Autism in Kenya: A Social, Educational and Political Perspective

Autism is a widely misunderstood developmental disability that is generally diagnosed in early childhood and has been the recent subject of much media and medical attention in developed nations worldwide. While there has been a noted improvement in diagnostic and therapeutic options for children and their families in developing nations, the attention placed on disability, particularly on autism, is considered underdeveloped and inadequate. This paper will attempt to address the current framework surrounding autism in the area of Nairobi, Kenya and discuss the social attitudes, diagnostic practices, educational opportunities, and government intervention programs available in the area. Given the lack of current research on autism in Kenya, this study was designed to enter the field of autism and break the pattern of a lack of attention and importance placed on those facing autism in Kenya

Exploring Influences on Autistic Identity Development in Adolescence and Early Adulthood

Personal identities grow and change across development, co-constructed and renegotiated within our environment, through our interactions, and by our relationships with the people and places around us. This dissertation aimed to explore the development of autistic identity in adolescence as influenced by parents, introduces a novel method for measuring emotions and autistic identity where participants rate their emotional responses to autistic experiences, and explores the influence that colleges and universities may have on autistic identity in young autistic adults. In a study of 19 autistic adolescents and their parents, if and how parents disclosed an autism diagnosis to their child impacted the autistic child’s own perceptions of autism. To assess autistic identity in college students and address a gap in currently available assessments of autistic identity, this dissertation embarked on the development of a novel measure of autistic identity in partnership with autistic researchers. When surveying 71 university-level students, strengths-based programming was associated with autistic pride and increased self-esteem, well-being, and belonging at university. This study also reports on the services and accommodations used by students, which services were found to be most helpful, and how students would like to see services at their university improved. These studies highlight the importance of positive perceptions of autism and strengths-based spaces created by and for autistics to foster positive autistic identity. Recommendations concerning if and how parents choose to speak with their children about an autism diagnosis and how university supports may be developed in a participatory manner to have the most positive impact on development are discussed throughout

Aberrant axon initial segment plasticity and intrinsic excitability of ALS hiPSC motor neurons

Dysregulated neuronal excitability is a hallmark of amyotrophic lateral sclerosis (ALS). We sought to investigate how functional changes to the axon initial segment (AIS), the site of action potential generation, could impact neuronal excitability in ALS human induced pluripotent stem cell (hiPSC) motor neurons. We find that early TDP-43 and C9orf72 hiPSC motor neurons show an increase in the length of the AIS and impaired activity-dependent AIS plasticity that is linked to abnormal homeostatic regulation of neuronal activity and intrinsic hyperexcitability. In turn, these hyperactive neurons drive increased spontaneous myofiber contractions of in vitro hiPSC motor units. In contrast, late hiPSC and postmortem ALS motor neurons show AIS shortening, and hiPSC motor neurons progress to hypoexcitability. At a molecular level, aberrant expression of the AIS master scaffolding protein ankyrin-G and AIS-specific voltage-gated sodium channels mirror these dynamic changes in AIS function and excitability. Our results point toward the AIS as an important site of dysfunction in ALS motor neurons

Does Learning You Are Autistic at a Younger Age Lead to Better Adult Outcomes? A Participatory Exploration of the Perspectives of Autistic University Students

Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is “ready.” In this study, a participatory team of autistic and non-autistic researchers examined if learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life (ASQoL) among autistic university students. Autistic students (n = 78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened Quality of Life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood.Output Status: Forthcoming/Available Onlin

Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study

Supports for the growing number of autistic university students often focus on helping them succeed in university. However, even educated autistic people experience discrimination and other challenges which can make it very difficult for them to obtain meaningful jobs. Little remains known about how universities can better support their autistic students and alumni in overcoming barriers to meaningful employment. In this participatory study, a team of autistic and non-autistic researchers asked autistic (n = 92) and non-autistic (n = 774) university students about their career aspirations, strengths they believe will help them succeed in their “dream jobs,” and obstacles they expect to encounter. Autistic participants’ top goal in attending college was to improve their career prospects. However, relatively few autistic students reported learning career-specific skills at university. Autistic students were more likely to seek an academic job and less likely to seek a career in healthcare than non-autistic students. Autistic students highlighted writing skills and detail orientation as strengths that could help them succeed in their dream jobs more often than non-autistic students. However, they were also more likely to expect discrimination, social, and psychological difficulties to stand in the way of their dream jobs. These findings suggest that universities should prioritize experiential learning opportunities to help autistic (and non-autistic) students develop employment-related skills while providing mental health supports. Universities should demonstrate their commitment to supporting diverse learners by seeking out and hiring autistic professionals and by teaching their own staff and employers how to appreciate and support autistic colleagues

A participatory approach to iteratively adapting game design workshops to empower autistic youth

IntroductionAutistic people face systemic barriers to fair employment. Informal learning may promote the self-determination transition-age autistic youth need to overcome and/or transform these barriers. This report focuses on the iterative process of developing video game design workshops guided by feedback from autistic students about instructional strategies they found engaging. This study is part of a three-year-long NSF-funded program of research that seeks to empower autistic youth to move toward successful careers by teaching educators how to more effectively guide them.MethodsIn the Summer of 2021, educators at an award-winning NYC-based, not-for-profit, education program, Tech Kids Unlimited (TKU) collaborated with researchers, including autistic students, to iteratively develop and assess two online game design workshops for transition-age autistic youth. Participants selected which workshop they were available for (Workshop 1: n = 18; M age = 16.72  years; Workshop 2: n = 16; M age = 16.56  years). Students in Workshop 2  had more varied support needs and were less motivated to learn video game design than students in Workshop 1. Students completed assessments before and after each workshop and rated their interest in specific workshop activities after each activity. Guided by data from Workshop 1, we revised instructional strategies before conducting Workshop 2.ResultsWe found little evidence for our hypothesis that attentional style would impact educational engagement. However, video game design self-efficacy and self-determination were often positively associated with engagement. Two industry speakers, one of whom was autistic, were among the highest-rated activities. As hypothesized, video game design self-efficacy and self-determination (and unexpectedly) spatial planning improved from pre- to post-test following Workshop 1. Despite our efforts to use what we learned in Workshop 1 to improve in Workshop 2, Workshop 2 did not lead to significant improvements in outcomes. However, students highlighted instructional strategies as a strength of Workshop 2 more often than they had for Workshop 1. Educators highlighted the importance of group “temperature checks,” individualized check-ins, social–emotional support for students and educators, and fostering a positive atmosphere.DiscussionFindings suggest that interactive multimodal activities, stimulating discussions, and opportunities to engage with neurodivergent industry professionals may engage and empower diverse autistic youth