The fully revised second edition of this easy-to-use resource introduces the sensory differences autistic children may face, and explores how these differences can affect their ability to make sense of the world. It is invaluable in helping those adults working with autistic children to identify the possible triggers for the child’s behaviour and consider it through a sensory lens. Children have varying sensory needs so the book offers both a wealth of enjoyable activities for sensory exploration and play, whilst also providing suggestions for strategies and ideas that can be used at home or in school to create an autism-friendly environment. This book: Highlights the possible link between behaviours that challenge and sensory difficulties for autistic children. Provides practical and accessible resources, helping parents, carers and practitioners to gain a greater understanding of sensory differences. Includes an online assessment with accompanying aids to create a visual representation of the child’s sensory needs. With both downloadable and photocopiable resources, this practical guide will be an essential tool for parents, carers and practitioners working with autistic children, enabling them to to create a visual profile of areas of difficulty which can form the basis of personalised strategies and fun sensory activities to support the child.
This book is comprehensive resource for addressing sensory dysfunction in children, using practical strategies to help them reach their full potential at home, school and in the community. Focusing on early intervention, it provides integration activities, assessment and curricular modifications, treatment options and equipment and resources.
This book will assist practitioners who work with autistic people to comprehend sensory perceptual differences in autism. Strategies for dealing with sensory integration dysfunction are presented in a manner that can easily be understood by practitioners and carers.
The Autism Lens helps teachers to connect to students with autism and support them along their own unique trajectory. Bringing to life communication difficulties that impact socialization and learning, this book removes the guesswork by offering practical solutions and classroom-tested strategies. Woven throughout are stories that encourage teachers to see instruction from a student’s point of view. From this perspective, teachers can gain trust and nudge students into the space where learning happens.
The authors describe the characteristics of autism as they present themselves in the early years, consider the nature of autism and the issues surrounding assessment and diagnosis, and offer practical strategies for effective intervention.
Drawing on Merleau-Ponty offers new insights into our understandings of health and illness, ability and disability, and the scientific and cultural practices that both enable and limit our capacity for diverse experiences. Maurice Merleau-Ponty’s work draws our attention to how the body is always our way of having a world and never merely a thing in the world. Our conception of the body must take account of our cultures, our historically located sciences, and our interpersonal relations and cannot reduce the body to a biological given. Normality, Abnormality, and Pathology in Merleau-Ponty takes up Merleau-Ponty’s phenomenology of the body to explore the ideas of normality, abnormality, and pathology. Focusing on the lived experiences of various styles of embodiment, the book challenges our usual conceptions of normality and abnormality and shows how seemingly objective scientific research, such as the study of pathological symptoms, is inadequate to the phenomena it purports to comprehend. The book offers new insights into our understandings of health and illness, ability and disability, and the scientific and cultural practices that both enable and limit our capacity for diverse experiences. Susan Bredlau is Affiliated Faculty in the Philosophy Department at the University of Maine. She is the author of The Other in Perception: A Phenomenological Account of Our Experience of Other Persons, also published by SUNY Press. Talia Welsh is UC Foundation Professor of Philosophy and Women, Gender, and Sexuality Studies at the University of Tennessee at Chattanooga. She is the author of The Child as Natural Phenomenologist: Primal and Primary Experience in Merleau-Ponty’s Psychology.
Autism: The Movement Sensing Perspective is the result of a collaborative effort by parents, therapists, clinicians, and researchers from all disciplines in science including physics, engineering, and applied mathematics. This book poses questions regarding the current conceptualization and approach to the study of autism, providing an alternative unifying data-driven framework grounded in physiological factors. This book reaches beyond subjective descriptions of autistic phenomena and embraces a new era of objective measurements, analyses, and statistical inferences. The authors harness activities from the nervous systems across the brain and body (often in tandem), and introduce a platform for the comprehensive personalized phenotyping of individuals with autism. The impact of this approach is discussed to advance the development of tailored treatments options, enhance the ability to longitudinally track symptomatology, and to fundamentally empower affected individuals and their families. This book encompasses a new era for autism research and treatments, and our continuous effort to collectively empower and embrace the autistic community.
The Politics of Autism investigates the truths and fictions of public understanding about autism, questioning apparent realities too sensitive or impolitic to challenge. Is there really more autism? How has the count expanded by diagnosing autism over other conditions? Have scientific methods in autism diagnosis gone hand-in-hand with autism increases? Are mild autism cases really a 'disorder,' rather than personality variant? Can autism be quiescent in childhood but truly first recognizable in adulthood? Why does popular media often portray people with autism as odd geniuses ignoring the kind of autism most have? Siegel tackles thorny issues and perennial questions: How do we weigh likely treatment gains with treatment costs? Why does our autism education persist in teaching academic subjects some never master? Why do we fail to plan realistically for autistic adulthood? Which parents get caught up in non-mainstream 'treatments' and fear of vaccines? Readers will see an insider's view of controversies in autism research. Siegel's views, sometimes iconoclastic, always frank and informed, challenge broad unexamined assumptions about our understanding of autism. Each chapter addresses different issues, data, and social policy recommendations. A chapter-by-chapter bibliography with URLs provides both popular media and scientific references.
Friendly, accessible guidance for parents of autistic children and people caring for autistic adults Autism affects more than 1 million children and adults in the United States, and parents may be confused by the behavior of autistic children. This book provides help-and hope-by explaining the differences between various types of autism and delivering the lowdown on behavioral, educational, medical, other interventions. Featuring inspiring autism success stories as well as a list of organizations where people who support those with autism can go for additional help, it offers practical advice on how to educate children as well as insights on helping people with autism use their strengths to maximize their potential in life. Stephen Shore, EdD (Brookline MA), serves on the board for several autism spectrum-related organizations and he has written Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome (1-931282-00-5) and edited Ask and Tell: Self Advocacy and Disclosure For People on the Autism Spectrum (1-931282-58-7). Linda G. Rastelli (Middletown, NJ) is a veteran journalist who specializes in health and business. Temple Grandin, PhD (Fort Collins, CO) is the author of the bestselling Thinking in Pictures (0-679-77289-8) and Emergence: Labeled Autistic (0-446-67182-7).
The three-volume set LNCS 9746, 9747, and 9748 constitutes the proceedings of the 5th International Conference on Design, User Experience, and Usability, DUXU 2016, held as part of the 18th International Conference on Human-Computer Interaction, HCII 2016, in Toronto, Canada, in July 2016, jointly with 13 other thematically similar conferences. The total of 1287 papers presented at the HCII 2016 conferences were carefully reviewed and selected from 4354 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of Human-Computer Interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The total of 157 contributions included in the DUXU proceedings were carefully reviewed and selected for inclusion in this three-volume set. The 49 papers included in this volume are organized in topical sections on design thinking; user experience design methods and tools; usability and user experience evaluation methods and tools.
The X-Men comic book franchise is one of the most popular of all time and one of the most intriguing for critical analysis. With storylines that often contain overt social messages within its “mutant metaphor,” X-Men is often credited with having more depth than the average superhero property. In this collection, each essay examines a specific era of the X-Men franchise in relationship to contemporary social concerns. The essays are arranged chronologically, from an analysis of popular science at the time of the first X-Men comic book in 1963 to an interpretation of a storyline in light of rhetoric of President Obama’s first presidential campaign. Topics ranging from Communism to celebrity culture to school violence are addressed by scholars who provide new insights into one of America’s most significant popular culture products.
Since first being identified as a distinct psychiatric disorder in 1943, autism has been steeped in contestation and controversy. Present-day skirmishes over the potential causes of autism, how or even if it should be treated, and the place of Asperger’s syndrome on the autism spectrum are the subjects of intense debate in the research community, in the media, and among those with autism and their families. Bringing together innovative work on autism by international scholars in the social sciences and humanities, Worlds of Autism boldly challenges the deficit narrative prevalent in both popular and scientific accounts of autism spectrum disorders, instead situating autism within an abilities framework that respects the complex personhood of individuals with autism. A major contribution to the emerging, interdisciplinary field of critical autism studies, this book is methodologically and conceptually broad. Its authors explore the philosophical questions raised by autism, such as how it complicates neurotypical understandings of personhood; grapple with the politics that inform autism research, treatment, and care; investigate the diagnosis of autism and the recognition of difference; and assess representations of autism and stories told by and about those with autism. From empathy, social circles, and Internet communities to biopolitics, genetics, and diagnoses, Worlds of Autism features a range of perspectives on autistic subjectivities and the politics of cognitive difference, confronting society’s assumptions about those with autism and the characterization of autism as a disability. Contributors: Dana Lee Baker, Washington State U; Beatrice Bonniau, Paris Descartes U; Charlotte Brownlow, U of Southern Queensland, Australia; Kristin Bumiller, Amherst College; Brigitte Chamak, Paris Descartes U; Kristina Chew, Saint Peter’s U, New Jersey; Patrick McDonagh, Concordia U, Montreal; Stuart Murray, U of Leeds; Majia Holmer Nadesan, Arizona State U; Christina Nicolaidis, Portland State U; Lindsay O'Dell, Open U, London; Francisco Ortega, State U of Rio de Janeiro; Mark Osteen, Loyola U, Maryland; Dawn Eddings Prince; Dora Raymaker; Sara Ryan, U of Oxford; Lila Walsh.