Society has a tendency to focus on disability rather than ability. ~Rachel Kolb
It seems that for success in science or art, a dash of autism is required. ~Hans Asperger
COGNITIVE disorders are different from physical and sensory disorders. Cognitive disorders like Autism Spectrum Disorder, ADHD, Dyslexia, and Social/Emotional disorders are invisible compared to a person in wheelchair or with a service dog. We can’t immediately “see” their disorders. Cognitive disorders relate to how we think, feel, and perceive the world differently, usually related to certain brain functions that are diminished, absent, or very different.
What is the School’s Goal for the Learning Disabled?
In school, what do we expect of the learning disabled? We know we can’t “cure” them. But do we expect to teach a physically-disabled person to run? to teach a blind person to see? Of course not, but, in contrast, it seems that we do expect a cognitively impaired student to learn the full curriculum. Even if learning to read is five times harder for a dyslexic child, the school’s goal is to have that student read as well a neurotypical student. As we pursue the needs and issues in cognitive disabilities, keep an eye out for discrepancies between the goals determined by the school’s needs compared with the student’s needs.
Autism Spectrum Disorder (a spectrum from helpless to the Elon Musks of the world)
Watch Wendy Chung’s introduction to Autism Spectrum Disorder (ASD). Millions of viewers have learned from her 2014 TED Talk (15:30 min).
Chung’s video emphasizes disabilities in understanding social cues (what’s a smile?), sensory overload (stimming), and inattentiveness (where’s the action?). What might be a parent, teacher, or school goal to assist or help these ASD students?
Chung’s video documents the role of genetics in many ASD cases. In other words, there are significant differences in ASD brain structure or function as traits inherited from your parents. That’s the tip of the iceberg. There are three fundamental reasons why EVERY brain is different:
- Genetics – it in your DNA, and your DNA is unique (except for twins).
- Brain Development – as a baby’s or infant’s brain grows, different parts grow and interconnect at different times and rates. Nutrition, oxygen levels, health, activity, and CHANCE guarantee that every brain grows differently. Think that cognition EVOLVES as an EMERGENT process in each of us.
- Experience of the World – may be called “environmental influences” that include the family and neighborhood as well as foreign travel, languages spoken, video game playing, and sports.
Virtual Guest: Dr. Temple Grandin, noted animal scientist and businesswoman
Over 6 million have viewed her first TED Talk, The World Needs all Kinds of Minds (20-min):
Grandin’s personal experience showcases three abilities of some ASD children:
- They may think VERY differently, they may perceive the world more visually than with language. If vision is their primary “language,” are they “second language learners” for spoken language?
- They may be capable of intense concentration on detail and they may obsess about correct performance of detailed tasks. Would this kind of student be a candidate for a great quality control or repair technician?
- They may show strong interest and ability in mathematics and science. Note that these disciplines are associated less with human society and interpersonal relationships than classes in English or social studies.
- from WebMD: Autism spectrum disorders can be difficult to diagnose because symptoms and level of disability (mild to severe) are different for every child. They may include:
- Social withdrawal
- Verbal or nonverbal communication problems
- Rigid and repetitive behavior
Case Study: Carly Learns to Communicate and has a Lot to Say! (3:40 min)
You can search YouTube for videos of Carly as a young child that show her intense frustration and violent behavior and her parents’ frustration in understanding and helping. About 25% of autistics are non-verbal like Carly. Mobile app “speech boards” for phone or tablet are life savers for them. The best known (and most expensive) is ProLoQuoToGo, created by a then-Master’s student at Penn State University.
Augmentative and Assistive Communications Systems (AAC)
AAC is the best acronym for the worst name (Augmentative and Assistive Communication), so we’ll use AAC from now on. AAC systems used to be big cardboard “speech boards” or expensive, bulky electronic devices. Those systems have been totally replaced by smartphones and tablets using special AAC apps. Two of the most common are ProLoQuo2Go (~$220) and TalkTablet (~$80). An external or wearable speaker may be used amplify the system for a non-verbal person to use in a classroom, outdoors, or wherever the phone or tablet speaker would be too soft. AAC devices are used by non-verbal autistic 3-year olds to senior stroke or throat cancer patients. They are a fundamental assistive technology. Here’s a 5-minute introduction to TalkTablet showing the range and uses of AAC: https://www.youtube.com/watch?v=MoF1-IN7Pl0
With the above background, you will understand three kinds of apps recommended by the following article. Not by a researchers, but rather by an editor who has digested many voices to make focused recommendations (EXCELLENT embedded links to technologies and special schools for the autistic):
https://edtechmagazine.com/k12/article/2016/08/3-ways-technology-can-help-students-autism