to translate what he doesn’t understand. I am his sounding board, however he is completely self sufficient.
- Well, he wanted me to write a check then and there when he was accepted to UTI’s Motorcycle Maintenance Institute. I thought it would be valuable for him to work first so he understood the value of his education. This worked very well for him. He was a carpenter for Farmington Construction and then he told me when he was ready to go to school and be willing to study.
6B.) Is AS different for girls and boys?
-All I have read is that is more prevalent in boys.
7.) How do you feel about the education and knowledge in our society of AS?
- It stinks.
8.) How do you feel about our current educational system in relation to students with different abilities? (AS, learning disabilities, emotional, mental, etc.)
-Some are better than others, however with all the new cuts to education I am sure it is this population of students that will suffer.
8A.) Do you think society labels AS wrong?/Do you think society sees AS as something that hinders people from doing things- educationally, socially, etc.?
-Absolutely, high function AS is not really any different than anyone else, just different strategies.
9.) What does AS NOW mean to you?
-It is part of my life, I don’t know any different.
10.) If you could educate people on your son’s experiences or on AS- what would you say?
- Believe in the person, not the diagnosis. Teach them young to advocate for themselves and to find someone to trust to advocate for them. Public school system is brutal to parents if they do not understand the diagnosis or the student. Shame on them.
11.) Is there anything else you want to include about you or your son?
-He is a great man and I am so proud of what he has become. Although, he still needs to call me to translate what he doesn’t understand. I am his sounding board, however he is completely self sufficient.
AS Interview Part 1
I was working one day for one of my jobs when my boss and I were discussing my independent study about Asperger’s Syndrome. She mentioned that our other boss has a son with AS. I was so interested and curious that I immediately asked if I could question her as to her son. She said she would love to help me out and agreed to an interview. Not only did this interview open my eyes about the life of her and her son, but the responses really allowed me to see AS from a personal perspective. I feel very close to her and I never knew her son had AS, this made me not see them differently but see them in an educated light. I feel really lucky that she was willing to share her answers and her story, as well as we son’s, with me. I only wish that more people in the world could see those who have AS and their families with a new found respect, for having and dealing with something that another person simply cannot understand. I hope that others who read this interview will see it as incredible as I do.
Interview on Asperger’s Syndrome:
1.) What is your definition or understanding of Asperger’s Syndrome? (Did you have knowledge of this when you were younger?)
- I had absolutely no idea of what Asperger was when I was younger. My definition of Asperger’s was a disorder that in mostly linguistic and social. Many Asperger children are extremely brilliant however focus almost like OCD on one fixation.
2.) How is Asperger’s present in your life? (How have you come into contact with it and when did it first occur?)
-A day care provider who was a speech therapist had noticed that my son did not really have developmental speech for his age. He was tested at X- daycare (not to be named) and there were irregularities, he received speech therapy for at least one year before starting kindergarten. He was then tested in the first grade and his scores showed over a 20 inch spread (Wilson or Johnsons), when these scores were aggregated it did not show up however separated they did. There were many complaints about him, wouldn’t sit properly in a chair, refused to work, social interaction on play ground. I took him to a child neurologist in Portland who diagnosed him with Pervasive Development Disorder (DSM III). Took that back to the school during a PET and they said it was not specific enough and disagreed. The neurologist, Dr. Stephen Riox, diagnosed him as Asperger Syndrome. He had not put that in his report because the DSM IV was not out yet. He was in the second grade (1991?).
2A.) What causes AS (can it be prevented or treated/cured?)
- A question I have often asked myself, incidents significant to my son, were he inhaled meconium during his birth, and while pregnant before it was taken off the market I had painted beams with creosote. I theorize it could be environmental. Cannot be cured but an AS person can learn success strategies.
3.) Since your son has AS, how did you feel when you first found out and how did you? (How did you come to know to diagnose your son- signs or symptoms?)
-See above. How did I feel, I felt I did something wrong, I was devastated for him, I grieved but then educated myself and made sure he saw the best doctors in the state. I fought every administrator and teacher to make sure he was not judged or refused services.
3A.)How do you feel about your son having AS?
- It is who he is, I don’t feel anything, he is X (leaving out his name) not a Diagnosis – and quite incidentally he has been able to turn it into an asset.
4.) How has your life changed since you found out your son has AS?
-I am much more aware of student and people reactions to anything. I believe every one of us has some kind of disorder, none of us are perfect. We should focus on people’s strengths not their weaknesses.
5.) What was school like for your son? (this could be a long one here- the challenges/ the joys/ the things your son and even you faced with his AS)
- School was very social for him, however academics he struggled with. He was a slow processor and could not read as well as those in his class. Given instruction to do something would have to reintroduce to him by me at home. The school had said it did adversely affect his education which they could not have been more wrong. In the 7th grade when he was doing Connected Math (an algebra program back then) he would have a complete melt down because it was all word problems. We would spend 4-5 hours a night on homework. Until I finally demanded a 504 plan to limit the amount of homework he could get done at night and time restrictions for tests. Challenges were how to support someone who could not completely understand others and how they related to him. Joys were he found his way, he taught himself how to learn and with a great deal of help from me he finished school a semester early. When he went to college- Motorcycle Maintenance Institute he excelled graduated 3rd in his class, because it was all experiential education.
5A.) How did teachers work with your son or you?
- Very few worked well with him, as they perceived it was behavioral, they knew very little about AS and thought if he would just apply himself he would do better. There was only one teacher, his 5th grade teacher that actually ever worked to see him succeed and really understand regardless of what his IEP or PET said. The school was forced into a 504 plan by law, however they rarely honored it. In high school, he had a great English and Social Studies teacher that really understood him and Foster Tech Center he absolutely excelled (experiential learning and hands on).
-5B.) How can AS change skills/life in positive ways (positive attributes)
- There is completed sincerity, compassion and if taught early to be truthful, they are incredibly honest. The have a strong work ethic and once they learn something they own it. He would not be any other person and I would not change a thing about him.
6.) How has your son’s life changed since you and he found out about him having AS?
- He had to teach himself to learn which has served himself well. It was brutal for him in school, except for post secondary. He has never wanted to be labeled and only rarely shares with people he has AS. My life is one of a sounding board for him, a filter so that he can understand if something is confusing.
Interview on Asperger’s Syndrome:
1.) What is your definition or understanding of Asperger’s Syndrome? (Did you have knowledge of this when you were younger?)
- I had absolutely no idea of what Asperger was when I was younger. My definition of Asperger’s was a disorder that in mostly linguistic and social. Many Asperger children are extremely brilliant however focus almost like OCD on one fixation.
2.) How is Asperger’s present in your life? (How have you come into contact with it and when did it first occur?)
-A day care provider who was a speech therapist had noticed that my son did not really have developmental speech for his age. He was tested at X- daycare (not to be named) and there were irregularities, he received speech therapy for at least one year before starting kindergarten. He was then tested in the first grade and his scores showed over a 20 inch spread (Wilson or Johnsons), when these scores were aggregated it did not show up however separated they did. There were many complaints about him, wouldn’t sit properly in a chair, refused to work, social interaction on play ground. I took him to a child neurologist in Portland who diagnosed him with Pervasive Development Disorder (DSM III). Took that back to the school during a PET and they said it was not specific enough and disagreed. The neurologist, Dr. Stephen Riox, diagnosed him as Asperger Syndrome. He had not put that in his report because the DSM IV was not out yet. He was in the second grade (1991?).
2A.) What causes AS (can it be prevented or treated/cured?)
- A question I have often asked myself, incidents significant to my son, were he inhaled meconium during his birth, and while pregnant before it was taken off the market I had painted beams with creosote. I theorize it could be environmental. Cannot be cured but an AS person can learn success strategies.
3.) Since your son has AS, how did you feel when you first found out and how did you? (How did you come to know to diagnose your son- signs or symptoms?)
-See above. How did I feel, I felt I did something wrong, I was devastated for him, I grieved but then educated myself and made sure he saw the best doctors in the state. I fought every administrator and teacher to make sure he was not judged or refused services.
3A.)How do you feel about your son having AS?
- It is who he is, I don’t feel anything, he is X (leaving out his name) not a Diagnosis – and quite incidentally he has been able to turn it into an asset.
4.) How has your life changed since you found out your son has AS?
-I am much more aware of student and people reactions to anything. I believe every one of us has some kind of disorder, none of us are perfect. We should focus on people’s strengths not their weaknesses.
5.) What was school like for your son? (this could be a long one here- the challenges/ the joys/ the things your son and even you faced with his AS)
- School was very social for him, however academics he struggled with. He was a slow processor and could not read as well as those in his class. Given instruction to do something would have to reintroduce to him by me at home. The school had said it did adversely affect his education which they could not have been more wrong. In the 7th grade when he was doing Connected Math (an algebra program back then) he would have a complete melt down because it was all word problems. We would spend 4-5 hours a night on homework. Until I finally demanded a 504 plan to limit the amount of homework he could get done at night and time restrictions for tests. Challenges were how to support someone who could not completely understand others and how they related to him. Joys were he found his way, he taught himself how to learn and with a great deal of help from me he finished school a semester early. When he went to college- Motorcycle Maintenance Institute he excelled graduated 3rd in his class, because it was all experiential education.
5A.) How did teachers work with your son or you?
- Very few worked well with him, as they perceived it was behavioral, they knew very little about AS and thought if he would just apply himself he would do better. There was only one teacher, his 5th grade teacher that actually ever worked to see him succeed and really understand regardless of what his IEP or PET said. The school was forced into a 504 plan by law, however they rarely honored it. In high school, he had a great English and Social Studies teacher that really understood him and Foster Tech Center he absolutely excelled (experiential learning and hands on).
-5B.) How can AS change skills/life in positive ways (positive attributes)
- There is completed sincerity, compassion and if taught early to be truthful, they are incredibly honest. The have a strong work ethic and once they learn something they own it. He would not be any other person and I would not change a thing about him.
6.) How has your son’s life changed since you and he found out about him having AS?
- He had to teach himself to learn which has served himself well. It was brutal for him in school, except for post secondary. He has never wanted to be labeled and only rarely shares with people he has AS. My life is one of a sounding board for him, a filter so that he can understand if something is confusing.
Movie- About a boy who has Asperger's
I watched a movie that was about a particular boy who is 11 years old and in the 6th grade, at the time, and he read a story aloud, called “All Cats have Asperger Syndrome”. In this movie we discover that he also has Asperger Syndrome and was diagnosed several years ago and is continually having a hard time feeling so “different” from other people. While reading this interesting book, this young boy describes his life, his likes, dislikes, and what it is like to have Asperger’s. First of all we discover that he does not like to touch people besides his mom and dad except to shake hands. He likes to be in small and squishy places and does not like loud sounds or when things pop out/ appear out of no-where in movies. In relation to his likes and dislikes, they become obsessions and he has these obsessions for weeks sometimes months at a time. He has been fascinated by Mario Galaxy and the human body. With topics such as these or sometimes random subjects he can go on and on. He doesn’t like the same things that other children his age do, such as sports, but he “manages- everyday there is at least one person willing to play with” him. With so much going on in his mind, he gets off track a lot.
This particular boy is very sensitive to bad smells and objects/ fabrics that are itchy. He sometime forgets to put on a coat when it is cold out, not realizing the temperature. He is fussy about food and loves breakfast. He discusses his life on a daily basis, his routine. He loves having a set schedule and change is not good. He believes that his Mom is overprotective but his parents really love him. He has a great vocabulary and sense of humor which other kids his age don’t always see. Because of his personality and him being so open to others, he is easy to trick. He has experienced many moments of bullying and even harassing. Some kid once asked him if he wanted to have sex or get into bed with someone else. This boy did not understand what he was being asked and felt humiliated. He sometimes feels very sad and angry and this is when he can have tantrums or as he prefers to call them “outburst”. He has a hard time trying to control his emotions and so he goes into “his own world”. In this own world, that he has been creating since he was little, he can feel better. When he draws pictures of things, he is drawing what is going on in his own world.
He realizes that he is different and that sometimes it is a good thing and sometimes it is bad. He suggested that maybe he is the one that is normal and everyone else is different, “maybe Autism and Asperger’s are the next step in evolution”. He realizes that with others knowing that he has Asperger’s, kids may make fun of him, spread rumors, some made feel bad, and some may avoid him and his relationships will change. So he doesn’t want kids to know. But he doesn’t mind if adults know because they could help. He prefers not to call Asperger’s a special need or disability, he wishes he didn’t have this “syndrome” called Asperger’s. But he believes that you have to work with what you got, stay positive, and keep away from the negative. He is very sad and still trying to get over when he was diagnosed. The advice he has to give to educators and adults out there is that they need to understand that he thinks in terms of black and white, and sometimes he thinks in pictures. Being patient, open, and listening to all students, especially those who have Asperger’s is crucial to their success.
This particular boy is very sensitive to bad smells and objects/ fabrics that are itchy. He sometime forgets to put on a coat when it is cold out, not realizing the temperature. He is fussy about food and loves breakfast. He discusses his life on a daily basis, his routine. He loves having a set schedule and change is not good. He believes that his Mom is overprotective but his parents really love him. He has a great vocabulary and sense of humor which other kids his age don’t always see. Because of his personality and him being so open to others, he is easy to trick. He has experienced many moments of bullying and even harassing. Some kid once asked him if he wanted to have sex or get into bed with someone else. This boy did not understand what he was being asked and felt humiliated. He sometimes feels very sad and angry and this is when he can have tantrums or as he prefers to call them “outburst”. He has a hard time trying to control his emotions and so he goes into “his own world”. In this own world, that he has been creating since he was little, he can feel better. When he draws pictures of things, he is drawing what is going on in his own world.
He realizes that he is different and that sometimes it is a good thing and sometimes it is bad. He suggested that maybe he is the one that is normal and everyone else is different, “maybe Autism and Asperger’s are the next step in evolution”. He realizes that with others knowing that he has Asperger’s, kids may make fun of him, spread rumors, some made feel bad, and some may avoid him and his relationships will change. So he doesn’t want kids to know. But he doesn’t mind if adults know because they could help. He prefers not to call Asperger’s a special need or disability, he wishes he didn’t have this “syndrome” called Asperger’s. But he believes that you have to work with what you got, stay positive, and keep away from the negative. He is very sad and still trying to get over when he was diagnosed. The advice he has to give to educators and adults out there is that they need to understand that he thinks in terms of black and white, and sometimes he thinks in pictures. Being patient, open, and listening to all students, especially those who have Asperger’s is crucial to their success.
Wednesday, November 24, 2010
Class 11/10/10
During this class we discussed a book entitled “What it is to be Me” by Angela Wine. This kid friendly book is a great introduction to Asperger’s Syndrome. The book is straight forward and positive, portrays children with Asperger’s as superheroes.
Asperger children are not very good at reading social cues, the body language, social rules and expectations. Things such as language, figurative speech, are hard to decode or understand because they not logical. There is also an honesty issue here, children who have AS tend to give detailed description of things, the need to tell the truth even when it’s not necessary. This is an impulse control issue, not being able to hold what they want to say in. Children who have AS do not always have a strong mind/body connection leading to bathroom problems (such as peeing their pants). They may not know how or when to say they need to go to the bathroom. Making sure that there are school policies and planning for school activities that accommodate and aid those who may have AS is important. Also, having students or children know where things come from, educating on the issue can empower them. As I have mentioned before, especially in school situations, labeling is an issue. Therefore knowing what is acceptable to use for language concerning AS or other disabilities/abilities helps those who may be put in the spotlight without the want to be there. Taking a cue from family or the children themselves can be helpful but saying “Asperger kid” may be appropriate to some and not to others. What is the language for all disabilities or abilities such as being deaf, blind, using a wheelchair, being mentally retarded (or other terms that are used for this now), and even extending this into culture based language with terms used for race. It makes me wonder where we are going as a society with the notion of being politically correct is this helping or hurting us in the long run.
During class we played a label game. Everyone was given 10 post-it notes and on each note we had to write a label for ourselves that we have been given at some point in our life or that we had given ourselves. The labels that I used for myself were princess, only child, teacher’s pet, nerd, tool bag, OCD, spoiled, rich, dork, and married. We then had to put these labels all over our bodies and walk around reading each other’s labels. While some of these I have given myself and I can now own because I feel educated about the term, many of them were given and were done so in a hurtful manner. This game was an excellent example of labels for those who may have Asperger’s Syndrome. People who have AS have a label on them all of the time, that everyone can see, and they cannot simply pull off like our post-its. It is sad to think how many labels we could come up with and how we have labeled each other or even ourselves. Why do we label like this? Well, we are all hard wired to label, to put things into categories to deal with things. The first category we discover as babies is “me/not me” followed by “colors”. We have trained our brains to think like this, to make sense of the world around us using labels and categories but they are hurtful to others. Our society has yet to figure out how to maintain itself, without putting someone down or making them feel bad for being different every day.
Asperger children are not very good at reading social cues, the body language, social rules and expectations. Things such as language, figurative speech, are hard to decode or understand because they not logical. There is also an honesty issue here, children who have AS tend to give detailed description of things, the need to tell the truth even when it’s not necessary. This is an impulse control issue, not being able to hold what they want to say in. Children who have AS do not always have a strong mind/body connection leading to bathroom problems (such as peeing their pants). They may not know how or when to say they need to go to the bathroom. Making sure that there are school policies and planning for school activities that accommodate and aid those who may have AS is important. Also, having students or children know where things come from, educating on the issue can empower them. As I have mentioned before, especially in school situations, labeling is an issue. Therefore knowing what is acceptable to use for language concerning AS or other disabilities/abilities helps those who may be put in the spotlight without the want to be there. Taking a cue from family or the children themselves can be helpful but saying “Asperger kid” may be appropriate to some and not to others. What is the language for all disabilities or abilities such as being deaf, blind, using a wheelchair, being mentally retarded (or other terms that are used for this now), and even extending this into culture based language with terms used for race. It makes me wonder where we are going as a society with the notion of being politically correct is this helping or hurting us in the long run.
During class we played a label game. Everyone was given 10 post-it notes and on each note we had to write a label for ourselves that we have been given at some point in our life or that we had given ourselves. The labels that I used for myself were princess, only child, teacher’s pet, nerd, tool bag, OCD, spoiled, rich, dork, and married. We then had to put these labels all over our bodies and walk around reading each other’s labels. While some of these I have given myself and I can now own because I feel educated about the term, many of them were given and were done so in a hurtful manner. This game was an excellent example of labels for those who may have Asperger’s Syndrome. People who have AS have a label on them all of the time, that everyone can see, and they cannot simply pull off like our post-its. It is sad to think how many labels we could come up with and how we have labeled each other or even ourselves. Why do we label like this? Well, we are all hard wired to label, to put things into categories to deal with things. The first category we discover as babies is “me/not me” followed by “colors”. We have trained our brains to think like this, to make sense of the world around us using labels and categories but they are hurtful to others. Our society has yet to figure out how to maintain itself, without putting someone down or making them feel bad for being different every day.
all cats have asperger syndrome
This book struck me as interesting in many different ways. Each page has a photo of a cat and information or details about various aspects of Asperger Syndrome. This book embodies a “weird” feeling whether or not this feeling is a piece of what this book is trying to do or it was simply a result of the topic tackled. I find myself drawn to the “cute and cuddly” images of the cats and able to understand the facts and information on Asperger’s Syndrome. However I was put off by the fact that the book referred to the “cats” or an “Asperger children” in the book by “him”, making it referencing boys, and maybe a little bit more relatable to the male perspective. I wonder how girls feel about this book, in how much they can relate to it. I also wonder, for a child who may have Asperger’s, how accurate this is to their life. Written by a parent, from the perspective of raising a child with these “abilities” and characteristics, I wonder how this child feels about the book. In addition, I wonder how writing this book, from the perspective from the outside looking in (as the author does not have AS) how this changes the book.
All of the following information has been collected from my understanding of the book. Starting very young, Asperger’s Syndrome has many unique traits including a different or “unique” way of looking at the world, and in which the world (most of the time, negatively due to ignorance) looks at them. “An Asperger child” likes to be around the people he or she cares about but doesn’t like to be held too close. Soft and comforting objects are preferred, as well as pets, to hugs and there is an added sense of adventurousness because the ability to recognize/understand danger is lacking. Good hearing, touch, and smell are heightened abilities but loud noises and sudden movements may scare those children with AS. Particular things that may bother other people such as temperature do not affect him or her. Being a picky eater and having the food presented in the same way is important. Having different interests from other children as well as having trouble in social issues, including making friends and bullying are constant issues (good and bad). They may need help following social cues and situations including fashion trends.
From a parent perspective, they can feel sad and have difficulty understanding their own child becoming protective. Relatives may not always understand where the parents are coming from, thinking they could do a better job. Children who have AS may also feel sad and wonder why they have this “ability”, getting caught up in their own world. They like to do the same thing over and over again without being bored by it. Having a routine or a schedule that won’t change (as this is upsetting) is important. However, when things become too much expressing how they feel may be difficult, resulting in a tantrum. In addition to expression, the vocabulary may be very advanced but mixing up words and misunderstanding others is common (such as metaphors and figures of speech). Talking presents multiple issues such as eye contact and continuing on with the same topic, boring others.
In addition to communication, humor is a gift but thinking before speaking doesn’t always happen. Being honest, sometimes too honest, is another way those with AS can communicate. Being open regardless of who is there, as well as choosing friends, others may not have chosen, is another characteristic of children who may have AS. But children who have AS may also make a comment that surprises and amazes others, showing his or her intelligent mind. Finding answers in different places as well as inventing new ways to access things, showcase how far he may go to test their ideas. As children who have Asperger’s syndrome grow they can sometimes feel that they belong to a different planet, like an outsider, having a unique perspective on life and ability to excel in their chosen field. Giving lots of encouragement, advice, love, and space for individuality can help any child, especially those who have AS is important.
After reflecting on all of this information from the book I find, as well as the first mentioned issues, additional issues with the book. I wonder about the language of the book. With times changing by the day and even by the minute on what is politically correct and what is not in terms of children who have various “abilities”, I wonder where this book lays. The term “Asperger child” is used within the book but I have heard many times before it is more appropriate to use the wording “a child with Asperger’s”. Which terminology is correct? I also wonder about “person first language”, putting the person before the terminology in speech. I wonder which is “more appropriate” in social situations or medically and which is more appropriate for children or adults who have Asperger’s Syndrome. I also wonder about one of the lines from the last few pages, how we all have a little bit of Asperger in us. How does this translate to those children who do or do not have Asperger’s Syndrome? We may look at this as a metaphor for we all have quirks and differences or some children may take this as a fact. I think this book is good for younger children with supervision of reading.
All of the following information has been collected from my understanding of the book. Starting very young, Asperger’s Syndrome has many unique traits including a different or “unique” way of looking at the world, and in which the world (most of the time, negatively due to ignorance) looks at them. “An Asperger child” likes to be around the people he or she cares about but doesn’t like to be held too close. Soft and comforting objects are preferred, as well as pets, to hugs and there is an added sense of adventurousness because the ability to recognize/understand danger is lacking. Good hearing, touch, and smell are heightened abilities but loud noises and sudden movements may scare those children with AS. Particular things that may bother other people such as temperature do not affect him or her. Being a picky eater and having the food presented in the same way is important. Having different interests from other children as well as having trouble in social issues, including making friends and bullying are constant issues (good and bad). They may need help following social cues and situations including fashion trends.
From a parent perspective, they can feel sad and have difficulty understanding their own child becoming protective. Relatives may not always understand where the parents are coming from, thinking they could do a better job. Children who have AS may also feel sad and wonder why they have this “ability”, getting caught up in their own world. They like to do the same thing over and over again without being bored by it. Having a routine or a schedule that won’t change (as this is upsetting) is important. However, when things become too much expressing how they feel may be difficult, resulting in a tantrum. In addition to expression, the vocabulary may be very advanced but mixing up words and misunderstanding others is common (such as metaphors and figures of speech). Talking presents multiple issues such as eye contact and continuing on with the same topic, boring others.
In addition to communication, humor is a gift but thinking before speaking doesn’t always happen. Being honest, sometimes too honest, is another way those with AS can communicate. Being open regardless of who is there, as well as choosing friends, others may not have chosen, is another characteristic of children who may have AS. But children who have AS may also make a comment that surprises and amazes others, showing his or her intelligent mind. Finding answers in different places as well as inventing new ways to access things, showcase how far he may go to test their ideas. As children who have Asperger’s syndrome grow they can sometimes feel that they belong to a different planet, like an outsider, having a unique perspective on life and ability to excel in their chosen field. Giving lots of encouragement, advice, love, and space for individuality can help any child, especially those who have AS is important.
After reflecting on all of this information from the book I find, as well as the first mentioned issues, additional issues with the book. I wonder about the language of the book. With times changing by the day and even by the minute on what is politically correct and what is not in terms of children who have various “abilities”, I wonder where this book lays. The term “Asperger child” is used within the book but I have heard many times before it is more appropriate to use the wording “a child with Asperger’s”. Which terminology is correct? I also wonder about “person first language”, putting the person before the terminology in speech. I wonder which is “more appropriate” in social situations or medically and which is more appropriate for children or adults who have Asperger’s Syndrome. I also wonder about one of the lines from the last few pages, how we all have a little bit of Asperger in us. How does this translate to those children who do or do not have Asperger’s Syndrome? We may look at this as a metaphor for we all have quirks and differences or some children may take this as a fact. I think this book is good for younger children with supervision of reading.
Wednesday, October 27, 2010
Information
The following is a website that I have found through research and provides a lot of information on Asperger's as well as lots of links, famous people with AS, and information on how to help your child or student who may have AS.
This is a link to purchase a magazine which I didn't even know existed- "Autism- Asperger's Digest Magazine. It was described as a "Practical, positive information for parents & professionals on a range of topics: behavior, sensory, social skills, language/communication, research, alternative methods, classroom strategies, daily living tips, etc. Gold Winner 2008 NAPPA Parenting Resources Award & 2007 MarCom Creative Awards".
This website- made me very angry. It provided some information on AS but then spoke of AS as if it was a "disease" that could be treated through simple "over the counter" products- they referred to it as curing or home remedies for AS. This sounded as if children and adults who have Asperger's syndrome have something wrong with them and need to be cured. This way of thinking is what keeps prejudices and stereotypes present in our society today.
This is a link to purchase a magazine which I didn't even know existed- "Autism- Asperger's Digest Magazine. It was described as a "Practical, positive information for parents & professionals on a range of topics: behavior, sensory, social skills, language/communication, research, alternative methods, classroom strategies, daily living tips, etc. Gold Winner 2008 NAPPA Parenting Resources Award & 2007 MarCom Creative Awards".
This website- made me very angry. It provided some information on AS but then spoke of AS as if it was a "disease" that could be treated through simple "over the counter" products- they referred to it as curing or home remedies for AS. This sounded as if children and adults who have Asperger's syndrome have something wrong with them and need to be cured. This way of thinking is what keeps prejudices and stereotypes present in our society today.
AANE
The Asperger's Association of New England website is one that is so rich of information, FAQ's, resources, and ways in which to help benefit those with Asperger's that it is hard to sum up all of this into one mere posting.
Asperger Syndrome as stated by AANE is "a neurological condition. People who have AS are born with it, and have it for life, although as they mature they may gain new skills, outgrow some of their AS traits, or use their strengths to compensate for their areas of disability. AS is generally considered a form of autism, an autism spectrum disorder (ASD). Other closely related autism spectrum disorders include HFA (High-Functioning Autism), PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified) and NLD or NVLD (Nonverbal Learning Disorder)."
Not only does this site provide information about diagnosis in adults and children but it offers ways and resources in which those individuals can seek help. With the AANE acknowledging that Asperger's became an official diagnosis in the United States in 1994, it is evident that there is a long way to go in diagnosing, helping and understanding this syndrome. Because people with Asperger's "process information and sensory stimuli differently than the brains of neurotypical (NT) people. This can be a source of difficulty, but it can also be a strength." (AANE) The website also offers places, events, and situations in which people who have Asperger's syndrome may have difficulty as well as how they can strive beyond society's and individual's expectations. "Dr. Stephen M. Shore says, “When you meet one person with AS—you’ve met one person with AS.” This is a testament to the fact that we are all different and individuality is very important to recognize even with and for people who have a disability, syndrome or AS.
There are some great videos on the website about the lives of several people who have Asperger's syndrome and videos on various conferences that have been held on related topics. In addition there are uncountable ways of contacting people at AANE and services that provide more information and help. There are also places to donate and shop to help raise money for AANE and Asperger's syndrome. The Bulletin Board is one way to see the most recent posts and information on the website, this helps in reading articles, journals, and posts on Asperger's and related matter- this is a must read, there is sooooo much to take from here for further education. But one of the most valuable resources on this website is the toolbar links. At the top of the website these navigate the most important information along with two great links- the Educator's Toolbox and the Parent's Toolbox. The Toolboxes are items that contain resources and strategies to use with children and students who have Asperger's. The Educator's Toolbox holds problem solving techniques, templates for teachers to use with their students (work, feelings, and everyday activities), as well as a list of books that teachers can use for Asperger's information, strategies, and stories.
Becoming an educator I must be aware of each individual in my classroom and how I can help them to not only become the best student but be the person who they want to be. In recognizing each student I must be acknowledge that some of my students will have learning disabilities, mental or emotional disorders as well as a wide array of syndromes, all of which I must learn how to work with and help the student. On this website there is a particular page that gives advice and ways in which educators can respond to children who have Asperger's syndrome.
Asperger Syndrome as stated by AANE is "a neurological condition. People who have AS are born with it, and have it for life, although as they mature they may gain new skills, outgrow some of their AS traits, or use their strengths to compensate for their areas of disability. AS is generally considered a form of autism, an autism spectrum disorder (ASD). Other closely related autism spectrum disorders include HFA (High-Functioning Autism), PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified) and NLD or NVLD (Nonverbal Learning Disorder)."
Not only does this site provide information about diagnosis in adults and children but it offers ways and resources in which those individuals can seek help. With the AANE acknowledging that Asperger's became an official diagnosis in the United States in 1994, it is evident that there is a long way to go in diagnosing, helping and understanding this syndrome. Because people with Asperger's "process information and sensory stimuli differently than the brains of neurotypical (NT) people. This can be a source of difficulty, but it can also be a strength." (AANE) The website also offers places, events, and situations in which people who have Asperger's syndrome may have difficulty as well as how they can strive beyond society's and individual's expectations. "Dr. Stephen M. Shore says, “When you meet one person with AS—you’ve met one person with AS.” This is a testament to the fact that we are all different and individuality is very important to recognize even with and for people who have a disability, syndrome or AS.
There are some great videos on the website about the lives of several people who have Asperger's syndrome and videos on various conferences that have been held on related topics. In addition there are uncountable ways of contacting people at AANE and services that provide more information and help. There are also places to donate and shop to help raise money for AANE and Asperger's syndrome. The Bulletin Board is one way to see the most recent posts and information on the website, this helps in reading articles, journals, and posts on Asperger's and related matter- this is a must read, there is sooooo much to take from here for further education. But one of the most valuable resources on this website is the toolbar links. At the top of the website these navigate the most important information along with two great links- the Educator's Toolbox and the Parent's Toolbox. The Toolboxes are items that contain resources and strategies to use with children and students who have Asperger's. The Educator's Toolbox holds problem solving techniques, templates for teachers to use with their students (work, feelings, and everyday activities), as well as a list of books that teachers can use for Asperger's information, strategies, and stories.
Becoming an educator I must be aware of each individual in my classroom and how I can help them to not only become the best student but be the person who they want to be. In recognizing each student I must be acknowledge that some of my students will have learning disabilities, mental or emotional disorders as well as a wide array of syndromes, all of which I must learn how to work with and help the student. On this website there is a particular page that gives advice and ways in which educators can respond to children who have Asperger's syndrome.
Quiz
I find it interesting that Autism and Asperger's Syndrome are becoming more acknowledged in today's society as evident by this quiz that was posted on facebook.
This Quiz is "The Autism Spectrum Quotient, or AQ, is a questionnaire published in 2001 by Simon Baron-Cohen and his colleagues at the Autism Research Centre in Cambridge, UK. Consisting of fifty questions, it aims to investigate whether adults of normal intelligence have symptoms of autism or one of the other autism spectrum conditions."
This Quiz is "The Autism Spectrum Quotient, or AQ, is a questionnaire published in 2001 by Simon Baron-Cohen and his colleagues at the Autism Research Centre in Cambridge, UK. Consisting of fifty questions, it aims to investigate whether adults of normal intelligence have symptoms of autism or one of the other autism spectrum conditions."
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