#Educational Tools for Autism

[noisycowboyglitter]

Elephant Habitats: Where in the World Can You Find Elephants?

Elephants, the gentle giants, reign supreme as the largest land mammals on Earth. Three majestic species roam the planet: the African bush elephant, the African forest elephant, and the Asian elephant.

Buy now:19.95$

Easily recognized by their long, muscular trunks, these incredible noses are a fusion of their upper lip and nose. Trunks are incredibly versatile, used for everything from grabbing food and watering themselves to trumpeting greetings and communicating with other elephants. Their large, floppy ears act like giant radiators, helping them stay cool in hot climates.

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African elephants are the bigger of the bunch, with the bush elephant holding the title of the largest land animal. Both African species boast impressive tusks, which are elongated teeth used for digging, fighting, and stripping bark from trees. Asian elephants, however, display sexual dimorphism, meaning only males typically grow tusks.

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Highly intelligent and social creatures, elephants live in close-knit family groups led by wise matriarchs. They communicate through a complex system of rumbles, trumpets, and infrasonic calls undetectable to human ears. These fascinating animals are an important part of their ecosystems, helping disperse seeds and maintain healthy habitats. Sadly, elephant populations face threats from habitat loss and poaching, making conservation efforts crucial.

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Finding the perfect gift for an autistic adult can be personal, but focusing on their senses can be a great starting point. Sensory fidget toys like spinners or putty offer a calming outlet, while noise-cancelling headphones provide a quiet escape. For relaxation, consider a weighted blanket or a fidget pen that provides subtle stimulation. Subscription boxes catering to niche hobbies or adult coloring books tap into their interests. Remember, the most important aspect is showing you care and understand their unique needs.

[wanderingmausoleum]

most annoying thing i’ve been seeing online lately is ppl in the adhd/autistic communities posting benign relatable posts and being inundated with comments from neurotypicals being like ummm everyone does that and you’re literally promoting harmful self diagnosis :// stop acting like everything is a symptom and it takes all my power not to tell them to shut the fuck up because not everything is about you, is the audhd community not allowed to make funny relatable posts without you insufferable cuntbags assuming the worst and reading shit into it that was never meant to be there

[the-casbah-way]

i wish every parent who posts videos of their autistic child’s meltdowns a very die

[moodr1ng]

told my psych i finally got on the autism assessment waitlist but since the average wait to get an appointment is 2 years i was considering private screening even though it costs quite a lot of money. he was just like "to be honest even if you get diagnosed we dont really have any support tools to offer you, its usually just behavioral therapy and social skills training" and therefore its not that useful to be diagnosed faster since i wont get any support either way. i am disappointed to be told straight up that even w a diagnosis i wont get shit to help me but at least he was honest so i can moderate my expectations and not waste hundreds of euros on private screening lol..

[speechgears]

MY TAB Today's Activity Board with Dangler for Kids to Schedule their Daily Activities

Regardless of age, all children benefit from routine, even everyday situations. Kids benefit from having a regular plan because it provides structure, makes them feel rooted, and imparts crucial time management skills. Nevertheless, COVID-19 has destroyed any notion of what is "normal." Many parents, including ourselves, have been left wondering how to effectively occupy the time for children who have been disrupted from their regular school-year routine in the face of extraordinary stay-at-home orders and school cancellations.

We're sharing a daily plan for kids that many Nurture Life parents follow as we adjust to sheltering in place to help you develop a sense of normalcy and comfort at home. It takes a village to raise a child, and now more than ever, we want to collaborate with you to keep all of our kids safe, healthy, and happy.

Ten Tips for Helping Kids in Your Family Get Used to a Daily Schedule

1. Continue with current routines as Much as You Can-

You'll have better success with SpeechGears MY TAB(Today's Activity Board) for daily activity schedule if it has some continuity with your regular schedule because kids benefit from regularity. Try to maintain the routine that your children are accustomed to for the essential things, such as wake-up time, mealtimes, and bedtime.

2. Set a Priority list for Your "must-do" Tasks-

Despite the fact that the world is changing rapidly around us, we still have tasks to complete. As a result, priorities and list these tasks! If you will be on a conference call every day at 9 a.m. or if your older child has an assignment due at 5 p.m. and you are unable to help with your younger child, try to schedule solo play during these hours. You could put your baby in a bouncer, let your toddler make a fort in the playpen, or start your child's favourite educational programme.

3. Make Your Children's Daily Schedule Specific-

SpeechGears children's todays activity board is divided into two primary columns: activities and examples. This allows you a tonne of freedom; you can even use the same broad plan for kids of various ages, filling across multiple example activities for each child.

For instance, depending on your child's age and interests, the general activity we refer to as "learning fun" can imply nearly anything:

Babies rolling around on the activity mat, playing peek-a-boo, reading aloud from a book, building with blocks

Young children can practise their coordination by threading beads, matching shapes, playing ABC or number flashcard games, stacking blocks, and playing with colors.

For children in grade school, try science experiments, innovation time, constructing with balsa wood or popsicle sticks, music lessons on YouTube, and math games.

4. Try to maintain a Daily Balance with Educational Tools For Special Needs Children

We all adore our children, but a constant state of lockdown can cause irritability and cabin fever. Making your days more varied will help keep things interesting. Even if you don't have to keep the activities in the same sequence we do, make an effort to keep your child's routine balanced:

Physical vs mental exercise

Family time versus private time

Focused education versus foolish play

Outdoor versus indoor activities

5. Display the Calendar Somewhere Your Children Can See It

Place your new routine board where your kids can easily see it, and that is kid-friendly, such as a large, stickered-out board in the kitchen or a bright chart in the living room. Then, rather than relying on you to inform them what's coming up, you may give them the "big kid" task of checking the schedule. It's best if you can encourage more independence!

6. Discuss the daily schedule with your children

When your kids are on day learning board, things run more smoothly. Instead of making a timetable and expecting your children to follow my tab, discuss it with them. To learn how your children are adjusting and feeling, explain why it's important, get their opinions, and keep checking in.

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[dynamichealthinsights]

How to Choose the Right Educational Software for Children with Autism

Choosing the right educational software for children with autism is a delicate process that requires understanding, empathy, and knowledge about both the child’s needs and the wide variety of software available. Autism Spectrum Disorder (ASD) encompasses a broad range of challenges and strengths, which makes it essential to tailor learning tools to the individual child. Educational software can…

[jcmarchi]

AI in Higher Education – Balancing the Risks and Rewards

New Post has been published on https://thedigitalinsider.com/ai-in-higher-education-balancing-the-risks-and-rewards/

AI in Higher Education – Balancing the Risks and Rewards

A significant portion of the discussion around generative AI tools has focused on the challenges related to academic integrity and AI plagiarism. Cheating has dominated the discourse.

As a result, many administrators and instructors’ primary focus has been a search for tools that uncover AI-generated writing. For higher education leaders today, the search for reliable AI detection tools may be a futile one. Instead, the focus should be on how AI can enhance the academic experience and evolve assessment practices to better evaluate learners’ understanding.

AI detection; a flawed proposition?

To date, AI detection tools have fallen short of uncovering AI-generated responses accurately and without bias. Researchers at Maryland found that even the “best-possible detector” performs only marginally better than a random classifier. Another study of 14 detection tools by researchers in six countries found that the accuracy rate of detection tools varied widely — between 33% and 79%.

AI detection tools also introduce bias. According to a Stanford study, the solutions mislabeled English as a Second Language (ESL) students’ writing as AI-generated more than half the time. Similar concerns have also been raised about how these tools wrongly classify writing by those with autism spectrum disorder as AI-generated.

Recent research on AI detection tools with a group of clients found that users had very little confidence in the results. Making matters worse, our findings confirmed what researchers found elsewhere — writing was often mislabeled as AI-generated and accuracy was too low to be usable with students and for day-to-day academic integrity purposes.

The reality is that today’s tools aren’t up to the task without raising serious accuracy and ethical concerns, and they may never be. There’s a better way forward – focus on evolving our assessment practices by building more authentic assessments and collaborative learning experience to encourage deeper learning.

Building better engagement

Long before the advent of generative AI tools, educators valued authentic assessments, such as critical thinking exercises, interviews, case studies, group projects and presentations. Studies have shown benefits from assigning learners tasks like these that require them to problem solve, think critically and self-reflect instead of simply recalling knowledge. For a business course, an authentic assessment could look like conducting a negotiation with a group of peers.

Giving students the opportunity to demonstrate critical thinking and problem solving provides them with the skills required to eventually become successful professionals, according to researchers who conducted a literature review of the topic.

The debate around AI plagiarism has rekindled the push for instructors to develop assessments that evaluate more deeply while also lowering the efficacy of AI-generated responses. As Cecilia Ka Yuk Chan, head of professional development at the University of Hong Kong, wrote, teachers must “develop assessment tasks that require critical and analytical thinking to avoid AI-assisted plagiarism.”

Authentic assessment takes on even more importance in the era of generative AI. Tasks that focus on critical thinking, personal perspectives, and self-reflection are much harder for generative AI technologies to produce in a way that appears genuine. Activities might also look to explore subject areas where these tools do not have as much historical data with which to work, such as current and local events, personal experiences, and future predictions.

Developing these kinds of authentic assessments is time intensive though. It requires time-strapped instructors to potentially revamp curriculum and create entirely new assignments for students.

Ironically, AI tools can help with this challenge. By leveraging AI tools to help with ideation and brainstorming as part of the course design process, coming up with engaging authentic assessment and other activities can become more efficient. However, it’s critical that the instructor is always in control and reviews and approves any AI-generated course design suggestions – it’s a low-risk, high-reward sweet spot for the application of AI.

And digital learning environments can facilitate authentic assessments, project work and group work. They can take place in a single environment and can continue to build on top of each other. By combining the digital learning environment and the possibilities unlocked by generative AI, we may start to see entirely new, innovative and pedagogically sound learning experiences become a reality very soon.

The way forward

Regardless of the pros and cons of AI, its use will continue to expand. AI will deliver greater opportunities for students and institutions as the future unfolds. Institutions need to focus on maximizing AI’s benefits and unlocking its potential in the learning experience rather than attempting to limit possible threats and look to authentic assessments as a way forward.

AI will bring about change. Discourses and debates around AI have often elicited comparisons with previous technologies. The advent of spell checkers and calculators in the classroom sparked conversations around whether these tools were a help or hindrance to students’ actual ability to learn. Much in the way those tools have become common in everyday use within academics, AI can be a tool to help students. As such, a fundamental rethink of academic integrity and many other parts of a learner’s journey will be essential for success.

Flexible policy and practices are needed. With AI generative tools here to stay, it’s no longer feasible to maintain restrictive policies, especially knowing that generative AI is on its way to becoming a part of everything we interact with (think copilot in Microsoft Office). The line between AI-assisted and AI plagiarism is becoming more blurred every day.

Establish a policy. Establishing a policy framework that is supported by the institution’s unique culture with clear guidelines to take advantage of AI with safeguards is essential. Departments and instructors should have autonomy to apply these policies relative to their subject matter. Co-creation and discussing practices with students are also crucial to help create a culture of trust across an institution.

Empower instructors to develop ethical approaches. Teachers are the engines powering learning and supporting them is fundamental to providing great experiences for learners in the AI era. Institutions need to empower instructors to embrace authentic assessment practices, including leveraging the power of AI to make administrative and course design tasks more efficient.

Time to learn

AI tools will only become more ingrained into the processes of our daily lives, including those in the classroom. To realize the benefits these tools afford, instructors and administrators need training and institutional support. Institutions must provide them with the knowledge and skills required to harness the opportunities while reducing the risks. Those opportunities include achieving a long sought-after goal – evaluating learners for their ability to apply knowledge in real world situations. And those that harness AI’s power to build better learning experiences will ensure students learn in the AI era.

[inkskinned]

crows use tools and like to slide down snowy hills. today we saw a goose with a hurt foot who was kept safe by his flock - before taking off, they waited for him to catch up. there are colors only butterflies see. reindeer are matriarchical. cows have best friends and 4 stomachs and like jazz music. i watched a video recently of an octopus making himself a door out of a coconut shell.

i am a little soft, okay. but sometimes i can't talk either. the world is like fractal light to me, and passes through my skin in tendrils. i feel certain small things like a catapult; i skirt around the big things and somehow arrive in crisis without ever realizing i'm in pain.

in 5th grade we read The Curious Incident of the Dog In The Night-time, which is about a young autistic boy. it is how they introduced us to empathy about neurotypes, which was well-timed: around 10 years old was when i started having my life fully ruined by symptoms. people started noticing.

i wonder if birds can tell if another bird is odd. like the phrase odd duck. i have to believe that all odd ducks are still very much loved by the other normal ducks. i have to believe that, or i will cry.

i remember my 5th grade teacher holding the curious incident up, dazzled by the language written by someone who is neurotypical. my teacher said: "sometimes i want to cut open their mind to know exactly how autistics are thinking. it's just so different! they must see the world so strangely!" later, at 22, in my education classes, we were taught to say a person with autism or a person on the spectrum or neurodivergent. i actually personally kind of like person-first language - it implies the other person is trying to protect me from myself. i know they had to teach themselves that pattern of speech, is all, and it shows they're at least trying. and i was a person first, even if i wasn't good at it.

plants learn information. they must encode data somehow, but where would they store it? when you cut open a sapling, you cannot find the how they think - if they "think" at all. they learn, but do not think. i want to paint that process - i think it would be mostly purple and blue.

the book was not about me, it was about a young boy. his life was patterned into a different set of categories. he did not cry about the tag on his shirt. i remember reading it and saying to myself: i am wrong, and broken, but it isn't in this way. something else is wrong with me instead. later, in that same person-first education class, my teacher would bring up the curious incident and mention that it is now widely panned as being inaccurate and stereotypical. she frowned and said we might not know how a person with autism thinks, but it is unlikely to be expressed in that way. this book was written with the best intentions by a special-ed teacher, but there's some debate as to if somebody who was on the spectrum would be even able to write something like this.

we might not understand it, but crows and ravens have developed their own language. this is also true of whales, dolphins, and many other species. i do not know how a crow thinks, but we do know they can problem solve. (is "thinking" equal to "problem solving"? or is "thinking" data processing? data management?) i do not know how my dog thinks, either, but we "talk" all the same - i know what he is asking for, even if he only asks once.

i am not a dolphin or reindeer or a dog in the nighttime, but i am an odd duck. in the ugly duckling, she grows up and comes home and is beautiful and finds her soulmate. all that ugliness she experienced lives in downy feathers inside of her, staining everything a muted grey. she is beautiful eventually, though, so she is loved. they do not want to cut her open to see how she thinks.

a while ago i got into an argument with a classmate about that weird sia music video about autism. my classmate said she thought it was good to raise awareness. i told her they should have just hired someone else to do it. she said it's not fair to an autistic person to expect them to be able to handle that kind of a thing.

today i saw a goose, and he was limping. i want to be loved like a flock loves a wounded creature: the phrase taken under a wing. which is to say i have always known i am not normal. desperate, mewling - i want to be loved beyond words.

loved beyond thinking.

[ratanarchist]

"Dyslexia is discovered around the same time as literacy becomes mainstream through education; ADHD becomes more prevalent with the increasing sedentary lifestyles from the industrial revolution; autism increases in line with modern frequency of social communication and sensory stimulation and DCD as our day-to-day need for motor control of complex tools and machinery becomes embedded. The evolutionary critique of neurodevelopmental disorders is that their perceived pathology is related to what we consider normal in modern times, as opposed to what is normal development within the human species."

Doyle, N. (2020) Neurodiversity at work: a biopsychosocial model and the impact on working adults. British Medical Bulletin, 135: 108–125

[noisycowboyglitter]

Elephant Trunks: The Incredible Versatility of an Elephant's Nose

Elephants are majestic and intelligent creatures, among the largest land mammals on Earth. These gentle giants are known for their distinctive features: long trunks, large floppy ears, and impressive tusks. There are two main species: the African elephant, which is larger and has bigger ears, and the Asian elephant, which is slightly smaller with more rounded ears.

Buy now:19.95$

Elephants are highly social animals, living in close-knit family groups led by a matriarch. They display remarkable intelligence, exhibiting complex emotions, problem-solving skills, and even self-awareness. Their trunks, containing over 40,000 muscles, serve multiple purposes – from breathing and drinking to grasping objects and communicating.

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In many cultures, elephants symbolize wisdom, memory, and good luck. They play crucial roles in their ecosystems as "ecosystem engineers," shaping their habitats and dispersing seeds. Unfortunately, both African and Asian elephant populations face threats from habitat loss and poaching.

Conservation efforts are ongoing to protect these magnificent animals. Elephant sanctuaries and national parks provide safe havens, while educational programs raise awareness about their importance and the need for their protection. As keystone species, the preservation of elephants is vital for maintaining biodiversity and ecological balance in their native habitats.

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Autism Awareness Gifts are thoughtful items designed to promote understanding and acceptance of autism spectrum disorder. These gifts often feature the autism awareness ribbon or puzzle piece symbol. Popular options include jewelry, t-shirts, and home decor with supportive messages. Sensory-friendly items like fidget toys or weighted blankets are also common. Educational books about autism can be valuable for friends and family. Some gifts contribute to autism research or support organizations. When choosing, consider the recipient's preferences and connection to autism awareness. These gifts serve as reminders of the importance of inclusivity and neurodiversity.

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Choosing a gift for an autistic adult can be tricky, but it can be a thoughtful way to show you care. Consider items that help manage sensory sensitivities, like noise-canceling headphones or fidget toys. Weighted blankets and lap pads can provide calming pressure. If they have specific interests, cater to those! Adult coloring books, puzzles, or subscriptions to their favorite niche hobbies can be a hit. Remember, it's the thought that counts!

[multiplicity-positivity]

Here’s some positivity for systems who use AAC!

Augmentative and alternative communication is often a necessary way for many neurodivergent or disabled folks to interact with others and share their ideas with the world. AAC is absolutely a valid form of communication, and those who use it should be welcomed and encouraged in our spaces. This post goes out to all the systems and headmates out there who are AAC users!

☎️ Shoutout to nonverbal/nonspeaking systems whose whole collective has been using AAC for their whole lives!

📝 Shoutout to systems who use AAC for some reason other than autism!

🗣️ Shoutout to systems with some members who are more reliant on AAC than others!

💻 Shoutout to systems who sometimes feel frustrated or limited by the AAC they use to communicate!

☎️ Shoutout to systems who take a long time to communicate with AAC and who need others around them to be patient while they put together their thoughts!

📝 Shoutout to systems who use unorthodox or uncommon methods of AAC!

🗣️ Shoutout to systems who cannot afford specialized AAC tools, and have to make do with free apps, homemade communication cards, or other cheap AAC tools!

💻 Shoutout to AAC using systems who are tired of being ignored, talked over, and infantilized in their spaces!

☎️ Shoutout to systems who educate others on AAC and advocate for the rights of other AAC users!

📝 Shoutout to systems who use AAC after regression, an accident, a degenerative disease, or some other condition that has made regular communication difficult or impossible for them!

🗣️ Shoutout to AAC users who swear, who discuss adult themes, or who do not want their methods of communication to be censored or sanitized by others or by their communication tools themselves!

💻 Shoutout to systems who love their AAC and love the freedom of communication that their AAC provides!

To all systems who are AAC users, we love you and want to support you however we can! Regardless of why your system uses AAC, you belong in the plural community just the way you are. Your voice matters, and you deserve to be heard, acknowledged, and uplifted in our spaces. The plural community is made better and stronger by your presence, and it simply would not be the same without you here!

We hope that you can gain access to communication tools that help you feel empowered and comfortable sharing your thoughts. We hope you can surround yourselves with people who are patient, kind, and accepting of your AAC. We hope that your AAC grants your whole system the freedom to express yourselves in the ways that feel right for you! We care about you, and we are rooting for you in all that you do. Thank you so much for reading, and have a lovely day!

[avelera]

Ok so I think I need to write a follow-up fic for “my love is thine to teach” where Hob’s university offers some sensitivity training for how to support neurodivergent students and Hob gamely signs up for it because he sure as hell knows by now that there’s a lot of things about the world he could stand to educate himself on

And at some point during the seminar a little lightbulb goes on over his head when they talk about how to support autism spectrum students because that sure as hell sounds a lot like Dream

(In another world, Hob doesn’t become a teacher and the 1989 meeting happens as planned and Hob continues his life as he always has and Dream just continues to mystify him.)

Now, it could just be that Dream is eldritch, right? That’s why he’s a bit odd sometimes…. Right?

(And then Hob meets Death and is like ooooh, it’s not because he’s Endless, Dream is just Like That.)

And anyway, just for the hell of it, Hob decides to employ some of those strategies for how to help neurodivergent students open up and feel comfortable next time Dream comes around.

And it fucking works.

Suddenly, Dream is talking about crafting dreams and nightmares, as engaged as Hob has ever seen him. Suddenly it clicks in Hob’s head why pressing Dream on things like being lonely might have been hurtful to Dream, who saw it as a criticism on a painful subject for him because he struggles to form friendships.

Suddenly Hob (who is probably ADHD the seminar was useful all around, who would have guessed) as a teacher is realizing things he never in that other world would have realized about how to be a better friend to his stranger because the modern world is awesome and finally gave him the tools to help recognize how to do so.

[alexanderwales]

Hey, I'd look more into IQ it's not all that (and by that, I mean fake and racist).

I am very familiar with the discourse around IQ, thanks.

I assume that this ask is in relation to me saying that my son was given an IQ test as part of assessment for ADHD/autism. IQ testing is a part of assessment, and in my opinion has a place there as one tool among many. Even the most ardent detractors against IQ admit that it measures something, and as we're white and middle class, we're in the ideal category for that "something" to be meaningful rather than culturally specific. And all the issues with IQ tests are much more likely to have false negatives than false positives: there are lots of things not related to general intelligence that might cause you to score low (e.g. attentional issues, culturally specific stuff, unfamiliarity with test-taking) and relatively few things that are going to get you a high score that doesn't reflect something that correlates with cognitive ability (and most of those are deliberate training on specific cognitive tasks).

I am fully on board with IQ tests being biased against those who aren't white, middle/upper class, English-speaking American males. They try to correct for that but admit that making a test which is truly culturally agnostic is impossible. You can't divorce people from the stereotypes they've been raised under, if nothing else.

But it doesn't need to be culturally agnostic or unbiased in order to be useful for certain applications, especially in conjunction with other tests. One of those applications is as a tool for individual assessment, particularly in the context of offering professional guidance on educational intervention, treatment, and placement. A good child psychologist should be able to tell when a test's validity should be questioned, and other tests and qualitative measures give context to whatever an IQ test says.

[drdemonprince]

Hi I keep thinking back to your book unmasking autism, I recently was diagnosed with level 1 by my new psychiatrist but with losing my healthcare I feel lost on how to function without medical assistance. I typically mask and been learning how not to, but it always feel at the opportunity cost of more money, overly explaining to family or grief. I’ve been in a loop of feeling I shouldn’t exist due to my disability and it a sad feeling.

I am so sorry to hear that you are going through this. I'm certain you already know this, but it's not the case that you shouldn't exist because you are disabled. The vast majority of people on this planet find it absolutely soul-sucking and exhausting to present as what gets called "neurotypical" at work. It's too many hours of pretending to be someone you are not, with no space allotted for your full humanity, with not enough energy or hours left behind to look after oneself, have nourishing authentic relationships, and ample space to recover, be playful and joyful, and dream. Every person requires ample time and space for themselves to recouperate, and to listen to the actual feelings that they have inside, and capitalism instead demands that we suppress all of it, and it can slowly eat away at us and make it difficult to access authentic pleasure or connectedness. For Autistics it's especially pronounced because we are such a bad mismatch with what capitalism demands, and because we need so much energy recovery time, but it's simply the case that you are not broken or defective for failing to fit within such an oppressive system. It is that system that should not exist, and that terrorizes everybody, to varying degrees. I bet if you look at the most "well adjusted" hard working people that you know, you see how their lives have been totally ruined by overworking and killing what's wild and free about themselves, or what used to be those things.

I have spoken to hundreds of Autistic people in the situation you are in at this point, and I have found that for the majority of us, embracing our disability and articulating our needs means that very dramatic changes have to happen in our lives. Some people have to reorient how they interact with their families, establish new boundaries, push to really educate them on neurodivergence, go no contact, or rethink what family means to them altogether. Lots of us leave careers or switch to part-time or remote work, or have to get incredibly creative and resourceful in order to survive in a way that we can stand: going on disability benefits, public assistance, living with friends, pooling resources, going off the grid in some way, finding some side hustle or scam that makes it possible to survive, doing sex work or freelance, taking on childcare or eldercare duties for a friend who is employed, or something of that nature are all options I've seen a lot of unmasking Autistics pursue. None of these options are ideal, and they all come with significant costs and risk factors. But then, so does killing oneself slowly with work.

I have a whole book coming out next year in March about these specific considerations, with lots of tools and decision trees and research and quotes from other Autistics. The book is designed to help Autistics who are in that second stage of their unmasking journey sort out what a life where it is possible to be less masked means for them. Where can they live? Who is gonna support them? What matters to them in their life? How can they reset their relationships in light of their neurodivergence? What does it mean to grow old as a disabled person? These are the kinds of questions the book will hopefully help me explore, and discover the best answers for themselves. Of course, many people would say that their only way out of this is the downfall of capitalism, but I personally am of the mind that we have to make that end happen ourselves by working less hard, consuming less where possible, leaning on other people, providing support to our neighbors, becoming less reliant upon our employers and the government, and building our collective escape from the capitalistic machine. And we can all have some small part in that, even if only for ourselves and those immediately closest to us. That's enough.

I hope that you find a way of life that is sustaining and feels whole and good for you. As neurodivergent people we do things very differently. And that is both the curse and the beauty of us. The prescribed script we've been given for how life is supposed to look is never going to work for us. Indeed, it's not working for most anybody else either. There way forward will not be easy, and the lot you've been given to deal with is not fair, but there are also millions of other disabled people just like you who are leaning on one another, slowing down, refusing to play into the existing system's hand as much as is possible for them, and making a new world. And just by pondering the things that you are, you're helping already to make that new world too.

[speechgears]

SpeechGears My TAB Day Concept: Routine Board Daily Chart | Education Learning Tools | Behavioral Therapy Tools For Autism

Children find difficulties in scheduling Task day concept organisation is challenging for kids. Enjoy the Fun Learning Activities on My TAB(Today's Activity Board) never refuse special needs kids; instead, draw their attention away from bad things works as education learning tools. You may quickly and easily plan activities on My TAB routine board, including when they should be completed and in what order. Speech Therapy educational Tools For Autism is a special needs stress reliever. Enjoy Time, Learning Activities & 200+ Number cards-Time. Shop Now from our website or call us on +91- +91 97735 57256 in Noida, UP, India.

[khaire-traveler]

Respectful reminder that, unless you got a specific education and training for it, you are not a medical professional. Please, please, please stop trying to diagnose other people. Not only does it get super annoying to have someone repeatedly tell you that you have something you're certain you don't have, but it's also not really your place to say for certain because truthfully, you just don't know what that person's exact experience is like. I know many people mean well when they do this, but it can be both frustrating and harmful, especially when you convince someone they have something that they don't.

I'd even go as far as to say be skeptical of what you diagnose yourself with. Self-diagnosis can be a tool, but it can also be an incredibly slippery slope that leads to you believing you have something that you actually don't. I've seen this a lot with friends who assume they have autism to later find out it's actually CPTSD, ADHD, or OCD, and vice versa. It's good to have an idea of what you may have, but please remember to still look into overlapping symptoms and the like.

~ And since I know someone will take offense to these things, I want to emphasize that I'm not saying to never self-diagnose or provide a potential diagnosis for someone else; what I am saying is to think critically about these things and understand that you are most likely not qualified to dish out a confirmed diagnosis. You may think you know someone else better than they know themselves, but I'm sure you'd feel differently if someone else were claiming to know the same about you. On that note, you likely know enough about yourself to get an idea of what you may have, but just remember that overlapping symptoms do exist and often make diagnosis difficult even for professionals, so you could be wrong, and that's ok. I just wouldn't go around claiming you have something that you don't have an actual diagnosis for, but that's just me. ~