Educating Children with Autism

The Empty Fortress. Infantile Autism and the Birth of the Self. New York (The Free Press) 1967.

OBJECTIVE\nVaricella breakthrough, the occurrence of varicella disease >42 days after vaccination, is indicative of vaccination failure. A sevenfold increased risk of breakthrough among vaccinated children with asthma was observed in a 1996 varicella outbreak in a child care center. More recent outbreak investigations have also identified age at vaccination as a potential risk factor for breakthrough. We assessed the association of varicella breakthrough with asthma, steroids, age at varicella vaccination, and timing of measles-mumps-rubella (MMR) vaccination.\n\n\nMETHODS\nWe performed a retrospective cohort study among children born after 1993 and followed up through 1999 at 2 health maintenance organizations ([HMOs] A and B) in the United States. Information was obtained from automated vaccination, clinic, hospital discharge, and pharmacy records.\n\n\nRESULTS\nWe identified 268 and 97 breakthrough cases among 80 584 and 8181 children vaccinated against varicella at HMOs A and B, respectively. Varicella breakthrough was not associated with asthma, inhaled steroids prescribed at any time, and oral steroids prescribed before vaccination. An increased risk of varicella breakthrough was found in the 3 months immediately after prescription for oral steroids at HMO A (adjusted relative risk [aRR]: 2.4; 95% confidence interval [CI]: 1.3-4.4) and HMO B (aRR: 2.8; 95% CI: 1.0-7.8), when varicella vaccine was given before 15 months of age at HMO A (aRR: 1.4; 95% CI: 1.1-1.9), and when varicella vaccination followed MMR vaccine within 28 days at HMO A (aRR: 3.1; 95% CI: 1.5-6.4).\n\n\nCONCLUSIONS\nVaricella vaccine failure in children was not associated with asthma or the use of inhaled steroids, but with the use of oral steroids. Administration of varicella vaccine before the age of 15 months may be associated with a slightly increased risk of breakthrough disease. As currently recommended, varicella vaccination should not be administered for 28 days after MMR vaccination.

The vaccine safety datalink research group : A retrospective cohort study of the association of varicella vaccine failure with asthma, steroid use, age at vaccination, and measles-mumps-rubella vaccination

In the last two decades there has been a rapid increase in the number of students with autism who are enrolled in mainstream schools. Since the publication of the Salamanca Statement in 1994, the r...

Including students with autism in schools: a whole school approach to improve outcomes for students with autism

Neurodivergent people are increasingly involved in postsecondary education, but they continue to face serious barriers and challenges on college campuses. These challenges are not only related to disability functional differences and accommodation needs, but also to stigma and prejudice toward neurodivergent people. Con-sequently, neurodivergent people are less successful than neurotypical peers; moreover, intersections between neurodivergence and other marginalized groups are associated with even greater inequities. This article was written by neurodivergent students and researchers, and their allies, who suggest a system-wide approach is needed to promote inclusion of neurodivergent students, staff, and faculty on postsecondary campuses. Speciﬁc recommendations, based on those the authors suggested to and that were endorsed by the University of California Academic Senate, are provided. These recommendations include diversity, equity, and inclusion (DEI)-oriented reforms (viewing neurodiversity through a DEI lens; establishing Disability Cultural Centers; providing campus-wide neurodiversity training; and fostering neurodivergent leadership in neurodiversity initiatives). Other recommendations address disability accommodations and supports (integrating disability accommodations in one place; making eligibility requirements less onerous; recognizing and accommodating sensory distress and distraction; establishing programs to facilitate transitions in and out of postsecondary; improving mental health support; and creating mechanisms to resolve issues where students are denied ac-commodations). Finally, further recommendations address accessibility of communication (respecting students’ decisions to involve support people; and offering neurodivergent people the option to choose accessible modalities for communicating with instructors and staff and for taking classes). Institutions that embrace these reforms have an opportunity to position themselves as neurodiversity inclusion leaders and destination campuses for neurodivergent people. attention-deﬁcit/hyperactivity

Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education

Prior to the 1970s, it was a common misconception that autistic individuals were neither interested in, nor capable of, engaging in romantic and sexual relationships. It was thought that the core social difficulties frequently experienced by autistic adults had a positive correlation with asexuality. It is likely that some of these attitudes and assumptions came about because of a view of autistic individuals as childlike or socially immature. This chapter will explore the myth that autistic individuals are asexual, including related stereotypes regarding sexual and relationship behaviours. The current literature on and relationship preferences, engagement, and behaviours of autistic adolescents and adults will be reviewed, and the impact of current stereotypes on the sexual rights and knowledge of autistic individuals will be examined. Finally, an argument will be made for recognition of autistic sexuality as a difference rather than a deficit in which autistic adolescents and adults are seen as individuals with a range of preferences and needs who, if provided with information and support they require, will be able to connect with others in mutually beneficial relationships.

Intimacy and Romance Across the Autism Spectrum: Unpacking the “Not Interested in Sex” Myth

Life on the Autism Spectrum: Translating Myths and Misconceptions into Positive Futures

Since Early Infantile Autism was first described by Leo Kanner in 1943, myths and misperceptions about the nature of what is now known as autism spectrum disorder (ASD) have proliferated. These myths have played a role in shaping autism research and clinical practice and have impacted the way in which autistic individuals are viewed by others in society. This book will explore popular myths, beliefs and misconceptions about ASD and autistic people. Each chapter explores a different myth and begins by investigating the origins of the myth. The current research and impacts related to each myth will be examined and the underlying themes relevant to the lives of autistic children and adults will be discussed. At the end of each chapter, the authors will discuss the ways in which the myth can be reconstructed, in the light of current knowledge and research, and will provide recommendations for current and future practice. This book will start by reconstructing myths that relate to the ways that autism has been viewed by society. Next, the myths that reflect the public’s perception of autistic individuals will be critiqued. Finally, this book will examine myths about the traits and abilities of autistic children and adults and will present an alternative view in which contexts are created and autistic individuals are presumed to be competent and capable of constructing their own futures.

Translating Autism Myths into Positive Futures

This chapter provides an introduction to the first section of the book in which research and current knowledge is presented about: the challenges faced by parents of children with autism spectrum disorder; the practices that have been found to have an evidence-base for children with autism spectrum disorder, and the Cycle of Learning decision-making framework

Effective Practice and Decision-Making for Parents of Children with Autism Spectrum Disorder

One of the earliest theories about the causes of autism is that it occurs from poor parenting or more specifically from the parents’ failure to form an attachment or bond with their child in the early months of his/her life. Known as the “refrigerator mother” myth, this theory gained widespread popularity in the 1960s and led many parents and professionals to believe that parents of autistic children were negligent and responsible for their child’s autistic symptomology. This chapter will explore the origins of the “refrigerator mother” myth, unpack the current research on interactions and attachment between parents and autistic children, and assess its current impact on autistic individuals, their parents and families. In particular, the resulting stress and isolation experienced by parents will be discussed. The chapter will conclude with recommendations for making the transition from placing the blame and burden on parents for their child’s difficulties, towards creating supportive structures so that parents can build their child’s competence.

Establishing Contexts for Support: Undoing the Legacy of the “Refrigerator Mother” Myth

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