Autism = Death: The social and medical impact of a catastrophic medical model of autistic spectrum disorders

This discussion interrogates the continuing impact of the pervasive and persistent usage of debilitating metaphors perpetuating ‘historical’ superstitions, myths and beliefs surrounding disability. This article examines the real-life consequences of the power exercised through the deployment of derogatory metaphors and their very real effects on care and treatment decisions. The article illuminates how diagnostic categories and their associative metaphors work to situate boundaries of normality with pathologising difference. It concludes by demonstrating the catastrophic effect of the metaphoric dehumanisation of autistics that has recently culminated in murder being euphemistically referred to and condoned as ‘mercy killing’

Commentary on “Political engagement in the 2019 UK general election of patients with autism and/or a learning disability detained in a psychiatric hospital”

Purpose: The purpose of this paper is to provide a commentary on the article “Political engagement in the 2019 UK general election of patients with autism and/or a learning disability detained in a psychiatric hospital”. Design/methodology/approach: This paper considers the wider issue of political participation by persons with disabilities, especially those whose freedom is restricted. Findings: Access to voting rights remains problematic for many disabled people. It is crucial that this basic form of political participation is ensured, but there is further to go. Originality/value: This paper suggests the need for greater attention to and support for disabled peoples’ right to political participation, including people with learning disabilities and autism

Editorial

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ru CHILDREN ON THE AUTISM SPECTRUM: WHAT TRAINING AND UNDERSTANDING IS OF MOST USE TO STAFF?

Abstract: This article addresses the knowledge and understanding needed by teachers working with children on the autism spectrum. Effective practice depends largely on understanding of autism and of the individual child rather than on specialist skills. This understanding should include the triad of impairments, sensory perceptual issues, and cognitive differences. It will explain how and why children with autism develop, learn and behave in certain ways. Along with knowledge of the specific child(ren) staff are working with, it can help teachers adapt lessons and school environments. Staff will be most successful through changing their own communication style, teaching practices and materials, and the spaces they work in to fit autism, rather than attempting to address inborn, pervasive differences in the children themselves

The intervention priorities of parents of children with autism spectrum disorders in Iran

When designing and implementing evidence-based programs for children with an autism spectrum disorder, the intervention priorities of parents are important criteria. Although studies in developed countries have explored parents’ intervention priorities, there is a paucity of this kind of research in developing countries. This research explores the intervention priorities of 207 Iranian parents for their children with autism in Tehran, the capital of Iran. Participants with children between 2 to 21 years of age were asked to rate their intervention priorities from among 10 main categories. In addition, correlations between children's difficulties and parental intervention priorities were examined. The results indicate that building social communication skills was the highest intervention priority for parents of Iranian children with autism, a contrast to typical current service provision in Iran. The results also substantiated that presence of social communication difficulties and challenging behaviors in children are typically correlated with parents’ intervention priorities

Stakeholders’ views on effective employment support strategies for autistic university students and graduates entering the world of work

Purpose This paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates? Design/methodology/approach Data were collected using the method of empathy-based stories (MEBS) as part of a multinational European project's Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories. Findings The analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings. Originality/value The results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.Peer reviewe