- Develop a basic understanding of the principles of Neurodiversity and the social model of disability and how both ideas can be powerful tools in supporting and understanding Autistic children
- Learn techniques for promoting independence and creating positive self-image in Autistic children
- Understand how to structure the home environment with the needs of the whole family in mind
Proposal Constructs:
- Neurodiversity
Neurodiversity is defined as the “idea which asserts that atypical neurological development is a normal human difference that is to be recognized and respected as any other human variation.[i]
- Social Model of Disability
The social model of disability “identifies systemic barriers, negative attitudes and exclusion by society.”[ii]
- Sensory Regulation
The upcoming DSM proposed criteria considers “hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment”[iii] to be an indicator of an Autism Spectrum Disorder.
- Developmental Therapy
DIR Floortime™ is a developmental therapy that follows “the child’s natural emotional interests (lead)” and challenges “the child towards greater and greater mastery of the social, emotional, and intellectual capacities.”[iv]
- Communication Skills
American Speech-Language-Hearing Association considers communication to be “the essence of human life and that all people have the right to communicate to the fullest extent possible.”[v]
Objective 1:
Develop a basic understanding of the principles of neurodiversity and the social model of disability and how both ideas can be powerful tools in supporting and understanding Autistic children.
When the neurodiversity principles and social model of disability are applied to children on the Autism Spectrum, parents and professionals can identify barriers across all settings that impact Autistic children. Participants will deconstruct physical, social-emotional and attitudinal barriers to greater understand how they impede the development and growth of children and their families.
Objective 2:
Learn techniques for promoting independence and creating positive self-image in Autistic children
Drawing from Objective 1, the audience will use the deconstructed barriers to look at ways to promote independence. Working with simple constructs, parents and professionals will look at how sensory issues can be accommodated and adjusted to encourage self-regulation; how to enhance the child’s emotional sense and confidence with interpersonal relationships by using child-centered and -directed methods; and how to support communication, the key to independence, whether through speech or augmentative/alternative communication (including picture supports, high tech tools and sign language).
Objective 3:
Understand how to structure the home environment with the needs of the whole family in mind
Once barriers in the home have been identified (Objective 1), participants will learn to mold that environment to meet the needs of each family member. Key components include:
- Creating safe areas for each individual to self-regulate
- Examining holistic family-centered vs. person-centered approaches to create environments inclusive of all family members
- Organizing the home to encourage independence in day to day tasks
Additionally, parents will learn how they can use these techniques to encourage inclusion of everyone in family events and activities.
[i] Neurodiversity: A Symposium. Syracuse, NY: Syracuse University, 2011. Web. 5 Jan. 2013. <http://disabilitystudies.syr.edu/docs/neurodiversitysymposiumsavethedate2.pdf>.
[ii] "Social Model of Disability." Wikipedia. Wikimedia Foundation, 29 Dec. 2012. Web. 05 Jan. 2013. <http://en.wikipedia.org/wiki/Social_model_of_disability>.
[iii] Proposed DSM-5 Criteria for Autism Spectrum Disorders. Simons Foundation Autism Research Initiative, n.d. Web. 06 Jan. 2013. <http://sfari.org/news-and-opinion/news/2012/proposed-dsm-5-criteria-for-autism-spectrum-disorders>.
[iv] "FloortimeOverview." Floortime Overview. N.p., n.d. Web. 06 Jan. 2013. <http://www.icdl.com/dirFloortime/overview/index.shtml>.
[v] Roles and Responsibilities of Speech-Language Pathologists With Respect to Augmentative and Alternative Communication: Position Statement. American Speech-Language-Hearing Association, n.d. Web. 06 Jan. 2013. <http://www.asha.org/docs/html/PS2005-00113.html>.
Melody Latimer
Director of Community Engagement
Autistic Self Advocacy Network
Melody Latimer is the Autistic Self Advocacy Network’s Director of Community Engagement. Her responsibilities include coordinating ASAN’s communications, the Autism Campus Inclusion project and all US chapters. She was diagnosed as autistic in 2008. When she’s not working, Melody enjoys spending time with her husband and her two autistic boys.
