Where education meets advocacy...

Exploring the Parent-Child Dynamic within the IEP Team

Listen To Your KidsThink inclusive… about the IEP process and IEP team from the child’s perspective. Tim Villegas does an excellent job here gathering parental and professional insights on educating students with disabilities. Today I hope to add a new comprehensive layer by discussing the student viewpoint. Disclaimer, rather than providing you with answers my post aims to raise questions and stimulate dialogue.

First though, perhaps I should make a proper introduction. I’m Zachary Fenell, an author and freelance writer who enjoys exploring different disability related issues. My interest in disabilities remains personal considering I was born with a mild case of cerebral palsy (CP). In my teen memoir Off Balanced (available on the Kindle and Nook) I share how my CP affected me socially as an adolescent.

Additionally I write articles for The Mobility Resource, an organization with handicap van dealers across the United States. Plus I serve as the Guest Blog Coordinator for Handicap This Productions, a critically acclaimed group attentive on educating, entertaining, and empowering the world on disability orientated topics. Also worth noting I contributed articles to Special Education Guide, an informational website dedicated to covering all things special education.

Anyways, now you know my credentials. Shall we get to the point? Reflect on how your son or daughter’s IEP team functions. When possible, does he or she contribute? Do the IEP team members respect the ideas and notions your child brings forward? More specifically, do you value your son or daughter’s input?  Answering this last question proves especially important, given in my personal experience the parent and child influence the IEP process the most.

You see, in my situation my parents set the tone for our yearly IEP team meetings. My mother entered the room focused, ready to address her concerns with regards to the next school year. The other team members listened and the appropriate conversations proceeded. The discussions rarely if ever induced surprise from me because my parents talked to me about their concerns prior to the meetings. Still I did not always feel Mom and Dad seriously contemplated my feedback.

Allow me to illustrate. In Off Balanced I document an argument I had with my parents when preparing to transition from upper elementary school to junior high school. Despite my mild CP, I can ascend and descend steps rather easily using a railing. Such the case, I wanted to use the stairs at school like everybody else. My parents maintained other ideas. Citing safety concerns, they pretty much told me I must take the elevator at school.

Unfortunately for me my objections fell on stubborn ears. I tried to make a case based on the premise my fellow preteens and young teenagers would be careful on the steps and not accidently knock me over in a rush to their next classes. My parents didn’t buy in, deeming my argument youthfully naïve. Generally speaking throughout the IEP process there laid our main communication hurdle, a failure to appreciate each other’s perspectives.

Off Balanced Book Cover

 While my parents innocently shrugged off my argument as youthfully naïve, I viewed their worries and proposed accommodation purely restrictive. Not until a decade later when writing Off Balanced did I come to value my parents’ position. They never raised a child with cerebral palsy before. Mom and Dad simply did their best to keep me safe. No one should complain that his or her parents care.

On the other hand I think Mom and Dad could’ve done more to see my viewpoint. A preteen mind doesn’t typically contain the mental tools necessary to mold the best responses. So, parental guidance matters. To keep with the current example, I grew frustrated my parents didn’t seriously contemplate my argument. Resulting In stereotypical preteen fashion, I went upstairs to my bedroom and sulked in my emotions.

What might my parents done differently to offer guidance? Maybe inquire, “Why is doing the stairs with your peers so important to you?” Through my answer they could grasp I associated the ability to blend in with higher self-esteem and self-worth. Another possibility Mom and Dad could’ve recommended, “Let’s raise this topic at the IEP meeting and get Mickey (the school’s physical therapist) take. She ought to provide a knowledgeable opinion.”

Ultimately reaching out to understand your child’s perspective will help him or her fulfill his or her potential. After all accommodations on the IEP transcend basic academics, affecting your child mentally, socially, and beyond.

To learn more about how my accommodations affected me as an adolescent,  Off Balanced (available on the Kindle and Nook).


ABOUT ZACHARY          

Zachary Fenell

Zachary Fenell found a passion for writing in high school. Physically limited due to a mild case of cerebral palsy he soon discovered his ability as a wordsmith. After earning his BA in communication with writing/philosophy minors from Notre Dame College, Zachary focused on using writing and social media as platforms for raising disability awareness. In addition to writing Off Balanced Zachary publishes various disability related articles online and promotes disability awareness using social media.

Photo Credit:  Bindaas Madhavi and Zachary Fenell

#TeamInclusion Google+ Hangout #003: How Do We Ensure People With Autism Are Included?


For  this installment of the #TeamInclusion Hangout, I was the sole participant in our discussion. If you want to know more about what I think about autism awareness and/or acceptance check out the video above. Here are the questions I examine. 

1. Is there a difference between “awareness” and “acceptance”?
2. Why do you think there is so much tension between self-advocates and NTs about the month of April?
3. Will we be able to reconcile and find middle ground?
4. What steps can we take to ensure that autistic children and adults are fully included in our schools and communities?
5. What needs to happen in order so that families are supported when their child receives a diagnosis of autism?

Autism Is Awesome: Why Awareness Won’t Cut It

awesome

 

Why in the world would I say that autism is awesome? MY goodness…of all the words.

If you don’t believe me…look up the word.  This word describes everything from the sublime to the daunting part of autism and how it affects individuals and families. It encompasses the hope and fear that we grapple with as well as the inspiration and genius of autism.

Today (April 2nd) is a very important day in the autism community. In 2008, the United Nations designated April 2nd as World Autism Day to raise awareness of the need to improve education, career opportunities, and community services and supports for Autistic individuals. (For a short summary of the history of “autism acceptance” events click here) But for all of the awareness…where has it left us? Since then…autism awareness has “blown up” (as the kids like to say these days). Here is an excerpt from something Steve Silberman wrote about this very topic:

Our society is not only “aware” of autism, it’s obsessed with the subject. Unfortunately, though, this obsession is often misdirected. Instead of worrying about what families of autistic people are supposed to do when the services and support devoted to children run out after high school, or how autistic adults themselves are supposed to lead happy and productive lives without access to employment and health care, we perseverate about the latest theories of autism causation. Did you see the news that older grandfathers may contribute to autism risk? Have you heard the rumor that living near a freeway is somehow related to autism? Did you see the thing about mothers who take antidepressants or fail to take folic acid supplements? Have you read the story in the New York Times about that new inflammation theory? It’s enough to make young couples think twice about having a kid at all.”

Currently the autism rate, according the Centers for Disease Control (CDC), is 1 in 50. There has been plenty written about this and what to make of this rise in prevalence. Everything from “we’re getting better at diagnosing it” to “there is an autism epidemic“…and I encourage you to read all of it. In fact, there are many of my friends and colleagues that fall in one of these two camps. A number of them will change their Facebook and various social media avatars and “light it up blue” and still others will follow with “autism acceptance” avatars.

So…what I am getting at? A few things I would like for you to consider as you mull over the plethora of information that you will undoubtedly encounter this “Autism Awareness” April.

1. Who would be a better source of information about autism? Who are the true “experts” about autism?

2. Would it not stand to reason to examine what self-described autistics had to say on the matter of “autism awareness”? Does the fact that certain people with autism who are able to communicate via typing or other modes relegate their opinion to the sideline? Doesn’t their voice matter?

3. If inclusion is really our aim…why would we not include, in a meaningful way, autistic people in the planning and implementation of “awareness” events? In fact…there is even a pledge that you can take to do just that!

Just so we are crystal clear…I am in no way saying that having a child with autism is somehow always simply wonderful and the easiest thing in the world. What I am saying is that with any challenge (insurmountable as some are) in life we can take it different ways… I believe as Terri Mauro points out in her piece about disablism:

Parents of children with special needs often feel, I think, that there’s another child just like the child they have — one that’s been stolen by disease or disorder, or one who’s just awaiting release. If we love that child, the one we imagine to be our true child, are we betraying the child before us? If we love the child before us, are we betraying the one trapped somewhere in another universe? If our child is suddenly easier to handle, quick to blend in, different in some hard to identify but fundamental way, do we celebrate that or worry about what was lost? (And if we could punch a hole in the universe to save our alternate child, as another Fringe character does, would we cross that line? Would we risk the lives of other children to try to put things right afterward? How could we? How could we not?)

[I apologize if the Fringe reference is out of left field...you need to read the whole post for the context]

I believe the choice is to love. To love as absolutely best we can. This goes for parents…educators like myself…and for people with autism. My sincere hope is that when we love a person with autism…we love them for who they are…not their potential…not their non-disabled “other universe version”…not in spite of their autism…just for being them. This is why awareness just won’t cut it. It is time for acceptance.

Photo Credit: fireflythegreat

No, You Don’t

growingupA version of this article was originally published at Unstrange Mind: Remapping My World

trigger warning: stories of abuse, poverty, and discriminationspacer

“You do not want your child to grow up to be like me.”

When I meet parents of young Autistic kids, especially after they find out how much I was like their kids when I was their kids’ age, many of them say “I hope my kid is like you when she grows up!”

I used to say, “I hope she’s much better off than I am,” or simply, “no, you don’t,” but over time I learned that parents refuse to accept that answer. Maybe they think I’m doing that social thing where someone compliments you and you are expected to refuse the compliment a time or two, finally accepting it but maintaining your veneer of humility. Or maybe they’re just baffled. But sometimes they even got angry so I finally learned that I should answer, “thank you. That’s very kind of you to say.” Reinforced behavior — reinforced by social censure if I dare give the wrong response. And I am exquisitely sensitive to social pressure — it was one of the biggest clues that made me reject the misdiagnosis of schizoid personality disorder the moment I was given that one.

spacerBut the truth is that they do not want their child to turn out like me. If your Autistic child turns out like me, you have failed. Your Autistic child deserves so much better than to turn out like me.

Oh, I know what the parents are seeing when they say that. I’m not so mindblind as to not realize: they see a very articulate adult. My writing skills are excellent. My vocabulary is quite large. And, while the largest part of it is self-taught, I am extremely well-educated. I even have university degrees: two bachelor’s degrees and an ABD (that’s “all but dissertation.” I dropped out of graduate school about two inches away from a doctorate.) They see that and they think, “my child is non-verbal. My child goes to school and crawls around on the floor, meowing like a cat. My child still wears diapers while all her age peers have been toilet trained. My child bites and hits people. My child bites and hits herself.” And so on.

Then they hear that I was many of those things, myself. I was kicked out of the classroom for crawling on the floor and hiding under the tables. My first grade teacher said I was “mentally retarded” and petitioned (successfully) to have me removed from her classroom. I would not speak. I bit people, hit people, bloodied other children’s noses, hit them with sticks, kicked, and spat on people. I could not hand-write and so I did not do school-work. I wet the bed until I was fifteen years old. I set things on fire. I was a very troubled and trouble-causing child. As a teen, I was expelled from the entire county school system and my parents had to find a private school willing to take me. At sixteen, I dropped out of school altogether.

And yet, they think, you turned out all right. I’m told I’m inspiring. I’m told I give them hope that their kids will be okay. How dare I dash that hope by telling them that no, I do not want their children to turn out like me. Maybe they think I say that because I hope their children do not succeed? That is not the case at all. The only reason I’m typing these words today is because I want your children to succeed. I want you to help them be happy, healthy adults. I want you to learn and I want you to do it better. I don’t want the children of today to spend tomorrow going through the things I lived through yesterday.

I was raped. I was abused — domestically and otherwise. I was molested. I was taken sexual advantage of. I want you to teach your children to say no and I want them to know how to mean it and back it up when they say it. I want you to teach your children to value themselves and I want you to teach them to own their bodies.

Children like yours — children like I was — are taught to be compliant. That’s what 90% of autism therapy looks like to me: compliance training. They become hungry for those words of praise, those “good girls,” the M&Ms or stickers or other tokens you use to reward them. They learn quickly that when they do what you want them to do, they are a “good girl” and when they try to do what they want, they are a “bad girl.” I was not allowed to refuse to hug the man who sexually molested me for a decade of my childhood because I might “hurt his feelings.” That’s pretty major, but there were millions of minor experiences along the way, chipping off my understanding of myself as something owned by myself and not something owed to the world around me.

Even something so seemingly simple as the constant pressure to smile. Everybody wanted me to smile. And I was told that I was such a pretty girl and ought to smile. And I was told that I was so pretty when I smiled. And it was so important to everyone that, after a while, I sat in front of the bathroom mirror practicing faces, trying to find the muscle-feeling that would make a smile. I practiced and perfected until I could make a smile on demand. I worked hard until I had a smile that made everyone happy and got them to quit bothering me. And now, when I am afraid that I am being a bad girl, when I am resisting what someone else wants, when I am feeling the pressure to be a rag doll again, to be whatever and whomever I am being asked to be, I put on that smile as a shield to protect the tiny scraps that are left inside me as I give in and give up who and what I am because the pressure to comply is so huge and so uncomfortable. And because I was never allowed to say no, never allowed to own myself, never allowed to not-want and still be a good-girl.

You do not want your child to grow up to be like me.

I live in crushing poverty. I live on SSI, Medicaid, and food stamps, which means that I live about 20% below the poverty threshhold. If I marry, I lose much of that and become dependent on my husband, stuck in a relationship that I can only hope stays good because I have no resources to leave. If I marry someone else on SSI, the two of us lose about 25% of our cash and resources, so I have strong incentive to live and love without the legal protections that marriage can bring. With the current political climate and the battle over same-sex marriage, I think most of us now realize what it means to not be allowed to marry. My situation is somewhat different in that I am allowed to marry but I am penalized so grievously if I do that it is not really an option for me.

Although I am so poor, I feel wealthy and fortunate because it is such a big step up from how I used to live. I have never been able to keep a job, which means before I started getting SSI, I was unable to consistently keep a roof over my head or food to eat. I spent a lot of time sleeping in the park, in public restrooms, on loading docks. I ate at soup kitchens and out of dumpsters and off what food I could steal. I entered into sexual relationships with strangers in exchange for a place to sleep and food to eat. It’s called survival sex and it was really easy for me because of my life-long training as a rag doll, compliant, always more concerned with what everyone else wants than what I want, feeling frustrated and worthless because, despite that strong urge to please I never could actually please anyone. So it was easy to give up my life, pitiful though it was, to someone else again and again and again in order to stay alive. My life was not worth much, but it was all I had and I clung to it.

Survival sex means abuse. Survival sex means being asked to do shocking and disgusting things — not even all of them sexual so you probably can’t even imagine the things I’ve been expected to do in order to survive. Survival sex means walking across the mile of bridge once again because someone thought it was funny to drive you out of town and drop you off alone, someone thought it was easier to deal with that slut they spent the night with by leaving her far away than risk that people they know might find out they were with her. Survival sex means risking your life, every day of your life, in order to stay alive.

You do not want your child to grow up to be like me.

I am well and truly disabled. I thought going to university would help change that, but I developed more disabling conditions while I was in university and struggling to comply. I didn’t feel worthy to ask for accommodations that might have helped me. I was brought up to believe that I have to do things the way everyone around me does them and even then I am of less value than them because almost always, they do it better than me. But I can’t ask for special treatment. I have to keep pushing to do it the way everyone else does. I begged to use a typewriter for school work but I was refused. I can’t have special treatment. I will learn. I will get used to the pain. I will get used to the agony. I just have to keep trying. I just have to keep pushing through. If I ask for accommodations, I am admitting weakness. I am asking for special treatment. I am getting there on an unfair advantage and it won’t count.

So I actually went through ten years of university without accommodations for my dysgraphia, my central auditory processing disorder, my vestibular hyperacusis, my dyspraxia (mild though it is), my periodic mutism, my shutdowns, my meltdowns, my hypernychthemeral syndrome, my visual migraines . . . and the depression and anxiety and agoraphobia this collection of misery brought on. Because the thing all those conditions have in common is the modifying pronoun: they are mine. They are mine and I am supposed to own them and take responsibility for them and budget my time and apply myself (because I am not “living up to my potential”) and conquer them. I am not supposed to ask for help. I am not allowed to ask for help.

You need to teach your child how and when to ask for help. It is just as important as teaching them how to say no and mean it.

You do not want your child to grow up to be like me.

Disability is about more than impairments or barriers to doing. Disability is about societal discrimination and barriers to being. I am not just disabled by my conditions. I am not just disabled by my difficulties in saying no and asking for help. I am disabled by the world around me and the expectations it puts on someone who looks like me (and writes like me!) and the attitudes it has about what I can do and what I cannot do.

I face strong discrimination every day. I am treated as lesser because I live on SSI. I am frequently accused of scamming the system by people who only understand disability as impairment in mobility or visible deformity. I am told, “you look just fine to me” by people who have never set foot inside a medical school. I am given unworkable “solutions” and told I’m ungrateful and not trying if they will not work in my life. Those who don’t directly say anything to me show through their behavior that they view me as lesser, they think I have given up, they think I didn’t try, they think I am lazy, they think I am living off their tax dollars. Every day, I hear someone say, “why should I have to work so hard to pay for people who won’t?” I live in a world that tells me every day, directly and indirectly, that I am a worthless parasite.

If I do not talk about being Autistic, I am viewed as an inferior example of a human, one who can barely get by, a slob who can’t keep her house clean, a lazy, good-for-nothing, welfare queen. If I do talk about being Autistic, sometimes I am not believed — because I can talk at all. I sometimes suspect most people don’t believe in my autism because they saw Rain Man or they saw Touch or they saw Change of Habit or they saw Mercury Rising or they saw Bless the Child or they saw whatever godawful made-for-TV movie-of-the-week that convinced them that they know what Autistics look like and I ain’t it.

Trust me, I was just as shocked to find out I am Autistic. When I grew up, most of your kids would not have been diagnosed. They say we have an “epidemic” of autism, a veritable tsunami of Autistic kids. When I was a kid, a good 90% or more of your kids would not have been diagnosed with autism. They would have been like me, labelled as “emotionally disturbed” and then treated and mistreated as mysteriously broken — often treated with “tough love” to try to break them out of their “willful disobedience.” Everything people say about your kids today? That they are brats, that they are spoiled, that they just need a good spanking? Those things were said about me, with the exception that I didn’t have the autism diagnosis or the modicum of understanding your kids have so I was spanked and tough loved and abused into who I am today.

I am not convinced that most ABA therapy is much different from the abuse I lived through.

I still see parents and teachers abusing children in the name of treatment.

Too often, I see a different label — autism — but the same lack of understanding surrounding it.

And those kids are going to grow up into a world that doesn’t want them, that doesn’t want to employ them, that thinks they’re scamming the system if they live on government support. The vast majority of Autistic kids are going to grow up to be adult Autistics like me. Even most non-verbal kids grow up to be verbal. Most Autistic kids are not going to grow up into the sort of adults that people look at and immediately want to help. Most of your kids will grow up to be like me. And that is criminal.

Adult Autistics have a staggering unemployment rate. It’s around 85%. Many of us would love to work but are unable to find anyone willing to give us a chance. In most cases, it’s not that we can’t work or won’t work. In most cases, it’s that there’s no one willing to accommodate our needs, including the need to be accepted as people who look, sound, and behave differently. People are uncomfortable around us. I strongly suspect that the “less Autistic” we look, the more uncomfortable others feel around us. If we are very visibly Autistic, we are “other” and that is easier to accept. Not-like-me is much easier to handle. But the more we look “like everybody else,” the creepier it is for others when we turn out not to be like everybody else. The higher the expectations that are layered on us, the bigger a failure we look when we’re unable to live up to those expectations.

Number one: don’t focus so much energy on making us look “normal.” That’s a waste of time. We’re not “normal” and we will never be “normal.” We are Autistics and we are better off when you focus your energy on helping us to be the best Autistics we can be. If we look “funny,” people will learn to handle that. They will get used to that. It’s more important that we feel safe, calm, happy, competent. It doesn’t matter as much what we look like getting there. If we flap our hands, if we don’t look people in the eye, if we communicate through typing or we speak in a monotone — it’s okay. Those are not the things that matter. But I see so much focus on those things as if getting us to look right is all that’s required to enact a “cure.” Too many people seem to think that if we look like everybody else, their job is done and we are “cured.”

But the monumental effort I put forth every day to try (and fail) to look like everybody else is sapping my talents and potential. All my energy, all my intelligence, goes into looking normal. There’s nothing left over to do a good job at something. When the most important thing is for me to look and sound like everybody else around me, all I have personal resources for is showing up. That’s all you can get out of me. And that’s not even enough for a job at McDonald’s. I know. McDonald’s fired me after two weeks.

You do not want your child to grow up to be like me.

I don’t have good answers. I don’t have easy answers. I don’t think there are good, easy answers. But I do believe that raising your child — if your child is an Autistic — is a much bigger task than just raising your child. If you care about your child, you need to be willing to reach out past your child. I do understand that raising a child, any child, is huge and takes all your time and energy. But if your child is an Autistic, you owe it to your child to reach past him or her and work on building a world that will accept your child. You have a responsibility to become an activist.

It starts with how you treat adult Autistics. Do you listen to them, or do you insult them? When they tell you how hard their lives are, do you get scared for your own child and push the adult away? Do you take their anger too personally because you are afraid you might not be raising your own child in a way that will keep them from growing up to be filled with anger? Are you afraid your child will grow up to hate you?

If adult Autistics scare you, do something! Listen to them! Take them seriously! Don’t treat them like children. Don’t tell them they can’t possibly understand your child because your child is different. No matter how much you wish your child were different, they’re not. They’re made of the same stuff as adult Autistics, yes, even the most scary adult Autistics.

Your child is just as vulnerable to growing up abused and discarded. Your child is just as vulnerable to growing up impoverished and angry. Your child is just as vulnerable to turning out the way we adult Autistics have turned out and not just the ones that inspire you. If you want your child to be someone who inspires you, you need to stop only valuing those adult Autistics who inspire you and instead value all of us. You will never understand how to help your child become the next Temple Grandin (or whomever your favorite adult Autistic hero is) if you do not take the time to understand how your child could become the angry Autistic activist who makes you want to cover your ears and hide.

How you treat adult Autistics — all adult Autistics — is how you are telling the world to treat your child in twenty years.

The kind of world you are working on building for adult Autistics today is the kind of world you are leaving your Autistic child to inherit tomorrow.

You are working hard to raise a healthy, happy kid. What are you doing to make a world that kid will be able to live in?

You do not want your child to grow up to be like me.

So what do you want for your child? Whatever you want, it requires a lot of work and that work has to come from you and that work starts today, right now, this minute.spacer

What are you going to do next?

Photo Credit: Adrian Serghie

How I Got An “A” In American Literature

AZisAmazing A
A version of this essay was originally published at AZ is Amazing.

So, this is one of two essays that I aced for American Literature.  I got an A- although, I did all the work, a lot of people helped me get this A, let’s take a look.

Parents

Shortly after I was born, I was introduced to the  world of  words though Good Night Moon. I have a picture of my Dad reading it to me in the hospital 21 years ago, I know I am old. When I came home from the hospital, my parents continued to read to me before bed. I had a lot of books at home when I was growing up.

Early-Intervention/Preschool

I went to a family support program at San Francisco State. They provided my tiny body with lots of stimulation so I would be as independent as possible. I had trouble talking so they  taught me American Sign Language so I could communicate with the world. I was beginning to have control over my  environment.

When I went to preschool my teachers taught me the ABC’s and how to use the computer. They continued to work on my speech and pretty soon I was talking in full sentences . I needed to understand how to use sentences in order to write them for the essay.

Pre-K

First year of inclusive education. The teachers helped me with the basics so I would be ready for kindergarten. All of this was done at a private non special needs school. This  was private school inclusion.

Kindergarten

I get to learn phonics and letters with fellow kindergartners. I also learn how to type. This  was a typed essay.

First grade

Kept on learning no highlights here except that I got diagnosed with Nonverbal Learning Disorder in addition to Cerebral Palsy.

Second  Grade

Writer’s workshop helped me learn how to organize thoughts in a way that formed paragraphs. Plus it was fun and I was able to put my active imagination to work.

Fourth  grade

My teacher forced (insisted) that I began doing my own homework independently. I also  learned about spell  check

Fifth  grade

Learned all about writing essays.  Those classic five paragraph  papers.

Middle School

Started analyzing stories looking for themes and foreshadowing.

High School

Learned how to integrate quotes, Leaned different ways to start a  sentence

College

In college, I would learn about noun phrases appositives, critical thinking and analysis skills.

inclusion-allows-me-to-soarAll these  things helped me get an A in American Literature. All these people believed that I was capable of learning and gave me a chance to try. If any of these people had thought, “Hey, this girl is disabled and does not act right, she can not learn any of this”, then it would have been a lot harder on my current  teacher to give me the skills so that I could be ready  to learn, which would later lead to an A.

Most of my writing skills I learned alongside able bodied peers. If any of my teachers, OT, PT’s,ST’s, aides, etc. are reading this “thank you” for helping me learn alongside my  peers. I know I was not the easiest student to teach but I got something out of it. Feel free to leave a comment,  thanks! You guys are Amazing and have helped me realize my abilities.

AZ Chapman is a 21 year old that has CP, NLD and Anxiety. She currently attends community college, where she has been on the dean list, and lives at home.  AZ hopes to be a special education teacher. She is currently working on the  Youtube web series “Able to  Go to College” in which she gives weekly updates about life as a disabled college student.  You can visit her website azisamazing.blogspot.com.  AZ is also a youth leader at I am norm. 
(The author gave permission for this essay to be edited for publication.)

My Own Apartment Building

EdEd was about 35 years old when he began telling people he wanted an “apartment building.” People at Ed’s support agency, Katahdin Friends, Inc. (KFI), had been TASH members for a number of years and were inspired by leaders in supported living to rethink how and where people with developmental disabilities could live. As a result, many of Ed’s friends were moving out of foster care homes and into their own apartments with support from KFI. Ed wanted this same opportunity, but apparently he wanted an entire building!

Ed had lived with his family until age 7 when he was sent to live at Pineland Training Center, Maine’s former institution for people with intellectual disabilities. As a young adult, Ed was transitioned out of Pineland Center to a variety of foster homes, eventually ending up in Lincoln, Maine, where he lived for 17 years. Ed was always described as having “aggressive behaviors.”

Although Ed continued to see friends move into places of their own, his family resisted the change. Ed’s foster home certainly did not support his choice, and he lived under the control of his foster providers. When Ed began working at the local McDonald’s, which provided job supports, it was the beginning of new expectations!

Ed’s parents never thought he would be able to hold a competitive job — but he had, and they were so proud. They began to view Ed in a different light. If he could do this, then maybe he could do other things….

In fall 1997, through Ed’s persistence and KFI’s gentle advocacy, his family finally agreed to him renting a place with a roommate—better, but not ideal. Ed and his new support team located a roommate to share the costs, and Ed moved into his own place on October 13, 1997.

Once in his own home, Ed revealed the effect of his restricted former foster life by standing at his bedroom door until someone gave him “permission” to come into the rest of the house. Despite coaching from support staff, it took months for Ed to realize that this was his home and that he could go wherever he wanted. When he eventually learned how to make his own coffee, he immediately discovered that it tasted far better than the watered-down version he was used to. Ed’s support team also introduced him to lactose free milk on his cereal instead of water. What a difference in taste! Small things maybe, but life was changing.

Ed delighted in showing visitors every part of his home, highlighting his appliances, yard, cellar and other areas of interest. It was the first time that this man in his 40s had possessed anything and controlled his life.

Ed continued to demonstrate his desire to live alone—sometimes using powerful actions to express himself. Following TASH values, KFI rearranged its resources to support Ed’s desire to move into his own apartment without a roommate.

Because he had achieved success living on his own, holding a job and being part of the community, Ed was invited as part of a team presenting the art of the possible at a TASH National Conference in Seattle, Wash. He shared a hotel room, sampled exotic cuisines, rode an escalator for the first time and “told his story” – including what it was like to live in a state institution.

The contrast in Ed’s life is remarkable. For 17 years, he was institutionalized, then lived under foster care direction. Once in his own apartment, Ed became a valued employee and began participating in his community as a worker, neighbor and friend. Ed remains the same man he has always been; it is we who have changed – society, attitudes and the realization of the art of the possible. The same relative amount of money that kept Ed in an institution now supports him to lead a regular community life.

Ed’s life continues to blossom. He became a homeowner on December 20, 2005. He loves his new house on Taylor Street in Lincoln and enjoys being a host when people come to visit. He has been employed by McDonald’s for 13 years. He volunteers at a local food cupboard, attends music jams, plays bingo and has been attending the same church for over 18 years. He works out at the YMCA every week. And he has recently developed a new connection—the gentleman who mows his lawn regularly stops in to have coffee or a soda.

If you were to ask Ed about his life today, he would say, “I am happy, I am the boss, and it is my right.”

This article originally appeared in a document published by TASH in 2008 called When Everyone Is Included. For more information on the important work TASH does please visit their website and follow them on Twitter. This is the third article in a series. The first article can be found here, and the second can be found here.

The Case For Inclusion (Part Three): Sea Change

This post was originally published at Ollibean.

The longer there is a strong distinction between general and special education the worse it is for students who are labeled with a disability. It perpetuates the language of Us and Them… These two worlds need to meet and the sooner the better.

I will try to make it as simple as possible. In my opinion, there are the three things that need to happen in order for our schools to become better for all learners.

1) Acceptance – Create environments of acceptance in the classroom. We may not all be the same, but we are all deserving of understanding where we are and promoting our strengths.

2) Access – A curriculum that accessible to all learners! Modifications, accommodations and assessment are the key components to giving our students with special needs access to the general curriculum.

3) High Expectations – Never assume that what we are teaching is going over our students head. This sells us (as educators) and them (as learners) short. We must always presume competence of our students and give them the support that they need in order to be successful.

Oh…and I forgot about the wildcard: Technology! Assistive technology is often the missing piece to getting a reliable communication system for our students…not to mention accessing the curriculum by moving beyond paper and pencil work. The farther technology advances, the more access our students will be able to have.

So! How in the world are you going to do all that Tim?

There is a little thing call the common core standards…maybe you have heard of them. This might be the open door that special education has been waiting for to get back into general education rooms. Before No Child Left Behind…inclusion and mainstreaming was much more the norm in public schools. When high stakes testing came around…students with disabilities started to disappear more and more from general education classrooms.  The emphasis was in trying to catch students up to grade level instead of their learning be more organic and focused on strengths. Now with common core rolling out across the country, general and special education teachers have the opportunity to work together to create lessons that reach all students. There are some great resources on Universal Design for Learning (UDL). The idea is a curriculum that expands and contracts to the diverse needs of our students rather than the one-size-fits all approach. Special Education has been doing this for years…hopefully we can lend our expertise in this area.

Beyond UDL and the common core…we need to change our focus on deficits.  Special education has always been (as far as I can tell) based on a deficit model. Where are your weaknesses…how can we catch you up to where everyone is supposed to be. When I am planning for an IEP meeting, I prefer to focus on the strengths of the student and how we can make them stronger. Or in the least…use their strengths to bring up their other skills.

For instance, if a third grader who is non-verbal, a wheelchair user, and has cerebral palsy loves to grab objects and throw them on the floor…let’s create an activity within the context of a third grade common core lesson where the object is choose an answer by throwing grade-level materials on the floor. It can even be a Language Arts lesson… you know…throw bean bags on the floor filled with vocabulary words to pick nouns/adjectives/verbs for a “mad libs” activity.

I know this is out of the box thinking…but if the research says that having students with disabilities in the general education classroom does not take away anything from instruction (http://tash.org/wp-content/uploads/2012/07/TASH-Myths-of-Inclusive-Education.pdf ) than we need to start thinking about what they can add to the classroom.

One last word (are you still with me?) about segregated classrooms. I absolutely applaud the work that many teachers are doing for their students in self-contained classrooms. I know that for many of them…their passion is to see their students grow to their full potential. I happen to believe that in order to prepare our students with disabilities for an integrated life in the future, they need to be integrated early and often! Please now that I am all for getting rid of segregated schools and classrooms in exchange for schools that value ALL learners BUT I am not willing to throw out the baby with the bathwater…because at this point…there is [virtually] nowhere to send our kids that is worth it. The majority of school districts rarely include students with disabilities in enrichment classes let alone a segment or two of general education. We are a long way off from this becoming a reality. So…in the meantime. We need self-contained classrooms to function properly…for teachers (like you and me) to actually give access to the curriculum and for us to have high expectations for our students. It will also take a group of educators to talk about how things can be better and do the slow work of bringing our students into the light of general education and say that they matter.

So…let’s begin the work that is so desperately needed. I’m all in…are you?

I love this quote by Dr. Suess and I know that it is primarily used for conservation of the Earth but I think it applies to inclusion as well.

“Unless someone like you cares a whole awful lot,
Nothing is going to get better. It’s not.”

Dr. Seuss, The Lorax

Still not sure? Don’t take my word for it.

There are also the writings of Paula Kluth, Lou Brown, June Downing, Katie Snow and David Pitonyak (among others) that you should check out.

Here are some videos for you to check out…

Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication.

Thaysa from Dan Habib on Vimeo.

Wretches and Jabberers: In “Wretches & Jabberers”, two men with autism embark on a global quest to change prevailing attitudes about disability and intelligence. With limited speech, Tracy Thresher, 42, and Larry Bissonnette, 52, both faced lives of mute isolation in mental institutions or adult disability centers. When they learned as adults to communicate by typing, their lives changed dramatically. Their world tour message is that the same possibility exists for others like themselves. At each stop, they dissect public attitudes about autism and issue a hopeful challenge to reconsider competency and the future. Along the way, they reunite with old friends from the USA, expand the isolated world of a talented young painter and make new allies in their cause.

Only God Could Hear Me: Starring and narrated by Chris Klein and Jennifer Lowe, ‘Only God Could Hear Me’ offers a portrait of the lives and souls of ‘non-speakers,’ looking beyond just how they communicate, into why they are driven to do so. follow several AAC users as they navigate the daily challenges of their disabilities. Brought to you by Bruce Baker and Semantic Compaction Systems, the creation story of the ‘Minspeak’ method is told in parallel.

Thanks for your time and attention.

This is Part Three of a Series of Three. Read Part One Here. Read Part Two Here.

What Does “Cure” Mean To You?

This post was orginally published at Neo Aspieside.

Recently at work we had some disagreements about an issue. In the end we realized that some of the disagreement was because we were using terms that we thought meant the same thing to everyone in the conversation. As it turned the two sides of the argument were using a different definition. Both definitions could be found in the literature, it just depended where you looked. We realized we had to step back and review the definitions in the literature and restart the discussion with the awareness of the different definitions. To facilitate conversations we agreed on the terminology and what it meant collectively. It required one side to compromise and agree that yes the word means something different to the other side. In order to end the arguments we needed to all start from the same definition.

In the autism community there is constant discussion, bickering, and hurt feelings over this word. Sometimes there are huge fights over this word. Cure as defined in the Merriam Webster dictionary means:

: recovery from a disease ; also : remission of signs or symptoms of a disease especially during a prolonged period of observation —compare arrest

: a drug, treatment, regimen, or other agency that cures a disease

: a course or period of treatment; especially : one designed to interrupt an addiction or compulsive habit or to improve general health

Autism Speaks uses the word “cure” in many of their literature and say they are researching for a cure. Based on some of the research Autism Speaks has funded I am pretty sure that Autism Speaks truly means cure as defined in the dictionary. Since on their website they even go further to say they want to prevent autism. This is not a post about the evils of Autism Speaks. There are many posts that have already taken that on just a couple of my favs are here or here. Some people defend Autism Speaks because they provide valuable information to families, they are out there spreading awareness, etc. I get that because back not so long ago I was involved with Autism Speaks. Why? Because when my son was first diagnosed that was the organization that was in my face. When I went to events they talked about wanting to help autistics. They seemed to be very caring parents at the events that just wanted to help their kids.

I opine that most (some are in jail for not) parents just want to the best for their kids. Every parent of autistics I have interacted with all come across as caring for their kids. But then one of them will “vent” by saying they hate autism or that autism sucks. Or an autistic tweets one version or another of how they don’t need a cure. The other side responds. I have recently asked a parent if they really wanted a cure or if they just wanted certain behaviors gone. They asked if there was a difference. Yes there sure is!! I have wondered for a while how many others don’t see the difference.

To me (based on above definition) cure means to treat/alleviate all of the symptoms of a “disease”. So much of that makes me bristle. I don’t feel I have a disease. If you are starting to think that is because I am high-functioning- don’t please just go read my previous post on acceptance. Let’s look at my son since he is professionally diagnosed and has more recently had severe “behaviors”. I think as parents we sometimes focus on the behaviors. Sure when your kid (my son) is smearing poop on the wall, refusing to do school work, flipping desks over at school, yelling at you, staying up half the night, you just want those behaviors to end. In the moment of exhaustion they (me) aren’t thinking well autism also makes my child a great musician, a brilliant mathematician and able to someday do something wonderful like develop the Theory of Relativity (not my kid but I don’t know yet what he will do :-) ).

When someone says I want a cure I think some people are just meaning that they want the behaviors to stop. Behaviors are a way of communication. Again let’s look at my son. He is a pattern thinker and he also has extreme sensory issues. As mentioned this makes him a great mathematician and a brilliant musician. However the same super sonic hearing & desire for patterns made him hide under tables at restaurants or in the cafeteria at school. (in case you didn’t know school cafeterias are chaotic and noisy). When forced to go to the cafeteria or even worse gym he would act out. Instead of “curing” his sensory issues we worked on his ability to recognize what was causing his meltdown. He has learned to remove himself from the situation or advocate for himself. He has also learned to control his emotions so that he doesn’t blow up. He still has super sonic hearing, loves routines, thinks in patterns, and looks at the world differently than others. We helped him work through what was causing the behavior.

This took work on all of our parts. We still have work to do. He makes improvements every day on his own timeline. I don’t want a cure for him. Yes I want him to be happy in his life. I want peace and happiness as well. The only way to get there is to work on behaviors and to work on acceptance. Flipping desks would never be accepted but maybe if they had realized and listened to his needs to begin with he wouldn’t have flipped the desk. In fact I know that for sure because I told the teacher exactly what triggered it and how they did the exact opposite of what I told them to do. I was told he needed to learn to deal with stuff better. An 11 year old autistic needs to learn to deal with things better, well duh he is 11, why don’t you meet him half way.

That’s what autistic adults are told as well. We need to deal better and not be so sensitive to the word cure. Autistics are literal. When you say we need a cure we have the definition in our mind. To us it reads as you want all our autistic traits gone. I wouldn’t know how to all of a sudden be a different person. Sure I have sensory issues so I shop accordingly. I am nervous about the social part of the formal event coming up but I have gotten better over the years. I like my hello kitty lunch box. I like having “scary” memory, it drove me nuts when I was sick and had memory loss of events. I was told I had “normal” memory- it was awful!!! I would not want to be like that all the time. I like being my unique, interesting, scary “memory” self. And now that my son is away from the judgement from teachers and other kids he is finally happy being himself too.

“Preventing” autism means that you would prevent me from being born. When Autism Speaks and other parents talk about how it is a disease that needs prevented or cured it sends the wrong message into the community. For better explanation of that see this post here (warning for shock value but I totally agree that these messages affect how autistics are treated) Some autistics said that post went too far. I don’t know- if all of these people are saying it is a horrible disease well why wouldn’t that lead to negative outcomes for me, my son, your kid, or whoever you know (or maybe don’t know because they blend in so well).

I’ve seen parents say anyone who speaks positively about autism is just painting an inaccurate picture of rainbows and unicorns. My son wasn’t painting rainbows with his poop and I sure am not painting rainbows for new parents. But hell yes I want parents to know that their kid is happy and that the best way to help their kid is to advocate for acceptance and help their kid with working through their struggles to the best of their ability. An autistic child may not live up to your expectations when you want them to but they may also exceed your expectations when you least expect it.

I want to call a truce. I want us all to agree that the word cure and prevention means what they mean. Don’t use it to mean you want to help your child with certain behaviors. If all you mean is that you want to advocate for your child, that you want them to be happy, that you want to help them work through issues and behaviors then say that!!!

Please, let’s get the message into the community. Treatment & supports – yes. Cure & prevention – hell no!!

Our guest blogger is an aspie but has been living on this planet as a Neurotypical (NT) Nurse/Lawyer. She has a 14 year old aspie son with ADHD & Anxiety. They don’t need a cure but she does need a drink. By the way…she hate bullies! You can follow her on Twitter and Facebook. 

5 Lists of 5 of the Best #SPED Resources

Modified this idea from Matthew Berry.

I love resource lists…so here is my version of something my favorite sports blogger does.

List 1: 5 of the most important Twitter feeds I follow

1. @SpecialEdAdvice- “Understand how to make your special education rights work for you!” I always get great information from this feed. It is a must for knowing what is going on in the world of Special Education.

2. @Ollibean – “Ollibean connects families, self-advocates, & professionals in the disability/special needs community based on shared interests in content and resources.” I follow this feed beacause I wholeheartedly believe in inclusion for all students. Great posts and Retweets.

3. @Inclusive_Class - “Tweets information, tips & solutions for including kids with special needs in the classroom. Co-hosts a weekly show, The Inclusive Class Podcast.” One of my favorites because she comes from an educators perspective. #TeamInclusion

4. @EmmasHopeBook – “Writer, Mom to Emma of EmmasHopeBook & blogger at Huffington Post. Emma’s a patient teacher to a Mom who’s a slow learner. But I can and do learn eventually.” Just about everything Ariane tweets out is stellar reading…no I am not exaggerating. Constant inspiration and heart coming from this Twitter feed.

5. @SmartInclusion – “Smart Inclusion, SMARTBoards, IPads, AAC, UDL, SLP, SMART Exemplary Educator of Year 2012, All means ALL, Forever learning :) ” Alex tweets great information and is synthesizing the world of tech and inclusion. A must follow!

List 2: 5 Books I am Reading That Support Inclusion

1. Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers (June Downing, 2008)

2. i am intelligent: From Heartbreak to Healing – A Mother and Daughter’s Journey through Autism (Peyton and Dianne Goddard, 2012)

3. Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (Michael Giangreco and Mary Beth Boyle, 2007)

4. Paraeducate (Megan Gross and Renay Marquez, 2012)

5. Alternate Assessment for Students with Significant Cognitive Disabilities: An Educator’s Guide (Harold Kleinart and Jacqui Farmer Kearns, 2010)

List 3: 5 Self-Advocates you need to follow on Facebook

1. Amy Sequenzia – “I am a non-speaking autistic self-advocate and a poet.”

2. Landon Bryce – “I am a teacher, writer, artist, and animator. I have two cats, a little bit of autism, and a blog called at http://www.thautcast.com/.”

3. Larkin Taylor-Parker – “My name is Larkin Taylor-Parker. I am a tuba player, college student, and neurodiversity blogger living in Decatur, Georgia. You can find me on Facebook, on Twitter as @Streettubaatl, and on Tumblr at http://iamthethunder.tumblr.com/.”

4. Henry Miles- “I STAND WITH HENRY is about the right of ALL kids to be included with proper supports in their neighborhood schools. Henry is a 13 year old Disability Rights advocate who wants to attend his neighborhood school.”

5. Carly Fleischmann – “Carly was diagnosed with autism, oral-motor apraxia and cognitive delay as a child. Through years of persistent therapy and hard work, Carly learned to spell and her voice eventually found its way out. Today she types with one finger, and shares the truths and mysteries (as she calls it) of autism.”

List 4: 5 websites you should click on now

1. Digital Scribbler- “Digital Scribbler is an effort to write about ideas, insights, and the practical application of technology in the field and area of education. As parents of children with special needs my wife and I have had to loosen the limiting grip of convention to develop innovative ways for our children to experience success.”

2. NICHCY.org – “NICHCY is very pleased to offer you a wealth of information on disabilities! We serve the nation as a central source of information on disabilities in infants, toddlers, children, and youth. Here, you’ll also find easy-to-read information on IDEA, the law authorizing early intervention services and special education. Our State Resource Sheets will help you connect with the disability agencies and organizations in your state.Read and freely share our many articles and publications, sign up for our newsletter, and write or call us for more personalized assistance. We are here to help.”

3. The Thinking Person’s Guide to Autism – “The Thinking Person’s Guide to Autism (TPGA) is the book and website we wish had been available when we and our loved ones with autism were first diagnosed. Autism misinformation clouds and is perpetuated by the Internet. We want to make accurate information about autism causation and therapies visible, accessible, and centralized. We also want to help new autism community members develop a positive yet realistic attitude, to appreciate the strengths while supporting the struggles of our loved ones with autism.”

4. Friendship Circle Blog- “Friendship Circle of Michigan is a non-profit organization that provides programs and support to the families of individuals with special needs. In addition to assisting individuals with special needs, Friendship brings together teenage volunteers and children with special needs for hours of fun and friendship. These shared experiences empower the children, our special friends, while enriching the lives of everyone involved.”

5. Kids Together, Inc.- “Promoting inclusive communities where all people belong.”

List 5: 5 movies you should watch (and they just might change your life)

1. Including Samuel – “Shot and produced over four years, Habib’s award-winning documentary film, Including Samuel, chronicles the Habib family’s efforts to include Samuel in every facet of their lives. The film honestly portrays his family’s hopes and struggles as well as the experiences of four other individuals with disabilities and their families.”
 
2. Wretches & Jabberers (free) – “In ‘Wretches & Jabberers and Stories from the Road’, two men with autism embark on a global quest to change prevailing attitudes about disability and intelligence. With limited speech, Tracy Thresher, 42, and Larry Bissonnette, 52, both faced lives of mute isolation in mental institutions or adult disability centers. When they learned as adults to communicate by typing, their lives changed dramatically. Their world tour message is that the same possibility exists for others like themselves. At each stop, they dissect public attitudes about autism and issue a hopeful challenge to reconsider competency and the future. Along the way, they reunite with old friends from the USA, expand the isolated world of a talented young painter and make new allies in their cause.”
 
3. Temple Grandin – “Based on the writings by its title subject, HBO Films’ Temple Grandin is an engaging portrait of an autistic young woman who became, through timely mentoring and sheer force of will, one of America’s most remarkable success stories.”
 
4. Music Within – “Ron Livingston delivers the performance of a lifetime in this acclaimed film based on the incredible true-life story of Richard Pimentel. Deafened by a bomb blast in Vietnam, Richard (Livingston) returns home and discovers his life’s calling: helping others with disabilities, including his fellow veterans. Along with his bestfriend Art (Michael Sheen), a wheelchair-bound rebel with a wicked wit, Richard fights for the rights of those whose voices can’t always be heard. Music Within is a powerful and inspiring journey that every American should take. “
 
5. Only God Could Hear Me (free) – “Starring and narrated by Chris Klein and Jennifer Lowe, ‘Only God Could Hear Me’ offers a portrait of the lives and souls of ‘non-speakers,’ looking beyond just how they communicate, into why they are driven to do so. follow several AAC users as they navigate the daily challenges of their disabilities. Brought to you by Bruce Baker and Semantic Compaction Systems, the creation story of the ‘Minspeak’ method is told in parallel.”
 
Hopefully this list will of be use for you… Please let me know your “lists of 5″! I would love to hear about them.

A Battle That Can’t Be Won: Autism Cure v. Neurodiversity

I did something I slightly regret. I joined in the fight for a battle that can’t be won.

This is the battle between those who advocate  for a “cure” for autism and those who are offended by the term’s very existence.

To be honest…I have spent enough energy “debating” this on Twitter (not such a good forum for real discussion) so I thought I would put some thoughts out in the blogosphere. I am not autistic, nor do I have a disability. I am what people in the neurodiversity community call “neurotypical” (NT ). But I am a stakeholder. I have been a teacher for students with severe disabilities for close to a decade…which included time working exclusively with students with autism (most of which were non-verbal). I also have close relatives who have autism and other intellectual disabilities.

That being said…I am not sure what I can really say that will make that much of a difference in this debate between parents and organizations who desire a “cure” for autism and self-advocates who feel an assault on their dignity as human beings.

Lynne Soraya (author of  Aperger’s Diary at Psychology Today) shared an article called “Getting To The Root Of It” with me that she said she wrote a few years ago that addresses this issue. She has kindly given me permission to quote from it. I appreciate the spirit in which this article is written…even when there are issues or people I disagree with, understanding is more important to me than agreement.

When we talk of a cure for autism, what are we talking about?  And, are we all defining it the same way?   From what I have read, I suspect not.
Personally, I’ve given a lot of thought to the question of a cure…  If I could wave a magic wand, and be “normal” – would I want to be?  Some days, yes, some days no.   I do see compensating ability in how I am, and it’s all I’ve ever known.   Do I watch groups of friends, easily and comfortably conversing in a crowded restaurant, and feel lonely? Sometimes. Maybe a bit jealous?  Yes.
Inherently, I tend to believe that my condition is a bit of a trade off…that I have had to give up some of the things I miss in order to have the things that I do well.  Perhaps that’s just compensating, or rationalizing – I don’t know.   If there was some cure that would take away my disabilities, while leaving what I consider the “benefits” of my Asperger’s intact – would I take it?  Probably.

This I believe is where advocates for a cure and self-advocates who do not want to cured (or discarded) have a miscommunication problem. What IS the definition of cure? I believe that when we really listen to each other…we might not be too far off.

Some time ago, I watched a documentary called “Behind the Glass Door: Hannah’s Story.”  Watching it, it was clear that the family’s and filmmaker’s viewpoint was focused on a cure.  Marketed, in part, as a religious movie (although I didn’t realize that when I picked it up),  I was surprised that it also went down a road that many neurodiversity advocates find egregious.  In it, the mother of the profiled child openly discussed her moments of despair in which she struggled not to kill her daughter.  Somewhat shocking fare for a Christian film.
Watching it, though, I began to notice something.  What the parents, and professionals in the film called a cure, was not what I called a cure.  What they called a “cured” child, was a child that had, through treatments and other interventions, had improved enough that they could function in the world.  I cannot argue with that.  After all, someone (many someones) did that for me, or I wouldn’t be where I am today.
When I read the blogs of some who oppose neurodiversity – comments I read seem to indicate that the belief is that no cure means no assistance, no training, no treatment.  That neurodiversity means that children who can’t talk, smear feces and face institutionalization should be cut adrift.  I may be totally missing it, but I just don’t think that that is what advocates of neurodiversity are saying.  When I read about neurodiversity, two major issues seem to be at the crux…acceptance, understanding, and tolerance of autistic people; and the intrinsic value of autistic people as a member of society, regardless of the level of functioning.
Can those two things coexist with pursuing treatments to better an autistic person’s life?   I think so.

This…I believe is where we sometimes miss the forest for the trees (so sorry about the archaic idiom). Advocates on both sides are so dedicated to making and winning the argument…we fail to build consensus and understanding. For me…I tend to lean toward self-advocates who detest the language of “curing” autism. This does not mean though that I am not sympathetic  to parents who advocate for treatment for their children (especially those kids with severe autism). In my perspective…anything that is going to help children with disabilities get prepared for integrated life with their family and community is my goal.

Here is the final paragraph of Lynne’s piece.

With no cure forthcoming in the near future, I came to realize that the only way for me to get on with my life was to focus on what I have, make the most of it, and cultivate hope. In the end that’s what changed my life – and, in a way, was its own cure.

Either side of the argument you are on…”cultivating hope” is the best choice. Vitriol and name-calling don’t get us anywhere in politics…it will not get us anywhere in the autism community either.