Luke is one of 500,000 US teens that are anticipated to ride the crest of a wave of people with autism exiting the public school system within the next 10 years, a tsunami that society and employers alike are not ready for. According to the AFAA, or Advancing Futures for Adults with Autism, just over 50 percent of young adults on the autism spectrum worked for pay eight years after they finished high school. Ninety percent of adults with autism are either unemployed, or under-employed, and under 16 percent have full-time jobs.
Luke’s main issue is an inability to express himself verbally. That, coupled with limited social skills, got an “autism” label smacked on him, where he has joined company with 1.5 million other Americans. Click here to read the rest of the story.
Media is slowly getting better in it’s portrayal of people with autism in both movies and television, while many still hold onto to the perception of “Rain Man”, I do believe we are moving in the right direction. Still, little is discussed or talked about when it comes to children and adults with severe autism. Some may refer to severe autism as “low functioning when in fact autism is a spectrum in both symptoms and behaviors and varies from person to person.
Children and adults with severe autism often display the following signs :
Impaired social interaction
Difficulty in communicating- both expressive and receptive
Obsessive compulsive disorder
According to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), there are 3 levels of severity based on social communication impairments, restricted, and patterns of behaviors. The severity level (Level 3) is defined as requiring very substantial support. For example the person may exhibit very limited initiation of social interaction and extreme difficulty with coping and change. signs may include an indifference in others, using negative behavior to communicate, very little or echolalia, sensory sensitivity will vary from severe to none, may be self-injurious and have an intellectual disability. Below you will find articles on understanding severe nonverbal autism:
Published By: Houston Chronicle
Written By: Suzanne Garofalo
When Olivia Shanks landed in the hospital, it changed her life.
She didn’t arrive as a patient, though — she came to work. The 21-year-old, who has high-functioning autism, has struggled to get places on time. Some basic workplace tasks stressed her out. Dependence on others dinged her self-confidence.
Her work in Memorial Hermann Southwest Hospital’s food-services department came via one of Houston’s nonprofit groups providing job training and support for a population that’s exploding but finds few opportunities to live as fully as possible. Click here to read the rest of the story.
Mayor Cid had the idea to open his own Mayor’s Café while having breakfast at the popular Mayor’s Café in Pembroke Pines. During his visits, he often met Miami Lakes residents enjoying a sit-down breakfast.
“There was a big need for this type of breakfast venue in Miami Lakes,” he said. Cid partnered with two local residents, Danny Delgado and Jeffrey Rodriguez, to open Mayor’s Café. Click here to read the rest of the story
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (Edefines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.
Published By: Global News
Written By: Michelle McQuigge
A think tank formed to understand the challenges faced by autistic seniors says there are few resources in place to address their specific needs.
A new report from the Aging and Autism Think Tank says the vast majority of research and programming geared toward autism focuses on children, leaving adults almost entirely out of the conversation. The study – compiled by academics, clinicians and autistic adults from five different countries and released by Autism Canada – says autistic people lose access to key resources once they age out of childhood and contends the problem intensifies the older they get. Click here to read the rest of the story.
Mornings in our home are a sort of regimented chaos. Three kids who all require some form of supervision, two schools to get to and all their gear. Although my kids may seem old enough to be doing a lot of the morning routine themselves, they have a few challenges
Anthony is 10 with autism and ADHD and although he goes to a mainstream school, he needs a lot more support than his peers to focus on and do things. David is seven, and he attends a specialist autism unit. His communication is extremely limited which can make doing anything challenging. Jane is five years old – she’s just entered Year 1.
In the past year I’ve learned more and more although the responsibility of getting all my kids out of the house and to school lies with me – I don’t have to do everything. And the best way of doing this is to help each of my kids be more independent in their morning routine, helping each where they need it most. Doing this means thinking about ways to help them develop their own skills. Here’s some of the ideas we have used. Click here to read the rest of the story.
Published By: Delaware
Written By Dennis Assanis and James Mahoney
Innovation drives the future, and neurodiversity can help drive innovation.
In pursuit of the next great technology, product or enterprise, organizations often lose sight of the fact that innovation starts with people. And the most inventive breakthroughs and outcomes don’t just emerge from anywhere; they evolve from communities of creative thinkers who typify diversity and inclusiveness.
Neurodiversity is the idea that people with autism and other neurological differences are a natural part of the typical range of human mental ability and that, as such, they may need guidance, accommodations and individualized treatments — not cures or one-size-fits-all therapies — to navigate traditional society. As a result, a growing number of schools and workplaces are beginning to embrace this perspective, not only because it’s the right thing to do but because it can translate into a huge benefit for the entire organization on many levels. Click here to read the rest of the story
For children with autism spectrum disorder (ASD), head banging is a common way to self-soothe and communicate needs. Both neurotypical and autistic babies and toddlers seek to recreate the rhythm that stimulated their vestibular system while in utero. Other rhythmic habits that fuel a child’s kinesthetic drive include head rolling, body rocking, biting, and thumb sucking. According to Dr. Harvey Karp MD, rhythmic habits trigger the calming reflex in infants and toddlers. Many babies begin head banging around six months of age, but neurotypical children usually will not continue the behavior after the age of three. Please click here to read the rest of the story.