The Lame Dame
Hello Everyone;
I apparently follow a bunch of people on the spectrum, because I've seen complaints about tag abuse going around a bunch today. I fully support creating or maintaining a safe space...
Open Society
ActuallyAutistic | Autism Wiki | Fandom
#ActuallyAutistic is a hashtag used by the autistic community. The #autism hashtag lost support amongst autistic people since it was dominated by friends or family of autistic people to the...
Autistic Children and Toileting: Misunderstanding the Difficulties
Toileting can be the most terrifying experience imaginable for an autistic child whose experience of the world is already turned up to "max."
Measuring and validating autistic burnout
Early research shows that autistic burnout could be very harmful and can have negative consequences for the mental health and wellbeing of autistic people. Outside the autistic community, most people...
Autism and chronic ill health: an observational study of symptoms and diagnoses of central sensitivity syndromes in autistic adults - Molecular Autism
Background Autistic adults, particularly women, are more likely to experience chronic ill health than the general population. Central sensitivity syndromes (CSS) are a group of related conditions that are thought to include an underlying sensitisation of the central nervous system; heightened sensory sensitivity is a common feature. Anecdotal evidence suggests autistic adults may be more prone to developing a CSS. This study aimed to investigate the occurrence of CSS diagnoses and symptoms in autistic adults, and to explore whether CSS symptoms were related to autistic traits, mental health, sensory sensitivity, or gender. Methods The full sample of participants included 973 autistic adults (410 men, 563 women, mean age = 44.6) registered at the Netherlands Autism Register, who completed questionnaires assessing autistic traits, sensory sensitivity, CSS, physical and mental health symptoms. The reliability and validity of the Central Sensitization Inventory (CSI) in an autistic sample was established using exploratory and confirmatory factor analyses. Chi2 analyses, independent t-tests, hierarchical regression and path analysis were used to analyse relationships between CSS symptoms, autistic traits, measures of mental health and wellbeing, sensory sensitivity, age and gender. Results 21% of participants reported one or more CSS diagnosis, and 60% scored at or above the clinical cut-off for a CSS. Autistic women were more likely to report a CSS diagnosis and experienced more CSS symptoms than men. Sensory sensitivity, anxiety, age and gender were significant predictors of CSS symptoms, with sensory sensitivity and anxiety fully mediating the relationship between autistic traits and CSS symptoms. Limitations Although this study included a large sample of autistic adults, we did not have a control group or a CSS only group. We also could not include a non-binary group due to lack of statistical power. Conclusions CSS diagnoses and symptoms appear to be very common in the autistic population. Increased awareness of an association between autism and central sensitisation should inform clinicians and guide diagnostic practice, particularly for women where CSS are common and autism under recognised.
The Protest Derangement Class: A Response to John McWhorter
My Patreon: https://www.patreon.com/bigjoelMy actual YouTube Channel: @BigJoel
Quão punk é a sua filosofia? Estas... - Marcos Bazmandegan | Facebook
Quão punk é a sua filosofia?
Estas classificações são mais uma brincadeira do que algo que possamos levar muito a...
I just heard someone a couple of days ago... - Dawn Prince-Hughes | Facebook
Children's Books on Belonging - Trauma Informed Consultancy Services Ltd
Today's post is from our Director Dr Lisa Cherry I talk a lot about belonging being an antidote to trauma, a phrase underpinned by my research on care experienced adults who were also excluded from school and how they made sense of belonging. We have a human need to belong…
Something weird is happening in post-punk
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The Dance-Punk Playlist:
https://open.spotify.com/playlist/1T84G0kENtuBPvahhz0w2O?si=mO4JGQ_aS26VJmElOChXUA&pi=u-I2G-SfvuSHi0
What we call Dance-Punk is experiencing a resurgence in the post-punk scene and beyond. While genres come in and out of season all the time, it seems to be happening exactly every 20 years for Dance-Punk. So why are the punks dancing now? And what makes this time different?
From the ashes of disco, a new sound emerged that shook the foundations of what punk could be. This video traces the explosive trajectory of Dance-Punk, from its roots in the rebellious energy of the late '70s to its resurgence in today's post-punk scene. We spotlight the genre-defining tracks and pivotal artists like LCD Soundsystem and IDLES who have redefined what it means to mix punk with dance.
Timestamps:
0:00 Introduction
2:00 The Death of Disco
2:48 The Dawn of Dance-Punk
5:58 A Dance Break
6:42 Echoes from the Dancefloor
9:35 The Edge of Evolution
12:23 The Dance-Punk Revival Spectrum
17:31 The Short Goodbye
18:58 Yet Another Post-Punk Scene
20:57 The Modern Age
25:31 Conclusion
#Middle8 #PostPunk #DancePunk #videoessay
Something weird is happening in post-punk
Unpacking the Dance-Punk Resurgence
The Unexpected Rise of Dance-Punk in the 2020s
How Anarchy Works
Anarchism is the political philosophy and practice that opposes all hierarchies along with their “justifying” dogmas and proposes the unending pursuit of anarchy, where free association, self-determination, and mutual aid form the basis of our society. But what does that mean? Let's explore how we might organise anarchy.
Thumbnail art by Sean Bodley.
Support him on Patreon: https://www.patreon.com/seanbodley
Title Card Music: Riot! by Earl Sweatshirt
For more information on Solarpunk Art Collab 2024: https://discord.gg/dMXZfzrpM3
Introduction - 0:00
Preface - 2:44
Defining Anarchy - 3:35
Opposing Authority - 4:43
Dissecting Authority - 6:05
Organising Anarchy - 10:14
Transcending Democracy - 16:48
Revisiting Consensus - 27:24
Exploring Alternatives - 34:42
Librarying Economies - 39:16
Pursuing Anarchy - 43:36
Conclusion - 50:36
Support me on Patreon!
https://www.patreon.com/saintdrew
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outro music: Cedar Womb by joe zempel
YouTube: https://www.youtube.com/channel/UCCuMhK75-tYDMV_7nEExFmg
Spotify: https://open.spotify.com/artist/3vVDncwsr2d6svvsH8WVYO?si=XCvFfCf5RM--WiCRHTUjgw&dl_branch=1
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Sources & Resources:
A New Glossary (of Anarchism) by Shawn Wilbur https://www.libertarian-labyrinth.org/glossary/a-new-glossary/
Are We Good Enough by Peter Kropotkin
Anarchy vs Archy: No Justified Authority by ziq
Words of a Rebel by Peter Kropotkin
Anarchy by Errico Malatesta
Anarchism and Democracy by Zoe Baker: https://theanarchistlibrary.org/library/zoe-baker-anarchism-and-democracy
Reflections for the US Occupy Movement by Peter Gelderloos: https://theanarchistlibrary.org/library/peter-gelderloos-reflections-for-the-us-occupy-movement
From Democracy to Freedom by Crimethinc: https://crimethinc.com/2016/04/29/feature-from-democracy-to-freedom / https://cdn.crimethinc.com/assets/books/from-democracy-to-freedom/from-democracy-to-freedom_screen_single_page_view.pdf
Anarchism as Extreme Democracy by Wayne Price https://theanarchistlibrary.org/library/wayne-price-anarchism-as-extreme-democracy
Majorities and Minorities by Errico Malatesta https://theanarchistlibrary.org/library/errico-malatesta-majorities-and-minorities
About the Platform by Errico Malatesta and Nestor Makhno https://theanarchistlibrary.org/library/errico-malatesta-and-nestor-makhno-about-the-platform
Anarchy and Democracy by C4SS https://theanarchistlibrary.org/library/center-for-a-stateless-society-anarchy-and-democracy
Democracy and Anarchy by Errico Malatesta: https://theanarchistlibrary.org/library/errico-malatesta-democracy-and-anarchy
Anarchists Against Democracy by Various Authors: https://theanarchistlibrary.org/library/various-authors-anarchists-against-democracy
Debunking Democracy by Bob Black: https://theanarchistlibrary.org/library/bob-black-debunking-democracy
The Abolition of Rulership by William Gillis: https://humaniterations.net/2017/06/12/the-abolition-of-rulership-or-the-rule-of-all-over-all/
Worshiping Power by Peter Gelderloos
Antinomies of Democracy by Shawn Wilbur - https://theanarchistlibrary.org/library/shawn-p-wilbur-antinomies-of-democracy
Archy vs Anarchy by Shawn Wilbur - https://www.libertarian-labyrinth.org/featured-articles/archy-vs-anarchy-notes/
Authority, Liberty and the Federative Principle by Shawn Wilbur - https://www.libertarian-labyrinth.org/featured-articles/authority-liberty-and-the-federative-principle/
Governing the Commons by Elinor Ostrom
Prefigurative Politics by Paul Raekstad and Sofa Saio Gradin
The Russian Counterrevolution by Crimethinc https://cdn.crimethinc.com/assets/articles/2018/05/11/the-russian-counterrevolution.pdf
Anarchy Works by Peter Gelderloos
Towards Anarchism by Errico Malatesta - https://theanarchistlibrary.org/library/errico-malatesta-towards-anarchism
Your Politics Are Boring As Fuck - https://crimethinc.com/1997/04/11/your-politics-are-boring-as-fuck
Life Without Law - https://theanarchistlibrary.org/library/strangers-in-a-tangled-wilderness-life-without-law
But why is it that anarchists oppose authority?
Well, the main issue is that hierarchical authority divides society between rulers and
ruled, with harmful consequences for both.
4:55
It is not that anarchists assume that human
nature is all good all the time, but rather, as anarchist Peter Kropotkin argued in Are We
Good Enough (1888), “both rulers and ruled are
5:04
spoiled by authority” and “both exploiters and
exploited are spoiled by exploitation.” Anarchists
5:10
“admit the imperfections of human nature, but
we make no exception for the rulers.” When the interests of rulers are prioritised above
all others, everyone suffers. Those at the
5:20
top might enjoy power and privilege, but their
narrow position impedes the flow of information and insulates them from the experiences,
ideas, and perspectives of those below
5:29
them that can contribute to everyone’s well-being.
Those at the bottom are compelled to obedience and subordination by a system greater than
themselves, which fosters dependency and erodes
5:39
our capacity to self-organise without authority
and control our own destinies. Not to mention,
5:46
hierarchy creates conflict, as authorities compete
for control, subordinates compete for scraps, and authorities and subordinates clash
over their opposing interests—one seeks
5:55
greater power over as the other seeks greater
autonomy from. For these reasons and others,
6:00
anarchists oppose authority, whether it’s found
in the spheres of society, economy, or politics.
The youth need your help
Places to show support-https://atlsolidarity.org/https://communitymovementbuilders.org/donate/https://secure.actblue.com/donate/black-men-build-2Operation Ol...
Neoliberalism & Education
Noam Chomsky: Neoliberalism Is Destroying Our Democracy
How elites on both sides of the political spectrum have undermined our social, political and environmental commons. This interview comes from Open Source wit...
File
Becoming a Resident of Wonderland
Being autistic is like being Alice, isolated and confused, but why not find our community among the mad people instead?
Being autistic is like being Alice, isolated and confused, but why not find our community among the mad people instead?
When we think of Wonderland, its eccentric characters instantly come to mind, but actually most of Wonderland’s silliness comes from its gymnastic wordplay. Alice herself displays a remarkable social ineptitude that provides plenty of opportunity for conversational breakdowns via equivocal dialogue — a communication tripping hazard that will be keenly appreciated by autistic people.Time and again, wherever there is ambiguity in the dialogue, Alice mistakes the meaning of the speaker, and, often as not, unintentionally offends. She lacks the intuition to follow the proper context of the speech, and so her interruptions wear tediously on all she meets, but especially to the consternation of the mouse, after Alice begged to hear its history:“Mine is a long and a sad tale” said the Mouse, turning to Alice and sighing.“It is a long tail, certainly,” said Alice, looking down with wonder at the mouse’s tail, “but why do you call it sad?”…“You are not attending!” said the Mouse to Alice severely “What are you thinking of?”
One by one, Alice’s word problems and her context insensitivity drive her new companions away, and she is left in tears, “lonely and low-spirited”.Communication is certainly not Alice’s strong point. Her anxiety about offending people makes for excessive rumination and decidedly awkward chit chat, so she is pleased when at last she finds herself in a promising conversation with the Duchess, but, in her usual self-conscious manner of over-thinking it, she struggles to fix on a suitable topic.Inevitably, Alice’s tendency for a literal interpretation and her compulsion to correct the Duchess, cut the exchange short:
Prison Is Even Worse When You Have a Disability Like Autism
State officials often fail to identify prisoners with developmental disorders, a group that faces overwhelming challenges behind bars, from bright lights to noises to social dynamics.
The Wide Awakes (U.S. National Park Service)
The Children of the Children We Lied To
High Schools in the United States are about to be filled with the children of the children of No Child Left Behind, the children of the…
The Neurodiversity Attitudes Questionnaire: Development and Initial Validation - Rachel K Schuck, Sunghee Choi, Kaitlynn MP Baiden, Patrick Dwyer, Mirko Uljarević, 2024
Neurodiversity refers to the idea that all brains—no matter their differences—are valuable and should be accepted. Attitudes toward the neurodiversity perspecti...
Fascism on Campus and the Siege on Student Space | Human Restoration Project | Noah Ranz-Lind
When war is declared against our autonomy, our space, and our campus community, we have to fight back. Published by Human Restoration Project, a 501(c)3 organization restoring humanity to education.
The price of relevance is fluency - Anil Dash
A blog about making culture. Since 1999.
And in fact, that's the simple price of continued cultural relevance. If someone wants to maintain power in culture, all that's required is a sincere and honest engagement with those who are granting that power through their attention and support. All it takes is a little bit of curiousity and some basic human decency, and any of us who are blessed with the good fortune to have a platform will get to keep it, and hopefully to use it to make things a little better for others.
But those in power who have a loud public voice and refuse to adjust and evolve their messages for the modern world will only face increasing resistance, and even actual accountability sometimes — perhaps even in the form of losing their platforms. And good riddance.
Here's the thing, though: It's not that hard. It's not difficult at all to ask people how they want to be identified. It's not tricky to listen to what people are saying about their concerns and their issues, and to try to understand what that means about how culture is evolving. It's not hard at all to be humble about unfamiliar aspects of society and ask for information in respectful ways, then take those responses into consideration going forward.
And so, these political leaders and CEOs and comedians and famous-for-being-famous people blather on like they always have, but only now they're faced with the criticisms they've inspired. The criticisms were always there, but the connection of social media to mass media has made them visible.
Suddenly, even the most powerful people in society are forced to be fluent in the concerns of those with little power, if they want to hold on to the cultural relevance that thrust them into power in the first place. Being a comedian means having to say things that an audience finds funny; if an audience doesn't find old, hackneyed, abusive jokes funny anymore, then that comedian has to do more work. And what we find is, the comedians with the most privilege resent having to keep working for a living. Wasn't it good enough that they wrote that joke that some people found somewhat funny, some years ago? Why should they have to learn about current culture just to get paid to do comedy?
Cruising Utopia: The Then and There of Queer Futurity on JSTOR
The LGBT agenda for too long has been dominated by pragmatic issues like same-sex marriage and gays in the military. It has been stifled by this myopic focus on...
Relationship between autism spectrum disorder and suicide: a narrative review | Erdt | Psychiatria (Psychiatry)
Kwartalnik "Psychiatria"
‘Slant’ won’t work for SEND students, so what does? - ADHD Foundation
Dr Tony Lloyd criticises the latest zero tolerance behaviour initiative SLANT as unrealistic & harmful to the 1 in 5 school children who are neurodivergent – in this TES article by Liz Hawkins. By Liz Hawker on 10 September 2021 Instead of the uniform nature of the ‘Slant’ technique, students with special educational needs and […]
Why Standardising Objects of Reference Can Render Them Meaningless
I have been to settings who proudly tell me they have a standardised set of Objects of Reference that everyone in their setting uses.
Weaponized heterogeneity only harms the most vulnerable autistic people
Focusing on aspects of autistic experience that we all share may lead more quickly to our shared goal of improved outcomes for all autistic people.
Attempts to subgroup autistic people have been largely unsuccessful and generally unwelcomed by autistic people who can communicate a preference. Parent and author Amy Lutz and her colleagues contend that “studies focusing on those most disabled by autism … should be of paramount concern to everyone in the autism community.” I agree, and I contend that they already are. Despite the underrepresentation in research, and indeed the challenges of including those with higher support needs in research, I contend that autistic people with the greatest challenges and support needs benefit from autistic-led research, when those caring for them are open to autistic community wisdom and scholarship.
plitting the autistic community in two based on level of disability or support needs is a false dichotomy. If you are not autistic, it may seem inimical to suggest that autistic people should not be considered as two separate groups, but those of us who live this reality know that we have far more in common across the spectrum than our differences might suggest. This is not to deny the wide range of challenges and support needs, but clinicians, researchers and caregivers who listen to autistic people describe similar issues stand to gain a far deeper understanding of them.
Attempting to split us up and using those differences against us in an attempt to deny the needs of some — thus weaponizing our heterogeneity — only harms those in greatest need. For researchers and caregivers whose goal is prevention and cure, this insight is unlikely to change their perspective, but increasing numbers of clinicians and researchers are appreciating the value of a neurodiversity-affirmative approach to autism.
The way in which autism is framed will have a profound effect on individual outcomes, and there is a profound need to deliver effective supports for all autistic people, regardless of phenotype. In my view, these are the only two contexts in which the word “profound” should be used in relation to autism or autistic people. Focusing on our shared experiences of the world, I believe, will bring us closer, and more quickly, to our shared goal of healthier, happier lives for all autistic people and their families.
Awesomely awkward: Challenging social stereotypes and embracing neurodiversity - Carl A Frizell, 2024
If you have citation software installed, you can download article citation data to the citation manager of your choice
Designing Homes for Sensory Differences — Neurodiverse Connection
A Neuroinclusive School Model: Focus on the School, Not on the Child
Inclusive education involves adapting schools upfront to the needs of students with diverse profiles to enable them to fulfill their potential and develop a sense of belonging to their schools. Thi...
Activities offer a variety of options, enabling students to make choices about how to carry out activities according to their abilities, needs, and interests. Offering choices and using flexible tasks adapted to the needs of neurodivergent students can reduce frustration, improve autonomy, and facilitate new learning (Gunn & Delafield-Butt, Citation2016; Lindsay et al., Citation2014; Meindl et al., Citation2020; Reutebuch et al., Citation2015; Stokes et al., Citation2017; Watling & Spitzer, Citation2018). This is also in line with the recommendations to offer various means of engagement, representation, expression, and action in the universal design of learning, in order to reach a broader range of learners (CAST, Citation2018). Thus, it is possible to offer choices regarding the equipment or technological tools to be used for an activity, such as electronic tablets, interactive whiteboards, a cell phone, or a computer (Becker et al., Citation2016; Carrington et al., Citation2020; M. Clark et al., Citation2020; Grynszpan et al., Citation2014; Hodges et al., Citation2020; Hughes et al., Citation2019; Martin, Citation2016; Oliver-Kerrigan et al., Citation2021; Sansosti et al., Citation2015; Stokes et al., Citation2017). Flexibility can also be offered in terms of the assessments to be carried out (e.g., demonstrating their learning orally or in writing), deadlines, or the allotted time offered to complete an activity (Becker et al., Citation2016; Grynszpan et al., Citation2014; Hughes et al., Citation2019; C. S. Martin, Citation2016; Oliver-Kerrigan et al., Citation2021; Sansosti et al., Citation2015; Stokes et al., Citation2017). This flexibility can help provide the just-right challenge to all students, so that activities are not too easy, nor too difficult.
Students’ passions and strengths are integrated into various school activities, such as classroom themes, teaching, games, or visual supports. The harnessing of passions and strengths fosters the participation of autistic students, notably by contributing to engagement in academic activities, initiative-taking, autonomy, positive interactions with peers, the development of self-esteem, and the construction of a positive identity (Bolourian et al., Citation2021; Carrington et al., Citation2020; Gunn & Delafield-Butt, Citation2016; Hodges et al., Citation2020; Koegel et al., Citation2012; Kryzak et al., Citation2013; Lindsay et al., Citation2014; Oliver-Kerrigan et al., Citation2021; Stokes et al., Citation2017; Watling & Spitzer, Citation2018; Wood, Citation2021). School staff will therefore take the time to get to know students’ passions and strengths in order to offer them multiple and varied opportunities to participate in activities that connect with these. Passions can be integrated into themes for class work, in the choice of responsibilities, or in the offer of extracurricular activities. Neurodivergent students can also be encouraged to help their peers in areas where they have strengths and be offered opportunities to share their passions with others.
School activities include stimulating or restorative activities such as physical activities and rest periods to allow students to recharge their batteries and be more available for other activities. These activities can be incorporated at different times, depending on students’ needs, including within learning activities, at the beginning or end of the day, during recess, or at lunchtime. The provision of stimulating and restorative activities contributes to the well-being, task engagement, and academic learning of autistic students (Carrington et al., Citation2020; Ferreira et al., Citation2019; Hartley et al., Citation2019; Katz et al., Citation2020; Koenig et al., Citation2012; Lang et al., Citation2010; Nicholson et al., Citation2011; Oliver-Kerrigan et al., Citation2021; Oriel et al., Citation2011; Petrus et al., Citation2008; Sowa & Meulenbroek, Citation2012; Stokes et al., Citation2017; Tanner et al., Citation2015; Warren et al., Citation2021; Watling & Spitzer, Citation2018). Different activities can be offered, such as short sessions of intense physical activity in the classroom, mindfulness activities, stationary cycling, yoga postures, or by making favorite materials available. Flexibility is key to respecting each individual’s unique needs in terms of when, where, and how to self-regulate. For example, at recess, some students might benefit from the option of doing nothing or pursuing their interests alone to enable them to be more available for learning later on.
The importance of the social environment in the proposed model is also consistent with the double empathy theory concerning the lack of mutual understanding between so-called neurotypical and neurodivergent people (Milton, Citation2012). Those involved in the school should therefore try to better understand the perspectives of others, and value different ways of thinking, being or doing.
Our results also show that it is important for the physical environment to be free from excessive stimuli, to provide appropriate visual support and clearly defined spaces. In addition, our results suggest that school activities should harness strengths and passions, offer diverse options, be predictable and structured, and include both stimulating and restorative activities.
The authors recognize, however, that there is no single solution that suits all school contexts and all students, given their varied needs and strengths. Thus, the features of activities and environments do not prescribe or impose a particular action, but rather support the analysis and choice of strategies consistent with the unique needs of school teams, students, and families. This flexibility is conducive to transformations in school practices, as it enables adaptation to each environment for greater consistency with its culture, needs, and practices (Desimone, Citation2009).