"all cats have Asperger syndrome"- Kathy Hoopmann
This is a website for the above book and author. WEBSITE
Learning to better the Future
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.
Subscribe to:
Posts (Atom)