Spectrum At Cal 10th 5K Run

The speech I gave at the Spectrum At Cal event today 

Hi everyone. My name is Hari Srinivasan.

Welcome to our in person 5 K run. We are so happy to be back, after the two years of uncertainty, that the pandemic had forced on us. I’m a senior here at Berkeley. I also teach a class on autism here at Berkeley. 

I've been part of this amazing Spectrum At Cal for most of my time here and had the privilege of being president of this wonderful student organization, last year. Spectrum at Cal provided a community for me during my time here at Berkeley. Spectrum at Cal not only does autism outreach, both within and outside the campus, but also all manner of volunteering activities, and fundraising, which go right back to community organizations, that support individuals on the spectrum. Our organization has grown so much even during the time I've been a Berkeley. If you are a local organization interested in partnering with us, please do reach out to us. Let's make change happen.

I'm super thrilled to have spent my undergraduate years at Berkeley, which is really the birthplace of the disability rights movement. We boast of the first ever disabled students program, with other universities in the country and across the world, learning from us. It did start off for physical disabilities, but grew to include all manner of disabilities.

Today, Autism, is one of the fastest growing neurodevelopmental disabilities. Autism in all its forms, has a voice and we want to make it heard. Did you know my friend David, and I are the first, and only two non speaking autistic students to be admitted to Berkeley. It goes to show that autism too, is a diversity category, with the wide range of neurodiverse minds, that come with it. Autism is not a one size fits all disability, so we need to be flexible, and open minded to accommodate everyone, even the most marginalized amongst us.

What you're hearing, is my text to speech voice, as I am a minimally speaking autistic. I need to use alternative technology for most conversations, as I can only speak a few basic words. Technology is not perfect, and not always intuitive to use, but it helps me get by. It is unfortunate that, society has somehow conflated cognition with the ability to be able to use your mouth muscles to talk. Which is just an ill logical idea, and rather ridiculous really.

As a result, we nonspeaking autistics are generally not thought to be, worthy of education, let alone college. We face tremendous gatekeeping of opportunities in all manner of areas, all our lives. Everyone deserves the same opportunity of education, inclusion, and belonging.

Every life has worth. I repeat, every life deserves worth.

I've personally very proud of the t-shirt, that Spectrum designed last year, which I am wearing. We all belong. We all belong. You belong and I belong. And belonging is an idea, I'm very passionate about.

There is a big difference in the idea of awareness, acceptance, inclusion and belonging. Awareness is passive, which leads to some sort of acceptance, or what I like to think of as, tolerance of our presence.
Inclusion for most part means, being allowed to exist in the same space as our non disabled peers. It's like sitting in the same classroom, as your non disabled peers, but both of you are on parallel tracks that never intersect. 

But Belonging is really the key, where you feel you are a part of a community.When your life is seen as having worth. Where you belong, and I too belong.

Only with more exposure to all manner of autistics, will there be a change in mindsets, and greater belonging. It can be a win-win for all.

The diversity of autism, is like a cocoon, that morphs into all sorts of unexpected colorful butterflies. If you notice our logo is a butterfly. The butterfly effect, says a small local change, can lead to profound, and complex changes around the world. The two butterflies intertwine, and spread out their wings. That is what you are all doing here today by participating. You are all part of the butterfly effect, that will change the way autism is perceived, understood, and accepted. And how we can all belong. If there is just one thing you got out of what I said today, go home with the idea of promoting belonging.

Welcome again to Spectrum at Cal's, 5K run.

A big shout out to my fellow spectrum members and to all the amazing volunteers, who have helped put this wonderful event together.

Have fun everyone.

Thank you.

https://youtu.be/MRGc4GMbXqs 

Here's the talk on ABC News

https://abc7news.com/11704823/?fbclid=IwAR2YUlLmFiCZa0K4i-EcZRwq1NOU-g87UB2WurgAjepzDckLX4BUnY8kZNk

 

and entertainment from the Cal Band and California Overtures.

A Timeline of Autism

Early Observations (Pre-1940s): Autism Before Its Recognition

• 1799: French physician Jean-Marc Gaspard Itard reports on Victor, the "Wild Boy of Aveyron," a child with social withdrawal and language delays, traits that later align with autism.
• 1908: Swiss psychiatrist Eugen Bleuler coins the term "autism" (from the Greek "autos," meaning self) to describe social withdrawal in individuals with schizophrenia. This sets the stage for early misconceptions, linking autism to schizophrenia for decades.

1940s: First Recognition of Autism as a Disorder

• 1943: Leo Kanner, an Austrian-American psychiatrist, publishes Autistic Disturbances of Affective Contact, describing 11 children with distinct traits like social withdrawal, communication issues, and repetitive behaviors. He coins the term "early infantile autism" and believes it is a lifelong condition caused by an innate inability to form affective contact. Kanner also suggests a biological basis but notes that parenting styles could contribute, which lays the groundwork for later misguided theories around 'refrigerator moms'
• 1944: Austrian pediatrician Hans Asperger publishes a paper on children with behaviors similar to Kanner’s description but with stronger verbal abilities. Asperger describes the condition as "autistic psychopathy", later known as Asperger syndrome.
• 1947: Kanner notes that many autistic children have above-average memory and specific areas of talent, observing what would later be understood as savant syndrome.

1950s: Psychoanalytic Theories and Misunderstandings

• 1950s. Institutionalization is common for autistic children (and real life institutions don't look the high end resort-like setting shown in RainMan)
• 1950s: Bruno Bettelheim promotes the "refrigerator mother" theory, blaming emotionally distant mothers for causing autism. This theory, grounded in psychoanalysis, dominates for decades and contributes to a stigma around autism, despite later being debunked. In 1967, Bettelheim publishes The Empty Fortress, further expanding on his theory by comparing autistic children to prisoners in emotional isolation, a concept later widely discredited for its lack of scientific basis.
• 1956: Researcher Paul Eugen Bleuler, who first coined "autism" to describe withdrawal in schizophrenia, influences early confusion between autism and schizophrenia. Autism is often misdiagnosed as childhood schizophrenia, or emotional disturbance as there is little understanding of its distinct nature.

1960 - 70s: The Rise of Advocacy and Early Research Shifts

• 1964: Temple Grandin, who later becomes one of the most famous autistic advocates, is diagnosed with autism at age 16. Her later work will help shed light on sensory sensitivities in autism and emphasize the potential of autistic individuals.
• 1964: Psychologist Bernard Rimland, the father of an autistic child, publishes Infantile Autism, which challenges the refrigerator mother theory and argues for a biological cause of autism. Rimland's work is pivotal in shifting the focus toward neurological and genetic research.
• 1964: Civil Rights Bill Bypasses People with Disabilities. While the Act helps end discrimination against racial minority groups and women in the workplace, it does not make provision for people with disabilities. The difference is that when considering civil rights for disabilities you need not just a seat on the bus but a way to get into that bus. 
• 1965: Rimland along with Ruth Sullivan found the Autism Society of America (ASA) one of the first national organizations in the US dedicated to autism advocacy, supporting families and promoting research.
• 1967: "Autism: The Invisible Wall", a television documentary in the UK, helps bring autism to public attention by focusing on the challenges and misunderstood nature of autistic individuals.
• 1967: ICD-8 (Eighth Revision). The International Classification of Diseases released by Word Health Organization includes childhood psychosis and other related terms, but autism itself is not yet a distinct diagnostic category. Autism is often conflated with schizophrenia or broader childhood psychotic disorders.
• 1974: Last of the Ugly Laws Repealed. 
• 1975: The US passes the Education for All Handicapped Children Act (EAHCA), which mandates free public education for children with disabilities, including autism. This later evolves into the Individuals with Disabilities Education Act (IDEA) in 1990.
• 1977: Twin studies by Folstein and Rutter provide the first strong evidence for a genetic component to autism, marking a major shift away from psychoanalytic theories. This study reveals that autism has a higher concordance rate in identical twins than in fraternal twins.
• 1977: ICD-9 (Ninth Revision) introduces Infantile Autism under the category of pervasive developmental disorders (PDD). This marks the first time autism is officially recognized as a separate diagnostic entity in the ICD system. The criteria are still relatively broad, and autism is seen as a disorder affecting early childhood development.

1980s: Diagnostic Shifts and Broader Recognition

• 1980: The DSM-III officially recognizes autism as a distinct diagnosis, separate from childhood schizophrenia, under the term "Infantile Autism". This formalizes autism’s recognition within psychiatry.
• 1981: British psychiatrist Lorna Wing introduces the term Autism Spectrum Disorder (ASD), emphasizing the broad range of abilities and challenges in autistic individuals. She also popularizes Asperger syndrome in the English-speaking world.
• 1985: The diagnostic ratio of autism is estimated to be 4 to 5 in every 10,000 children. This reflects limited awareness and more restrictive diagnostic criteria.
• 1987: The DSM-III-R revises the criteria for autism, leading to increased diagnoses.
• 1987: Behavioral psychologist Ivar Lovaas publishes results of Applied Behavioral Analysis (ABA) in improving behaviors in some autistic children. ABA remains controversial today due to criticisms from the autistic community about its social validity and ethics of behavior modification and its use of aversives like shocks to achieve the higher success results. Shocks continue to be used in centers like the JRC (Judge Rotenberg Center) even today. 
• 1988: The film Rain Man, starring Dustin Hoffman as an autistic savant, brings autism into the cultural spotlight, although it reinforces stereotypes of autism as tied to intellectual disability or savant syndrome.

1990s: Expanding the Spectrum and Advocacy Growth

• 1990: Americans with Disabilities Act signed into law by Pres George HW Bush.
• 1990: The Individuals with Disabilities Education Act (IDEA) reinforces the right to free public education and Individualized Education Programs (IEPs) for students with autism, helping ensure their integration into the educational system.
• 1991: Autism is officially added as a special education category under IDEA, securing services for autistic students.
• 1993: The National Autistic Society (NAS) in the UK launches "Autism Awareness Year", one of the first large-scale efforts to raise public awareness about autism.
• 1993: ICD-10 (Tenth Revision) significantly revises the classification of autism. Autism Spectrum Disorders (ASD) are grouped under Pervasive Developmental Disorders (PDD). Subtypes include Childhood Autism, Atypical Autism, Asperger’s Syndrome, Rett Syndrome, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). ICD-10’s structure allows for a more nuanced understanding of autism and its variations, with greater distinction between different developmental disorders.
• 1994: The DSM-IV expands the definition of autism to include Asperger syndrome and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), marking a significant shift in recognizing autism as a spectrum. The diagnostic ratio rises to about 1 in 1,000 children.
• 1995: The Yale Child Study Center launches the Yale Early Social Cognition Program, pioneering research on autism's social cognition and brain development.
• 1997: Lorna Wing introduces the "triad of impairments": social interaction, communication, and flexibility of thought, which becomes a core diagnostic feature of autism. This framework helped shape diagnostic criteria and broadened the understanding of autism as a spectrum.
• 1997: The UN's Standard Rules on the Equalization of Opportunities for Persons with Disabilities (adopted in 1993) begins to include autism under broader disability rights frameworks, encouraging global awareness and inclusion
• 1998: A study by Andrew Wakefield links the MMR vaccine to autism leads to much controversy.
• 1999: The Treatment and Education of Autistic and related Communication-handicapped Children (TEACCH) program gains recognition for early intervention and structured teaching.
• 1999: Olmstead Act requires deinstitutionalization. 

2000s: Rise of Neurodiversity and Genetic Research

• 2000: Autism Speaks is founded, becoming one of the largest autism advocacy organizations, though it faces criticism from autistic self-advocates for its earlier messaging on curing autism rather than supporting neurodiversity.
• 2001: The United Nations establishes World Autism Awareness Day, observed annually on April 2, raising global awareness about autism.
• 2002: The Autism Genome Project is launched and is one of the largest international efforts to study the genetic basis of autism
• 2003: Autism Network International (ANI) starts hosting Autreat, a retreat for autistic individuals designed by autistic people. Autreat becomes a symbol of the burgeoning autistic self-advocacy movement.
• 2005: Beijing Stars and Rain, China’s first non-governmental organization for autism, begins gaining international attention for promoting autism education and parent training programs. The organization becomes a model for other regions in China, raising awareness in a country with limited services for autism.
• 2001-2007: Autism diagnosis rates surge. By 2007, the CDC reports autism prevalence at 1 in 150 children. Improved diagnostic criteria and growing awareness contribute to these higher rates.
• 2006: The Autism Self-Advocacy Network (ASAN) is founded by Ari Ne'eman advocating for autistic individuals to have a voice in policy and research decisions.
• 2006: The documentary "Autism: The Musical" is released, portraying the lives of five autistic children and their participation in a musical production, showing the diversity of the autism spectrum and challenging preconceived notions.
• 2006: The Combating Autism Act (CAA) is signed into law by President George W. Bush. It authorizes increased federal funding for autism research, early detection, intervention, and services. It also establishes the Interagency Autism Coordinating Committee (IACC) to coordinate federal efforts related to autism and services. This marked the first formal effort by the US government to streamline and prioritize autism research across various agencies.
• 2007: The Autism Genome Project publishes its first major findings identifying several genetic markers linked to autism, though no single "autism gene" is found. Early findings reveal the complexity of autism, linked to hundreds of different genes, each contributing in small ways.
• 2007: The UN General Assembly designates April 2 as World Autism Awareness Day (WAAD), increasing global recognition and advocacy efforts.
• 2008: The Convention on the Rights of Persons with Disabilities (UNCRPD) is adopted by the United Nations, affirming the rights of individuals with disabilities, including autistic individuals, to equal access in education, employment, and healthcare.
• 2008: The WHO supports the UNCRPD, pushing for global health strategies that include autism within the broader disability rights movement.
• 2009: Latin America takes steps towards developing autism strategies with the creation of Red Espectro Autista Latinoamerica (REAL), a regional network advocating for autism diagnosis, intervention, and inclusion throughout Latin America. Countries such as Argentina, Brazil, and Mexico begin improving public understanding and launching pilot autism support programs.
• 2009: The IACC releases its first Strategic Plan for Autism Research, outlining key priorities for autism research. It sets goals to improve early identification, better understand autism’s biology, and develop new interventions and services. This plan becomes a guiding document for federal funding and research efforts.
• 2009: Rosa's Law enacted. Pres Obama signs legislation that replaces the term "Mental Retardation" with term "Intellectual Disability". The Law is named for 9 year old Rosa Marcellino, a young advocate with Down's Syndrome

2010s: Scientific Advancements and Cultural Shifts

• 2011: Ari Ne'eman becomes the first openly autistic person appointed to the US National Council on Disability, a milestone in autistic representation in federal policymaking.
• 2011: The Combating Autism Reauthorization Act (CARA) extends the provisions of the original act, continuing federal funding for autism research, services, and early interventions. It emphasizes improving services for autistic children and adolescents
• 2011: The IACC updates its Strategic Plan with a greater focus on lifespan issues, including services for autistic adults, employment, and quality of life. The update also emphasizes the need for research into co-occurring conditions such as epilepsy, gastrointestinal issues, and mental health disorders in autistic individuals.
• 2012: The "Autism at Work" initiative is launched by major corporations like SAP, Microsoft, and JP Morgan Chase, focusing on hiring autistic individuals for their unique strengths, especially in tech and data analysis.
• 2012: Brazil passed the Autism Law ("Lei Berenice Piana"), recognizing autism as a disability, which entitled autistic individuals to full access to education and healthcare. This law set a global precedent for autism recognition in developing nations.
• 2012: The Autism Society of South Africa leads efforts to raise awareness and advocate for governmental support for autistic individuals. Although access to services remains limited, the organization plays a key role in educating the public and promoting early intervention programs.
• 2013: The DSM-5 combines autism subtypes (Autism, Asperger syndrome, PDD-NOS) into one unified diagnosis, Autism Spectrum Disorder (ASD), reflecting the diversity of autistic experiences. The prevalence rate continues to rise, with the CDC estimating 1 in 88 children diagnosed.
• 2013: WHO focus on Autism in Low and Middle Income Countries. The WHO emphasizes the lack of autism services in low- and middle-income countries and highlights the global disparity in autism diagnosis, treatment, and support services. WHO launches efforts to promote capacity-building and improve access to autism services worldwide
• 2014: The CDC estimates 1 in 68 children in the US are diagnosed with autism, reflecting improved diagnostic practices and growing awareness.
• 2014:The Autism CARES Act (which stands for Autism Collaboration, Accountability, Research, Education, and Support) is passed, reauthorizing and expanding federal efforts under the CAA. It introduces a new focus on lifelong services and supports for autistic adults, addressing the need for transitioning from childhood services to adult care.
• 2014: The WHO includes autism in its Comprehensive Mental Health Action Plan (2013-2020), calling for international collaboration to enhance early identification, intervention, and care for individuals with autism. This plan focuses on improving mental health services for people with neurological and developmental disorders, including autism, especially in resource-poor settings
• 2014: South Africa holds Africa's first National Autism Conference, bringing autism research and advocacy to the continent. South Africa's focus grows on early diagnosis and intervention, as well as inclusion in education.
• 2014: The Global Autism Public Health (GAPH) Initiative, launched by Autism Speaks, collaborates with ministries of health in Bangladesh, Kenya, Mexico, South Africa, and other countries to create national autism action plans. These plans focus on building capacity for early detection, screening, training professionals, and raising public awareness. In Bangladesh, the Shuchona Foundation leads national autism awareness campaigns, addressing the need for policies that include neurodevelopmental disorders in healthcare frameworks. In Kenya, GAPH partners with local organizations to train healthcare providers and teachers, helping to identify autism early and provide educational support.
• 2015: The first Autistic Pride Day is celebrated, organized by autistic self-advocates to promote acceptance and emphasize the strengths of neurodiversity.
• 2015: Countries like Saudi Arabia and Jordan begin developing autism centers and services in response to increased autism awareness in the region. In Saudi Arabia, the Jeddah Autism Center provides early intervention and support programs, becoming a key resource for families in the region.
• 2017: India issues its first National Guidelines on Autism under the Ministry of Health and Family Welfare. These guidelines emphasize the need for early screening, public awareness, and inclusive education for autistic individuals. They also advocate for better training for healthcare professionals to recognize autism in early childhood.
• 2017: The CDC reports autism prevalence has risen to 1 in 59 children, driven by broader diagnostic practices and increased awareness.
• 2017: The IACC releases a new Strategic Plan that broadens its focus to include employment, healthcare, and service needs for autistic adults. This plan highlights the importance of research aimed at improving the quality of life for autistic individuals throughout their lifespan, with an emphasis on transitioning to adulthood.
• 2017: The Journal of Autism and Developmental Disorders publishes a study showing the higher likelihood of co-occurring conditions, such as anxiety and epilepsy, in autistic individuals. This leads to greater focus on holistic healthcare for autistic people.
• 2018: The World Bank and the World Health Organization (WHO) partner with several South Asian countries, including Nepal, Sri Lanka, and Bangladesh, to promote autism-friendly healthcare services. This collaboration focuses on creating autism awareness campaigns and building healthcare capacity for diagnosis and treatment in resource-limited areas.
• 2019: The Autism CARES Act reauthorization is signed into law, continuing the initiatives set forth by the previous acts. It further expands the focus on autistic adults and aims to address health disparities, especially among underserved communities, including racial and ethnic minorities and rural populations.
• 2019: ICD-11 (Eleventh Revision) ntroduces a major change by adopting the term Autism Spectrum Disorder (ASD), consolidating various autism subtypes (such as Asperger’s Syndrome and PDD-NOS) under a single umbrella diagnosis, similar to the changes made in the DSM-5 (2013). The focus shifts to recognizing autism as a spectrum with varying levels of support needs. ICD-11 also introduces a focus on functional impairments associated with ASD and acknowledges the need for varying levels of support across the lifespan, making the classification more aligned with current research on autism as a lifelong condition.
• 2019: Climate activist Greta Thunberg, an openly autistic individual, gains global recognition, challenging stereotypes about what autistic individuals can achieve.
• 2019: Kenya passes the Autism and Developmental Disabilities Bill, becoming one of the first African countries to legislate support services for autism. The bill mandates government funding for special education programs, early diagnosis, and community-based support for autistic individuals.

2020s: Expanding Focus on Lifespan and Global Support

• 2020: The CDC reports autism prevalence at approximately 1 in 54 children. Research increasingly focuses on co-occurring conditions, such as anxiety and epilepsy, as well as autism across the lifespan, including in aging adults.
• 2020: The IACC shifts some of its focus to the impact of the COVID-19 pandemic on the autistic community, particularly in relation to accessing healthcare and educational services through telehealth and virtual platforms. The committee begins addressing the unique challenges the pandemic poses for autistic individuals and their families.
• 2020: Greta Thunberg, the autistic Swedish climate activist, is named TIME Person of the Year, bringing further visibility to autism in public life and challenging misconceptions about what autistic individuals can achieve.
• 2020: WHO launches Global Initiative on Autism a project aimed at addressing the challenges of autism diagnosis and care in low- and middle-income countries. The initiative focuses on improving training, early diagnosis, and intervention programs, while also raising global awareness about autism.
• 2020: European Autism Action: The European Parliament passed a resolution for a European strategy on autism, highlighting the need for coordinated autism policies across Europe, focusing on early intervention, education, and employment.
• 2020: Autism advocacy continues to grow in Latin America, with Brazil leading efforts to promote inclusive education and early diagnosis programs. Mexico and Argentina strengthen national policies supporting autistic individuals in healthcare and education, advocating for better training for educators and healthcare workers.
• 2021: The World Health Organization (WHO) releases updated guidelines on autism, stressing early diagnosis and ongoing support services throughout life, especially in low- and middle-income countries. WHO emphasizes the importance of developing national autism strategies within countries to ensure sustainable services for autistic individuals. These strategies encourage governments worldwide to invest in autism. research, diagnosis, and community-based care
• 2021: Lifelong Autism Services become a major advocacy focus, with governments worldwide beginning to recognize the lack of adult services and employment opportunities for autistic individuals.
• 2021: The "Lancet Commission on the Future of Care and Clinical Research in Autism" releases recommendations for prioritizing lifelong care, emphasizing the need for better adult diagnostic tools and services for aging autistic populations.
• 2021-2030: Autism-Europe: This umbrella organization works with the European Union to promote the rights of autistic people across Europe, helping to secure the European Disability Strategy (2021-2030), which includes provisions for autistic individuals.
• 2021: In Sub-Saharan Africa, countries like Uganda, Ghana, and Tanzania begin developing autism awareness campaigns with support from international organizations. Programs focus on educating communities about autism acceptance and improving access to diagnosis in rural areas. In Uganda, the Autism Awareness Care and Training Centre (AACT) plays a vital role in raising awareness and offering training for parents and teachers.
• 2022: In Brazil, the Autistic Person’s Statute is implemented, protecting the rights of autistic individuals and establishing a national policy that mandates inclusive education, healthcare access, and employment support for individuals on the spectrum. Other Latin American countries, like Chile and Colombia, follow suit, enacting autism legislation to ensure better services and protections for their autistic populations.
• 2022: Autism is increasingly understood through the lens of the neurodiversity movement, emphasizing a strengths based approach.

Read more on timelines... An Evolving Landspace of Autism Research...

Cal Day 2022

 The graduating Bear at the CalDay (for newly Admitted Students). 

At the DSP Booth. 

Vacanza in Italia

Italy was a vacation of awe with art, architecture, music and countryside, all rolled into one trip over spring break

First it was Florence - highlights-  Vasari's fresco on the ceiling of Brunelleschi's Duomo , Michelangelo's David, da Vinci interactive museum with his inventions, Uffizi museum (too many magnificent works of art) and the Medici chapel (Donatello sculptures). You can just stare for hours at the profound simplicity of the scenes and the thoughts the David statue evokes. And the exterior sculptures of many of the buildings were quite breathtaking as was the Neptune fountain. 

 As delightful as the Uffizi museum  was, the sheer volume of art became too overwhelming at some point (too much awe!!) so had to leave after 2 hours(i guess there is a limit to a person's ability for "accommodation" /cognitive shift aspect of awe, which made me think of what some autistics had written about in my awe study). But did manage to see a good part of the museum, Botticelli a definite favorite. 

Day in Tuscany- Siena (cathedral with black white striped Moorish influence architecture), the medieval town of San Gimignano (claims world's best gelato and tower houses - one room per floor, tall and narrow) and Pisa (climbed to top of leaning tower). 

Venice was delightfully unique indeed with its canals and quite different from Florence. But extremely crowded with tourists. Highlights were the gondola ride, the vaporetto rides, snacking by the waterfront,  the ceiling of St Mark's cathedral with its byzantine influence, frescos in the Doge's palace, and a Vivaldi 4 seasons concert.  I totally noticed my mouth open, jaw drop as I was listening to Vivaldi, quite mesmerizing, and it was like my body became still, and out of body feeling (the physiological sensations associated with awe).

We also took a day trip to islands in venetian lagoon- Murano ( glass making, somehow not so awed, over commercialized) , Burano (saw an old lady make lace as well as a whole bunch of pigeons trying to cleverly outwit each other over a piece of sandwich I accidentally dropped) and Torcello which had a lovely Roman chapel, only 10 residents but a few hundred tourists.

Planned to visit Verona (of Shakespeare fame) not happen as covid travel test arrangements took up good chunk of day. 

Have to wonder why Euro door knobs are in middle of door instead of to the side. Was it all about aesthetics of a symmetrical pleasing look. Turns out that the central placement of a door know provides greater leverage and ease of use, especially in the larger/heavier doors and it makes it more difficult for intruders to open the door as force must be applied directly to the center of the door rather than at the edge where the lock is located. 

I held up the Tower of Pisa

With a tilt and a twist, like Galileo's wrist

Galileo throwing objects from the top

Law of falling bodies nonstop. 

Hanging with friends

 

Hanging out with friends at Siddhu's birthday

The Double Empathy Problem

Autism Lexicon - The Double Empathy Problem.

Double Empathy Problem refers to the mutual challenges in social understanding and empathy between autistic and neurotypical individuals, arising from differences in communication styles and cognitive processing. [ Read in more detail here]

PlainSpeak. Double Empathy Problem is the idea that both autistic and non-autistic people can struggle to understand each other because they communicate and interpret social cues differently. [Read more in plain language here]

Related Posts on [The Double Empathy Problem] 

Atypical

"Atypical" refers to behaviors, cognitive processes, or neurological patterns that differ from the norm in the general population. In autism, this term can describe variations in social interaction, communication, sensory processing, and cognitive functioning. It can also be used as a way to refer to individuals with autism, acknowledging their neurodiverse characteristics.[Read in more detail]

PlainSpeak "Atypical" means that a autistic might think, act, or process things differently from most people. It can also be a way to describe someone with autism, highlighting the unique ways their brain works.[Read more PlainSpeak version]

Earthquake Alert

A sharp jolt at 9:44am, the whole house shook. Too sharp to miss. 2.8 magnitude. Epi-center in El Cerrito, which is the next city. 

What students say on intersections of autism.

Sharing some some student midterm papers on different intersections  from my  1:54 Autism Spectrum Class this semester on this topic.

Autism and LGBTQ+ Identities

Sharing midterm paper by student in my 1:54 Autism Class. 

Midterm Paper 

Psych 198

Tiffy Brailow

Autism and LGBTQ+ Identities Intersecting

Autism Spectrum Disorder intersects with a vast amount of other identities. One intersection that has interested me the most is being Autistic and identifying as a member of the LGBTQ+ community. Many studies have suggested that the rate of identifying as LGBTQ+ and being Autistic is significantly higher than the rate in the general population. Specifically, “‘Most of the data that we’re seeing is that [the LGB rate] is two to three times higher,’ says clinical psychologist Eileen T. Crehan.” There is a large amount of information available on the LGBTQ+ Autistic community because of the high rates of these intersecting identities.

I found many similarities within the experiences of Autistic LGBTQ+ people. One similarity seems to be that people with both of these identities tend to know or find out that they are autistic before they figure out their sexuality. My interpretation of this is that this may be the case because people tend to prioritize their social interactions with others and the experiences of day to day life before they prioritize sexual attraction. Some LGBTQ+ Autistics explain that they were delayed in recognizing their sexuality because they had a hard time getting in touch with their own feelings and did not do much introspection in their younger years. Another similarity between multiple people’s experiences from this community that I found is that many feel that their Autistic identity and their LGBTQ+ identity go hand in hand. Justin, an Autistic gay man, explains this perspective: “The intersection between being queer and being autistic is that we don’t want to be altered. We don’t want to be cured of who we are. Our worth doesn’t derive
from seeming ‘normal.’” I think that this is quite a beautiful way of thinking about one’s identity
and I can most definitely see why this is a common perspective among Autistic LGBTQ+ people.
There seems to be multiple advantages of being Autistic and LGBTQ+. One advantage is that Autistic people say that their experience within the LGBTQ+ community has been a mostly positive one. Tom Moran, an autistic gay man, stated “Generally, autistic people and those with disabilities are really well received and accepted in LGBTQ+ spaces.” While there are definitely bad apples, like there are in any community, overall it seems that the LGBTQ+ community is generally accepting of those from all different walks of life. This is great that Autistic LGBTQ+ people have a positive and safe space within a community. Additionally, there are many support groups and resources for LGBTQ+ Autistic people. There is most definitely access for LGBTQ+ Autistic people to find support and people with similar experiences as them, which I am sure is a comforting feeling.

One aspect of being a part of the LGBTQ+ community while being Autistic is celebrating Pride. The Pride celebration is very overstimulating, loud, and overwhelming for some Autistic  Pride. The Pride celebration is very overstimulating, loud, and overwhelming for some Autistic people. While the LGBTQ+ community is generally accepting, it is important that they make sure there are comforting spaces in these celebrations for Autistic people. From personal experience I can say that while Pride does tend to be inclusive, there are some hiccups here and there. For example, my sister (who uses a walker for mobility assistance) was not able to get through all parts of our most recent Pride celebration because grass was a part of some of the trails within the exhibit. So while there is a general acceptance and love towards every different type of person within the LGBTQ+ community, there are some things that they could do better to be more inclusive.

There are most definitely some disadvantages to being Autistic and identifying as LGBTQ+. From experiences that I have read about, it seems that sometimes being Autistic and part of the LGBTQ+ community go hand in hand but other times, they do not. Generally speaking, people are more well-versed in how to be inclusive of the LGBTQ+ community than they are knowledgeable about how to be inclusive of the Autistic community. Tom Moran also spoke about this issue and stated “You feel accepted for one side of your identity, but the autistic part of your identity is perhaps less recognized or understood.” Another disadvantage is that people part of both of these communities have to deal with discrimination from having both identities. People are bigoted towards LGBTQ+ people but people are also bigoted towards Autistics. Having to face multiple forms of discrimination is a very hard experience. However,
some Autistics state that a good way to deal with this is by having pride in both of your
identities.

There are many things that people can do to assist the Autistic LGBTQ+ community. One of these things is by providing better sex education. A survey done by Eileen Crehan, an assistant professor of child study and human development, found that “autistic people want information about sexual orientation and gender identity more than typical people do.” Additionally, research has shown that LGBTQ+ youth have better mental health when they are provided with more inclusive sex education. Creating and providing sex education that is inclusive of LGBTQ+ would overall have a positive effect. Another thing that people can do to help the LGBTQ+Autistic community is by being an ally. Provide support for your friends or acquaintances that are LGBTQ+ and Autistic. Celebrate their identity. Get informed on the issues relevant to the community and try to help them feel a sense of belonging. Lastly, people can continue to further the research and information that is available about this group. Awareness of LGBTQ+ Autistic people is key to more people being more understanding.

Overall, being LGBTQ+ and Autistic has its advantages and disadvantages. This is a prevalent group that should be recognized and celebrated. It is important for LGBTQ+ Autistic people to have support and resources. As a society, there is much we can do to improve and assist the LGBTQ+ Autistic community. Hopefully, there will be much more acceptance of the LGBTQ+ Autistic community in the future as awareness grows.

Being Autistic as a Minority

 Sharing Art made by students in my 1:54 Autism Class

Image Credit: George Chukwueke

Takeaways from Class

 Student Takeaways from my 1:54 Autism Class (3/10)

• One takeaway from the Special Interests student lecture was that special interests, although people may spend a lot of time on them, can help people with autism process other social structures or processes that are usually difficult to understand for autistic people.
• There are lots of ways to combat stigma, especially by humanizing stigmatized groups.
• Education alone is not the answer to societal issues. I found the study where they educate students and it only moved them to further socially distance themselves. I find that interesting and I like the example because it reinforces the idea that human connection, building empathy, is really what is important.
• Special interests can be a really positive thing for autistic people to use to understand the world and benefit others for jobs/hobbies.
• loved the presentation on Autistic refugees and the presentation on Autistics and Special interests was so illuminating and fun!
• There can be many different things that affect autistic peoples lives (such as forceful displacement and special interests), and it’s important to consider these when talking about autism.
• One takeaway is that sometimes if school-aged children and young adults are educated on different mental illnesses, it causes them to social distance more from people with mental illnesses. This illustrates the need to educate in a humanizing way that is focused on sharing stories, rather than giving cold facts.

Research Awe I am in total Awe

LOL!!