Transcript Autism and VI - Neurodiversity

Autism and Visual Impairment
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Overlapping
characteristics
Terms like ‘blindisms’ and ‘autistic like
behaviours’ used
 Characteristics may be interpreted as emotionalbehavioural difficulties-or as totally related to VI
(e.g. self stim behaviours such as flapping)
 Difficult to obtain duel diagnosis
 Huge individual variation-do not stereotype by
impairment label
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Terese Pawletco.
Focal Points. Fall 2002 1 (2)
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Scott
aged 17
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Very verbal and very interested in political
history
Difficulty with abstract concepts
Sociable but can be overwhelmed in social
situations
Intolerant of peers-prefers staff
Likes routines and reacts strongly to
unpredictable changes-can be rude-anxiousagitated-angry
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Scott
Limited depth and figure ground
perception and distance vision
 Difficulty screening out noise
 Rocks and flaps
 Revisiting past anxieties
 Vulnerable-sees everyone as
his best friend
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Scott
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Finds it hard to join group interactions-turn
taking, flexibility, picking up social cues
Interests not appealing to age group
Enjoys interacting with staff –on his terms-then
he is enthusiastic and co-operative
Struggles with complex abstract convoluted
language
Finds moving around the environment
problematic
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Consider-college-challengessolutions
Scott
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in a residential college
in placement
in the pub
in the lab
taking an exam
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Recommendations
Build on interests and strengths
 Help with organisation-starting and ending
tasks
 Context specific skill development and
help with generalisation
 Direct teaching-do not assume he will pick
things up incidentally
 Consistency
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Recommendations
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Help with daily living skills
An organised environment with a place for
everything…
Template to organise desk –possessions
Plan for orientation-sequencing-time
management
Stable activity sequences and plans -task
analysis ( but plan for generalisation)
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Recommendations
Restricted choices
 Calm
 Domestic –academic and social routines
 Help in social situations with peers
 Consider vulnerability to exploitation
 Plan transitions-avoid surprises
 Coping plan
(e.g. carrying a card)
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Employment
Work trials
 Assistance from Prospects or similar
 Strengths in repetitive tasks such as data
input –or detailed tasks such as research
 Hard working and loyal
 Address the social
environment
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My recommendations
It is not always the person with ASC /VI
who has to change
 His /her interests are just as valid
 Bullying is intolerable
 Personal statements can be helpful
 Self esteem is a fragile
and precious thing
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Barriers
What sort of attitudinal barriers might
Scott face?
 From whom?
 How could you help him to address these?
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Explanations for picture slidesincluded to stimulate discussion
1.a boy ‘flapping’
 6. a challenging sensory environment
 8. group work
 12. a messy work station
 15. a tidy work station
 18. a comment on how popular culture
can damage self esteem
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