THEME: The Person Inside
HEADLINE: Communication conundrum
What if you had no voice and no handwriting skills? What if your body was so disorganized that you couldn’t even do sign language or consistently point to what you wanted? What if there was no way for you to consistently communicate your thoughts and feelings to those around you? Would any of your needs be met, and would you be able to engage in any sort of meaningful social relationships and friendships?
For many nonverbal individuals with autism like me, this is our daily reality. It underlines the fact that communication is fundamental to society.
Communication issues often mask intelligence in the autism population, affecting our inclusion in society. If you don’t have the ability to communicate effectively, you are hard-pressed to exhibit your intelligence. If you add body disorganization to the mix, you can’t consistently point to the right response among the set that the therapist places in front of you. After multiple incorrect responses, the therapist arrives at what seems like a logical conclusion: “This individual is incapable of learning.”
This was my story until I turned 13.
Learning to communicate through typing as a teen totally turned my life around. That was the start of my journey to UC Berkeley. With communication, I could exhibit that I was an intelligent individual who deserved access to the mainstream education that many of my neurotypical UC Berkeley peers have taken for granted all their lives.
A child that is perceived to be intelligent will automatically be placed in a stimulating classroom. A child who may be as intelligent but who is perceived to be incapable would be placed in a drastically different environment. The outcome for the former would be positive, while the outcome for the latter can only be frustration, often expressed in the form of maladaptive behaviors — which is a catch-22. Adding insult to injury, the latter is now labeled as both unintelligent and difficult.
I was that difficult child acting out in frustration and dismay.
The basic issue may be pure confusion over input and output systems. I believe that intelligence is an output issue, since you have to exhibit your intelligence to earn that label. But I learn at the same rate as my typical peers through observation and inference — in other words, my input systems are functioning fairly well. The mind of an autistic person can truly be a marvel, since we interact with our environment in rather unique ways, which lends unique perspectives.
What differentiates us is our inability to exhibit those skills, especially if you are nonverbal like me. Nothing beats being able to talk. The speed and social opportunities it offers cannot be overstated. I find it frustratingly awkward to slowly type on a device while another person fidgets near me, not knowing whether to look at me or at my keyboard over my shoulder.
The way I function in a social setting becomes so much more difficult when input systems are impaired. Think of it like static interference in internal signals — my mind may think one thing, but the signals get mangled in the motor task of carrying that out, be it through handwriting with my fingers or motor-planning speech with my mouth. We may end up smiling when we should be looking sad upon seeing someone fall.
I am well aware of these deficits, which triggers parallel loops of anxiety, further worsening the signaling systems. Think about it: A typical student may get stressed during an interview and fumble as they attempt to retrieve information from their mind and formulate an elegant response.
My every attempt at communication is like being under a stage spotlight — I get all nervous and start fumbling. My very attempt to effectively communicate may become a self-defeating prophecy further eroding my coping skills. Ironically, coping skills themselves are often tied to effective communication.
If intelligence is thought to be an output issue, then we should not assume that an autistic individual is incapable of learning based on his mannerisms. Instead, the focus should be on improving communication skills while providing a stimulating environment.
We autistics may yet surprise you, and we have a lot to contribute to society. I shouldn’t have had to wait for a chance meeting as a teen to lead me to communication. My special education teachers should have taught me typing instead of trying to restrict me to the dozen picture icons they decided I needed. Of course, other autism issues such as sensory dysregulation can make the act of typing itself hard. I am still a one-finger typer for the most part, and it took me a really long time to type out this one article.
Every day, I walk by the labs and research facilities on campus and I think, “Surely UC Berkeley can research a solution for us.” #InThisGen, I want to call on campus innovators to develop systems that make getting out what’s inside our heads easier, perhaps through the development of artificial intelligence or neural link technology. I want us all to help the world see the person inside.
In PlainSpeak, Plain Language for the Lay Reader
In our journey towards a fair and inclusive society, it's important to understand the different types of biases that affect how we think about and treat people, especially those with autism. Bias can be divided into two main types: implicit (unconscious) and explicit (conscious) bias. Both play big roles in keeping unfair treatment and inequality going.
Implicit bias, also known as unconscious bias, refers to the automatic and unintentional thoughts or stereotypes we have about certain groups, even if we don't realize it. These biases are deep in our subconscious and can affect our actions and decisions without us knowing. For example, someone might unknowingly associate certain racial groups with negative traits, even if they believe in fairness and equality.
For people with autism, implicit biases can show up in different ways:
Healthcare: Doctors might unknowingly underestimate the pain or discomfort that autistic people feel, leading to poor care or wrong diagnoses. These hidden biases can result in less effective healthcare for autistic individuals (van Ryn & Fu, 2003).
Education: Teachers might not expect as much from autistic students, which can hurt their chances to learn and succeed. This could mean keeping autistic students in separate special education classes instead of including them in regular classes, or treating them differently in the classroom, affecting the quality of their education.
Employment: During hiring, employers might overlook autistic candidates, even if they are qualified for the job. This keeps unemployment rates high among autistic adults and limits their ability to be financially independent.
Recognizing and dealing with implicit bias is crucial for promoting diversity, fairness, and inclusion in all parts of society. Tools like the Implicit Association Test (IAT) can help people discover their hidden biases, so they can work on reducing them in their actions and decisions.
Explicit bias, on the other hand, is when people deliberately hold prejudiced views or discriminate against specific groups. Unlike implicit bias, explicit bias is clear and recognized by the person who holds these beliefs. For example, someone who openly says negative things about people of a certain ethnicity is showing explicit bias.
Explicit bias against autistic individuals can take many forms:
Hate Speech and Discrimination: Autistic people might face obvious discrimination or bullying at school, work, or in social settings. This can lead to feeling isolated, anxious, and depressed.
Discriminatory Policies: Explicit biases can shape policies that hurt autistic people. For example, not providing the right support or accommodations in schools or workplaces can limit their opportunities.
Stigma and Stereotyping: Explicit biases keep harmful stereotypes about autism going, like the idea that autistic individuals can't contribute meaningfully to society. These stereotypes can hurt their self-esteem and mental health, making it harder for them to fit in.
Understanding and addressing both implicit and explicit biases is important to create a fairer and more inclusive society for autistic people. Here are some steps we can take:
Education and Awareness: Teaching people about autism and the biases that affect autistic individuals can help reduce both types of bias. Campaigns and programs can challenge stereotypes and promote understanding.
Policy and Advocacy: Supporting policies that help the rights and needs of autistic people is essential. This includes making sure they have access to good healthcare, education, and job opportunities.
Training and Development: Training professionals in healthcare, education, and other fields to recognize and deal with their biases can lead to fairer treatment and better outcomes for autistic individuals.
Community Engagement: Involving the autism community and listening to autistic voices in decisions can make sure their needs and perspectives are included. This helps build a society where autistic individuals are valued and respected.
As the clock strikes six at Dwinelle Hall,
The Campanile's bells start nightly call,
Accompanied by carillon's sweet sound,
Echoing through the campus grounds.
Under lamplight in Dwinelle Plaza,
Rising moon glows over Wheeler Hall,
Strawberry Creek's trickle adds to the stanza,
Nature's serenade, a peaceful lull.
Neurotransmitters dance in the brain,
In that stroll towards Sproul Plaza again,
On Berkeley's campus, riding dreams.
Happiness happens at six, it seems,
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| https://autisticadvocacy.org/about-asan/leadership/ |
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| As Julia Bascom says on her Twitter - she is taller than everyone. |
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| 3rd Board Meeting with a guest from another student org |
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| First Board Meeting |
