Reflections on Class II

Class II encompassed so much information that I’m not sure where to start so I’ll just focus on the subjects that I found most compelling.

As co-morbidity was discussed in class, it became very clear that schools must do more to address additional psychological diagnoses attached to students on the spectrum. Although co-morbidity exists in many individuals with Asperger’s, it is largely ignored. There are several reasons for this. Scientific studies prefer to focus on only one diagnosis at a time. Schools fear that multiple diagnoses will result in additional accommodations that will increase expenses. As an educator, I have noticed co-morbid features in all of my students with AS and yet, like others, I tend to assume these odd behaviors must be accepted. Being so focused on the social and academic quirks of AS prevents us from addressing co-morbid features. It is clear that educators must address these issues. For example, the Exposure with Response technique could be tackled within the school system. With neurotypical students, educators might try to demonstrate how a ritualistic behavior does not change the consequence of the antecedent. However, fear of over reaction could prevent us from trying this technique with the neurodiverse population. Educators must take advantage of teachable moments to demonstrate to AS students that the absence of the ritual will not affect the natural consequence of an event.

Attwood believes that the exacerbation of co-morbid behaviors is often due to the excessive social isolation of people on the spectrum. Peer mentoring is a wonderful way to reduce this isolation by assisting kids with Asperger’s in understanding and participating in their society. With peer mentoring, AS outsiders are able to experience what it’s like to be an insider. With insider status, they are able to stave off stress and depression while gaining access to information and activities that would otherwise elude them. While accompanying mentors, they are able to learn social rules and cues and to share experiences with contemporaries. Social communication and the ability to maintain a support network is the key to success for students with Asperger’s. What better way to provide this opportunity than to allow Asperger students to travel in the social circles of their classmates. The results have been an improved retention rate at college and a better quality of life. Though mentors must be careful not to cross relationship boundaries, this experience provides them with the opportunity to expand their social horizons, augment their experience in their field, be of service to their community, and earn some extra cash. It is definitely a win-win situation.

Because AS is classified as a mental illness, the diagnosis can have negative connotations and can stigmatize the patient resulting in further isolation. Educators must join the people within the AS community in attempting to reduce the stigma. By modifying terminology with more accurate descriptors such as neurodiversity and neurotypical, we can help the general public have a more neutral impression of people on the spectrum. By educating the public about people with AS, we can contribute positive information to local communities helping them to better understand neurodiversity. By assisting AS students with setting goals and developing the strategies to achieve them, facilitators can boost the self-esteem of those with Asperger’s increasing their prospects of fitting in to their community.

Listening to Kathleen Seidel discuss Asperger’s from the perspective of a parent was quite enlightening. Her personal story was quite poignant. She warned us to never assume that the child’s behavior in the classroom is the same as it is at home, explaining that a child will act much differently in a comfortable environment. Having once worked with pre-schoolers on the spectrum, this advice resonated with me. Many times, teachers would try to reach out to the parent only to have the parent shun the information. Perhaps the parents weren’t ‘wearing blinders’ but simply not exposed to the behaviors that were seen in school. In her attempt to educate the public, Seidel has created the neurodiversity website. In it, she also exposes treatments that she believes are “experimentation in the guise of medical care and renounces the “sensational rhetoric” sometimes used to describe individuals on the spectrum.

Andy Sylvia provided lots of information about how individuals with Asperger’s perceive their world. His self-deprecating humor and the stories of his continuing and relentless struggles to achieve success were really eye-opening and touching. His openness about his relationships, education and employment offered a revealing view from the world of Asperger’s.

It was an interesting, enlightening and busy day, dense with information. I’m still processing some of it but what an experience!