All Autism, Asperger, and ASD related issues in autistic adults
Many autistic adults have difficulty being accepted in, and carving a niche in the working world. While they may have troubles communicating verbally, they might still be able to, and want to contribute in a meaningful way through work. Most provinces in Canada have programs available to help autistic people find work, and there is a growing number of provincial…
Sometimes it’s hard to imagine where our kids will be several years from now. What will their life look like once they leave home? What skills will they need to be successful as an adult? What is a meaningful life for this adult with ASD?
These questions swirl around in my mind all the time. My children aren’t many years away from accessing adult services. I often think of the skills they will need to be successful. Those skills will vary for each child depending on their functioning level.
I am an avid reader of Judy Endow’s blog because she highlights issues that many of us are not even aware of. Her recent post about the differences in self-advocacy if you are poor or middle income was eye-opening.
Judy has been both poor and middle income as an autistic adult and has observed that “self-advocacy is typically geared toward middle-income status. This could be problematic since many autistic adults live in poverty.”
I am frequently asked the question about how to introduce the topic of menstruation to girls on the autism spectrum. Mothers worry about how their daughters will react to the event. Will there be sensory issues around blood flow and the use of sanitary pads? How will they feel about this change in their body? Will it be painful? How do you teach hygiene around menstruation? Will menstruation be understood and accepted?
Receiving a late diagnosis of autism in adulthood can be a relief. For high-functioning individuals, it’s not uncommon to receive a diagnosis later in life.Once a diagnosis happens, it can open many doors such as finding suitable employment, obtaining a higher education, securing a supported living situation outside the parental home, or accessing financial assistance and services.
Most parents don’t like to think about what adult life will look like for their child with autism. It’s too daunting and overwhelming, but long-term planning is essential for the best possible outcome. Once a child leaves school, you have to find other programs and supports in the community to ensure a meaningful day and that takes time. Waiting lists can long or few spaces available in good programs.
No parent ever wants to think that their child may be harmed or abused, but it can happen. We can’t always be present, supervising at all times. Children go to school, visit other people’s homes, take the bus, work, and interact with others. People with developmental disabilities are more at risk for abuse than the general population. People on the autism spectrum often have a strong desire to be socially accepted and have difficulty reading emotions and social situations, and therefore may miss important cues that something is not right. This post looks at the newest research and programs that can help us keep our kids safe from harm.
There is a common misconception that people with an ASD are not interested in relationships or romance. This simply isn’t true. While this population struggles with social skills and communication, this doesn’t equate with disinterest, even though the stress and sense of self-defeat may dissuade an autistic person from attempting romance. In a study done by Toronto’s Redpath Centre ,…
Dr. Magda Mostafa, Assistant Professor at the Department of Architectural Engineering at the American University in Cairo who also serves as Deputy Vice-President for Africa in the UNESCO-International Union of Architects’ Education Commission and Validation Council, was asked back in 2002 to design Egypt’s first educational facility for autism. She was surprised to find no guidelines for such a project existed anywhere. Dr. Magda decided to do her own research in order to create designs with the sensory and social needs of people with autism in mind.
Every human being ages. As we age, our needs changes. Approaching the senior years can mean changes in housing, health, and daily care. Policymakers have concentrated on these concerns for neurotypical seniors when designing social supports and models of care. What about the needs of those growing old with autism or other related disabilities? Timothy Baron, one of the first…
iPads are becoming increasingly popular with the special needs population. We are discovering that using this accessible technology opens the door for increased communication, learning and independence. There is a new project called the Mission Project which has launched an iPad Initiative. It is an innovative program designed to teach adults with developmental and cognitive disabilities how to use an iPad to: increase independence in their daily lives, connect socially within & outside of their community, find new & appropriate activities of leisure, further their education with new & meaningful information, and improve management of their health.
I attended a presentation last week on practical approaches to teaching sexuality and want to share what I’ve learned. Teaching sexuality is often a daunting task whether you are a parent or professional. When it comes to ASDs, there is a two-fold problem: physical development is often typical while cognitive and social-emotional development are delayed and some sexual behaviours may be rooted in other causes such as sensory issues, rigid patterns of behavior, or the enjoyment of negative attention. You have to be a detective and investigate the reasons why sexual behavior is being exhibited; the cause may not be what it appears to be. For example, excessive touching of the genitals may be because pants are fitting too tightly and the touching may not be pleasure seeking related at all.
Analyze behavior and plan interventions to reduce inappropriate behavior. Ask the question, “What are they trying to get out of this?” You can teach and model something more appropriate, offering suggestions on what you can do instead.
One of the greatest fears a parent of a child with autism has is how and where will their child live when they are no longer able to take care of them. What will their adult lives look like? How will they spend their day? What does a meaningful life look like in adulthood?
I attended an excellent presentation this week given by Neil Walker of Kerry’s Place Autism Serivces (KPAS) located in Southern Ontario. Neil described the KPAS philosophy which I’d like to share with you because it has been a big part of the KPAS success story and positive outcomes for those with ASD. Their values could be adapted to any new organization wanting to provide services for adults or be the guiding principals of what parents should be looking for in order to ensure a high quality of life in adulthood.
There are many reasons for continued programming for children with autism spectrum disorder. Firstly, ASD’s are lifelong and on going with no present cure. We know that early intervention programming has made significant gains for our children and helped them with behavior, communication, social interactions, and sensory issues; however no human being is a stagnant entity.
Children with ASD’s grow, develop, and change, as does a neurotypical child. The problems present at age 5 are not the same problems at age 7 or 12. Yes, they are rooted in the same causes such as the inability to read the hidden social curriculum, anxiety, on-going sensory problems, and restricted behavior patterns, but new strategies need to be developed on a continual basis to meet the new challenges.
Everyone experiences the world a little differently. The same person may even experience the world differently depending on their level of pain, fatigue or in response to a physical/emotional stress.