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Stories of Hope: Autism, Pokémon, and Satoshi Tajiri - The Behavior Exchange

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For Satoshi Tajiri, Pokemon creator, the world when he was a child growing up on the autism spectrum was all about insects and collecting as many as them as possible. His obsession nature would eventually turn into one of the seminal video game franchises the world has seen.

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Youtube channel with a variety videos around autism and families

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Youtube channel with a variety videos around autism and families

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autism "autism awareness" asd "early intervention" charity "children with autism" autistic

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Our goal is simple: to improve the lives of all Australians on the autism spectrum and the people that love and care for them. We produce and share free and evidence-based information, tools and resources to support all autistic Australians and their loved ones, as well as the professionals that work with them.

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AET Self Advocacy Toolkit for Autistic Young People

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Why Words Matter: the new AET Terminology Guide

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Why Words Matter: the new AET Terminology Guide

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Having a brain that differs significantly from the average (for example, autistic, dyslexic or ADHD).

Having a more typical brain; belonging to the neurological majority. Compare allistic, which simply means 'not autistic'.

The diversity of human brains and minds. A group of people with diverse brains is neurodiverse.

The neurodiversity paradigm accepts neurodivergences such as autism and ADHD as natural potentially valuable forms of human diversity, and rejects the idea that there is one kind of 'normal' brain that is inherently desirable.

The neurodiversity movement is the political manifestation of this perspective, pushing for full civil rights and inclusion of neurodivergent people.

Disability is the result of individual impairments which prevent people from fully partaking in activities others would take for granted. The deficit model of autism is an example of this, viewing autism in terms of deficits in the autistic person.

Disability is the result of interactions between individual differences and social context. A more accommodating society makes disabilities less disabling.

There is a common misconception that autistic people lack empathy, but in fact people in general have difficulty empathising with those who are very different from themselves. Research shows that allistic people find it at least as difficult to empathise with autistics as vice versa.

The psychological ability to get things done.

Inertia is resistance to a change in state. That can mean difficulty getting started, but it also includes difficulty changing tasks or stopping once you've started. This is one of the reasons autistic people can find sudden changes of plan distressing.

The uncontrollable repetition of actions, words or thoughts.

A cognitive style in which attention tends to be tightly focused - like a torch beam, rather than a lantern light. Posited as a theory of autism, this arguably helps to explain context-blindness, autistic inertia (heavily-invested attention is harder to shift), the atypical connections between ideas made by autistic people, the difficulty processing body language alongside spoken language, the intensity of sensory experiences, and other features of autism.

Putting the person first when describing people, as in 'a person with autism'. This is supposed to de-emphasise the condition, and is a style preferred by most professionals.

Putting the identity first, as in 'autistic person'. This is supposed to emphasise that a person cannot be separated from their autism, and is a style preferred by a large majority of autistic people.

Many autistic people have trouble tuning out sensory inputs. This can make bright, noisy, smelly environments exhausting and disorienting, which can often lead to the following.

A response to stress and sensory overload in which an autistic person loses control, usually visibly. Sometimes confused with a tantrum.

A response to stress and sensory overload in which an autistic person loses some abilities, such as the ability to produce or process speech, or make sense of sensory input.

Self-stimulating behaviour. Includes things like flapping, rocking and fidgeting, often used by autistic people as a form of self-regulation. Sometimes associated with anxiety, most autistics will also have the urge to stim when excited. Suppressing stims can lead to stress and tiredness, and potentially meltdowns or shutdowns.

A passion.

Neurodiversity and neurodivergence: a comic by Sonny Hallett.

Many of these terms and others are explored in far greater depth in the Stimpunks Glossary. See also Nick Walker's Neurodiversity: Some Basic Terms & Definitions.

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Neurodivergent Having a brain that differs significantly from the average (for example, autistic, dyslexic or ADHD). Neurotypical Having a more typical brain; belonging to the neurological majority. Compare allistic, which simply means 'not autistic'. Neurodiversity The diversity of human brains and minds. A group of people with diverse brains is neurodiverse.

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Youth Forum: Neurodiversity campaign — Off The Record BaNES

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How can schools support neurodivergent students? Read about the recent research undertaken by our Youth Forum.

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This empowering workbook and guide will help children and young people to develop a positive understanding of their autistic identity, whilst providing key adults with the tools needed to support their journey and initiate important conversations.

The workbook is highly structured and visual, broken down into key sections such as Interests and Focus, Masking, Emotions and My Autistic Identity Statement to create a personal passport and to develop a deeper understanding of what autism means to the young person as an individual. The accompanying guide provides background information, covering topics such as the social and medical models of disability and Monotropism, as well as a clear approach to help the adult to initiate key conversations, with examples of 'possible prompts' as well as concrete, supportive strategies. Content has been shaped by autistic advisors and contributors, with first-hand experiences woven throughout both books.

Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This set supports the development of this and will be valuable for autistic children and young people aged 10+ and the adults working with them.

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Autism, Identity and Me: A Practical Workbook and Professional Guide to Empower Autistic Children and Young People Aged 10+

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Buy Autism, Identity and Me: A Practical Workbook and Professional Guide to Empower Autistic Children and Young People Aged 10+ 1 by Duffus, Rebecca (ISBN: 9781032261027) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Activity 7-3 Ripple Effects printable pupil notes page

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Activity 7-3 Ripple Effects scenarios and teacher guide

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Activity 5-1 Fairness situation suggestions

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About this video

This video is one component of the Learning About Neurodiversity at School (LEANS) resource pack for primary schools. It is part of a larger unit on "getting along together at school". Understanding needs vs. wants is a main component of this unit, in addition to discussions of receiving and giving help and support in the classroom. The target audience for this video is children age 8-11 years, who are proficient in English.

Captions are available for this video. Click the CC logo below the player to turn them on.

LEANS materials, including this video are published under a Creative Commons CC-BY-NC-ND 4.0 license: Attribution-NonCommercial-NoDerivatives 4.0 International.
Many people have worked hard to make LEANS available for free. Thank you for respecting the terms of this license. Credits

Video © LEANS project, 2022

Illustration © Claire Hubbard, 2022 (@emseeitch)

Narrator: Gemma McLean

Video script: Dr Alyssa Alcorn, Professor Sue Fletcher-Watson, and the LEANS educator participatory design team

Video design and production: Dr Alyssa Alcorn

"Comedy: Spot Effect - Cork twist & pop". bbc.co.uk - © copyright BBC Audio (pop sound):https://sound-effects.bbcrewind.co.uk/search?q=07042181

More information
Find out more about LEANS on our project website: https://www.ed.ac.uk/salvesen-research/leans

The site includes information on how LEANS was developed, our team members, funding, and evaluating the resources in schools. You can also download the whole resource pack for free!

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Explaining Needs and Wants (LEANS resource 4.3)

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About this video This video is one component of the Learning About Neurodiversity at School (LEANS) resource pack for primary schools. It is part of a larger unit on "getting along together at school". Understanding needs vs. wants is a main component of this unit, in addition to discussions of receiving and giving help and support in the classroom.

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Activity 4-2 school scenarios teacher guide

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Activity 4-2 school scenarios pupil instructions

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Activity 4-2 printable school scenarios cards

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Activity 3.2 pupil notes sheet double-sided

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Activity 3-3 Ambiguous scenes pupil instructions

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Activity 3-2 Film links and teacher information

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Activity 3.2 pupil notes sheet editable slide

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Activity 2-2 Mind's Eye teacher instructions for drawing A

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Activity 2-2 Mind's Eye teacher instructions for drawing B

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Activity 1-1 Would You Rather teacher guide

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About this video

This video is one component of the Learning About Neurodiversity at School (LEANS) resource pack for primary schools. It is part of LEANS' first unit, which introduces children to neurodiversity terms and concepts and relates them to the classroom. The video assumes no prior knowledge of neurodiversity. The target audience for this video is children age 8-11 years, who are proficient in English.

Captions are available for this video. Click the CC logo below the player to turn them on.

LEANS materials, including this video are published under a Creative Commons CC-BY-NC-ND 4.0 license: Attribution-NonCommercial-NoDerivatives 4.0 International.
Many people have worked hard to make LEANS available for free. Thank you for respecting the terms of this license. Credits

Video © LEANS project, 2022

Illustration © Claire Hubbard, 2022 (@emseeitch)

Narrator: Gemma McLean

Video script: Dr Alyssa Alcorn, Professor Sue Fletcher-Watson, and the LEANS educator participatory design team

Video design and production: Dr Alyssa Alcorn

"Comedy: Spot Effect - Cork twist & pop". bbc.co.uk - © copyright BBC Audio (pop sound):https://sound-effects.bbcrewind.co.uk/search?q=07042181

Composed by: Sonny Fascia. Album: Nature Sound Effects (2018). Audio From: Audio (woodland sound effects): "Summer nature bird sounds"https://edinburghrecords.com

More information
Find out more about LEANS on our project website: https://www.ed.ac.uk/salvesen-research/leans

The site includes information on how LEANS was developed, our team members, funding, and evaluating the resources in schools. You can also download the whole resource pack for free!

Read more about this video's woodland metaphor for neurodiverse classrooms: https://www.ed.ac.uk/salvesen-research/leans/about/neurodiversity

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Introducing Neurodiversity (LEANS resource 1.3)

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About this video This video is one component of the Learning About Neurodiversity at School (LEANS) resource pack for primary schools. It is part of LEANS' first unit, which introduces children to neurodiversity terms and concepts and relates them to the classroom. The video assumes no prior knowledge of neurodiversity.

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Watch this if you think autism is bad ('Good To Be Me' music video)

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About this video

This video is one component of the Learning About Neurodiversity at School (LEANS) resource pack for primary schools. It is part of LEANS' first unit, which introduces children to neurodiversity terms and concepts and relates them to the classroom. The video assumes no prior knowledge of neurodiversity. The target audience for this video is children age 8-11 years, who are proficient in English.

Captions are available for this video. Click the CC logo below the player to turn them on.

LEANS materials, including this video are published under a Creative Commons CC-BY-NC-ND 4.0 license: Attribution-NonCommercial-NoDerivatives 4.0 International.
Many people have worked hard to make LEANS available for free. Thank you for respecting the terms of this license. Credits

Video © LEANS project, 2022

Illustration © Claire Hubbard, 2022 (@emseeitch)

Narrator: Gemma McLean

Video script: Dr Alyssa Alcorn, Professor Sue Fletcher-Watson, and the LEANS educator participatory design team

Video design and production: Dr Alyssa Alcorn

"Comedy: Spot Effect - Cork twist & pop". bbc.co.uk - © copyright BBC Audio (pop sound):https://sound-effects.bbcrewind.co.uk/search?q=07042181

Composed by: Sonny Fascia. Album: Nature Sound Effects (2018). Audio From: Audio (woodland sound effects): "Summer nature bird sounds"https://edinburghrecords.com

More information
Find out more about LEANS on our project website: https://www.ed.ac.uk/salvesen-research/leans

The site includes information on how LEANS was developed, our team members, funding, and evaluating the resources in schools. You can also download the whole resource pack for free!

Read more about this video's woodland metaphor for neurodiverse classrooms: https://www.ed.ac.uk/salvesen-research/leans/about/neurodiversity

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Introducing Neurodiversity (LEANS resource 1.3)

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About this video This video is one component of the Learning About Neurodiversity at School (LEANS) resource pack for primary schools. It is part of LEANS' first unit, which introduces children to neurodiversity terms and concepts and relates them to the classroom. The video assumes no prior knowledge of neurodiversity.

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A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.

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Alcorn, A.M., Fletcher-Watson, S., McGeown, S., Murray, F., Aitken, D., Peacock, L.J.J., & Mandy, W. (2022). Learning About Neurodiversity at School: A resource pack for primary school teachers and pupils. University of Edinburgh. https://salvesen-research.ed.ac.uk/leans
See more citation guidance in our FAQs

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Learning About Neurodiversity at School (LEANS)

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A free programme for mainstream primary schools to introduce pupils aged 8-11 years to the concept of neurodiversity, and how it impacts our experiences at school.

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Niraj (autistic adult) writes great blogs

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Discussing the medical and social model of disability

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When it comes to discussing neurodiversity, something that is not mentioned a lot is the medical model and the social model. Both models have been used over time, but are very different to each other. In this blog post, I will summarise both of these models, and talk about how it influences the way we think about disability.

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Navigating your autism journey: embracing your authentic self | Sharon McCarthy | TEDxTralee

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https://youtu.be/YZgVjR4_pP4

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Navigating your autism journey: embracing your authentic self | Sharon McCarthy | TEDxTralee

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Autistic Taekwondo Champion Thomas Henley

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Autistic Taekwondo Champion Thomas Henley

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Stories from the Spectrum

Thomas Henley
- on being an autistic Taekwondo champion

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Ive always been really focused when it comes to something Im interested in. I think that focus really helped me with Taekwondo.

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Thomas Henley, autistic content creator and Taekwondo champion

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Stories from the Spectrum

Harri Wilson
- on being an autistic junior doctor

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When I have autistic patients, I always take particular care to find out their needs and make sure they are met.

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Stories from the Spectrum

Nick Hine
- on his desire to increase the number of autistic people in the Royal Navy

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Now seemed like the right time to talk about being autistic in public.

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To mark World Autism Awareness Week, we talked to the Second Sea Lord, Vice Admiral Nick Hine. The Vice Admiral spoke about his recent announcement that he is on the autism spectrum and his desire to increase the number of autistic people serving in the Royal Navy.

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An Autistic Person's Take On Autism Awareness Week

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"Acceptance is more important than awareness"

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Almost 50 years ago the Autism Society in the US launched its first autism awareness campaign. This evolved into Autism Awareness Month. To the dismay of many autistic people, a strong focus developed on presenting autism as something awful that needed to be cured. In 2011, Paula Durbin-Westby, an autistic disability rights activist, started Autism Acceptance Month to focus on accepting neurodiversity and on supports tailored to the needs of autistic people. We are happy to see more and more organizations follow her lead and celebrate Autism Acceptance in April. Including, for the first time this year, the Autism Society.

We joined the Autism Acceptance movement in 2015 based on community feedback. Awareness is great, but we should aim to understand, respect, include, support, and accept autistic people . That means Autism Acceptance Month should not be about us. This is why we use this month to provide a platform for autistic AAC users. They should be able to tell their stories and share their perspectives on social media and other channels. This year we will give the stage to endever* corbin, Darla Burrow, Tuttle, Donnie TC Denome, Cole Sorensen, Alyssa, Jordyn Zimmerman, Saoirse and Naomi.

Listening to autistic voices

Donnie TC Denome is an autistic AAC user, journalist, graphic designer, and health educator. They hold a degree in public health and are an advocate for information access, harm reduction, health education and health care equity. They keep a blog about disability, health, journalism, LGBTQ+ issues, and AAC at donnie.lgbt.

Read their stories

Throughout April 2021 we will share these stories on our social media.

Our discount

Given that our apps are used by autistic individuals of all ages we also celebrate this month through an annual discount. This year the discount will run from March 30 to and including April 6.
Learn more about the discount

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Autism acceptance? Not without autistic voices! - AssistiveWare

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Almost 50 years ago the Autism Society in the US launched its first autism awareness campaign. This evolved into Autism Awareness Month. To the dismay of many autistic people, a strong focus developed on presenting autism as something awful that needed to be cured.

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Melanie Sykes Shares Her Inspiring Later In Life Autism Diagnosis | Loose Women