Tag Archives: education

Autism

Social Genocide

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Beyond Bias: The Systematic Disregard of Autistic Individuals and Its Dire Consequences

Autistic individuals often face systemic discrimination and mistreatment, far beyond mere bias. This mistreatment spans various aspects of society, from law enforcement and legal systems to education and everyday interactions. Such pervasive disregard not only undermines the dignity and rights of autistic people but also poses severe consequences for their safety and well-being. This article explores the widespread mistreatment of autistic individuals, the roots of this issue, and the urgent need for societal change.

Irregular Connectivity and Communication Challenges

Autistic individuals have irregular neural connectivity, leading to difficulties in processing information, especially when it is ambiguous or implied. The world communicates not only verbally but also through written and non-verbal cues that can be unclear and confusing for autistic individuals. This irregular connectivity can result in missed steps, confusion, fear, and anger. When society expects autistic individuals to navigate this ambiguous communication effortlessly, it unfairly places the blame on them when they struggle.

The Reality of Systemic Disregard

Law Enforcement

  • Fear of the Unknowns: For autistic individuals, the fear of unknowns can be overwhelming. When faced with high-stress situations, such as interactions with law enforcement, this fear is magnified. Autistic people may struggle to understand and respond to rapidly shouted instructions, leading to dangerous misunderstandings.
  • Example: In high-pressure scenarios, such as a police officer demanding compliance with shouted commands, an autistic individual may not be able to process the instructions quickly enough. This can lead to perceived non-compliance or resistance.
  • Consequence: Such misunderstandings can result in unnecessary use of force, injuries, or even fatalities. In police interview rooms, the inability to understand the nuanced questioning can lead to false confessions or the dismissal of genuine concerns.

Legal Systems

  • Communication Barriers: Autistic individuals often face significant communication challenges, which are frequently misunderstood by legal professionals. This misunderstanding can lead to a lack of proper legal representation and support.
  • Example: An autistic person seeking legal help may struggle with traditional communication methods, resulting in their concerns being ignored or misunderstood by lawyers.
  • Consequence: This can lead to unjust legal outcomes, prolonged distress, and a

lack of recourse for autistic individuals facing legal issues.

Healthcare and Services

  • Sensory Sensitivities: Autistic individuals often have heightened sensory sensitivities, which can make everyday tasks and interactions challenging. When these sensitivities are not understood or accommodated, it leads to significant distress and neglect.
  • Example: In healthcare or service settings, an autistic person may need specific accommodations for sensory sensitivities. Without understanding and support, their needs are often dismissed, leading to inadequate care.
  • Consequence: This neglect can result in deteriorating health and well-being, as well as a lack of trust in essential services.

Education

  • Implied Instructions: Autistic students often struggle with implied instructions and expectations, leading to misunderstandings and unfair academic penalties. Educators may not recognize the need for explicit, clear instructions.
  • Example: Autistic students may answer questions in a way that reflects their unique thinking patterns, which can be misinterpreted by teachers.
  • Consequence: This results in lower grades, academic failure, and a lack of opportunities for further education and career development.

The Role of Early Intervention and ABA

Early intervention programs and Applied Behavior Analysis (ABA) have been widely promoted with the intention of helping autistic individuals. However, these programs often contribute to the problem by perpetuating harmful biases and teaching autistic individuals that their natural behaviors are wrong.

  • Misguided Intentions: While early intervention aimed to support autistic children, it often focuses on making them conform to non-autistic norms, leading to internalized shame and a lack of self-acceptance.
  • Harmful Messaging: Early intervention campaigns have driven home the message that autism is a tragedy, something to be feared and mourned. Media portrayals often show families devastated by an autism diagnosis, reinforcing the idea that autism is inherently negative.
  • Corporate Endorsement: Large corporations have supported and perpetuated these narratives, spreading the message that autism is something to be feared and urgently addressed. This has led to a widespread societal belief that autistic individuals are fundamentally flawed or broken.
  • Consequence: These approaches can lead to long-term psychological harm, making it harder for autistic individuals to advocate for themselves and navigate societal systems. The narrative that autistic kids are problematic and do “weird” things contributes to stigma and exclusion.

The Urgent Need for Change

The systematic disregard of autistic individuals is not just a matter of bias; it is a violation of human rights. If autistic people cannot rely on essential services like law enforcement, legal aid, education, and healthcare, their safety and well-being are in jeopardy. This widespread mistreatment must be addressed to prevent further harm and ensure that autistic individuals can live with dignity and respect.

Social Genocide Through Systemic Discrimination

Social genocide, or sociocide, involves the systematic destruction of a group’s social structures, identity, and way of life through systemic discrimination. For the autistic community, this form of genocide manifests in the pervasive efforts to “cure” or eliminate autism rather than understanding and supporting autistic individuals. Autistic people, though not a race, represent a unique neurotype within the human species. Society often focuses on the comorbidities and perceived quality-of-life issues associated with autism, driving research and interventions aimed at eradicating autism rather than improving the lives of autistic individuals. This approach denies autistic people the opportunity to live fulfilling lives and to be accepted as they are. It is hypocritical that in an age of cancel culture, which claims to advocate for justice and equality, society simultaneously contributes to the social genocide of the autistic community by promoting stereotypes, exclusion, and harmful “cures.” This contradiction underscores the urgent need to shift the focus from elimination to acceptance and support, recognizing autistic individuals as valuable members of society who deserve to thrive.

Conclusion

Autistic individuals are valuable members of society who contribute in many ways, yet they face systemic mistreatment that undermines their humanity. It is crucial to recognize and address this issue, demanding change from all societal sectors. By raising awareness and advocating for autistic rights, we can work towards a society where autistic individuals are treated with the respect and understanding they deserve. The future of autistic children depends on our commitment to this change.

Learning and Cognition

Standardized Testing

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The Mismatch: Standardized Testing and Neurodivergent Students

Standardized testing is a cornerstone for assessing student knowledge and academic progress in education. However, this one-size-fits-all approach often overlooks the unique needs and challenges neurodivergent students face. The dichotomy between standardized testing methods and the cognitive processes of neurodivergent individuals can lead to misinterpretation of their true abilities and potential. This article delves into the specific ways standardized tests fail to accommodate neurodivergent learners, examining the implications on understanding questions, the expectation of specific types of answers, the impact of dyslexia, and the difficulties associated with fine motor skills required in test-taking. We will also explore the profound long-term effects of negative labelling on self-concept and future opportunities for these students, emphasizing the need for a more inclusive and understanding approach to educational assessment.

Standardized testing is a common method for assessing students’ academic abilities and knowledge across a broad spectrum. However, this one-size-fits-all approach can pose significant challenges for neurodivergent individuals, such as those with autism, ADHD, dyslexia, and other neurological variations. The issues stem from the design of these tests, which often do not accommodate the diverse ways neurodivergent individuals perceive, process, and respond to information.

  1. Interpreting Questions: Neurodivergent individuals may interpret questions differently than their neurotypical peers. What seems straightforward to many can be ambiguous or confusing for someone with a different cognitive style. For instance, individuals on the autism spectrum might struggle with figurative language or vague instructions, taking questions very literally and potentially misunderstanding what is being asked.
  2. Expected Responses: Standardized tests usually have a specific answer format or expect a particular type of response. Neurodivergent students might understand the material but express their knowledge in ways that don’t align with the test’s expectations. For example, a student with ADHD might grasp a concept but fail to provide the concise, focused answer that the test demands.
  3. Reading Challenges: Dyslexia can make it particularly difficult to navigate standardized tests. The time pressure and the need to read and understand complex texts quickly can disproportionately disadvantage students with dyslexia, affecting their performance regardless of their actual understanding of the content.
  4. Motor Skills and Test Format: Some neurodivergent students have motor skill difficulties or coordination challenges that make it hard to fill in small answer circles or navigate the physical layout of a test. This technical difficulty can impact their scores and not reflect their academic abilities.

These challenges can lead to misrepresenting a neurodivergent student’s abilities and intelligence, often resulting in negative labelling. When students receive lower scores on these tests, they may be unjustly perceived as less capable or intelligent, which can have profound long-term effects:

  1. Self-Concept: Repeated experiences of failure or perceived failure on standardized tests can lead to a diminished self-concept. Students might internalize these negative labels, seeing themselves as less intelligent or capable, affecting their motivation, resilience, and willingness to engage in learning.
  2. Educational Tracking: Standardized test scores are often used to make decisions about tracking or placement in academic programs. Neurodivergent students, mislabeled by their test performances, might not get access to challenging or advanced courses, limiting their educational opportunities.
  3. Career Opportunities: The implications extend beyond school. Test scores can influence college admissions and scholarship opportunities. Misrepresentation of abilities through standardized testing can thus have a cascading effect, limiting future career and life opportunities for neurodivergent individuals.
  4. Mental Health: The stress and anxiety associated with standardized testing and the subsequent negative labelling can have lasting impacts on mental health. Students may experience increased anxiety, depression, and a sense of alienation, which can persist into adulthood.

Addressing these issues requires a multifaceted approach, including offering accommodations, developing alternative assessment methods, and fostering a broader understanding of neurodiversity in educational environments. By recognizing and valuing different ways of thinking and learning, the education system can better support all students in demonstrating their true capabilities.

Systems Thinking

Teaching Systemizing

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Strategies for Managing Sensory Overstimulation in Autism: Vocalizing Steps and Consistent Routines

Helping young autistic children manage sensory overload can make a big difference in their daily experiences. Talking through activities step by step and sticking to a regular schedule are two simple yet effective ways to do this. When we say things out loud, it helps children understand what to expect and what comes next, making tasks less overwhelming. Plus, a steady routine means fewer surprises, which can be comforting for kids who find new situations stressful. By using these strategies, we create a supportive environment that reduces stress for children with autism, making learning and playing more enjoyable.

Reviewing Steps Out Loud

Reviewing steps out loud and maintaining a consistent routine are powerful strategies for managing overstimulation for individuals with autism. These approaches align with the way their brain processes information and can significantly reduce sensory and cognitive overload.

  1. Auditory Processing and Reinforcement: Vocalizing steps or instructions serves as an auditory reinforcement of actions or behaviors. This can be especially helpful for auditory learners who have difficulties with executive functioning (planning and sequencing tasks).
  2. Clarification and Structuring: Speaking out loud helps clarify and structure the task. It breaks down the process into manageable parts, making it easier to understand and follow, which is crucial for individuals who might struggle with complex or multi-step tasks due to local vs. global connectivity issues.
  3. Reduction of Cognitive Load: Verbalizing the steps reduces the cognitive load. The individual does not have to rely solely on their internal cognitive processes to remember and sequence the steps, which can be particularly challenging when dealing with sensory overload or processing difficulties.
  4. Predictability and Control: Hearing the steps aloud provides a sense of predictability and control over the situation. This predictability is comforting and can reduce anxiety, which is often a component of sensory overstimulation.
  5. Repetition and Mastery: Repeating the steps reinforces learning and mastery. For individuals with autism, repetition can be a key to solidifying understanding and memory, and it helps in creating a mental model of the task, making future attempts at the task more familiar and less overwhelming.

Consistent Routine

  1. Predictable Environment: A consistent routine creates a predictable environment. Predictability is crucial for individuals with autism as it reduces the number of unexpected events that require new sensory processing and decision-making.
  2. Reduced Sensory Inputs: Familiar routines involve familiar sensory inputs. When the environment and activities are predictable, it reduces the likelihood of unexpected or novel sensory information, which can be overwhelming or overstimulating.
  3. Cognitive Efficiency: Routine allows for cognitive efficiency. When actions become routine, they require less active cognitive processing. This ‘cognitive economy’ is especially beneficial for individuals with processing difficulties, as it frees up cognitive resources for other tasks.
  4. Emotional Regulation: Consistency in routine aids in emotional regulation. The predictability of knowing what will happen next can reduce anxiety and stress, which are often triggers for sensory overstimulation.
  5. Building Coping Skills: A stable routine can be a platform for gradually introducing new stimuli or changes, helping individuals to build coping skills in a controlled manner. This can increase their ability to handle sensory variation over time.

In summary, vocalizing steps and maintaining a consistent routine are effective in managing overstimulation for individuals with autism. These strategies harness their strengths, provide a sense of control and predictability, and reduce the cognitive and sensory load, thereby creating a more comfortable and manageable environment for learning and interaction.

Social Cognition

Cognitive Dissonance and Autism

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Memory Mismatch: Navigating Cognitive Dissonance in Autistic-Non-Autistic Dialogues

“ It’s important for non-autistic individuals to acknowledge the strong memory retention in autistic people and consider it in their interactions, while autistic individuals might benefit from understanding that non-autistic people’s memories can change over time due to their psychological mechanisms.“

Cognitive Dissonance 101

How was Cognitive Dissonance Discovered?

Leon Festinger was a pioneering psychologist whose cognitive dissonance theory has profoundly impacted social psychology. Introduced in 1957, his theory was a groundbreaking discovery that addressed the psychological tension that arises from holding conflicting beliefs and values or engaging in behaviour that contradicts one’s self-concept. Festinger posited that individuals have an inherent desire for internal consistency. When confronted with inconsistencies among beliefs or behaviours, they experience psychological discomfort, known as cognitive dissonance. To alleviate this discomfort, people are motivated to reduce the dissonance by changing their beliefs, justifying their behaviour, or adopting new attitudes. This theory broadened our understanding of human psychology and provided insight into the mechanisms behind decision-making and attitude change. Festinger’s work has had a lasting influence, shaping subsequent research and applications in various domains, including decision-making, education, and behavioural change interventions.

How does cognitive dissonance happen in the brain?

The brain’s handling of cognitive dissonance is complex and involves several areas and processes:

  1. Discomfort and Arousal: When cognitive dissonance occurs, it is often accompanied by psychological discomfort. This discomfort is believed to stem from the anterior cingulate cortex, a brain region involved in error detection, expectation of rewards, and emotional regulation.
  2. Resolution and Rationalization: To reduce this discomfort, individuals engage in cognitive processes that try to reduce the inconsistency. This can involve rationalizing, denying, or even ignoring the conflicting information. The prefrontal cortex, involved in complex behaviours, including planning and personality development, plays a vital role in this rationalization process.
  3. Change in Attitudes or Beliefs: Sometimes, to alleviate dissonance, people might change their attitudes, beliefs, or actions. This change process involves neural pathways associated with decision-making and reward, such as the orbitofrontal cortex.
  4. Memory and Selective Recall: The brain may also engage in selective recall, emphasizing memories or information that align with the current belief and ignoring those that don’t. This is linked to the functioning of the hippocampus, the brain region involved in memory.
  5. Emotional Regulation: The amygdala, which plays a crucial role in emotion and motivation, can also be involved, particularly when cognitive dissonance has a vital emotional component.

Examples of Cognitive Dissonance

  1. Health-Related Behaviors: A smoker who knows that smoking is bad for health but continues to smoke may experience cognitive dissonance. They might rationalize their behaviour by thinking they can offset the effects with other healthy behaviours to reduce this discomfort.
  2. Environmental Concerns vs. Lifestyle: An environmentally conscious individual driving a gas-guzzling car might experience dissonance. They might resolve this by minimizing the perceived impact of their car or overemphasizing their other environmentally friendly actions.
  3. Political Beliefs and Voting: A voter might experience cognitive dissonance if they support a political ideology but agree with a policy from an opposing viewpoint. They might avoid information about the opposing view to reduce dissonance or rationalize their support as a one-time exception.
  4. Workplace Ethics: Employees who value honesty but work for a company that engages in unethical practices may experience cognitive dissonance. They might reduce this discomfort by justifying the practices necessary for business success or distancing themselves emotionally from their work.
  5. Social Relationships and Group Behavior: People often experience cognitive dissonance in social settings. For instance, if someone values inclusivity but finds themselves in a group that excludes others, they might experience dissonance. They may resolve this by changing their view of the group or by denying the exclusionary behaviour.

Understanding Memory Differences in Autistic and Non-Autistic Communication

Cognitive dissonance can significantly impact communication between autistic and non-autistic individuals, often due to differing memory perceptions and social cognitive mechanisms. Autistic individuals typically possess strong memory skills in specific areas, including the ability to recall details of events accurately and consistently over time. This contrasts with non-autistic individuals, who might experience memory shifts due to cognitive dissonance. In social situations, non-autistic people often unconsciously alter their memories to reduce discomfort caused by inconsistencies between their actions and beliefs. For example, they might remember a conflict with less severity or reshape the details to better align with their self-image or societal expectations.

This discrepancy can lead to misunderstandings in communication. An autistic person may insist on the accuracy of their detailed memory, while a non-autistic person may not recall the event with the same clarity or may have revised their memory, whether consciously or subconsciously, to cope with cognitive dissonance. Such situations can lead to feelings of being gaslighted for the autistic individual, as the non-autistic person’s account of past events might contradict the autistic person’s precise memories, making them question their reality.

Both autistic and non-autistic individuals need to be aware of these differences in processing and memory recall. Recognizing that cognitive dissonance can affect how memories are recalled and discussed can help in fostering better understanding and communication. It’s important for non-autistic individuals to acknowledge the strong memory retention in autistic people and consider it in their interactions, while autistic individuals might benefit from understanding that non-autistic people’s memories can change over time due to their psychological mechanisms. Such awareness can reduce potential conflicts and aid in building more effective and respectful communication.

Gaslighting

Gaslighting is a form of psychological manipulation where one person leads another to question their own reality, memory, or perceptions. This can be particularly impactful in interactions between autistic and non-autistic individuals due to their differing experiences and ways of processing information.

1. Differences in Memory and Perception:

Autistic individuals often have detailed, precise memories, especially for events or conversations that are significant to them. Non-autistic individuals, on the other hand, might not recall events with the same level of detail and may unconsciously alter their memories due to cognitive dissonance, a natural tendency to reshape memories to reduce psychological discomfort. When these differing recollections of events are discussed, a non-autistic person might, unintentionally or intentionally, suggest that the autistic person’s detailed and specific recollection is wrong. This can lead the autistic individual to doubt their memory, especially if they are not aware of the concept of gaslighting.

2. Social Understanding and Theory of Mind:

Autistic individuals may have challenges with “theory of mind” — the ability to recognize and understand the thoughts, beliefs, desires, and intentions of others. This can make it difficult for them to discern whether someone is being manipulative or genuinely misremembers an event. Without this awareness, autistic individuals may be more susceptible to gaslighting because they might accept the other person’s account as a plausible alternative to their own memories.

3. Communication Styles:

Autistic individuals often prefer and rely on straightforward and literal communication. If a non-autistic person uses more nuanced or emotionally manipulative communication techniques, the autistic individual might not recognize the underlying intentions. This can lead to misinterpretations and further exacerbate feelings of confusion and self-doubt.

4. Implications of Repeated Gaslighting:

Repeated experiences of gaslighting can lead to significant emotional distress for autistic individuals. It can erode their confidence in their memory and perception, contributing to increased anxiety, depression, and isolation. It’s crucial for both autistic and non-autistic individuals to be aware of these dynamics to avoid harmful interactions and foster more respectful and understanding relationships.

Prevention and Awareness:

Education and awareness about the different ways autistic and non-autistic people perceive and remember events are crucial. Both parties should strive for clear, respectful communication and seek to understand the other’s perspective without overriding it. Autistic individuals can be taught about gaslighting and how to recognize it, which can empower them to assert their perceptions and seek clarification when discrepancies in communication occur. Meanwhile, non-autistic individuals should be mindful of the potential impact of their words and remember that their recollection of events may not always align with others’ experiences due to natural cognitive biases.

Resources

Baron-Cohen, S. (2008). Autism, hypersystemizing, and truth. Quarterly Journal of Experimental Psychology, 61(1), 64-75. 

 Happé, F. (1999). Autism: cognitive deficit or cognitive style?. Trends in cognitive sciences, 3(6), 216-222.  

 Geurts HM, Corbett B, Solomon M. The paradox of cognitive flexibility in autism. Trends Cogn Sci. 2009 Feb;13(2):74-82. doi: 10.1016/j.tics.2008.11.006. Epub 2009 Jan 8. PMID: 19138551; PMCID: PMC5538880. 

Kyra, A. (2015, January 12). Home. Kyra Cornelius Kramer. https://www.kyrackramer.com/2015/01/12/more-news-is-bad-news/ 

Bettin, J., & Jorn BettinKnowledge archaeologist by day and neurodivergent anthropologist by night at S23MThe more we help each other to question in ways we otherwise wouldn’t – and correspondingly discover new insights about the world and ourselves. (2021, October 24). Good company in an ERA of peak cognitive dissonance. NeuroClastic. https://neuroclastic.com/good-company-in-an-era-of-peak-cognitive-dissonance/