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:

1. 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.
2. 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.
3. 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."
4. 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.

Differences:

1. 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.
2. 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.
3. 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.
4. 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:

1. 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.

2. 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.

3. 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:

1. Free Appropriate Public Education (FAPE): Ensures that all disabled children have access to public education at no cost to their families.

2. 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.

3. Least Restrictive Environment (LRE): Mandates that disabled children should be educated alongside their non-disabled peers to the greatest extent appropriate.

4. Parental Participation: Ensures that parents are involved in decision-making processes regarding their child's education.

5. Procedural Safeguards: Provides protections for students and their families, including the right to due process hearings and mediation to resolve disputes.

6. Evaluation and Eligibility: Establishes criteria for identifying and evaluating children with disabilities to determine their eligibility for special education services.

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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.

Hybrid as an accommodation gets to the heart of some of the core features of autism: social communication challenges and sensory sensitivities.

- Hari Srinivasan, Fortune

 Read full article at https://fortune.com/2023/07/27/flexible-work-critics-using-same-arguments-were-used-oppose-disabled-ramps-closed-captioning-equity-access-never-optional-remote-work-careers-hari-srinivasan/

 

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.

Equanimity is the ability to maintain our inner peace in the face of adversity

Towards a more humane society. #MentalHealth. Contemplation, one line a day.

 

Rethinking Autonomy and Connection in Autism

https://time.com/6551520/loneliness-autism-essay/

Rethinking Autonomy and Connection in Autism

Today I read a compelling Time Magazine article by Hari Srinivasan that challenges our perceptions of independence and social connection in the context of autism. Two points particularly stood out for me:

Cultural Views on Independence: Srinivasan discusses the societal disapproval in the U.S. of adults living with their biological families. This contrasts with practices in other cultures and raises questions about the ideal of "independent living," which often leads to autistic individuals living away from their families, supported instead by paid staff.

Desire for Connection: Srinivasan also addresses a common misconception about autistic individuals: the need for breaks from overwhelming sensory inputs is often mistaken for a disinterest in social connections. This point emphasizes how important it is to recognize autistic individuals desire enduring human relationships.

These insights are crucial for fostering a more inclusive and understanding society. It's time to redefine our views on independence and social connections, especially in the context of autism.

 

Existence, Essence and when Hell is other people

Existence Precedes Essence & Bad Faith

"Existence precedes essence" is a fundamental idea in Jean-Paul Sartre's existentialism philosophy. It means that individuals are not defined by any inherent nature or purpose, but rather by the choices we make and the actions we take.

According to Sartre, human beings have complete freedom and responsibility for their own lives and must create their own meaning and values. This is in contrast to traditional philosophical views, which often hold that individuals have an inherent nature or purpose that determines their actions and choices. Essentially, the concept of "existence precedes essence" highlights the importance of individual freedom and responsibility in shaping one's own identity and purpose.

The idea of "existence precedes essence" is closely linked to Sartre's concept of "bad faith," which refers to the denial of one's own freedom and responsibility. When individuals act in bad faith, they try to escape their own freedom and responsibility by blaming external factors or by denying their own choices and actions.

Hell is other People

"Hell is other people" is a phrase from Jean-Paul Sartre's play "No Exit," in which the character Garcin utters the phrase in response to the realization that he is doomed to spend eternity in a room with two other people. The phrase has come to be widely recognized as a reference to the idea that other people can be a source of suffering or torment, either because of their actions or simply because of their presence. Sartre's play is a commentary on the human condition and the ways in which people interact with one another, and the phrase "hell is other people" captures the sense of frustration and despair that can arise in relationships with others.

New article In Psychology Today

How Reasonable are Reasonable Accommodations at Work

https://www.psychologytoday.com/us/blog/giving-voice/202410/how-reasonable-are-reasonable-accommodations-at-work

Feedback.

Yes, 100% agree with these important points - the problems with reactive enforcement, power imbalances, "neurodiversity lite" etc. Thank you for being a powerful voice in favour of change!!  

Another brilliant article Hari. I am sharing it widely too. The students in our autism certificate programs always love your pieces and refer back to them frequently in their reflections.

APS Global Psychological Science Summit

 

Will be presenting a research poster at the APS Global Psychological Science Summit.

Read at https://time.com/6299599/autism-research-limited-essay/

Why was I not benefiting from the vast amount of research that is being done in the name of understanding autism better? After all, autism has been an official diagnosis since 1980.

-Hari Srinivasan, Time

 

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

 

Such a brilliant statement.

"a history of the relegation of first-hand accounts as biased or inaccurate by the nature of the fact that autistic people wrote them (Botha, 2021)."

Botha, M., & Cage, E. (2022). "Autism research is in crisis": A mixed method study of researcher's constructions of autistic people and autism research. Frontiers in psychology, 13, 1050897. https://doi.org/10.3389/fpsyg.2022.1050897