Written by Rachel Winder.
Policy:
Clinical Guideline. Autism Diagnostic Assessment. Bristol Community Health.
(Appendix E)
Terminology:
Predominant Neuro Type: PNT
Policy Quotation: PQ
Attention Deficit Hyperactivity Difference: ADHD Satisfactory training: PgCert in Autism: ST
Low Arousal Approach: LAA
Chronic Post Traumatic Stress Disorder (cPTSD) Executive Functioning: EF.
Appendices A,B,C, D:
A: Policy/Driver with PQ’s
B: Alternative Vocabulary.
C: Diagram of perspective 9 or 6.
D: Additional supporting information.
E: My Essay on the three main Autism theories.
F: The Policy/Driver
Main drivers:
NICE guidelines.
Equality-Act 2010.
Framing how I write -Appendix D.
To apply a technique that you are aware is damaging is willful neglect. To apply a technique, you are oblivious as to the consequences, is ignorance. This doesn’t excuse the action; it just explains why. Either way, the child irreversibly suffers. (Radford, L. et al. 2011)
The importance of balance is grossly underestimated in my opinion. Balance of organic Neurotypes, currently way out of kilter, allows for malignant corrosion on a vast array of levels (jaarsma & Welin, 2011)
What needs to be asked: Is this expectation necessary or are we just conforming to social norms and comparing their differences out of context? (Karen, Proactive.com, 2014)
This assignment is written by me using resources and experiences both innate and acquired and are relative to the time that this assignment was written.
The rationale behind this assignment is to demonstrate, currently, pejorative beliefs that drive the narrative surrounding Autism perpetuate the belief that Autism is to be feared more than death itself. (Haller. K, Scalzo. A. 2012)
I hope to dispel these false beliefs by presenting a helpful alternative that re-writes the narrative to rightfully empower the Autistic community and hold up their Autistic identity as an equally valued existence that the PNT currently, and likely inadvertently, dominate.
What Autism is... or better still... what Autism is not:
Autism- described as a neurological difference, a biological, organic, human variant. (Singer.J, 1999)
It is not the incorrectly assumed badly behaved, aggressive, repetitive, destructive behaviours. What that is, is an Autistic in distress, which if left unresolved, causes lasting trauma. (Frenz. A, 2012) This is a consequence of unmet needs and being expected to comply within inhospitable environments. (McDonnell. A.A, 2010.)
Autism exists as a difference in its own right. (Singer.J, 1999)
Autistic humans can have additional differences that may amplify or shrink the existence of their differences, but they are only ever 100% Autistic. Not mild (<50%) not severe (>50%) and not: a little bit Autistic (5-10%) (Winder. R, 2021)
I shall be using Dr Luke Beardon’s Golden Equation: Autism + Environment = Outcome. (Beardon.L, 2017.) to help me better articulate my thoughts.
Autism + hospitable environment = happy Autistic human.
PNT + hospitable environment = happy PNT human.
I chose this policy because I believe that all policies, especially this one, should consider the needs of all Neuro types and not solely the PNT. I feel that the need for a diagnosis in order to gain protection under the Equality Act (2010) is discrimination. My reasoning: It allows for unsatisfactory management and support of differing needs and crossed transactions without considering the long-term effects. (Citizens Advice. 2019)
The Driver: Clinical Guideline. Autism Diagnostic Assessment. Bristol Community Health.
(PQ0) List of Authors: are there any Autistic authors? If not- why? Autistic insightful input is imperative to this process because they have the innate perspective that the PNT do not.
Pre-referral:
(PQ1) This seems dehumanising and disrespectful to the Autistic person. The outlook for the Autistic person looks very bleak. My reasoning for this. If the professional is reading from biased and false research, then the wrong conclusion will be reached. The Autistic person is functioning as a natural organic difference and not, as incorrectly assumed, malfunctioning.
(PQ2) No mention here of the need to be aware of the differences between Autistic and non-Autistic communications. This leads me to believe that unknown natural differences are ignored and therefore not allowed consideration as an important aspect. I feel they are saying, ‘we will support only differences that show up on our radar.’ Is this a consequence of Cross Neurological Theory of mind? (Beardon. L, 2008)
(PQ3) What is the reason for concern? Is it because the Autistic person doesn’t want to engage, as a PNT would, with people around them? If they are happy that wouldn’t invite me to feel concern. I would be concerned if they were forced to engage with others because this causes harm and conditions them to be more PNT than Autistic. (Stanborough. J & Klein. A, 2021)
(PQ3a) Using the word ‘symptoms’ or ‘symptomatic’ in my opinion, infers something unwanted, needs to be treated and eradicated. How about words like, ‘differences’ characteristics and unique variations.
Referral:
(PQ4) This single point of entry often has ‘gate keepers’ or professionals causing ill informed decisions and unnecessary delays. These delays have repercussions of lost time because many parents/carers/children, oblivious to the system and the questionable criteria compiled using out of date and damaging research, are waiting with bated breath to decide the fate of their child. (CDC, 2016)
(PQ5) why is it a problem? A problem for who? Is this just a cross neurological communication difference? Communication is reciprocal, and so this should not be seen as a problem but trigger strategic intervention to find a way that works for all parties. (Merriam Webster, 2019)
(PQ6) Having or demonstrating different social communications should not be classed as a concern but an identifier. Differences and variety in any natural form are equally valid. (Gannon, M. 2016)
(PQ7) Autism + environment = outcome. (Beardon, L. 2017.)
(PQ8) Has the intervention been accessible to that Autistic individual, have their unique needs been met? If not, why? Here are some suggestions:
(PQ9) in my opinion, this needs rephrasing because in my opinion it is not easily accessible.
(PQ10) Complex to who? Why are they considered complex?
Are these difficulties for the Autistic person because their needs are not met?
Why wait for problems? A preemptive rather than a reactive approach can reduce the chances of unexpected events, leading to a content client-perpetuating a positive encounter for all. (Heggie-Colins, S. n.d.)
We all have mental health just like we all have heart health -Therefore mental health applies to all human beings. Just because it cannot be seen or heard as the heart can, doesn’t mean it doesn’t matter.
(PQ11) Specialists in Autistic early years age children? If not, then why not?
Are any of the listed members who may contribute to an Autism assessment qualified to a satisfactory level? Not a 12-day training session but a comprehensive, positive Autism qualification like the PgCert in Autism.
Assessment:
(PQ12) Against what criteria is the Autistic person being assessed? Have you ever questioned the reliability of this criteria or are you relying on systems/procedures? Why are these procedures unchallenged? Do those on the front line not get to feedback or disclose their opinion? Are Autistic, Autism professionals involved in this process? If not, why not?
What information are we gathering and why? is it deficit-based tragedy model? Why does any Autistic need a diagnosis? Can it be seen as a discovery, A revelation that empowers rather than hinders!
There is nothing negative about being Autistic. The stereotypical behaviours’ associated with Autism is Autism with trauma/distress. (Rhi, 2019) This is what the Assessment criteria is drawn from-results from tests done on, likely, traumatised Autistics using unsuitable
methods and inhospitable environments. An Autistic person who is content can be mistaken as being cured of autism rather than connecting it to their needs being met, which can bring the reintroduction of unsuitable methods, and distress behaviours. However, a content, compliant appearance doesn’t always indicate a calm individual for they could be, internally terrified. This is a survival tactic to avoid attracting unwanted attention. Behaviour is communication and communication methods vary in type. Silence is communication - saying nothing can convey strength, control, manipulation or fear. The same applies for physical presence. (Morin, A. n.d.)
(PQ13)
are these reliable? Do you know how these guidelines are compiled? Do you know where they gain their sources to decide the input?
Is this ‘lead professional’ suitably trained? Experienced?
(PQ14) Or are they just Neuro Type differences and with that behaviours that occur because of unmet needs?
(PQ15) Why Concerns? Differences are essential for the survival of any living thing. This invites me to believe differences are disapproved systematically. (Fritscher, L. 2008)
What qualifications does this professional have? In my experience, I am yet to meet an NHS health care professional who has a better command of Autism than me. I find this frustrating and terrifying.
(PQ16) Personally, this evokes images of giving evidence at a criminal trial.
(PQ17) No positive questions about strengths? Why so much focus on perceived deficits -are they really deficits or is this a fish out of water scenario? An untrained professional would be stepping over their professional limits here with their potentially harmful, unsolicited advice. (Woolfe, S. 2019)
(PQ18) Other? Specifically, who? Does this not allow for others to be influenced by the person who is higher up the hierarchy? What is the protocol if they disagree, unknowingly influencing others to wrongly comply? Are all the professionals within the group qualified to a satisfactory level? Is the language used positive about Autism? Is the system of sharing information Autism friendly? (Appendix B)
Here is my sketch to demonstrate this visually.
Possible outcomes:
(PQ19) how do they know this for sure? The language so far has been pejorative. This invites me to imagine this scene -a parent sat with a professional -the look of horror on the parents face after receiving information that something else, worse than Autism, could be to blame. If Autism was presented as a valid difference, equal to that of PNT differences, then maybe this scenario could be avoided. (The framing effect- Appendix D)
(PQ20) What are they waiting for? A second head to grow.
Why is time squandered waiting for a bigger picture when they could easily meet need before diagnosis. You can’t reverse time, or the damage caused by engaging inappropriately with an Autistic person and then the long-term effects that the professionals will be cleaning up after for years to come due to trauma inflicted unnecessarily. A LAA approach has been shown to be effective for all young people no matter what neurotype. (Appendix D: LAA)
(PQ21) ‘A2' (Appendix A)
(PQ22) Is this only given if a diagnosis is received? If so-why? The LAA approach for all would be worth considering here I feel.
Does the timescale not invite people to believe they must wait for the diagnosis before they make any changes to their current environment? Do procedures exist that perpetuate the positive and supportive momentum?
(PQ23) My first thoughts were: Dramatic!
Is this how this is presented to the Client? (Appendix D: The Framing Effect)
Autistics, unaware of their identity, are out there living their lives, more than likely, crossing your path without detection. Addressing anyone known or unknown to be different in a
derogatory manner is unacceptable - so why is it considered acceptable to be pejorative about neurological/Autistic differences?
Homosexuality, once included in the DSM-1 and 2 - as a pathological disorder that needed correcting but, rightly, removed from the DSM-3 in 1973. (Drescher, L. 2015)
Questions to ask yourself:
- Do they deliver the Tragedy Model? Painting the picture of doom and heartache? - Are they Positive?
- Is Autism seen as a Discovery? If not, why not?
- Use of what language? How are they framing this?
- Are they being signposted to positive Autistic role models? - Are Autistic professionals involved?
(PQ24) Are the reasons because of fear? Where did this fear come from? Can their fear not be challenged? Expose them to an informed choice, facts and figures and influential Autistic professionals who also hold a true and positive understanding and opinion on Autism to help rationalise and alleviate their fear?
Maybe if the term Autism were perceived as an equally positive and necessary contribution to humanity rather than a deficit then the fear would likely not exist. The value of the term Autism needs to be revalued so it can be perceived as a natural, organic and important
human variant-like a well-oiled cog in a machine; all Neuro-Types present, for without it, humanity cannot effectively function.
(Appendix D: Autism with needs met)
(PQ25) This seems positive? Interact with the Autistic person as an Autistic person with or without a diagnosis. Acceptance of difference -different not less. Addressing each unique individual and meeting their needs because there are no two humans on this planet with identical needs.
Specifics regarding support? What support is available? how is it implemented? Are Autistic professionals involved in this process? If they are not -then I feel they should so they can bring with them the Autistic insight that I feel is missing. These professionals should be chosen from a register of Autistic professionals sourced only by licensed agencies.
(PQ26) This seems feeble and would be like searching Google for subject information that requires specialist provisions. Professionals are expected to have a good command of Autism before being allowed contact with Autistic people.
(PC27) Consider? It should be a ‘must’ if they are engaging with parents and professionals then it is likely that both or one parent is also Autistic. Autistics often like to know what to expect now and next. The current system is designed for the PNT. I feel this assumes, incorrectly, that there are no Autistic professionals who may be struggling unnecessarily.
(PQ28)
All humans are complex. What is considered complex? The differences or the impact on those with parental responsibility?
Are there any standard humans? I don’t think so. Why use a standard system without adapting it to meet need?
(PQ29) A4-This reads like it’s in response to a crime.
Why can’t a human be seen as different rather than deficient? How is pejorative language helpful? (Appendix D: Framing Effects)
(PQ30) What qualifications are held?
What is their mindset around the topic of Autism? What language/vocabulary do they use? Have they engaged with Autistic professionals?
(PQ31) Are they all suitably qualified/experienced? What is their Autism perspective? The lens of discovery or of tragedy? (Appendix C)
(PQ32) Is this not relying on stereotypes? Maybe consider: (Appendix B)
All humans are unique and with this you must strive to meet individual needs. Practice seeing each person as a new encounter, leaving behind incorrect, preconceived assumptions. If you’re unsure; ask the Autistic Community – remember Cross Neurological ToM.
What about masking? Just because it can’t be seen, doesn’t mean it isn’t there or that it doesn’t matter. (Winder. R, 2021)
I understand that they need to use different settings to observe the client in but in my opinion, this leaves room for harmful stereotypes. Maybe use a journal to help identify what makes this person happy/unhappy. Life is a journey -not a destination. Empower the creation of happy memories.
(PQ33)
The term ‘suitably’ seems too broad a term, leaving room for misinterpretation. It might be more accurate to use the term, Autism expert, or even consider having an Autistic professional with a good command of Autism as a ‘relay interpreter’ to avoid cross-cultural misinterpretation. (ALS, Mark. 2019)
Deaf relay interpreters are used in court in conjunction with a hearing BSL interpreter because the deaf relay interpreter has essential cultural insight so that any transaction is accurate.
(PQ34)
Autism + environment = outcome. Do they think, if a child is quiet and unreactive, that they are not Autistic? Is behaviour not seen as communication? Quiet at school, ‘disruptive’ at home (Distressed)
-What language criterion is the person being compared to? Remember; Behaviour is communication. Differences in Neuro-type can mean language differences.
-What criteria is this person being compared to? Does it have to be this one -even if you feel it’s not suitable?
-What criteria is this person being compared to in order to conclude what condition their mental health is in?
Autistics can struggle to link emotions to words (Alexithymia), which allows for unmet needs. An ever-growing knowledge of communication differences and consideration of the reason behind behaviours, that may otherwise go unnoticed or misinterpreted, is essential for the wellbeing of all patients. (Poquerusse, J, Pastore, L, et-al. 2018)
(PQ35) Is the Occupational Therapist a specialist in Autism with a qualification of at least PgCert in Autism or equivalent? If not, why?
(PQ36) What criteria is this person being compared to? This is imperative because if the criteria is designed for the PNT rather than Autistic then the results will be inconclusive, misleading and potentially harmful. (Beardon, L. 2017)
(PQ37) What criteria is this person being compared to? Different love languages exist and require consideration, not only for the child but the parents because it is very likely that one of the parents is Autistic. Different ways of expressing love are valid. Just because something is seen as different doesn’t mean it is wrong or dangerous, just like if something is familiar, it doesn’t make it safe. Safety and familiarity are not the same thing. (Appendix D)
As with any creature, if needs go unmet this will affect day-to-day functionality, this includes parenting. How can an Autistic parent be expected to sensitively support their Autistic child when they are in distress while dealing with internalised historic trauma?
During an air travel safety briefing they instruct you to make yourself safe before you help your loved ones. Autistic parents need support so they can fully and sensitively support their offspring. I feel this should be considered as part of the assessment process - consecutive support.
(PQ38) A4:
Building a profile of differences, strengths and needs is essential and positive and should not be an afterthought. I feel that the use of brackets here reduces the value and potentially invalidates its importance.
(PQ39) Why does anybody need a diagnosis? Can’t the differences be accommodated without an explanation? If not, why not?
(PQ40) What criteria is the child being compared to and why?
(PQ41) Do they know what is appropriate? What is/isn’t appropriate is subjective. Can this be made clearer?
I feel it’s more complex than this – there are so many factors to consider here:
• The professionals understanding of Autism.
• The professional’s opinions of Autism.
(PQ42)
The use of out of date, pejorative and biased research means that any evidence collected and compared against this pathologising criteria will always miss those who don’t fit the mold and, consequently, go undiscovered leaving them unsupported and without their right to a known identity. Why not identify individual needs and then create a bespoke profile that accompanies the client and grows/evolves with them?
Reaching the threshold or not. This has potential for huge life changing implications that can make or break an Autistic person. Either way, without a diagnosis, this could mean no support and expectations forced onto the child that are of no benefit to them. I recommend using LAA (Appendix D) for all and encourage parents to adopt this method.
(PQ42a) The use of the term ‘Consider’- maybe this would benefit being an instruction rather than a suggestion? ‘With staff who know the child well.’ Do they know the child well? or is their understanding based on the stereotype perspective of differences? A parent might know their child well but if the underlying belief of that parent is of a child that doesn’t actually exist then their understanding of their child is very likely to be influenced by that. Maybe the parent is comparing their child to a non-autistic child and so sees their differences as a deficit or a weakness rather than a strength -unrealistic expectations.
(PQ42b) Education-based actions with no mention of emotional resilience, which cannot be established later, but learning/education can. (https://www.facebook.com/verywell, 2019b)
(PQ43) In my opinion this is terrifying. The response to this relies heavily on many influencing factors such as: Their understanding of Autism and the value that term holds. It should be mandatory for parents to be involved.
‘Should’ does this allow for the decision to be made to exclude parents without knowledge of their right to involvement?
(PQ44) What message is this sending? I sense shame. If the term Autism holds a low value in the minds of those who learn of the diagnosis, then this could give way to unsolicited and ill-informed opinion that could then exacerbate an already damaging situation. (Woolfe, S. 2019)
(PQ45) Almost as though they are waiting to hear that their child has died or has a limited life expectancy. Could they not be considerate of need without a diagnosis?
(PQ46) This leaves me thinking- are the parents the best people? – of course they need to be there – but maybe there needs to be the inclusion of an Autistic professional who can ensure the smooth delivery of any details, ensuring they are factual and conducive to the child’s wellbeing and family dynamic.
What if the parents don’t tell the child because they hold false damaging stereotypical views on Autism? There is likely no malice intended, they may be thinking they are protecting their child, but do they (the parents) know of the long-term consequences of a life without an identity? Without an accurate explanation for your differences, you are left with gaps to fill, owning incorrect labels because you have nothing else to fill that void. Maybe Autistic professionals could sensitively share their experiences to help the family see the bigger picture. (Appendix D)
(PQ47) Why just basic information? Is this information factually correct or based on false, outdated and pejorative stereotypes as in the DSM-5?
(PQ48) Can this only be accessed once a diagnosis is confirmed? If so, why? If Autistics had their needs met from the off, the risk of trauma would be vastly reduced, and with that, increased emotional resilliance.
(PQ49) Formulation? This makes me wonder if the diagnosis is based on an algorithm, which I guess is possible because a standardised framework is used. If this framework has errors, then the output won’t be a true reflection. Like looking at yourself in a broken mirror in a poorly lit room, the image you see will not be true.
(PQ50) Are parents made aware of the sources used to create the assessment criteria?
There could be the possibility of a professional disagreeing with the pejorative systemic approach but feels obliged to continue, without challenging, because this is not a safe option, which could risk them losing their job. (Edmonson, A. 2020)
(PQ51) A5:
This all sounds very clinical. It doesn’t have to be this way – can this societal work-based culture be challenged? Jobs should not be at risk so that positive and healthy growth can occur.
(PQ52) This all sounds unnecessarily dramatic. Surely this type of language is what invites people to associate tragedy with Autism? (Appendix B)
(PQ53) A Parent knows their child’s best – agreed – but do they know enough about Autism? This might highlight the parent’s poor knowledge and how it could be affecting their ability to make an informed choice? Do the parents feel able to question the professionals or are they relying on the professional’s knowledge? Professionals have limited subject capacity and the training may be unsatisfactory. There appears to be no policing on who delivers what in the field of Autism. (Winder. R, 2021)
I appreciate, much of the time, it’s all driven by money but if the value attached to the word Autism was of a much greater value, then I believe much of this would not be required, subsequently, money, likely, saved.
(PQ54) An episode? This does not sit comfortably with me because it has negative connotations. (Appendix B)
(PQ55) Are they mental health difficulties? If so, is the narrative surrounding mental health positive and without judgement?
(PQ55a) Things to consider:
Words connected to emotions triggering responses that might appear out of proportion or inappropriate.
Echolalia: A repetitive vocal mimicry strategy that soothes the Autistic.
Palalalia: a repetitive soothing strategy where an Autistic’s own words are repeated. This may irritate or trigger the onlooker to feel discomfort/concern by witnessing this, often, unfamiliar behaviour.
Echopraxia/Autistic Masking: Seen as a survival tactic, where copying other’s behaviours to reduce visibility, therefore, reducing levels of threat - like a chameleon in an ever-changing environment. With each colour change, a loss of energy.
Rather than projecting what’s familiar to you onto others, apply alternative methods such as visuals in replace of spoken language e.g. -PECS (Picture Exchange Communication System) cards.
(PQ56) Is this not unmet needs that materialise into behaviours that invite professionals to believe the Autistic individual has mental health difficulties? If no connection is made between the behaviours and unmet needs or natural variations, then surely this is going to send them down the wrong path, leading to incorrect and harmful intervention? (Poquerusse, J, Pastore, L, et-al. 2018) This is where Autistic professionals with ST would benefit.
There doesn’t seem to be mention of any kind of investigation of environmental factors affecting the Autistic person. Why? This seems very much medical model, clinical and dehumanising.
The difficulties seem to be blamed on the differences of the Autistic person, which is a very blinkered approach, a dangerous assumption that, somehow, the PNT’s way is correct.
(PQ57) Is any of this going to be of benefit to anyone? I say this based on personal experience. Professionals, inadvertently, misinforming others by imparting what little up-to- date knowledge they hold leading to a potentially damaging outcome. I, personally, have had expectations placed on me and my family that failed to consider our needs. This expectation remains today and places unnecessary pressure on families, like mine, to conform to the ways of the majority or be seen as the problem.
(PQ58) Or is it heightened anxiety, fear, instability, uncertainty, sensory overload/starved, lack of routine, a sense of not belonging?
Or is it Autism with trauma causing ADHD type traits that disable an ability to form routine due to EF being impaired because of anxiety, which then raises the anxiety, that then perpetuates the internal chaos and ever- extending the cycle.
Is it a language disorder or is it a difference in communication that is going unseen?
Consider using: Sensory processing or perspective differences rather than ASD. They are more likely to instill positivity than tragedy.
Is this a ‘one size fits all’ method for Autistic people? This is likely the reason for the unreliability and ineffectiveness of this approach because the assumption is made that the Autistic person’s at fault.
(PQ59) Why are they having to wait until crisis? If all involved in supporting the Autistic person hold a good command of the subject and the unique needs of their young person, then crisis might not be reached. (Heggie-Collins, n.d.)
There is also the issue of timeframes. In any crisis you need an immediate response. That is not always what occurs. It can take days or even weeks to get a response and even then, the response provided is often unhelpful and unsuitable. This is where ST for all staff would help.
(PQ60) How can something be tailored to a child’s needs if the tailors creating the suit don’t have the correct measurements, fabric or equipment?
(PQ61) Pass the buck? Often a young person is passed from one team to another because of the age limits of the current team. The stress caused by this process to the Autistic person and their loved ones leaves all with fewer matches to burn and so less energy available for their Autistic child. Imagine having to explain your complex medical history all over again. Improvements in communication and transitions are required. Autistic insight will be needed in order to successfully complete this action.
(PQ62)
This relies on the GP’s being trained to a satisfactory standard in Autism. If they are not, then they pose as an obstacle in the pre-assessment process. (Appendix D)
If having all staff qualified is an issue, then having at least one person sufficiently trained so that all Autistics are seen by them. They should be the go-to person for everything on Autism – no matter how irrelevant it may seem. This does rely on the Autistics being aware of and disclosing their identity, which is why a whole team approach to training would lead to a safer, sensitive and more effective process. (https://www.facebook.com/ thebalancecom, 2009)
No mention of support -parenting support or impact on the family. I would suggest the introduction of an Autistic family support person.
The mention of services being offered would be great if said services were suitably equipped. The quality of service relies heavily on the level of capabilities. This brings me to highlight the identification of the contributing factor that I feel remains consistent throughout the critique of this policy. That factor being the need for approved Autism training by Autistic consultants who are also trained to a satisfactory level (just because I’m English born, and a native English speaker, does not give me right of passage to teach English to others.) for all members of staff.
(PQ63) Why no overlap? Is this because of natural neurological differences?
Do they all have ST in Autism? Are they aware of the neurological differences between ADHD and Autism and Autism alone? (Demetriou, E.A, DeMayo, M, M, et al. 2019)
Transitioning from children to adult services should not be hard work. The current transition is often reported as unnecessarily overcomplicated and stressful adding to an, often, already stressful existence. Having to fight for equality by proving your struggles are real, in my mind, doesn’t seem equal. (The Equality Act, 2010.) To be protected under this act you need to provide evidence of your day-to-day struggles. A diagnosis from a specialist isn’t enough.
(PQ64) Is that all? No other references/sources?
Could this explain why this policy/driver is so inappropriately composed?
Conclusion.
It seems clear from my findings that if strategies using a LAA, sensitive, gentle parenting approach are used then a broader spectrum of needs would be met without the need for a diagnosis. Applying the hedgehog example -it appears that all humans could benefit from this equation. It could also be cost effective (mass production/application being cheaper) and I’m sure you are well aware of how costs/money dictate the direction that the coins roll.
What I feel is needed is an ongoing and developing positive alternative Autism vocabulary created by Autistics that help towards a positive narrative, with Autistic-lead peer reviewed research and input.
Should you have any queries regarding this report then please don’t hesitate to contact me directly – rachel.winder7@hotmail.com.