Showing posts with label social interaction. Show all posts
Showing posts with label social interaction. Show all posts

Monday, August 6, 2018

Autism: Social Disability?

From the point of view of the acceptance of the majority group, the person with autism or Asperger is bordered, it is not understood that it should be accepted in the group, given its difficulty for this interaction.
Every day more people refer to autism spectrum disorders (ASD) as social disabilities, and it indeed has a lot of social components. We are not talking about a matter of physical health, but about a social health one. One of the most significant problems that the person with ASD faces is the social exclusion at all levels, which in many cases also affects the family.

This exclusion generates a series of problems. The society in which the person with ASD must develop is usually not prepared for the social inclusion of such a “novel” concept of diversity.

Is autism a social disability?
Initially, the term “social disability” was attributed to people who were at risk of social exclusion because of poverty or race. In the case of people with autism, it’s the difficulty to establish channels of social interaction according to the accepted cultural norm of the environment in which the person lives.

The person with autism is ruled, it’s not understood that it should be accepted in the group, because of its difficulty for this interaction. The social group is simply inaccessible to those who present a minimum degree of difficulty. Therefore, the “disability” of the person isn’t something attributable to it, but rather a social imposition.

This social exclusion can affect not only the person with ASD but also their family members. Most people with ASD don’t have problems of mobility or health, but they do have deficiencies in the communication aspects of social management. Gaps that can be improved if the person has access to the media and to society, which generates an interaction that could help them integrate with their peers.
Although there’s much talk about inclusive education, the reality is that it doesn’t exist. It’s not the education the one that should be inclusive, but the society. Technicians, specialists, relatives, and affected people see with despair how the future of these people is obscured by the lack of consideration and inclusion.

Autism spectrum disorders aren’t known, they aren’t understood; thus they aren’t contemplated. This situation entails the elimination of the identity of the person with ASD.

More inclusion, less rejection!

Autism itself can't define a person, the use of the attribute as a social conditioner entails the impulse of exclusion, and of the social rarity.



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Friday, August 3, 2018

Educational Strategies for Children with Autism


Some types of ASD involve a certain degree of intellectual deficiency. On the other hand, it's usual for those affected by the Asperger's syndrome to have an IQ higher than the average.
Autism is a disorder of a biological origin and a genetic component that qualitatively affects various psychological functions such as social interaction, verbal and nonverbal communication, symbolization and imagination, rigid, inflexible and stereotyped modes of behavior, and restricted and obsessive interests.

Some types of ASD involve a certain level of intellectual deficiency; meanwhile, on the other hand, it’s usual for those affected by the type of autism known as Asperger's syndrome to have an IQ higher than the average.

Autism and education
Establishing an educational strategy for students diagnosed with ASD is difficult because of the existence of differences in the level of intelligence, capacity, and potential of the children. The most advisable one, said by experts, is that the children carry out their education in an ordinary classroom.

Boys and girls with autism are part of the group of students with special educational needs and will always present problems in some specific areas, whether it's in a greater or lesser level.

Problems of social interaction

  • Isolation and lack of social and affective contact with people.
  • Category of empathy and inability to express their own feelings.
  • Alterations of behavior, repetitive or disruptive behavior.
  • Cognitive disorders.
  • Deficit in communication and language (verbal and non-verbal).
  • Motor problems, with great variations between one case and another. Movement and coordination issues are observed.

These problems require specific educational needs in which the main objective is to alleviate, strengthen, and improve as far as possible the alterations in the cognitive, intellectual, and social level of these students.

The general objectives of educational strategies in autistic children should have the following goals:

  • Power the autonomy and personal independence of the child.
  • Develop self-control of their behavior and their adaptation to the environment.
  • Improve the social skills of students, promoting their ability to develop in the environment and understanding and monitoring of norms, keys, and social and emotional conventions.
  • Develop functional, spontaneous, and generalized communication strategies.
  • To promote communicative intention and reciprocity in communication.
  • Develop basic cognitive processes.

The activities focused on autistic children in each of the strategies must be very functional, organized, and structured. Clear and simple.

For the activities, visual supports like drawings, photos, and posters are very useful in autistic children as not only a reminder but also a motivational reinforcement of daily actions and tasks.

The experts consider that the most beneficial thing for these children, except for the most severe cases, is that they carry out their education in the ordinary classroom.



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Monday, July 23, 2018

"You Have a Condition, So You Can't Do It!": The Importance of a Simple Word

Being incorrectly considered "special" or a "child with a condition" for living with autism, generally becomes the ideal justification to stop being and doing, which hinders the implementation of the process of inclusion in the social and educational field.
The human being has always had the urgent need to name, catalog, classify, order and rationalize the world and everything that it comprises.

At present, social struggles are planting the discourse of diversity as a banner. The awareness campaigns on Autism Spectrum Disorder do not escape this trend, a constant debate about the correct way to refer or name certain topics.

No diagnosis can nor must suppress the capacity to be; to be considered a person, a human being with the same rights as any other. Rights that, not because they are universal, must cease to be diverse in the ways in which their implementation is conceived.

The Importance of a Simple Word


In the area of ​​education, to speak of disability is to close the doors not only to the recognition of the capacities and opportunities that the person does have, but also to close them to change. A change that is becoming increasingly evident and necessary in the schools of the 21st century.

However, there is another problem in educational inclusion where the meaning of a word makes it an impediment to the successful development of this process: a diagnosis of ASD and be automatically cataloged "special," and not in a good way.

In school, being considered "special" for children with autism, usually becomes that reason to stop doing, which hinders and delays the process of inclusion in the educational field, for several reasons.

When an adult justifies or associates inappropriate behaviors with the "special" character of the child, ignores the explanation and the taboo reason of the topic, but immediately gives a negative label to the fact of being considered "special" before the eyes of the rest of children. And at the end of the day, because of the understanding that children usually have, being special is equivalent to behaving badly.

Then they will begin to wonder “Am I special? Do I have something that makes me special? Do I want to be special?”

If the teachers have no measure to refer to our children with ASD and call them incorrectly, it becomes a definition that instead of explaining and accompanying the process, segregates and hinders it. This moves us away from the goal of working for an education where there is tolerance, acceptance, and respect for the different. It hinders the way to build and transform subjects and mentalities capable of respecting and living in a diverse society.

Build and transform subjects and mentalities capable of respecting and living in a diverse society.



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Friday, June 29, 2018

Boys and Girls: The Difference between Them

And, inversely, girls have ways of showing their autism that is unique to their sex.

When the word autism is mentioned, the image that comes to mind is an introverted child with difficulty communicating. Indeed, the condition is four times more common in boys than in girls, but experts are evaluating in more detail how the disorder affects the two genders differently.
The way in which autism affects females and males differently has become a subject of great debate in the area and could lead to new techniques to diagnose and treat the condition.

Is really important to understand how autism occurs differently between genders.

Differences

-In general, girls with ASD have a more significant learning disability and more problems with schooling than boys.

-Many girls with ASD have better social skills than comparable boys which makes it even more possible for them not to be diagnosed.

-Both boys and girls with ASD, usually have an obsessive subject, a recurring interest but girls tend to look at things like drawings, ponies, dolls, princesses, which are very common passions among neurotypical girls. Boys, on the other hand, tend to focus on less usual activities such as putting building blocks in line or playing with sand, things that need more focusing. The result is that although parents express their concerns, some doctors may think that, when it comes to girls, this is not a symptom, but taking a normal hobby to an extreme and is not something that should be treated as a possible ASD.


Girls with ASD differ from boys in key symptoms and behaviors, particularly in social interaction. The less recognizable symptoms in girls are leading not only to a delay in diagnosis but to problems in identifying the condition.

The more we know about the differences in ASD among boys and girls, the more we will know about autism and its manifestations.
Boys will be boys, and girls will be girls; no matter what condition they live with.



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Friday, December 15, 2017

Siblings and Children with Disabilities: How To Keep Balance at Home

Raising kids with disabilities can be a challenge. Learn how to overcome every difficulty that comes your way!



When there’s a child with special needs in the family, he or she quickly becomes the daily protagonist of their parents’ routine. It’s not hard to imagine why, children with disabilities often tend to take a lot of our time, efforts and thoughts. We always want to give them the best life possible. Their condition will always affect every member of the family differently and one of the individuals most vulnerable, and often neglected by scientific research, are siblings.

As parents, we’ll always want to give equal attention to all of our children, but when one of them depends so much on us, it easily becomes very hard to keep balance. Most of us probably didn’t grow up with siblings that needed special cares, so it can be hard to understand what they’re truly going through. How do they feel about their sibling’s situation? How do they see themselves related to the family? And what kind of responsibilities are put on their shoulders? It’s incredibly important for us to help them have a healthy childhood along with their siblings. It’s up to us to strengthen their bond and cultivate values that will endure for an entire lifetime.

Understand their need for attention

From a very early age, typically developed children will notice the amount of attention we’re paying to the sibling with disabilities. We know it’s hard, but you need to try to spend some quality time alone with them. Play with them, let them help you in the kitchen or simply have a conversation with them. Let them know that it’s perfectly fine to express their feelings. They’ll get jealous and frustrated (especially when they’re too young to understand), so don’t make them feel guilty for emotions that are perfectly normal for their age.

Explain to them why their sibling is different, with simple words. Don’t use euphemisms. Make yourself as clear as you can; you don’t want them to think that their sibling’s condition could be contagious or that it could be simply cured as if it were a broken arm or a scratch. Remind them that fair is not always equal, so even if you can’t spend as much time with them as they wanted, it’s not because you’re being unfair to them. Delegating the work between the father and the mother can be useful, but make sure that you’re also spending time with each one of your kids. They need both of you, not the one who got the role of taking care of them.

Take their feelings seriously

In contrast to their sibling’s special needs, a typically developed child’s problems can seem pretty meaningless. Many kids with siblings with disabilities feel like their issues are not important, so they end up repressing many emotions. They simply don’t want to be a burden. We might even be grateful for their consideration, but the reality is that it could affect their emotional development.

Their goals, dreams, and frustrations are valid. Be sure to let them know that. They can be angry at their siblings, and they can be sad for their situation. Let them express and say what they have in their minds and hearts. Sometimes, they’ll also feel like they have to be perfect for you because they’re the kid who “got lucky,” the one who shouldn’t complain, the one who shouldn’t give their parents any problems, they know they already have many as it is. But they’re just kids. Remind them that you’re not expecting anything extraordinary out of them, you just want them to be their own person and find happiness.

Be careful of the burden on their shoulders

Siblings will often feel like it’s they must look after their sibling with disabilities, and while you can always ask for help, you shouldn’t make them feel like it’s an obligation to do so. They’re probably too young to take care of another person, and it could easily end up being too much of a responsibility for their age.

Even when they’re already teens, they still need to go out and have their own life. Make sure you’re letting them make their own decisions in this regard. Having grown up with a sibling with special needs, they’ll probably have a higher sense of responsibility and empathy, which is really good. But they’ll also feel like they had to grow up faster than everyone else. Perhaps there’s nothing we can do to avoid that, the reality is something we can’t just escape, but we can help them see that they can have fun and that they’re allowed to be tired or say no.

Help them face society and don’t let them get resentful

Let’s face it. Society is hard for those who are different. Children with disabilities will quickly learn this, but so will their siblings. Socializing can get hard when they have to explain that their family is “different,” and they can easily be the target of bullying or mockery. They’ll also find out that their siblings won’t be able to do many of the things they can, not because of the lack of ability, but because the world hasn’t thought about making those activities available for them.

It’s easy to get resentful or even skeptic about the world once they’ve faced how cruel or indifferent people can be. Talk to them about these issues and create situations in which they can prepare an answer beforehand if they ever hear other children making mean comments about their sibling.

Ultimately, communication is the key. Children don’t know that there’s a reason why we’re not paying enough attention to them. If they act as babysitters their entire lives, it will inevitably have an impact on who they are as individuals. Be there for them, it’ll be hard many times, but all they need to know is that they’re not alone and that they’ll always find in you someone they can speak their minds to. Step by step, the road will become easier over time.


Love will always be the answer.





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