"There may be apprehensions about whether positive psychology interventions can be effectively tailored to meet the unique and varied needs of all autistic individuals, considering our diverse sensory sensitivities, communication methods, and personal preferences." - Hari Srinivasan
Showing posts with label SocialScience Constructs. Show all posts
Showing posts with label SocialScience Constructs. Show all posts
It is not the same being given enough time to finish an exam, in a setting that is conducive to focusing on answering the exam
Article Link: https://www.psychologytoday.
In education and in the workplace, appropriate accommodations are crucial for people to learn and to perform at their best. This article tackles the "reasonable" piece of the ADA rule. Who decides what "reasonable" is?
Even when accommodations are nominally given, the quality of the accommodation can vary immensely. It is not the same being given enough time to finish an exam, in a setting that is conducive to focusing on answering the exam, than having "1.5x" the time in a room with noisy people, in the middle of a lab, or in the professor's office, under the professor's gaze.
The article was written by Hari Srinivasan, who is a fellow member of the College Autism Network
Exclusion of those with more complex needs
"Key concerns.... oversimplification of needs and the potential exclusion of those with more complex challenges when focusing solely on strengths and well-being. This approach risks neglecting the intricate support required by many on the spectrum. " - Hari Srinivasan
Social Capital
Autism Lexicon: Social Capital
Social capital is the value derived from social networks, relationships, and community trust that enable cooperation and support. In autism, building social capital can be challenging due to differences in communication and social interactions, but it is crucial for fostering inclusion and improving quality of life... Read More....
How Autism Changes Perception
Seeing the World in More Detail: How Autism Changes Perception
Imagine walking into a busy street market. Most people see a blur of color and activity, a rush of sounds blending together—a vibrant but overwhelming scene. But for some autistics, this moment might feel different. They could notice the intricate patterns on the fabrics hanging in a shop, the slight variations in pitch from different voices, or the distinct texture of the pavement underfoot. These details pop out in a way that others might miss.
This heightened ability to perceive the world in more detail is a central idea behind the Enhanced Perceptual Functioning (EPF) model of autism. Proposed by Laurent Mottron and his team, the EPF model offers a refreshing way of understanding the sensory differences experienced by autistics —not as deficits, but as strengths.
What is the Enhanced Perceptual Functioning Model?
In simple terms, the EPF model suggests that many autistics have superior abilities when it comes to perceiving certain types of sensory information. This might mean they can pick up on subtle visual details, hear sounds that others tune out, or feel textures more intensely.
Let’s break down the key ideas:
Enhanced Sensory Abilities: Autistics might outperform NTs in tasks like detecting fine details, distinguishing sounds, or noticing tiny changes in the environment. For example, while most of us might not notice a slight shift in a pattern, an autistic may immediately pick up on it.
Details Over Big Picture: One core idea of the EPF model is that perception tends to take precedence over higher-level cognitive processes like interpretation. While many people naturally try to see the “big picture” of what’s happening around them, autistics may focus more on specific details. This is why, in certain tasks, they excel at noticing things that others would miss.
Perception Runs Independently: The EPF model also suggests that autistic individuals’ sensory processing may work more independently from top-down cognitive influences like attention or expectations. This autonomy can allow for a clearer, less biased perception of the world, but it can also mean that irrelevant stimuli are harder to filter out, sometimes leading to sensory overload.
Strengths, Not Impairments: Where traditional models might view sensory sensitivities as impairments, the EPF model reinterprets them as the byproducts of enhanced sensory functioning. An autistic person might experience sensory overload because they are perceiving far more detail than the average person, not because their brain is malfunctioning.
Seeing Sensory Differences Through a New Lens
What does this mean in practice? Imagine that someone with autism is in a noisy restaurant. Instead of just hearing the hum of conversation, they may notice every individual voice, the clinking of silverware, the hum of the air conditioner—every layer of sound. In this scenario, sensory overload can occur because they’re processing more sensory input, not less. Their brain is tuned into the fine details of the environment.
But these heightened perceptual abilities can also be a tremendous strength. Consider autistic artists who create incredibly detailed, realistic drawings, or musicians who can identify subtle differences in pitch. This kind of attention to detail has led to extraordinary achievements in various fields, from scientific research to creative arts.
Beyond the Stereotypes: Autism’s Hidden Potential
The EPF model encourages us to move beyond the deficit-based view of autism, which focuses solely on challenges. Instead, it invites us to think about the hidden potential that comes with enhanced sensory abilities. For instance, many autistics have made major contributions to fields that require precise attention to sensory detail, like visual arts, music composition, and even coding.
By recognizing and embracing these strengths, we can create environments that allow autistic people to thrive. Schools, workplaces, and social settings can be designed to harness these abilities, turning what might traditionally be viewed as a challenge into a powerful tool.
A Shift in Thinking
The Enhanced Perceptual Functioning model of autism offers a new way to understand sensory experiences in autism—not as impairments, but as areas of enhanced ability. This shift in thinking has profound implications for how we support, educate, and interact with autistic individuals. It encourages us to focus on the strengths that often come with heightened perception and to consider how those strengths can be celebrated and integrated into society.
Next time you’re in a bustling environment, pause and think: what if you could notice every small detail, every nuance of sound and texture? For some, this is not just a possibility—it’s their reality, and it comes with both challenges and strengths.
High Cost of Positive Psychology Services is a Barrier.
"Integrating Autism and the Positive Psychology fields faces significant barriers, starting with the high cost of therapy, which automatically makes it inaccessible to a large portion of autistics and their families. Being autistic already comes with a big financial cost." - Hari Srinivasan
https://www.liebertpub.com/doi/10.1089/aut.2024.38246.pw
Challenges-Based Solutions
"For some autistics, we can step right into the application of positive psychology. For others, we need to be working on challenge-based solutions at the same time. It’s not a binary, either/or situation where you do one at the expense of the other. " - Hari Srinivasan
https://www.liebertpub.com/doi/10.1089/aut.2024.38246.pw
Misunderstanding that autistics with higher support needs do not experience mental health issues.
"Accessibility and inclusivity of positive psychology interventions is limited across the spectrum, particularly for the most marginalized members… A critical misunderstanding that exemplifies these issues is the misconception that autistics with higher support needs do not experience mental health issues. This not only excludes a significant portion of the autistic population from mental health initiatives but also from the benefits that positive psychology can offer, highlighting the urgent need for more inclusive and accessible practices in this field." - Hari Srinivasan
https://www.liebertpub.com/doi/10.1089/aut.2024.38246.pw
How Social Capital Can Empower Autistic Communities
In our interconnected world, the concept of "social capital" often comes up when discussing community well-being, networking, and social support. But what exactly is social capital, and what does it have to do with Autism?
Social capital refers to the networks, relationships, and norms that facilitate cooperation and support among people within a community. It's about the trust, mutual understanding, and shared values that make it easier for people to work together and help each other out. Think of it as the "glue" that binds communities together, allowing them to function effectively and support their members.
Social capital can be broken down into three main types:
Bonding Social Capital: This involves strong ties between close-knit groups, like family members or close friends. It's the deep trust and support that comes from tight connections.
Bridging Social Capital: This type refers to connections between more diverse groups. For example, acquaintances from different backgrounds or communities who come together for a common purpose, like a local sports team or a neighborhood association.
Linking Social Capital: This is about relationships with institutions or people in positions of power, like schools, employers, or government agencies.
Social Capital and Autism
For autistics, social capital can have profound implications. Navigating social networks and building relationships can be more challenging due to differences in communication styles, sensory sensitivities, and social expectations. These differences can sometimes lead to social isolation, which can impact an autistic person’s access to social capital.
Challenges in Building Social Capital
Research suggests that autistics often have less access to social capital, and autistic adults reported smaller social networks and fewer social supports. This limited social capital can affect various aspects of life, from employment opportunities to mental health and overall quality of life.
For many autistic people, traditional networking and social bonding activities can be stressful or inaccessible. Sensory overload in crowded environments, difficulties in interpreting social cues, or a lack of understanding from others can hinder the development of both bonding and bridging social capital.
The Importance of Inclusive Social Capital
However, social capital isn't just about quantity—it's also about quality and inclusivity. Building inclusive social capital means creating networks and communities where autistic individuals can thrive, contribute, and feel valued. It's about recognizing the unique strengths that autistic people bring to the table and ensuring that social networks are supportive and accommodating.
Inclusive practices, like sensory-friendly events, clear communication, and understanding different social needs, can help autistic individuals build meaningful relationships. Programs that promote autistic self-advocacy, mentorship, and peer support can also play a crucial role in enhancing social capital for autistic people.
For example, the Autistic Self Advocacy Network (ASAN) emphasizes the importance of self-advocacy and peer support to build strong, supportive communities for autistic individuals. These efforts help in creating a more inclusive form of social capital where autistic voices are heard and valued.
Building Bridges: Creating Supportive Networks
To improve social capital for autistic individuals, it's essential to focus on both bonding and bridging capital. Encouraging inclusive communities that celebrate neurodiversity and providing platforms for autistic people to connect with others can help build stronger, more diverse networks.
One way to foster bridging capital is through community programs that bring together autistic and non-autistic individuals in shared activities and interests. This could be anything from art classes to technology meetups, where people can bond over common hobbies and learn from each other's experiences.
Kasperski, R. and Blau, I., 2023. Can an online mentoring social network assist students with intellectual disabilities or autism in coping with special needs and accumulating social capital?. Education and Information Technologies, 28(5), pp.6027-6047.
Hostile Attribution Bias
Autism Lexicon: Hostile Attribution Bias
Hostile attribution bias is a cognitive tendency to interpret ambiguous behaviors of others as having hostile intent or leading to hostile outcomes. In autism, this bias is linked to social communication challenges and a heightened sensitivity to perceived social threats.
PlainSpeak: Hostile attribution bias is when someone thinks others are being mean on purpose, even if it's not clear. In autism, this happens more often because autistic people can struggle with understanding social cues and might feel more easily threatened.
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Read more on Hostile Attribution Bias: [Version for Scientific/Academic Audience], [PlainSpeak for the Lay Reader], [A Simple Definition]
Related Posts on [Neuroception], [Negative Attribution Bias]
Who Autism Research Leaves Out
I find that despite all the careers, promotions, and profits being made by thousands of autism-experts, the state of autism interventions right now is one hot mess. In reality, there still are no real “experts” in autism because there is no one-size fits all model.
-Hari Srinivasan, Time
The Cost of Ableism - A Higher Bar to Meet and Negative Attribution Bias.
Ableism isn't just about overt discrimination; it also involves the pervasive expectations and pressures that can lead to negative attribution biases and the need to meet a higher bar for inclusion.
The High Bar for Inclusion
Ableism manifests as an expectation for individuals with disabilities, to meet a higher bar for inclusion. This form of ableism places undue pressure on autistic individuals to conform to standards and norms typically designed without considering their unique needs and strengths.
Ableism manifests as an expectation for individuals with disabilities, to meet a higher bar for inclusion. This form of ableism places undue pressure on autistic individuals to conform to standards and norms typically designed without considering their unique needs and strengths.
Unreasonable Expectations. Autistics are often expected to conform to neurotypical social behaviors and communication styles to be accepted in social, educational, or professional settings. This higher bar for inclusion is exhausting and unrealistic, disregarding the natural ways in which autistic individuals interact and express themselves.
Proving Competence. There is often an implicit or explicit requirement for autistics to constantly prove their abilities and competence beyond what is expected of their NT peers. So its not about having to prove yourself one time, its proving competence in every repeated interaction and with every new person and with every new situation.This can stem from prejudiced assumptions about their capabilities, leading to significant stress and anxiety.
Extra Effort for Accommodation: The burden of seeking and arranging accommodations frequently falls on autistic individuals. They may need to expend significant effort to advocate for themselves, explain their needs repeatedly, and navigate systems not designed to accommodate them easily. Accommodations for autism can vary depending on the autistic and there is no standard list of checkbox to tick off and say job done.
Perceived Advantage of Accommodations. Accommodations are often seen as giving autistic individuals an "advantage," which perversely leads to higher performance expectations. This perception overlooks the purpose of accommodations, which is to level the playing field, not to provide an edge. As a result, autistics may feel compelled that they have to over-perform to justify the accommodations they receive (which leads to burnout) or conversely may not be able to meet that higher bar.
Gratefulness for Accommodations. Accommodations are often treated as favors being granted, leading to the expectation that autistic individuals should feel grateful for this largesse. This can create an imbalance in power dynamics, where the need for accommodations is seen as a privilege rather than a right, adding another layer of pressure on autistic individuals.
Higher Performance Standards In professional or academic settings, autistic individuals might be held to higher performance standards to counteract biases and demonstrate their worthiness for inclusion or advancement. This can lead to burnout and mental health issues, as they strive to meet expectations not equally applied to their neurotypical counterparts.
Social Acceptance Conditions. Inclusion in social groups might come with conditions that require autistic individuals to mask their natural behaviors or suppress their autistic traits, which is mentally and emotionally taxing. This masking forces individuals to hide their authentic selves to gain acceptance, rather than being embraced for who they truly are.
Normalization Pressure. The pressure to appear "normal" or "less autistic" and "not stim" is a significant barrier to genuine inclusion. This expectation forces individuals to suppress their identity to fit into a predefined mold, leading to stress and reduced self-esteem.
Negative Attribution Bias
Living in an ableist-centered world significantly influences the development of negative attribution biases among autistics.
Frequent Experiences of Discrimination. Continuous exposure to ableism, where autistics face discrimination, exclusion, and negative stereotypes, leads to a general expectation of negative treatment from others. This constant barrage of negative experiences can result in heightened sensitivity to potential negative actions and intentions, fostering a negative attribution bias.
Social Marginalization. Being marginalized and misunderstood in social contexts can erode trust in others. When autistics repeatedly encounter negative, dismissive or hostile attitudes, they might start to interpret ambiguous social cues more negatively as a self-protective mechanism. This social marginalization reinforces the cycle of negative attribution.
Internalized Ableism. Constant exposure to societal ableism can lead to internalized ableism, where autistics begin to believe negative stereotypes about themselves. This internalized negativity colors their perceptions of others' behaviors, leading to a pervasive negative attribution bias.
Lack of Positive Social Interactions. Positive social interactions can counteract negative attribution biases by providing evidence of goodwill and understanding. However, if autistics have limited positive social experiences (or a history that is predominately negative) due to societal ableism, they are more prone to expecting and perceiving negative intentions in others, reinforcing their negative biases.
Stress and Anxiety. Living in an ableist society is inherently stressful and anxiety-inducing for individuals with autism. High levels of stress and anxiety impair social cognition, making it more challenging to interpret social cues accurately and leading to more negative attributions.
To combat these forms of ableism, a shift in societal attitudes and practices toward a more inclusive and equitable approach is necessary. This involves recognizing and valuing disability, creating environments that are inherently accommodating, and reducing the emphasis on conformity to neurotypical standards. Promoting awareness and understanding of ableism in all its forms is crucial in fostering true inclusion for individuals with autism and other disabilities.
Genuine inclusion means ensuring that everyone has the support they need to thrive.
Genuine inclusion means ensuring that everyone has the support they need to thrive.
Related Posts [Hostile Attribution Bias] [Neuroception]
Who Autism Research Leaves Out
"It’s time for researchers and technologists to rethink their methodologies and technologies, and explore other innovative approaches to give all members of the autistic community the care we need."
-Hari Srinivasan, Time
Impact of language choices in scientific publication on representation of autistic researchers.
The impact manifests in several key ways.
- Inclusivity and Accessibility. Language that is clear, direct, and jargon-free is more accessible to a wider audience. Which means a wider spectrum of autistics can engage more fully with scientific content, whether they are authors, reviewers, or readers.
- Bias and stigma.
- Representation. Who is getting left out and who is getting included.
- Authorship and collaboration. Autistics may face barriers in scientific publishing due to implicit biases in what is considered rigorous or appropriate academic language. This can discourage participation or lead to under representation in authorship and peer review processes.
- Ethical considerations. Engaging the autistic community ensures that scientific discourse does not inadvertently marginalize or misrepresent groups.
- Policy and guidelines. Journals and publishers can influence language norms through their style guides and editorial policies. By adopting guidelines that favor inclusive and respectful language, publishers can lead the shift towards more equitable representation in scientific literature.
The end of Autism Month
April is Autism Acceptance Month.
On April 30th there is a flood of emails and social media posts - all pointing to the fact that its the last day of autism acceptance month.
Does this mean that autism acceptance is not important for the remaining 11 months? 😔
Neurodiversity Nuts and Bolts
Neurodiversity is a concept that views neurological differences as natural and valuable variations of human diversity.
Inclusion and Exclusion in the Neurodiversity Paradigm
Neurodiversity primarily includes disabilities like autism, ADHD, dyslexia, dyspraxia, and Tourette syndrome, along with disabilities that are labeled psychiatric in nature . It tends to focus on conditions that affect cognition, communication, sensory perception, and behavior. Disabilities that are less often included in discussions of neurodiversity include those that are purely medical in nature or those that do not involve differences in neurodevelopment, such as physical disabilities like spinal cord injuries or muscular dystrophy.
Neurodiversity as a Social Construct
Neurodiversity is a social construct, meaning it is a concept that society has created and accepted to understand neurological differences in a positive light. This does not imply that neurodiverse conditions themselves are not real; rather, it highlights how society chooses to value these conditions. As a social construct, neurodiversity is useful in promoting a more inclusive view of humanity, valuing diverse ways of thinking and interacting with the world. However, like all social constructs, its impact depends on how it is applied and in what context.Origins and Evolution of the Concept
While neurodiversity is often attributed to Judy Singer, who discussed it in a 1999 book chapter, recent research clarifies that the concept was a collective effort by many autistic activists during the 1990s. As highlighted in the 2024 paper "Neurodiversity Misattribution," the theory of neurodiversity emerged from discussions and activism within the autistic community, particularly on the "Independent Living" email list in the mid-1990s. These discussions were part of a broader movement of autistic self-advocates who aimed to shift societal perceptions and promote understanding and acceptance of neurological diversity. Correct attribution is important because it acknowledges the grassroots nature of the neurodiversity movement and the contributions of many individuals who worked to develop and promote the concept.The concept of neurodiversity builds upon the foundation laid by the broader disability rights movement, which advocates for the inclusion and acceptance of people with disabilities as full members of society. This movement, which began gaining momentum in the 1960s and 1970s, challenges societal barriers and attitudes that limit the participation of disabled individuals and promotes the rights of disabled people to be fully included in all aspects of society.
The benefits of a Neurodiversity Perspective
The neurodiversity perspective draws upon important ideas from the wider disability rights movement, particularly its emphasis on inclusion, empowerment, and a strengths-based approach to understanding differences. These include.
Education and Employment: Neurodiversity promotes practices that accommodate diverse learning/work styles and neurological profiles, aligning with the broader disability rights movement's advocacy for adapting educational/workspace environment to meet the needs of all individuals rather than enforcing a uniform model.
Acceptance and Inclusion: By encouraging acceptance of diverse ways of thinking and behaving, the neurodiversity perspective helps reduce stigma and discrimination against neurodiverse individuals.
Strengths-Based Approach: By emphasizing the strengths and abilities of neurodiverse individuals, neurodiversity highlights unique talents, such as exceptional attention to detail or innovative problem-solving skills.
Empowerment: Through advocating for accommodations and changes in societal structures, neurodiverse individuals are empowered to participate fully in society, promoting a sense of belonging and inclusion.
Despite its positive aspects, the concept of neurodiversity has faced several criticisms and controversies:
The Social Model of Disability: Focuses on societal barriers rather than individual impairment, positing that disability is caused by the way society is organized, rather than by a person’s impairment or difference. It emphasizes the need to remove barriers in society—whether physical, attitudinal, or systemic—to enable full participation and inclusion of disabled people.
The Human Rights Model of Disability: Rooted in international human rights law, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD), this model emphasizes the rights of disabled people to full inclusion, participation, and equality in all aspects of society. It advocates for societal change to eliminate discrimination and barriers.
Crip Theory: Challenges normative ideas of what it means to be "able" or "disabled," questioning societal norms about ability and disability, much like neurodiversity challenges norms about neurological functioning. Crip theory advocates for a more expansive understanding of diversity that includes all forms of bodily and neurological variation.
Disability Justice Framework: Expands on the disability rights movement by incorporating an intersectional approach, recognizing the interconnectedness of ableism with other forms of oppression such as racism, sexism, and heteronormativity. Disability justice highlights a commitment to recognizing and valuing diverse identities and experiences, advocating for a holistic approach that respects each individual's humanity and complexity.
Deaf Gain: Rather than viewing deafness as a loss or deficit, the concept of Deaf Gain frames it as a unique and valuable way of being in the world. This perspective highlights the benefits and cultural richness of the Deaf community, challenging societal assumptions about hearing and encouraging the appreciation of Deaf culture, language, and experiences.
Cultural and Linguistic Identity Models: Often used within Deaf and disability communities, these models emphasize the importance of cultural and linguistic identity as central to a person’s experience. They recognize that identity and culture, including communication styles and sensory experiences, are integral to the person and should be respected and valued as such.
Social Constructivist Approaches: Emphasize that many of the limitations experienced by disabled individuals are socially constructed rather than inherent to the individual. In disability studies, social constructivism explores how societal attitudes, policies, and environments create barriers to participation and inclusion.
Inclusive Research Paradigms: Prioritize the involvement of disabled people as active contributors or leaders in research that affects their lives. This contrasts with traditional research models that often exclude disabled people from meaningful participation. Inclusive research values the lived experiences of disabled individuals and ensures that their voices are central to research and policy development.
Nothing About Us Without Us: This principle, which originated from the disability rights movement, asserts that decisions affecting disabled people should not be made without their input and involvement. It advocates for the inclusion and leadership of disabled individuals in all matters that concern them, ensuring that their voices are heard and respected.
Relational Autonomy: Recognizes that autonomy and decision-making are often supported and facilitated through relationships with others, rather than being purely individualistic. In the context of neurodiversity, relational autonomy acknowledges that neurodivergent individuals may rely on supportive relationships to navigate social and systemic challenges while still maintaining control over their decisions and lives.
Essentially, while Neurodiversity has its criticisms and limitations, a neurodiversity perspective plays a crucial role in promoting acceptance and understanding of neurodiverse individuals in society. The alignment of neurodiversity with other constructs from the disability rights world underscores its importance in challenging societal norms and fostering a more inclusive and equitable world for all.
Acceptance and Inclusion: By encouraging acceptance of diverse ways of thinking and behaving, the neurodiversity perspective helps reduce stigma and discrimination against neurodiverse individuals.
Strengths-Based Approach: By emphasizing the strengths and abilities of neurodiverse individuals, neurodiversity highlights unique talents, such as exceptional attention to detail or innovative problem-solving skills.
Empowerment: Through advocating for accommodations and changes in societal structures, neurodiverse individuals are empowered to participate fully in society, promoting a sense of belonging and inclusion.
Criticisms and Controversies
Despite its positive aspects, the concept of neurodiversity has faced several criticisms and controversies:
Exclusion of the more-disabled individuals: Early discussions and formulations of the neurodiversity movement often focused on individuals who could advocate for themselves. This focus led to criticism that the movement did not fully address the experiences of those with more severe disabilities who might not be able to participate in self-advocacy in the same way. Over time, there has been an ongoing dialogue within the neurodiversity movement regarding the inclusion of individuals with more severe disabilities. Some advocates have pushed for a broader understanding that includes those with higher support needs, ensuring that neurodiversity represents a spectrum that encompasses all forms of neurological differences, regardless of the level of disability or support required.
Minimization of Challenges: Some argue that while the neurodiversity framework is empowering, it may inadvertently minimize the real challenges and needs that some neurodiverse individuals face, such as co-occurring conditions or the need for specific support and interventions.
Over-Romanticization: There is a concern that neurodiversity sometimes over-romanticizes neurological differences, ignoring the fact that for some, these differences can lead to significant difficulties that impacts their daily living.
Mad Pride Movement: Challenges traditional views of mental health and psychiatric conditions, advocating for the rights and dignity of individuals with lived experiences of mental health conditions. It seeks to reclaim terms like "madness" and emphasize the value of diverse mental experiences, pushing against the stigma and discrimination faced by those with psychiatric disabilities.
Minimization of Challenges: Some argue that while the neurodiversity framework is empowering, it may inadvertently minimize the real challenges and needs that some neurodiverse individuals face, such as co-occurring conditions or the need for specific support and interventions.
Over-Romanticization: There is a concern that neurodiversity sometimes over-romanticizes neurological differences, ignoring the fact that for some, these differences can lead to significant difficulties that impacts their daily living.
Research on Neurodiversity
Research on neurodiversity spans a range of disciplines, including psychology, education, sociology, and neuroscience. The purpose of this research is to better understand the experiences and needs of neurodiverse individuals, to develop more inclusive educational and workplace practices, and to challenge existing paradigms that may not fully accommodate neurological diversity.Other Disability Constructs that Neurodiversity aligns with.
Neurodiversity aligns with numerous other constructs in the broader disability world. Together, these constructs contribute to a broader understanding of diversity and challenge societal norms that marginalize disabled and neurodivergent people:Mad Pride Movement: Challenges traditional views of mental health and psychiatric conditions, advocating for the rights and dignity of individuals with lived experiences of mental health conditions. It seeks to reclaim terms like "madness" and emphasize the value of diverse mental experiences, pushing against the stigma and discrimination faced by those with psychiatric disabilities.
In fact the name of the unique makerspace disability lab at UC Berkeley is "Rad Mad Disability Lab". It was a privilege for me to lead Team Propaganda during my years at that lab.
The Social Model of Disability: Focuses on societal barriers rather than individual impairment, positing that disability is caused by the way society is organized, rather than by a person’s impairment or difference. It emphasizes the need to remove barriers in society—whether physical, attitudinal, or systemic—to enable full participation and inclusion of disabled people.
The Human Rights Model of Disability: Rooted in international human rights law, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD), this model emphasizes the rights of disabled people to full inclusion, participation, and equality in all aspects of society. It advocates for societal change to eliminate discrimination and barriers.
"Disability only becomes a tragedy when society fails to provide the things needed to lead one's daily life." - Judy Heumann (Disability Rights Activist)
I was also fortunate enough to work on creating ~40 case studies on low resource countries that have implemented the UNCRPD, as a research associate at Prof Victor Pineda's "World Enabled"
Crip Theory: Challenges normative ideas of what it means to be "able" or "disabled," questioning societal norms about ability and disability, much like neurodiversity challenges norms about neurological functioning. Crip theory advocates for a more expansive understanding of diversity that includes all forms of bodily and neurological variation.
Disability Justice Framework: Expands on the disability rights movement by incorporating an intersectional approach, recognizing the interconnectedness of ableism with other forms of oppression such as racism, sexism, and heteronormativity. Disability justice highlights a commitment to recognizing and valuing diverse identities and experiences, advocating for a holistic approach that respects each individual's humanity and complexity.
Deaf Gain: Rather than viewing deafness as a loss or deficit, the concept of Deaf Gain frames it as a unique and valuable way of being in the world. This perspective highlights the benefits and cultural richness of the Deaf community, challenging societal assumptions about hearing and encouraging the appreciation of Deaf culture, language, and experiences.
Cultural and Linguistic Identity Models: Often used within Deaf and disability communities, these models emphasize the importance of cultural and linguistic identity as central to a person’s experience. They recognize that identity and culture, including communication styles and sensory experiences, are integral to the person and should be respected and valued as such.
Social Constructivist Approaches: Emphasize that many of the limitations experienced by disabled individuals are socially constructed rather than inherent to the individual. In disability studies, social constructivism explores how societal attitudes, policies, and environments create barriers to participation and inclusion.
Inclusive Research Paradigms: Prioritize the involvement of disabled people as active contributors or leaders in research that affects their lives. This contrasts with traditional research models that often exclude disabled people from meaningful participation. Inclusive research values the lived experiences of disabled individuals and ensures that their voices are central to research and policy development.
Nothing About Us Without Us: This principle, which originated from the disability rights movement, asserts that decisions affecting disabled people should not be made without their input and involvement. It advocates for the inclusion and leadership of disabled individuals in all matters that concern them, ensuring that their voices are heard and respected.
Relational Autonomy: Recognizes that autonomy and decision-making are often supported and facilitated through relationships with others, rather than being purely individualistic. In the context of neurodiversity, relational autonomy acknowledges that neurodivergent individuals may rely on supportive relationships to navigate social and systemic challenges while still maintaining control over their decisions and lives.
Essentially, while Neurodiversity has its criticisms and limitations, a neurodiversity perspective plays a crucial role in promoting acceptance and understanding of neurodiverse individuals in society. The alignment of neurodiversity with other constructs from the disability rights world underscores its importance in challenging societal norms and fostering a more inclusive and equitable world for all.
Reclaiming "Person with Autism"
I'm reclaiming the use of "person with autism" and am not offended by it. It is part of who I am.
When you reclaim language as a positive, it cannot be used against you. Others lose the power to use it as a negative against you.
I am both 'autistic' and a 'person with autism'
IFL v PFL
Identify First Language (Autistic/ disabled) v Person-First Language (Person with Autism, Person with Disability)
Seriously, with the amount of airtime spent on this topic, one would think this is the only and primary issue facing autism. Can we move on already and just accept both. We have SO MANY CRITICAL ISSUE TO FOCUS ON and this is not one of them.
Let me remind you, person-first-language was literally the language of the disability rights movement (DRM). Without that, none of us can even move about in society. All our legislation uses this language
- Americans with Disabilities Act
- Individuals with Disabilities Education Act
- United Nations Conference on Rights for Persons with Disabilities (UNCRPD)
These laws were meant to uplift us. So how can "person with autism" be degrading?
I was told that this was projects fragmentation, a separation of our autism from our human self. In fact if that is even possible, there are aspects of my 'undesirable parts of autism" that I would very much like to distance from, if that is even possible - like my behavioral challenges, mood swings, my OCD, my health issues. So that argument does not fly because I can't even separate those even if I want. So why are we having these circular arguments.
And if we think something is undesirable, instead of fighting it, let's take control of the narrative, let's own it, let's rebrand and repurpose it. When you reclaim language as a positive, it cannot be used against you. Others lose the power to use it as a negative against you.
The wheelchair user community have done this already - they have turned "cripple" into the very positive "crip" (Krip Hop, Crip Camp the Oscar nominated movie). That is such a BRILLIANT move and I am in deep admiration. I've heard one of my disabled professors, Dr Victor Pineda, being referred to as a "super-crip" by Stuart James (Exec Director of Berkeley Center for Independent Living) and I thought that term was so super cool.
Autism was a latecomer to the DRM and we adopted IFL later as well.
If a person wants to use IFL, that's fine too.
If a person want to continue using PFL that's fine too.
I would say let's use and encourage both.
Why is this important?
A few years back there was an NYT article that suggested re-introducing state run institutions. I think you will agree that institutions is "BAD" on so many levels - negates the entire DRM efforts which fought to get people out of institutions. There was a twitter storm over the article. But the criticism was NOT about INSTITUTIONS, but rather over the fact of "person with autism" used in the article.
How is "person with autism" more important than re-introduction of institutions?
What is this obsession of the autism community with a narrow focus on this one little issue of person-first over everything else. Our priorities are SO MESSED UP.
I understand that people can have preferences but seriously it does not merit the amount of discussion time it currently gets.
LETS ENCOURAGE AND ACCEPT BOTH. Let's make both as positive for us, so we don't have to keep circling this one issue.
Lets' move onto the real issues in autism please.
I'm reclaiming the use of "person with autism" and am not offended by it. It is not diminishing who I am. I am both 'autistic' and a 'person with autism'
- by Hari who is both "Person with Autism" and "Autistic"
PS: Language usages
Brits say : I'm going to visit my friend"
Americans like to say: "I'm going to visit with my friend"
Did the additional "with" change the meaning.
Solutions not more talk or more labels
I would like to see ACTION on ACTUAL SOLUTIONS - communication, biomedical physiology (physical/mental health), sensorimotor, policy, funding, myriad equity of access issues. Level the playing field so that ALL autistics can make use of opportunities. Thats quality of life.
Simultaneously reclaim and destigmatize existing labels so they can’t be used against you, instead of airtime and resources creating more and more new labels /terminology and then more airtime arguing about which is good/bad.
Simultaneously reclaim and destigmatize existing labels so they can’t be used against you, instead of airtime and resources creating more and more new labels /terminology and then more airtime arguing about which is good/bad.
Understanding Hostile Attribution Bias in Autism
in PlanSpeak Plain Language for Lay Reader
Hostile Attribution Bias is when someone thinks others are being mean or hostile, even when their actions are unclear or accidental. For example, if a person with this bias gets accidentally bumped into, they might believe it was done on purpose. This can lead to more misunderstandings because they react as if they are being threatened.
Hostile Attribution Bias and Autism.
But because autistic people often struggle with social cues and communication, it's possible they might also experience this bias.
Studies have found that autistics are more likely to see ambiguous situations as hostile compared to non-autistics. This can lead to higher levels of social anxiety and problematic behaviors like aggression or self-injury.
The Role of Society However, this bias in autistic people might not just be due to their difficulty with social cues. It can also come from a lifetime of facing social stigma, exclusion, and misunderstanding. When someone is repeatedly treated negatively, they can become more sensitive to potential threats. They lose trust that others will treat them well. This sensitivity means they might see even innocent actions as harmful.
Challenges Faced by Autistics. Autistics often face unique social challenges and stigma, which can make interpreting social cues even harder. They are frequently misunderstood and rejected. This is even worse for those with more noticeable behaviors or communication issues. From a young age, they might be placed in educational systems with low expectations, reinforcing a belief that they can't succeed. The very people (professional/educators) put in place to support them can often end up limiting opportunities and discriminating againsst them. This cycle of negative experiences can make them more likely to develop hostile attribution bias.
Impact on Mental Health. The combination of social difficulties inherent in autism and external societal stigma can create a strong foundation for developing hostile attribution bias. This not only affects their social interactions but also adds to their mental health struggles.
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Read more on Hostile Attribution Bias: [Version for Scientific/Academic Audience], [PlainSpeak for the Lay Reader], [A Simple Definition]
Related Posts on [Neuroception], [Negative Attribution Bias]
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