Archive
A Wonderful Artist Shares His Talent with the Autism Society
September 19, 2011
By Autism Society
The Sept. 17th New York Times article, “Autistic and Seeking a Place in the Adult Word,” features Justin Canha, a young man with autism who is a talented artist.
The Autism Society was honored to share Justin’s artwork in the First Edition 2009 Autism Advocate called “The Culture of Autism,” which was completely authored and illustrated by individuals on the autism spectrum. Scroll down to view Justin’s featured artwork.
For more information about how you can receive the Autism Advocate, visit the Become a Member page.
Topics:Living with Autism
Awareness: The Common Answers to September 11th and Autism
September 14, 2011
By Dan Olawski
“I wish I was a little kid like you,” I said as I held my three-year-old niece, Kristin. She looked at me and smiled and said, “Nahhhhh!” It was September 12, 2001, and the sadness and frustration I felt in my heart was being slightly alleviated by the sweet innocence of a young child who had no clue of the horrible events of the previous day, and who thought I was just being silly Uncle Dan.
It’s now ten years later and I still haven’t figured out how to explain the kind of evil and violence committed on 9/11. My niece and her sister are old enough now to talk about it, ask questions and try to understand that tragic day. But my autistic son, Mikey, is only six and has no concept of that sort of thing. His only realization that September 11, 2011, was an important, solemn day was watching mommy and daddy’s faces show their emotions as we watched the memorial services.
Many children with autism have a hard time interpreting other people’s emotions. Mikey is usually okay with it. And although we didn’t treat him any differently, I think he could tell that the 9/11 anniversary was an emotional day. In a way, I guess I’m glad he couldn’t ask any questions about 9/11…because I really don’t know how I could have explained it to him in any sensible kind of way.
My wife and I weren’t touched personally by the tragedy of 9/11. We didn’t lose anyone to that act of evil. My connection was purely emotional. I grew up close to Manhattan in New Jersey, and from the window of my parents’ apartment I could see the New York City skyline. When I visit them now, and look out that same window, the absence of the Twin Towers from that skyline is a telling reminder.
I realized that the majestic buildings that I saw every day as a child (and that I visited many times as an adult) were gone forever. I couldn’t show them to Mikey. It seemed like such a weird concept to me. They were there when I was a child; why couldn’t I show them to my own child?
I suddenly became overwhelmed with all the intertwining thoughts of 9/11 and my daily questions about autism. The common question that kept arising in my mind about both issues was: Why? I knew I couldn’t answer this question well enough to satisfy myself, so I decided to get some fresh air.
I turned to Mikey and said, “Do you want to go for a ride on your bike?” I got his customary, “Yesh!” as an answer, so I went and grabbed his helmet and got his bike ready. As we headed out around the block, my one hand helping him steer and the other guiding his bike so his training wheels wouldn’t constantly run over my toes, I suddenly felt as far away from the violence of that horrible September day and as close to innocence as I could get.
As we made our way back down the block to go home, Mikey looked at me with a smile that said, “Thanks, Daddy! This is fun!” I then realized the answer to both of the troubling issues I had been struggling with earlier in the day. The answer was, and always will be, LOVE. Not necessarily a religious type of love or a hippie type of love…just a love that we should strive for as human beings -- that although we are different in some ways, we aren’t different enough that we can’t care about each other.
It’s really all about awareness. We all need to take a second to pause and think about what makes us all different: Maybe that person is from another country, perhaps they are a different faith than us or maybe they have autism. Awareness and understanding are the first steps to reaching the love that this world needs. Won’t you take that first step with me and try to learn about someone different than yourself? One way, perhaps, would be to learn about autism by checking out the great resources on the Autism Society's web site.
Dan Olawski blogs about fatherhood and his son Mikey for the Autism Society. He lives with his family on Long Island, N.Y., where he works as a writer/editor. His time is spent following Mikey with a vacuum cleaner, watching his beloved New York Yankees and continuing his pursuit of the perfect chocolate chip cookie. He can be contacted at dantheeditorman@gmail.com.
Topics:Living with Autism
Autism Awareness: The Missing Piece
September 8, 2011
By Natalie Davis, Miss Minnesota 2011
Hi America!
My name is Natalie Davis, and I am so blessed to be Miss Minnesota 2011. I will be competing for the title of Miss America this January, so be sure to tune into ABC to watch the pageant LIVE from Planet Hollywood Resort & Casino in Las Vegas on Saturday, January 14.
My personal platform is Autism Awareness: The Missing Piece, and it is inspired by my younger brother Trevor, who has Asperger’s Syndrome. I am so proud of Trevor for everything he has accomplished despite his challenges. He is a part-time student at St. Cloud State University, an excellent creative writer (his goal is to be a children’s book author one day!) and an Eagle Scout. My underlying message is that with hard work and a strong support system, people with ASD can lead successful and productive lives.
Trevor recently completed his first acting class at SCSU. I always knew that Trevor was expressive (he was on the speech team, and he is very creative and plain old hilarious), but I had never seen him perform with other people. When families were invited to watch the students perform skits on the final day of class, I was wringing my hands. I am always nervous for Trevor because I want him to succeed, and if something went wrong with his skit, I wasn’t sure how he would react. As it turned out, he did an amazing job! He got the most laughs of anyone in the class, and later he told me that one of his partners had messed up and said his line by mistake. He hadn’t even reacted! Trevor continues to amaze me with his growth and development. Had someone described Trevor to me in this way 10 years ago, I never would have believed them, but because of our strong family support system and Trevor’s incredible work ethic, he continues to move forward.
I know that right now, as you read this, many of you are rolling your eyes and thinking, “Oh boy…a beauty pageant…a bunch of girls strutting around in heels, swimsuits, and big hair…” Well, in all honesty, you may be right about that, but in my six years of experience with this program, I have found that Miss America is much more than a beauty pageant.
Miss America exists to foster the growth and development of young women, encouraging them to promote their voices in culture, politics and the community. It is the world’s largest scholarship program for women, making available more than $45 million in scholarship assistance each year. Miss America is also a leading service organization. It has a national partnership with the Children’s Miracle Network Hospitals, an organization that helps millions of children in need of medical assistance each year. The Miss America Organization also promotes over 12,000 individual service platforms each year.
I am so excited for the opportunity to partner with both the Autism Society of Minnesota and the Autism Society of America during my year of service as Miss Minnesota. I hope to be a strong voice for the autism community as I share my family’s story with thousands of people across the nation.
To learn more about the Miss Minnesota Organization, please visit www.missminnesota.org. To follow me during my year as Miss Minnesota, read my blog at www.nataliedavis.weebly.com.
God bless!
Natalie Davis
Miss Minnesota 2011
Topics:Living with Autism
How a Rocky Beach, Smelly Seaweed and Freezing Water Brought Happiness and Inspiration to My Family
September 7, 2011
By Dan Olawski
I don’t know how to swim... I’m turning 45 this week, but I don’t know how to swim. Just never learned. I didn’t grow up around the beach or swimming pools. I spent my summer days on the baseball field instead.
Consequently, my trips to the beach have always been cautious ones. I love the beach (the sound of the ocean soothes me like a lullaby and the waves always tempt me to follow them into the sea). But I’ve never felt daring, or comfortable enough, to venture into the water any farther than knee level or to tempt fate in any way.
That all changed recently. On a vacation with my family to Sandwich, Mass., on Cape Cod, my six-year-old son with autism, Mikey, inspired me to ignore my fears and be brave -- bravery inspired not by words, but by actions that spoke volumes.
As parents of children with autism, we’re usually the ones doing the inspiring. It is a fact of life for us to teach and encourage our kids to bring out the best in them. But every once in a while, the student becomes the teacher.
I don’t know if it’s the influence of autism or if it’s just a character trait, but Mikey is unfazed by a lot of things that most typical children would be turned off by or would whine about. When he wants to do something, he sets his mind to it and a single-focused stubbornness blocks everything else out.
At the beach, Mikey loves to walk to the water’s edge and feel the waves splash on his feet. That feeling brings the biggest smile to his face and a genuine laugh of pure enjoyment that is so contagious you can’t help but smile with him. He is fearless when the waves come in and often tries to pull his way deeper into the water...not the best idea, considering he doesn’t yet know how to swim.
The beach in Sandwich was unlike any other we’d been to before. It was very rocky, with several jetties, and the water was full of foul-smelling seaweed...oh, and the water was FREEZING! None of that was a deterrent to Mikey. He wanted to play in that water with his bucket and that’s what he was going to do...and that meant that’s what daddy was going to do, too.
As we stepped carefully over submerged rocks, detangled smelly seaweed from our legs and braved the frigid water, the smile on Mikey’s face said it all. The look of pure joy and accomplishment was all I needed to see how much fun he was having. It almost made the feeling of hypothermia in my legs bearable.
As we played in the water, my eyes would frequently glance over at this amazing jetty that extended from our beach out into the water. I’ve always loved jetties, but never was brave enough to walk out to the very end of one, especially not one that went out as far into the water as this one did.
Each day at the beach was the same routine. Mikey and I would brave the water and then play in the sand for a while. Mikey’s full attention was on getting back to the water as much as possible. I admired his passion for overcoming the challenges of the water to do something he really wanted to do. It’s that passion that finally inspired me to do what I had wanted to do for so long.
Mikey was playing in the sand one afternoon after we’d returned from the water. I was stretched out on my side studying the jetty. I finally rolled over, turned to my wife and said, “I think I’m going to walk out on that jetty.” I don’t know who was more shocked, my wife or me at the words that had come out of my mouth. She said, “Are you sure?” I paused a second, looked at Mikey and then back at my wife, and said, “Yeah, I am.”
I walked over to where the jetty began its stretch into the sea. The tide was out so far that the entire length of the jetty was exposed and stretched out farther than most people would swim. There were jagged rocks sticking out in all directions, and it would take a very deliberate path and a delicate step to make it to the end. I was scared. I’m 6’3” and not the most graceful guy, but I WANTED to do this.
And...I did!
As I stood at the end of the jetty and waved to my wife, Mikey and the rest of our family, I felt a great sense of accomplishment and knew that my little boy’s bravery was my inspiration. And, no, he’s not just brave because he goes into freezing, smelly water. He’s brave because of what he does every day. All of our children are that brave and that inspiring.
So, the next time you’re feeling that hesitation to do something you want to do, and the shyness or fear has put that lump in your throat, think of our children, who, like Mikey, brave a world each day that they don’t understand and that doesn’t understand them. Then, take a deep breath and...walk out onto the jetty.
Dan Olawski blogs about fatherhood and his son Mikey for the Autism Society. He lives with his family on Long Island, N.Y., where he works as a writer/editor. His time is spent following Mikey with a vacuum cleaner, watching his beloved New York Yankees and continuing his pursuit of the perfect chocolate chip cookie. He can be contacted at dantheeditorman@gmail.com.
Topics:Living with Autism
Teaching Students with Asperger Syndrome for the First Time
August 23, 2011
By Dan Coulter
You’re a teacher. You’ve just found out that you’re going to have a student with Asperger Syndrome (AS) in class this year. You’re in for an interesting year. And that’s not coded language for "brace yourself." It’s a real-life perspective that teaching a child with AS often gives you as many opportunities as challenges.
First, the nuts and bolts stuff. Asperger Syndrome is a neurobiological disorder on the higher functioning end of the autism spectrum. It’s an increasingly common diagnosis and many kids with AS are in regular school classes.
Kids with Asperger Syndrome can have a variety of symptoms and behaviors, but they generally have problems with social and communications skills. That’s only half the story, though. They also typically have IQs in the normal to very superior range. Asperger Syndrome has sometimes been described as "little professor" syndrome, because often kids with AS become walking encyclopedias about topics that interest them. And therein lies one of the biggest problems for these kids. Many look so normal and are so advanced in some ways that it’s hard for people to understand why one can’t read a teacher’s facial expression, or another has trouble making eye contact, or a third takes expressions literally and misses implied meanings.
It can be tough to fathom why a child who has an extensive vocabulary and knows the material you assign inside out can’t seem to hold a casual conversation with a classmate.
Here’s the good news. You can often build on that child’s strengths to help him modify his "out of the norm" behaviors and make a lot of positive contributions to your class.
That’s really the bottom line for you: finding ways to make the year a good experience for every child in the room, including the one with AS -- and, of course, for you.
You can’t discount your needs in the process. So let’s make them a priority, too. First, you may want to learn a bit more about Asperger Syndrome. One of the most user-friendly sources is the www.aspennj.org website. It’s run by a non-profit "education network" with a lot of clear, easy to access information. Their "What Is Asperger Syndrome?" page is a great concise overview of AS. Your school counselors may also have information or may be able to put you in touch with other teachers who’ve had experience with AS.
Once you understand a bit about AS, a child’s parents often can help you understand how it affects him or her. You’re not asking them to tell you how to teach, you’re looking for accurate information that can help you determine ways to successfully direct and motivate their child. You anbened the parents may even be able to cooperate to identify behaviors a child needs to work on and reinforce them at home and at school.
For example, many kids with AS are impulsive. You may teach a student who loves class participation, but has trouble sensing when she should stop talking and give someone else a chance. You might work out some signals that only the two of you and her parents know (like putting your hand to your chin as if you’re considering what’s being said or walking to stand right in front of that student’s desk) that cue her it’s time to stop talking. If you have a student with AS who is especially eager to participate, you may want to routinely call on that student first or second, so he isn’t coming out of his chair in his eagerness to contribute.
Students with AS often need structure and respond best when they have clear, consistent direction. Some teachers find it works to post homework assignments in the same place every day. That could be on a blackboard, whiteboard, or bulletin board. It also helps to announce tests well in advance and routinely remind the class of the dates when longer term projects are due. Such techniques usually benefit the entire class.
There are lots of specific things you can do, but the most important thing is your approach. Your approach is the magic bullet that can help the entire class learn one of the lessons that matters most to all of us: how to accept and get along with a variety of people.
When I was in elementary school, we had a category on our report cards called, "citizenship." There are all sorts of outside pressures that tear at the kind of behavior that got you an "A" is citizenship. TV commercials routinely encourage viewers to be greedy with their products. The message: if you want to be cool, keep the best stuff for yourself -- people who care about other people are suckers. Commercials that target kids also talk a lot about having “attitude,” in a way that confuses confidence with arrogance and selfishness. Comedians casually toss around the word "retarded" as an insult.
Teachers can serve as a powerful role model to counteract these negative influences. Having a child with Asperger Syndrome in your class gives you the chance to show your students that people who have challenges can also have strengths. That in looking past someone’s quirks, you can find someone worth knowing. That life is richer if you don’t solely interact with kids who are like clones of yourself.
Academics can be a bridge. My son has Asperger Syndrome and was not sought after for teams on the playground. But back in class, kids would eagerly seek to get Drew on their academic teams because he routinely knew the right answers. That’s not to say every kid with AS is an academic whiz, but most have special interests and strengths.
The first signal to a class on how to treat a child with Asperger Syndrome often comes from the teacher. If students sense that a teacher is impatient and critical of an AS student’s behaviors, it’s like declaring open season to ignore or tease him -- in and out of class. Approach that student with patience and respect, and you’ve set that tone for everyone else. It can mean the world to some kids with AS just to have other kids say, "Hello."
One of the key issues you may face is helping a student tell the rest of the class about Asperger Syndrome. Whether or not to disclose a disability is a decision for the student and his parents. If they decide to tell the class, you can play an important role in treating Asperger Syndrome as just another one of those differences that we all have. In my experience, other kids are more likely to give a student who has some odd behaviors the benefit of the doubt if they know the reason.
A student might choose to talk with the class himself about AS, or his parents might make a presentation or bring in a psychologist or other expert. Some kids with AS want to be in the room for such a presentation and some don’t.
If you take part, here’s a tip I picked up. It’s a good idea to write "Asperger Syndrome" on the board and pronounce it for the class right off the bat. This makes it less likely that some comic in your class will hear the name as "Ass Burger" and have a field day with it. You might even mention that the condition is named after a Viennese doctor named Hans Asperger who identified the syndrome more than 50 years ago.
I find kids are interested to know that Dan Aykroyd from Saturday Night Live said in a National Public Radio interview that he has Asperger Syndrome. He said he’s obsessed with police work and carries a police badge with him wherever he goes. There’s a fair amount of speculation that people such as Thomas Jefferson, Albert Einstein, Wolfgang Amadeus Mozart, and Isaac Newton had AS. Even though no one can prove historical figures had the syndrome, I think it’s fair to note that these folks all had documented behaviors which are common to people with AS. The point is not to suggest that every kid with AS is a genius, but that people with AS can have a range of talents.
Having a kid with Asperger Syndrome in your class may be the greatest opportunity in your career to change a student’s life for the better. My son’s about to head off for his senior year of college, and my wife and I always enjoy getting the chance to visit with some of the great teachers he’s had along the way to let them know how he’s doing -- and thank them.
Here’s thanking you for reading this article and for being interested in helping that student in your class who needs something extra to make it.
He’ll remember you.
ABOUT THE AUTHOR -- Dan Coulter is the producer of the videos "ASPERGER SYNDROME: Success in the Mainstream Classroom" and "INTRICATE MINDS: Understanding Classmates with Asperger Syndrome." You can find more articles on his website: www.coultervideo.com.
Copyright 2005 Dan Coulter All Rights Reserved Used By Permission
Interested in more information about Asperger’s Syndrome? The Autism Society’s website includes history, characteristics, diagnosis and resources.
Topics:Education
The Creative Process: Part II of an Interview with Author Katie Bridges
August 15, 2011
By Autism Society
Katie Bridges has received awards for her juvenile science fiction novel Warriors of the Edge: The Search for Stone. She maintains multiple blogs about writing, life as a person with Asperger’s Syndrome, futurism and other topics at her website, www.warriorsoftheedge.com.
Missed Part I on Friday? Read it now.
AS: How has your first novel, Warriors of the Edge: The Search for Stone, been received?
KB: I have been fortunate in that my writings have strong reader appeal across all age groups. This helps immensely in getting my book known by word of mouth. I depend upon reader comments to help generate interest in my book. I have found that other people are far better in promoting my story than I am.
I have not been fortunate in getting a single publisher or agent to read anything I write. “If you can’t get anyone to read your writing, go with self-publishing, so you can prove your book has reader appeal,” I was told. So, I did. And I haven’t regretted it. I was immediately awarded with the Editor’s Choice and Rising Star awards, very rare honors for a children’s novel, allowing my book to be featured on Barnes and Noble’s Rising Star page. This was the stamp of credibility that pronounced my book to be on equal terms with books coming out of major publishing houses.
AS: How does it feel to be a published author?
KB: Nerve-wracking. I can understand J.K. Rowling’s desire to hide once her first book became popular. She was so stressed that she couldn’t even sleep. The more attention I get, the more challenging it becomes for me. But I knew it would be difficult for me long before my book came out. I told my husband, “If my book doesn’t go anywhere, I’m going to be really shook up. And if my book takes off, I’m going to be really shook up.”
He said, “Well, you can’t win this one, can you?”
It helps when I tell myself to expect a period of adjustment for every step I take into new territory. I am adjusting and learning new coping methods to deal with brand-new things that I’ve never had to do before. It helps to be surrounded by support too.
AS: How do your stories reflect your life experiences?
KB: My stories are symbolic of my own life in many ways. You wouldn't necessarily be able to pick out what I've been through from reading my stories, but there are bits and pieces of me in many of my characters. I am like the main character, Tarek, who was forced into silence through a mute machine. In this way, he symbolizes my struggle with verbal communication. His best friend Masker is bullied, but only slightly. I minimized by own experiences with being bullied, so as not to disturb young readers. I am a bit like Masker’s mom, who suffers from anxiety and fear of all kinds. Tarek’s dad symbolizes my husband and the kind of relationship we have. I tend to buck the status quo and look for new ways of doing things, like the teenage Radley. And yet I feel guilty when I break the rules, just like the rule-abiding Minda.
AS: What advice do you have for aspiring writers, especially those with autism?
KB: Look to your strengths and build on them to compensate for any areas of weakness that you may have. Maybe you enjoy research, but suffer from a lack of confidence. Use your knack for research to build confidence in yourself. As you gain knowledge from digging deep into your favorite area, you will begin to feel that you can accomplish something with all that you’ve gained. Maybe you are repetitive, but struggle to see the big picture. Use your repetitive nature to rewrite that same paragraph or chapter again and again. As you absorb yourself into it, it will grow in your mind little by little until you begin to see the big picture. Maybe you enjoy creating details, but struggle to come up with dialogue. Use your detail-oriented mind to come up with ways for your character to say something and then choose the best dialogue. What you lack in one area, you can make up for in another. Learn as much about yourself as you do about writing, and the two will work together to bring excellence to what you produce.
Develop the practice of clever writing. Spend time every day trying to come up with a single clever thought, interesting turn of phrase or unique sentence. It may take time to come up with something, but once you do, you’ll get a feel for it. Then it will come easier for you the next time around. It’s a way of training your brain to think in a new way. Above all, have fun. If you’re having fun, your stories will reflect that feeling of enjoyment to your readers.
Topics:Living with Autism
The Creative Process: Part I of an Interview with Katie Bridges
August 12, 2011
By Autism Society
Katie Bridges has received awards for her juvenile science fiction novel Warriors of the Edge: The Search for Stone. She maintains multiple blogs about writing, life as a person with Asperger’s Syndrome, futurism and other topics at her website, www.warriorsoftheedge.com.
In this two-part interview with the Autism Society’s Nate Rabner, she discusses the creative process, the challenges and triumphs of having her first book published and promoted, and shares her advice for aspiring authors with autism.
Autism Society: Why do you enjoy writing?
Katie Bridges: I enjoy writing for the same reason that people love going to theme parks. I am, in essence, creating my own theme park when I write a story. I choose the setting, construct the landscape, design the costumes, and fill it full of characters that will bring the right kind of atmosphere to my magical land. I write the scripts too, so that the characters can put on the best show possible for the many guests who will want to visit my land. The best part is that I can visit my theme park again and again. I can walk my favorite paths, enjoying the same scenery that delighted me the day before. I can hop onto the same rides that carry me to faraway places.
When I work on a scene, I am swept into that place. I am looking around at what’s going on. I am seeing the details. I am feeling the emotions of my characters. The more I describe it, the more real it feels to me. The story is something that is happening to me, rather than something I am merely relaying to others. I often feel like I’m taking a vacation whenever I work on my story. I get to explore and see new things. I get to experience the thrill of adventure, without having to worry about any actual harm coming to me.
Writing for me isn’t so much about escaping real life as it is about creating an experience that flavors my real life. When I can enjoy myself for a few hours in a futuristic world, I am able to emerge from that place with renewed vigor. I feel ready to tackle what lies before me. My imaginary world is a place that strengthens me and helps me cope with the difficulties of daily living. It provides me with the inspiration I need to bring a touch of creativity to every area of my life.
AS: Why is science fiction your preferred genre?
KB: I need to break that down a little more because science fiction can take on many forms, from space drama to juvenile adventure stories. I definitely prefer adventure stories written for children. That’s why I write children’s books. When I write for children, I’m not trying to aim a story at their interest level. I write to my own interests, which just happen to be the same as what a twelve-year-old likes. But beyond that, I am most interested in science fiction that is science based, especially if it involves futuristic inventions such as robots, space travel, or cities of the future. Anything that can take me into that setting is thrilling for me because I love to be immersed in that kind of advanced technological society where I am surrounded by scientists and their work.
I am also drawn toward stories that are fully detailed and realistically portrayed, even if they don’t happen to be science fiction. I loved James Herriot’s books for this reason. His stories about life on the farm have had a more profound effect on me than anything I’ve ever read. When I first read his book, All Creatures Great and Small, I dreamt about cows every night for weeks afterwards. That’s the power that kind of descriptive writing has on me. To blend that sort of realism with futuristic science fiction is the ultimate for me.
AS: How do you get ideas for your writing? What is difficult and what do you enjoy about the creative process?
KB: The creative writing process never ends for me. I have to carry around pen and paper wherever I go because I never know when an idea will strike me. My children got used to my strange driving habits from a young age. As I would drive about town, running errands, I would need to pull over to the side of the road multiple times before we got to our destination, just so I could jot down my thoughts. The story never leaves my mind. There are times when it’s very difficult for me to walk through a grocery store and think about what I need to pick up for dinner if I’m deep into my story. People will talk to me and I’ll look right past them without hearing what they’re saying. It’s like I have a running script going on in my mind at all times and I can only focus on that. That can be a problem at times. For that reason, I’ve forced myself into a routine for my writing. I now assign certain weeks for active writing and certain weeks for being more fully engaged with my family. But even during family time, I’m still spending a large portion of my day writing and coming up with ideas. I just try not to focus on it as hard as I do when I’m actively working on a story. I purpose myself to focus on others instead.
The easiest part of writing is editing what I’ve already written. I would spend all my time doing that if I could. I am the queen of the edit. I rework my writings until one would think there’s nothing left to rework and still I’ll rework it. That’s where all the fun is at for me, getting it to sound cleverer than it did the day before.
AS: In your blog, you mention that verbal communication is difficult for you. How do you deal with this challenge when it comes up in your career as an author?
KB: Right after I wrote my first science fiction story, I got the brainy idea to offer a creative writing class to preteens and teens. The idea struck me in a moment of inspiration, a moment that was quickly lost once people began signing up for my class. When the day came for parents and their children to arrive for their class, I panicked. Cars were pulling up in front of our home and people were making their way to our front door. I did the natural thing. I ran to the bathroom and locked myself inside, refusing to come out. After a long time in there, my husband began knocking on the door.
“You’re got to come out,” he said. “People are already seated.”
“Tell them the class is cancelled,” I said, panting for breath. “Tell them I’m sick. Tell them anything. I can’t do this. What in the world was I thinking? I must have been out of my mind.”
“You can do it,” my husband coaxed me. “Just come out. People are waiting for you.”
My husband persisted until I finally came out of the bathroom. I made up my mind to get through this nightmare somehow, but I promised myself I would never do something like this again. At the time, I had no ability to speak freely to people. My thoughts just didn’t form for verbal communication. I had trouble even answering questions. The only thing I could do was read word for word what I had typed up for my class. But even that I didn’t do well. I was so scared that I kept stuttering and gasping for breath. I also read my science fiction story to everyone, as part of what I offered in the class. I had no idea what their reactions were because I didn’t make eye contact with anyone. I just focused on the papers in front of me.
Imagine my surprise when the kids ran up to me afterwards and threw their arms around me, hugging me. “That’s the best story ever,” they began to say. “It felt so real.”
I was shocked at their response. Their words of affirmation did much to help encourage me, but it was years before I was willing to try something like that again. It was very traumatizing for me.
I’ve gone through a lot of training since then. I can now get up in front of people and speak with confidence. But I still have to read what I’ve previously written out in order to make sense and bring my point across. Occasionally, I can deviate from what I’ve written and speak off the cuff but those ideas often come from thoughts I had just a few hours before my speech. If I have enough time to prepare, I will memorize entire speeches. I’m so practiced at it that most people don’t know that I’m not speaking freely. In the past few years, I have received training to help me speak during interviews. I have people in my life who will sit with me and ask me one question after another. As long as the material is fresh in my mind, I do okay. And questions can be catalysts for promoting new ideas, which also helps me along. But it’s easy for me to lose my train of thought or mangle my answer. I have to put a lot of focus to it.
I recently was interviewed for a radio program. I knew I would not be able to spit out answers as fast as they would be asked. I wasn’t willing to rely on my verbal skills for something as important as a radio interview. So what I did was anticipate the kind of questions I would be asked. I wrote out the answers to them and memorized every word, which I then put onto cards. When the phone call came through from the radio host, I was prepared. I not only had the answers memorized, I had their positions memorized on the table before me. In an instant, I could locate the correct card, and know what the answer was for any question that the radio host asked. That technique probably wouldn’t work very well for a television interview. Verbal communication remains a challenge for me, but I manage it much better than I used to.
Stay tuned for Part II of this interview on Monday, August 15...
For information about Asperger's Syndrome, visit the Autism Society's Asperger's Syndrome Web page.
Topics:Living with Autism
Dad to Hold 72-Hour Radio Marathon This Weekend for Autism
August 10, 2011
By Autism Society
When George Hubbs’ 10-year-old daughter Shealyn was diagnosed with Asperger’s Syndrome, he knew he had to do something to raise funds and awareness. This weekend, the New Jersey resident will host a 72-hour radio marathon on his online radio station, Revolution FM. His goal is to raise at least $5,000 for the Autism Society. You can help his cause by clicking here to donate to this event.
As he prepares for the event, George took the time to answer some questions from the Autism Society:
Tell us about your daughter, Shealyn.
Shealyn is a typical 10-year-old happy-go-lucky girl who likes to play tennis (she even attended tennis camp this summer) and loves her pets, Harriet the hermit crab and Ralph the creepy, crawly scorpion. She is also creative with art and enjoys various styles of music.
What was your next step after learning she has Asperger’s Syndrome?
When I heard the results of the evaluation, my first reaction was “What does this mean and what do we do now?" Of course, I was very upset and scared too. But I took things in stride, educated myself as much as possible and really made sure she stayed on her routine. Getting the proper help, being educated as a parent and showing positive support are the most important things and key to making Shealyn comfortable with her condition.
Why did you decide to hold this marathon to raise funds and awareness for autism?
I wanted to come up with a way I could use our Internet radio station as a tool, not only to raise money, but also help spread awareness of autism. The topic, of course, is very near and dear to my heart now. Since the diagnosis, I have found that I know quite a few people who also have loved ones with autism, and that made it more of a mission for me.
What is Revolution FM?
Revolution FM is a non-profit online radio station that I started in March with a lot of help from good friends. I enjoy entertaining people, and this was one way I could reach out and share my love of music.
Why should people tune in? And what can they expect?
I plan on not only using the event for entertainment, but to raise awareness as well. People should tune in because it will be 48 hours of music of their choice by request and, at the same time, benefit a great cause. Hopefully, we will reach our fundraising goal, but even more importantly, give people a better perspective of what the Autism Society provides.
How is Shea preparing for the marathon?
Shea is very excited about the marathon and has been involved in the planning. She helped me make commercials advertising the marathon that are currently playing on air and even wants to be a guest DJ when it starts this Friday, August 12.
Why did you choose the Autism Society as the benefactor of your efforts?
When I started becoming familiar with autism, I found that even in this day and age with the Internet, it wasn't easy getting the answers I needed. That is when I came across the Autism Society website. This was also when I thought of the idea for the marathon.
Don’t forget to tune in August 12-14 to Revolution FM to support George and the Autism Society! Don't forget to DONATE!
Topics:Events, Living with Autism
“Pedal Power 4 Jason”
Doug Levy raced from Seattle to Portland in early July and raised $4,000 and counting for the Autism Society in the name of his nephew Jason.
August 9, 2011
By Doug Levy
The
Race
The Seattle-to-Portland (STP) bike race is
one of the 10 largest in the United States. The Cascade Bicycle Club
holds it each July and draws riders from throughout the United States
and other countries. In 2010 and 2011, the STP drew 10,000 riders, and
some applicants had to be turned away. In 2010, riders ranging in age
from 9 to 87 took part in the race. Entrants ride at their own pace and
have the choice of completing the ride in one day (15 percent of riders
do this) or two (85 percent). The 2011 race, which was 204.1 miles long,
was held July 9-10. The STP is also known for its scenery – it treats
riders to stunning up-close views of Lake Washington, Mount Rainier,
Mount Hood and the Columbia River.
The Challenge
I had ridden in the STP once before and decided to participate in the race a second time, partly to prove that I could do it after having had knee surgery in 2010. The other thing that drove me, however, was learning more about how many kids are now affected by autism. I read a recent article in PARADE magazine about autism, particularly about how hard it can be for kids with autism to get the help and services they need after they get out of school (read the article here). I asked my brother which organization would be most appropriate to direct contributions to in order to assist these individuals with training and employment placement post-graduation. He referred me to the Autism Society. It was then that I decided I could do something more powerful than simply write a check (though I did that also). I could, in fact, use my upcoming STP ride as a fundraiser for the Autism Society.
I am extremely proud to report that the “Pedal Power 4 Jason” fundraiser I organized through the Autism Society, and in Jason’s name, raised just a hair under $4,000! This contribution to the Autism Society was entirely electronic in nature, meaning there were no fundraising phone calls, letters or personal visits. I sent e-mails to friends, family and work associates. It’s humbling to know that nearly 100 people donated to the Autism Society through “Pedal Power 4 Jason.” One friend I haven’t seen in more than 20 years donated $250. A couple of people I have never met and probably never will meet went to my site and donated. Scores of others e-mailed to say that they have a relative or friend with autism. So many selfless people donated for a cause they believed in and for a young man in the Minneapolis/St. Paul area they will never personally know.
By the way, I finished the STP riding on an old 7-speed (most racers have 18- to 20-speed bikes or more!) and covering the 204 miles in about 21 hours, counting both riding time and food/rest stops. I did it over two days, riding nearly 120 miles the first day and the remainder the next. It’s hard to overstate how sore my rear end was and how my whole body ached. Yet, it is also hard to overstate how gratified I was by the generosity and heart-warming response I received from so many. The funds raised are a testament to the power of giving, and hopefully will provide the Autism Society some new tools and assistance for the critical work it does every day.
Lastly, I am grateful that the Autism Society is shining a spotlight on the very impressive young man who was the inspiration for this effort – Jason Levy.
My Nephew Jason Levy
Jason is 22 years old. He was born in Minneapolis and graduated from the Skills for Tomorrow High School, a charter school in St. Paul, Minn.
The Levy family has a proud tradition of being sports fanatics, but I cannot imagine a bigger sports fan than Jason. He loves going to Minnesota Twins (baseball), Vikings (football) and Timberwolves (basketball) games, but I think the Twins are his #1 love. Jason has also attended many sports events in other cities in his travels with his family. On one of my visits to see my brother and his family, we counted the number of professional and college football, baseball and basketball caps that Jason has collected – well over 100! Jason plays sports as well.
Jason is employed by Merrick, Inc., in Vadnais Heights, Minn. Merrick, Inc., is a private, non-profit (501(c)3) licensed by the Department of Human Services as a provider of day training and habilitation, supported employment and adult day services. Each day, a Merrick van picks up Jason at his house and drops him back home after work. Jason loves his job and is considered a very hard worker.
Jason lives in North Oaks, Minn., with my brother Ivan and his wife Mary. He does his own laundry, writes out the family’s shopping lists, takes out the garbage and recycling, and is in charge of numerous other household chores.
There is another thing about Jason that tells you the kind of kid he is: He never missed a single day of junior high or high school. He also shows up for work every day, and is never late for anything.
I also vividly remember my sister-in-law Mary telling me about a time she took Jason to an appointment at school and was walking through the hallways with him. She was bowled over by how many kids came up to say “Hi Jason!” or offer other words of encouragement to him. I think it would be virtually impossible not to like Jason Levy.
Touched by this story? You can still donate to Pedal Power 4 Jason.
The Autism Society recognizes the power that 1 person, 1 organization, 1 idea or 1 event can have on autism. Today, with the prevalence of autism rising to 1 in every 100 American children, everyone can make a difference and support the 1 mission of the Autism Society.
Take Advantage of Your Summer!
Advice for Aspiring College Individuals on the Autism Spectrum
August 2, 2011
By Kerry Magro
Last May, I did something I had only dreamed of. When I was 4, I was diagnosed with Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS). Almost 18 years later, I conquered my dreams by receiving a diploma from Seton Hall University. I still can’t believe this to be true, but I’m very grateful that it happened.
Looking back, I know I dealt with many difficulties along the way that have made me a stronger individual. I am thankful for the people who spent the hours working with me through physical, occupational, and speech therapies, who made something that seemed like “mission impossible” become possible. I know my family played a big part in where I am today by opening their hearts to me, and I would like to do the same for the readers who look at this blog today.
Each year I attended Seton Hall University, I knew that preparation was a big part to getting me to the next level. That meant knowing how to prepare. Today I’ll share with you some tips for how an individual on the autism spectrum can take full advantage of possible college opportunities that are present for them.
People tend to take the summer as a time for vacation and R&R, but the summer before going to college for the first time has to be a combination of work and play in moderation. The first step for everyone should be to make themselves aware and knowledgeable of their disability support programs at their college.
Your mission can be broken down into...
- Making sure you understand who the faculty members are for your program (director, disability specialist, etc.)
- Understanding what accommodations they offer (extended time on tests, private rooms for exam periods, individual note-takers, etc.)
- Finding out if there is a disability support student organization (important in regards to making sure students have a “voice” and community that can promote acceptance and diversity).
It should come as no surprise that some schools are more “disability friendly” than others, but the important thing to remember is that you receive all the reasonable accommodations that you are granted under the Americans with Disabilities Act. Parents and aspiring college students should therefore be knowledgeable of the differences that are shown between reasonable accommodations and an Individualized Education Program (IEP) that is offered from grades kindergarten through 12. An IEP does not exist in college, which can be a scary realization. Preparation for this transition becomes essential.
Your next step for the summer is slightly more generic; however you should make sure to reflect on your strengths and weaknesses as much as possible. Keeping a track of your evaluations from high school (grades, exit interviews, along with getting yourself a re-diagnosis, can show you where you have come from and where you should look to go in the future). Once you have all of your evaluations/assessments handy, you should take time reviewing these yourself and/or with your family and figure out what you need help with.
When I was going through this process, I noticed a big discrepancy regarding my verbal and math scores. My parents and I focused on this and tried to find out where this problem lied and how it could be assessed in a college setting. We came up with a system of using a USB recording device for all of my college classes (this became one of my first accommodations I asked for in college) and then came up with a schedule of listening to the recordings for a set time before/after that specific class. For others, a smart pen device (such as this one) may be useful, along with getting an accommodation to use a laptop with a built in microphone to record lectures. My advice for you is also to make an appointment to meet your disability support program faculty and share with them your high school performance records to see what advice they can give as well.
In addition, I need to strongly encourage the ability to self-advocate and prepare yourself for the unexpected. It’s up to the student to decide whether or not they want the parents to be involved in their academics in college (I had to sign a paper allowing my parents to talk to my advisors). Most faculties will promote the idea of self-advocating because, as young adults, they expect you to be adapting to more responsibility at the college level. Many, however, don’t realize that autism in itself is a communication/social interaction disorder and this may be difficult for some more than others. By being prepared, you give yourself that safety net that can help prevent you from burning out in the first few weeks.
Other Mentions:
- Figure out whether you would feel comfortable living in a college dormitory. With proper documentation, you can ask for a single room to make your transition easier!
- Speed Reading Courses (many are available at college institutions for students of all ages around the U.S.! You can also look for online video instructions, such as the one here)
- Asking for a learning buddy (an upcoming sophomore to help show you the ropes)
- Maintaining healthy reading and exercise habits (30 minutes a day for each) to keep the mind sharp in the summer
- Reaching out to local and national autism-related organizations (such as the Autism Society and Autism Speaks) to talk with experts in regards to self-help and support groups.
LASTLY: Prepare for a learning experience like you’ve never had! These past 4 years have been the best time of my life and they can for you, too! Always remember, no matter what, to put your best foot forward and take everything in stride. Mix work with fun and remember that autism can’t define you, only you can define autism! Be everything you can be and more, always!
*If you would like to contact me directly about questions/comments related to this post I can be reached at kerrymagro@gmail.com or through my Fan Page.
Topics:Education
