"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
"We must dispel the notion that any medical intervention is inherently harmful. Many autistic peers I know experience chronic sleep deprivation, multiple seizures, pain, autoimmune conditions... spend the entire night on the toilet due to gut issues... engage in intense self-injurious behaviors, aggressive behaviors, and frequent meltdowns, which leave them home-bound. Living in a state of chronic unwellness is not conducive for inclusion. The quality of life for such autistics is challenging, no matter what kind of societal supports (inadequate as they are currently), or opportunities are put in place for inclusion."
- Hari Srinivasan, Newsweek
Why is 108 scientifically and mathematically special
108 combines properties from number theory, geometry, natural patterns, and even astrophysics—qualities that give it an almost “universal” significance in mathematics and beyond
- Astrophysical Significance: In astronomy, the average distance between the Earth and Sun is about 108 times the diameter of the Sun. Similarly, the average distance between the Earth and the Moon is about 108 times the Moon’s diameter. This coincidence has intrigued scientists, as it means the Sun and Moon appear roughly the same size in the sky, allowing for the phenomenon of total solar eclipses.
- Harshad Number Charm: In number theory, 108 is a Harshad number, meaning it’s divisible by the sum of its digits (1 + 0 + 8 = 9), making it "harmonic" in certain mathematical operations. Harshad numbers are used in digital root and modular arithmetic, which simplifies calculations in areas from coding to cryptography.'
- Fibonacci and Spirals: The sum of the first 12 Fibonacci numbers is exactly 108, connecting it to the Fibonacci sequence, which appears in natural patterns like spirals in shells, hurricanes, and galaxies. This gives 108 a presence in some of the most visually and mathematically profound patterns in the universe.
- Tetrahedral and Centered Figures: 108 is a tetrahedral number, representing a 3D shape with triangular faces. Imagine stacking spheres in a pyramid with a triangular base; 108 is the total number of spheres in a four-layer pyramid. This concept ties into molecular structures and 3D modeling.
- Geometry and Symmetry: 108 degrees is the internal angle of a regular pentagon, meaning it’s a foundational angle in geometry tied to fivefold symmetry. Pentagonal symmetry is rare in nature and geometry, often appearing in atomic structures and biological formations like flowers and certain viruses.
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....
Caught Between Tears and Stoicism
In a world where emotional expression is often suppressed or critiqued, especially in public figures and their families, his response is a refreshing reminder of our shared humanity.
Read Full Article at
Comment:
Hari, this is incredible. It is both beautiful and meaningful in its humanity, as well as being an exceptionally important message for inclusion - how you manage to do those two things at once is something I am extremely inspired by!
My TedX Talk
My Ted X talk titled "Pebbles in the Pond of Change
Hari Srinivasan, shares a powerful message about the power of small actions in creating ever-widening ripples in the pond of change. Drawing from personal experiences and the legacy of disability rights leaders, he redefines progress as a journey that starts with simple, accessible steps. His inspiring message encourages everyone to identify and act on their own "small pebbles" to drive societal transformation.
Social Model of Disability and Neurodiversity
The Social Model of Disability and the Neurodiversity Paradigm both challenge traditional perspectives on disability, emphasizing societal factors over individual deficits. However, they differ slightly in scope, focus, and origins.
Similarities:
- Societal Influence: Both argue that the primary challenges faced by disabled individuals come from society's structure, attitudes, and policies rather than inherent flaws within the person. Barriers to inclusion (physical, attitude, communication) are highlighted.
- Advocacy for Inclusion: Both emphasize the importance of reshaping societal norms, environments, and policies to be more inclusive and accommodating, thereby fostering greater acceptance and understanding.
- Agency and Identity: Both encourage individuals to embrace their identities and advocate for a society that respects diverse ways of functioning, viewing these as part of a human spectrum rather than problems to be "fixed."
- Critique of the Medical Model: Both models reject the traditional medical model, which views disability primarily as a deficit within an individual that requires intervention. Instead, they argue for a broader understanding that includes systemic and societal factors.
- Scope and Origins: The Social Model, originating in the broader disability rights movement, addresses all disabilities, focusing on how society disables individuals through barriers and prejudice. Neurodiversity, specifically pertains to neurological variations like autism, ADHD, and dyslexia, emphasizing that neurological diversity is a natural part of human variation.
- Difference v Disability: Neurodiversity emphasizes the concept of "difference" rather than "disability," suggesting that conditions like autism are part of natural variation rather than inherently disabling. The Social Model, however, focuses on disability as a socially created issue, regardless of the nature of the impairment.
- Framework of Disability: The Social Model views disability as an interaction between a person with an impairment and an inaccessible society, focusing on environmental changes. Neurodiversity, by contrast, views neurological differences as variations with both strengths and challenges, advocating for acceptance of different cognitive styles and capacities.
- Individual v. Collective Identity: Neurodiversity often highlights individual strengths and contributions specific to each neurological type, particularly emphasizing the value of traits seen in neurodivergent communities. The Social Model, meanwhile, focuses more broadly on collective experiences and solidarity among disabled people against shared barriers.
Both models advocate for a society that values and adapts to diversity, but they apply these principles in distinct ways based on their different foundations.
IDEA
Understanding the Individuals with Disabilities Education Act (IDEA)
In her memoir "The Heumann Perspective," the late legendary disability rights activist, Judy Heumann recounts how she was refused entry to public school as a child because she was deemed a "fire hazard." Her story sets the stage for understanding the importance and impact of the Individuals with Disabilities Education Act (IDEA).
IDEA was born out of a broader movement for disability rights in the United States, heavily influenced by the civil rights movements of the 1960s and 1970s. Before its enactment, many children with disabilities were excluded from public education or received inadequate services. Recognizing the need for federal legislation to protect the educational rights of these children, the Education for All Handicapped Children Act (EHA) was enacted in 1975. This marked a significant shift towards inclusive education and equal opportunities. On October 30, 1990, the act was reauthorized and renamed the Individuals with Disabilities Education Act (IDEA). Further amendments in 1997 and 2004 were made to better serve students with disabilities, ensuring they have access to a free and appropriate public education
Influential Figures in the Making of IDEA
Several key figures and advocacy groups played pivotal roles in the development and implementation of IDEA:
Judith Heumann: A lifelong disability rights advocate, Heumann's activism and leadership, particularly through her work with the Center for Independent Living and her role in the U.S. Department of Education, were instrumental in shaping policies related to special education.
Tom Harkin: A U.S. Senator known for his strong advocacy for disability rights, Harkin played a significant role in the passage and reauthorization of IDEA, ensuring that the needs of students with disabilities were addressed in federal law.
Parent Advocacy Groups: Organizations like the National Association for Parents of Children with Visual Impairments (NAPVI) and the National Down Syndrome Congress (NDSC) were crucial in lobbying for the rights of children with disabilities and the creation of IDEA.
Key Provisions of IDEA
IDEA is designed to ensure that children with disabilities receive a free and appropriate public education (FAPE) tailored to their individual needs. The main provisions of IDEA include:Free Appropriate Public Education (FAPE): Ensures that all disabled children have access to public education at no cost to their families.
Individualized Education Program (IEP): Requires schools to develop an IEP for each student with a disability, outlining specific educational goals and the services the student will receive.
Least Restrictive Environment (LRE): Mandates that disabled children should be educated alongside their non-disabled peers to the greatest extent appropriate.
Parental Participation: Ensures that parents are involved in decision-making processes regarding their child's education.
Procedural Safeguards: Provides protections for students and their families, including the right to due process hearings and mediation to resolve disputes.
Evaluation and Eligibility: Establishes criteria for identifying and evaluating children with disabilities to determine their eligibility for special education services.
Fidget Stim Toys and Autism
Many autistics have sensory processing difficulties and may be hyper- or hypo-sensitive to environmental stimuli.
Fidget stim toys (eg: stress balls or fidget spinners) have been associated with autism.
Do Fidget toys help ALL autistics? The answer may surprise you.
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