Learning styles and Learning styles and cultural views of those of cultural views of those of

us who are autisticus who are autistic Past, Present and FuturePast, Present and Future

By Wendy LawsonBy Wendy Lawson

Bss. Bsw(Hons) GDip(psychStud) Bss. Bsw(Hons) GDip(psychStud) GDip(Psych)GDip(Psych)

April 2008April 2008

What to expect from this What to expect from this talk:talk:• An explanation: what might lead to An explanation: what might lead to

‘scripts’ TS & AS individuals have ‘scripts’ TS & AS individuals have informing learning styles & cultural informing learning styles & cultural practice?practice?

• A response to the idea that Autism A response to the idea that Autism spectrum (AS) is a deviation from ‘the spectrum (AS) is a deviation from ‘the norm’ and, therefore, is deviant and norm’ and, therefore, is deviant and dysfunctional.dysfunctional.

• An alternative idea to the common An alternative idea to the common ‘explanations’ of AS. ‘explanations’ of AS.

Building on the work of Building on the work of othersothers• The following concepts associated The following concepts associated

with attention and the interest with attention and the interest system, build upon work by Murray system, build upon work by Murray (1992; 2001) and are illustrated in (1992; 2001) and are illustrated in Murray, Lesser & Lawson, 2005). I Murray, Lesser & Lawson, 2005). I also acknowledge themes on the also acknowledge themes on the internet by Autism Rights groups internet by Autism Rights groups (e.g. www.autistics.org) concerning (e.g. www.autistics.org) concerning AS as a ‘culture’.AS as a ‘culture’.

One definition of CultureOne definition of Culture

• Culture is symbolic Culture is symbolic communication. Some of its communication. Some of its symbols include a group's skills, symbols include a group's skills, knowledge, attitudes, values, and knowledge, attitudes, values, and motives. The meanings of the motives. The meanings of the symbols are learned and symbols are learned and deliberately perpetuated in a deliberately perpetuated in a society through its institutions.society through its institutions.

TEACCHTEACCH• Because the organically-based problems that Because the organically-based problems that

define autism are not reversible, we do not define autism are not reversible, we do not take "being normal" as the goal of our take "being normal" as the goal of our educational and therapeutic efforts. Rather, educational and therapeutic efforts. Rather, the long-term goal of the TEACCH the long-term goal of the TEACCH programme is for the student with autism to programme is for the student with autism to fit as well as possible into our society as an fit as well as possible into our society as an adult. We achieve this goal by respecting the adult. We achieve this goal by respecting the differences that the autism creates within differences that the autism creates within each student, and working within his or her each student, and working within his or her culture to teach the skills needed to function culture to teach the skills needed to function within our society. We work to expand the within our society. We work to expand the skills and understanding of the students, skills and understanding of the students, while we also adapt environments to their while we also adapt environments to their special needs and limitationsspecial needs and limitations. .

Different? • •

That’s typical!That’s typical!““That’s typical” I heard her say.That’s typical” I heard her say.I wondered what she meant?I wondered what she meant?““You always want it your way”You always want it your way”She echoed without relent.She echoed without relent.

I waited, silent as a bird,I waited, silent as a bird,And pondered on her words.And pondered on her words.She just kept talking,She just kept talking,I kept walking,I kept walking,What was it that I heard?What was it that I heard?

That’s typicalThat’s typical

““I always want it my way?”I always want it my way?”

What other way could there be?What other way could there be?

I only know the proper way,I only know the proper way,

The way that’s there for me.The way that’s there for me.

If we do it her way,If we do it her way,

It wouldn’t be right at all.It wouldn’t be right at all.

It would be wrong and all along,It would be wrong and all along,

I’d know it’s wrong and not OK!I’d know it’s wrong and not OK!

That’s typicalThat’s typical

So, why can’t she understand?So, why can’t she understand?

What is it she doesn’t get?What is it she doesn’t get?

I must firmly stand my ground,I must firmly stand my ground,

I mustn’t give in yet!I mustn’t give in yet!

If I give up she’ll never learn.If I give up she’ll never learn.

She’ll never know the way.She’ll never know the way.

She calls it “being stubborn”,She calls it “being stubborn”,

But, I’m scripted for this play. But, I’m scripted for this play.

Deviation or Difference? Deviation or Difference?

• It is common to fear what one doesn’t It is common to fear what one doesn’t understand.understand.

• Fear causes us to hide, run, criticize, Fear causes us to hide, run, criticize, ostracize and/or attempt to make the ostracize and/or attempt to make the fear go away (see de Gelder et. Al. fear go away (see de Gelder et. Al. 2004). 2004).

• Society’s attempts at inclusion for all, Society’s attempts at inclusion for all, is posing some problems because we is posing some problems because we fear what we don’t understand and this fear what we don’t understand and this means we often fear each other.means we often fear each other.

Typical and ASD developmentTypical and ASD development

To understand ASD let’s look at To understand ASD let’s look at typical developmenttypical development

– Typical children divide their Typical children divide their attention to accommodate the attention to accommodate the changing world around and changing world around and within themselves (physical, within themselves (physical, emotional and social world).emotional and social world).

Typical developmentTypical development• doing certain things at certain times. doing certain things at certain times.

We call these ‘mile stones’.We call these ‘mile stones’.• Shared attention (follows direction of Shared attention (follows direction of

adult’s gaze/finger pointing etc) adult’s gaze/finger pointing etc) • Language (develops words uses them Language (develops words uses them

appropriately)appropriately)• Shared interests (turn taking, listening Shared interests (turn taking, listening

to others, understanding other points to others, understanding other points of view etc)of view etc)

• Social priorities (social norms, Social priorities (social norms, morality, social conscience, being morality, social conscience, being social a priority) social a priority)

What informs typical development?What informs typical development?

• Nature and nurture (genes and Nature and nurture (genes and upbringing) inform development.upbringing) inform development.

• Cognitively, however, the ability to Cognitively, however, the ability to divides one’s attention is critical to divides one’s attention is critical to NT development.NT development.

• Having a diffuse/diverse interest Having a diffuse/diverse interest system and being able to access system and being able to access multiple interests (one’s own and multiple interests (one’s own and others) relies upon the innate others) relies upon the innate ability to divide one’s attention and ability to divide one’s attention and build connections. build connections.

ASD Developing IndividualsASD Developing Individuals

Because AS individuals are not Because AS individuals are not typically developing, they and typically developing, they and the typical worldthe typical world

are confused byare confused by

one anotherone another

Attention & LearningAttention & Learning

• learning requires attention, interest learning requires attention, interest and the inter- play between senses and the inter- play between senses and cognition. and cognition.

• With respect to attention and With respect to attention and interest, TS and AS individuals are interest, TS and AS individuals are wired up differently.wired up differently.

• But, is this deviation or simply an But, is this deviation or simply an aspect of neural diversity?aspect of neural diversity?

Attention & LearningAttention & Learning• In AS an interest system guided by In AS an interest system guided by

single attention (monotropism) requires single attention (monotropism) requires one’s ‘senses’ to work more one’s ‘senses’ to work more independently than they might independently than they might together. together.

• In TS development integrated sensory In TS development integrated sensory function is primary to typical growth function is primary to typical growth and development (Bogdashina, 2003). and development (Bogdashina, 2003).

• Therefore, in TS development the Therefore, in TS development the Interest System is informed by ‘divided Interest System is informed by ‘divided attention’ (Polytropism).attention’ (Polytropism).

NTsNTs often fear (AS) us because often fear (AS) us because::

• We don’t fit the typical We don’t fit the typical developmental paradigm. developmental paradigm. – we don’t usually have multiple we don’t usually have multiple

diffuse interests and are not diffuse interests and are not governed by an interest system governed by an interest system allowing for theatrical imagination allowing for theatrical imagination leading to social prioritiesleading to social priorities

• Rather, AS individuals tend Rather, AS individuals tend towards single interests and non-towards single interests and non-social priorities.social priorities.

Highly focused Interests take precedence

Multiple diffuse interests

ASD (attention) Narrow and Deep

NT (attention) broad and shallow

otherinterest

-----attention ----- attention

Tree of Life Experience

ATTENTION……….

Single Attention & Associated Single Attention & Associated Cognition in Autism (SAACA)Cognition in Autism (SAACA)

• Monotropism (attention governed by single Monotropism (attention governed by single focus) from which come the following: focus) from which come the following:

• Literality: appreciation of form, black & white Literality: appreciation of form, black & white concepts, problems with grey areas, honesty concepts, problems with grey areas, honesty

• Thinking in closed pictures (or closed Thinking in closed pictures (or closed concepts) great for attention to detailconcepts) great for attention to detail

• Lack of generalisability (terrific for spotting Lack of generalisability (terrific for spotting patterns and themes)patterns and themes)

• Timing and sequencing applications to non-Timing and sequencing applications to non-social activity.social activity.

• Forward thinking connected with Forward thinking connected with development of focused (single) interestdevelopment of focused (single) interest

Differing design for different jobs?Differing design for different jobs?

• Neuro-typical design fits with the ability Neuro-typical design fits with the ability to divide attention and accommodate to divide attention and accommodate multiple interests in the chaotic world multiple interests in the chaotic world we all live in.we all live in.

• ASD design fits with focused attention, ASD design fits with focused attention, single interest (great in the creative single interest (great in the creative world of arts, & vocations needing world of arts, & vocations needing focus i.e. engineering)focus i.e. engineering)

Wendy & Autism: As a smallWendy & Autism: As a small child: child:

• Considered to be intellectuallyConsidered to be intellectually disableddisabled• Went to main stream schoolsWent to main stream schools• Loved to run freely around the Loved to run freely around the

playground and class roomplayground and class room• Unaware of ‘others’Unaware of ‘others’• Not connected to the world going on Not connected to the world going on

within me or around mewithin me or around me

Family lifeFamily life• Unaware of siblingsUnaware of siblings

• Scared of sudden noiseScared of sudden noise

• Scared of thunder storms… Scared of thunder storms…

but intrigued by thembut intrigued by them

• Loved to play in the garden with the Loved to play in the garden with the gravelgravel

• Loved the seaside Loved the seaside

Bit of an escape artist!Bit of an escape artist!

Primary School Primary School

• Found school very confusingFound school very confusing

– Didn’t understand ‘the rules’Didn’t understand ‘the rules’

– Didn’t relate to the other childrenDidn’t relate to the other children

– Didn’t like the games or the social Didn’t like the games or the social activitiesactivities

– Slow to readSlow to read

– Couldn’t keep up with the expected pace Couldn’t keep up with the expected pace of learning.of learning.

Teenage YearsTeenage Years• Began to recognise that I was differentBegan to recognise that I was different

– Beginnings of despairBeginnings of despair• Started to form over attachmentsStarted to form over attachments

– Obsessive behaviours increasedObsessive behaviours increased• Sent off to the Guides and Youth Group Sent off to the Guides and Youth Group

– Obsessed about earning badges, but Obsessed about earning badges, but couldn’t form friendshipscouldn’t form friendships

– Age 17yrs. first attempt at suicideAge 17yrs. first attempt at suicideBeginning of history with the mental Beginning of history with the mental

health systemhealth system!!

Delayed developmentDelayed development

• primary school: detachedprimary school: detached

• Secondary School: over attached Secondary School: over attached

School was a nightmare and I lived with constant fear. This School was a nightmare and I lived with constant fear. This lead to my having an ‘upset tummy’ fairly often.lead to my having an ‘upset tummy’ fairly often.

Uneven development of skillUneven development of skill

interests not recognised interests not recognised

Lived with anxiety and depressionLived with anxiety and depression

I’m not naughty or stupid, I’m not naughty or stupid, just autisticjust autistic

•AS individuals often literal, black AS individuals often literal, black & white, and appear stubborn. & white, and appear stubborn.

•Using visual timetables to explain Using visual timetables to explain time & expectations helps us time & expectations helps us adjust and understand what to adjust and understand what to expect.expect.

•Using our ‘interest’ to motivate Using our ‘interest’ to motivate and reward, great way to create a and reward, great way to create a positive experience of positive experience of expectationsexpectations..

DiscussionDiscussion

• I don’t want anyone to change who I don’t want anyone to change who I am but, just like you, I do want to I am but, just like you, I do want to be heard, understood and be heard, understood and accommodated. accommodated.

• Dismissing who I am or trying to Dismissing who I am or trying to see me as part of a tragic disaster, see me as part of a tragic disaster, is not the way to go. As people is not the way to go. As people with ASD we have so much to give with ASD we have so much to give back to our communities.back to our communities.

Whose Time is This?Whose Time is This?

Whose Time Is This?Whose Time Is This?

It’s 7am. and the alarm clock It’s 7am. and the alarm clock beckons,beckons,

““time to wake up” my little clock time to wake up” my little clock reckons.reckons.

““Oh just a few minutes more,Oh just a few minutes more,

Then I’ll get up and be out of the Then I’ll get up and be out of the door.”door.”

Whose Time is This?Whose Time is This?

Knock, knock and knock once more,Knock, knock and knock once more,

““come on sleepy head, get out of your come on sleepy head, get out of your bed”bed”

But, I just need more time, But, I just need more time,

My clothes then I’ll find”My clothes then I’ll find”

I’ll be down for breakfast, just a little I’ll be down for breakfast, just a little more time.more time.

Whose Time is This?Whose Time is This?““I’m sorry; I’m late,” my friend rushes I’m sorry; I’m late,” my friend rushes

by. “I ran out of time, can’t stop and by. “I ran out of time, can’t stop and chat.” chat.”

The rain and the wind heave a big sigh, The rain and the wind heave a big sigh, As I get to sit and talk with my cat.As I get to sit and talk with my cat.

““Why are people always in a rush?”Why are people always in a rush?”

““They tell me that time waits for no-They tell me that time waits for no-one.” So they queue, push and one.” So they queue, push and shove.shove.

Whose Time is This?Whose Time is This?

But isn’t it true, time’s on our side?But isn’t it true, time’s on our side?

We do not know this, so, from time We do not know this, so, from time we hide.we hide.

We take our time deciding whose We take our time deciding whose time,time,

Will it be yours or will it be mine? Will it be yours or will it be mine?

Whose Time is This?Whose Time is This?

I don’t know what time will bring,I don’t know what time will bring,

But I do know a couple of things.But I do know a couple of things.

Time is our slave and not our boss,Time is our slave and not our boss,

There is time to prosper,There is time to prosper,

There’s time to be lost.There’s time to be lost.

Whose Time is This?Whose Time is This?

Whatever the time and for whomever Whatever the time and for whomever we call,we call,

There is time for one and there is There is time for one and there is time for all.time for all.

Knowing which is whose time to be,Knowing which is whose time to be,

Knowing there’s time, for you and Knowing there’s time, for you and for me. for me.

We are in this togetherWe are in this together. . Sometimes AS Sometimes AS

individuals are happy toindividuals are happy to be involved with others; be involved with others; as long as we as long as we understand theunderstand the concepts.concepts. Sometimes, Sometimes, just like you, we needjust like you, we need time on our own.time on our own.

ResourcesResourcesWeb pages: Web pages: www.mugsy.org/wendywww.mugsy.org/wendy

– www.awww.autismandcomputingutismandcomputing.com.com• http://en.wikipedia.org/wiki/http://en.wikipedia.org/wiki/

Autistic_cultureAutistic_culture

• www.autistics.orgwww.autistics.org• Getting The Truth OutGetting The Truth Out• http://www.youtube.com/watch?v=JnylM1hI2http://www.youtube.com/watch?v=JnylM1hI2

jcjc (In my language) (In my language)

• www.youtube.comwww.youtube.com (Posautive) (Posautive) • Wendy’s BOOKS & other resources:Wendy’s BOOKS & other resources:• NAS NAS • Any Good Book ShopAny Good Book Shop

Further workshopsFurther workshops• Hope For The Future ProgramHope For The Future Program

– An 8hr. Course with manual & An 8hr. Course with manual & certificatecertificate

• Whole or half day Professional Whole or half day Professional developmentdevelopment

• Half day & eve. workshops and Half day & eve. workshops and SeminarsSeminars

• Contact: Contact: • Wendy LawsonWendy Lawson• On:On:• lawson_wendy@hotmail.comlawson_wendy@hotmail.com