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Neurodiverse perspectives continues to assist with my understanding of the social model. I have truly enjoyed opening my views to the social model. As an occupational therapist, I tend to live within the medical world to frame my treatment goals and interventions. The social model challenges my commitment to focus on the child and their individual's strengths and motivators. Through this lens I hope to provide a more holistic and individualized treatment plan.

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I think Temple Grandin's perspective sheds light on the social model of disability framework. From a societal structural lens, I think that students on the autism spectrum are structurally disadvantaged and their abstract visual thinking is less appreciated and nurtured as much as it could be. Just as in Temple's case, the awesome spatial abilities of these students often go unnoticed. I think if we brought a lens that a student may bring a more neurodiverse lens and enhance curriculum by bringing in special interests these could both be pathways that look at the wholistic view of disability and multiple intelligence within our students

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Temple Grandin's viewpoint has influenced my understanding of autism, particularly in highlighting the shortcomings of the medical model. In contrast to the medical model, which focuses on an individual's deficits and impairments, the social model recognizes individuals as unique and neurodivergent while celebrating their strengths and potential. I am now more convinced that society must modify itself to support these individuals instead of expecting them to conform to social norms.

I am committed to utilizing the social model by recognizing and valuing the diverse strengths and abilities of my autistic students. I will ensure that I foster a sense of belonging and empowerment in an inclusive learning environment that accommodates different learning styles and needs. Moreover, I will advocate for systemic changes within my school to promote understanding and acceptance of neurodiversity.

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Arden's Perspective:

The video in class, our discussion, and the reading about Temple Grandin's experiences have given me a holistic understanding of each model. Learning more about the effects of each model and what each model stands for has made my knowledge about these models more diverse. The video in class specifically has given me a unique view of the Social Model. As for the Social Model, Temple Grandin's TED talk sharing the insight of how her mind works was very eye-opening. Before the video, I knew that individuals with autism thought differently, but seeing the visuals that Temple provided allowed me to see the different capabilities. I think that ability is very unique and adds a diverse way of thinking. Her perspective and insight demonstrated the powerful capabilities individuals with autism have. Each individual is unique, and that's what the social model stands for. I can see how the unique characteristics could have the potential to lead to a very powerful experience as a role model.

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Looking at the different perspectives and examples that we have gotten over the last few weeks I have a much different understanding of the social and medical model of disability. I have heard of instances where society has made barriers for people with autism and I have even seen a share of exclusions working in primary schools. Compared to seeing the definitions and the diagnosis criteria in the DSM, which I am not super familiar with is also eye-opening as a teacher. We are taught in school to write and always come up with the positive points first and find out students' strengths no matter how hard it can sometimes be. Writing with such little detail and showing deficits rather than strengths seems like a cruel disadvantage to the student. As Temple talked about, having a strong mentor in school and in general is something that all children deserve, but especially children who are not always able to advocate for themselves and their strengths. Students will benefit from a strong mentor. It is clear to see the opposites of the social model and the medical model and what I do and don't want to do as a teacher for my students.

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These perspectives allowed me to understand the social and medical model of disability frameworks deeper. These two models are focused on the language that is used when describing individual with disabilities. The medical model focuses on the deficits and focuses on “fixing” the individual. This perspective allowed me to see the limitations and problems with the medical model. This perspective of the social model is focused on providing ways to eliminate limitations in society. They want to create an environment that is more accessible and inclusive to all people.

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Learning about the social model and medical model of disability frameworks allows me to see two different persepctives. The social model puts an emphasis on changing societal attitudes towards neurodivergence, suggesting that it is not a disability. This perspective allows for a societal push in adovacting for an environment suited for everyone, despite their differences. As for the medical model, it views neurodivergence as something to be fixed or treated in a person. This model doesn’t look at how society can change as a whole, yet how to change the individual with a disability. It would be nice if there was a mix of both the social and medical model approaches to assisst the individual, while also making a change in society.

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The perspectives highlighted the limitations of the Medical Model. This model focuses on deficits of an individual with autism. The Social Model focuses on the deficits of society/the community. Temple Grandin's TedTalk and the neurodiversity perspective both emphasized the fact that individuals are so unique and the way they think/process things are different, but are necessary in society. I liked how Temple Grandin spoke about the fact that there are so many people who ignore the small details, but they are incredibly important in society, therefore, the neurodiverse community is essential. This supports the Social Model, in which society is "at fault" for not accepting the differences in thinking. If the Medical Model would be focusing on changing the thinking of the neurodiverse individuals.

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These perspectives helped me realize the limitations of the medical model. Using a deficit focused language sheds light on the negatives of this unlike the social model. The social model being centered around the barriers that society creates other than blaming the individual with the disability. With Grandins perspectives it helps me gain a better understanding of how each individual thinks and learns differently. With this if we can create an inclusive setting for all it will be beneficial for everyone.

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The medical and social models are two sides of the same coin and their relationship is what grounds a lot of our understanding of what autism is today. Temple Grandin experienced both of these, especially with her science teacher. This help me deepen my understanding of what an educator can do to change a person with autism's perspective on what the medical model has told them they are capable of. While we need the medical model to help students get the help they need, we also need the social model to boost up the student and show their capabilities. I am proud to lean more towards the social model in my work as an art teacher but at the same time am grateful to have the medical model as it gives my students the resources they need to grow in different areas.

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Temple Grandin's perspective has helped me think about the aspects of both models and how it can impact individuals with autism. For example, the neurodiverse perspective fits in with the social model. It discusses how even though someones brain might work differently, they can see from additional perspectives that we may not think about. This does not fit under the medical model because it is about accepting people for who they are, and not trying to change them. The medical model would want to "change" everyones brains so that they work the same. I think after learning about these models, while reading I was able to distinguish which aspects would fit into each model.

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Temple Grandin's perspective drove home the importance of utilizing the social model when interacting with students with autism. The medical model is limiting by comparing the abilities of a student with autism to a socially constructed "normal" mind. Whereas the social model allows us as educators to see the different types of minds and talents students possess. For example, Temple Grandin highlighted a visual or photo thinking mind that students with autism might possess. Whereas the medical model evaluations would not focus on this approach, the social model would allow us as educators to take into account different minds each student has and develop our supports based on that. The medical model would term a fixation as a deficit whereas what Temple Grandin suggested and the social model suggests would allow that student with autism to keep their interest, such as racecars and build in supports for that, such as in math, calculating the change of speed of a race car, or in history the history of race cars. Frankly, the social model is just good basic teaching, catering to student interests and recognizing their diverse personalities, mindsets, talents and interests and weaving that into instruction and support.

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These perspectives helped me understand not only how the social model and medical model are linked, but also the differences between them. There are many biological differences but also societal barriers. I felt most of the readings this week also focused on social model of disability by highlighting ways society disables individuals. Temple Grandin also seems to focus on this side as well, emphasizing that we need to embrace neurodiverse minds and people. Neurodiversity is something that should be celebrated and embraced, not something that should be feared or looked down upon. If we recognize neurological diversity, we can create an inclusive society and environment for all individuals.

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I like how Temple Grandin focused on the limitations of the medical model, but offered solutions with the social model. Instead of just saying "well the kid can't do algebra, so they shouldn't do geometry" is nuts, but it is how we are trained to look at students with disabilities.

Instead, she thinks we should focus on what the child's interests are and how we can use those to make the lessons more appealing to them. The example of race cars discussed in class and using that to calculate the speed/distence traveled is a great idea.

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Learning about the Social and Medical Model of Disability Frameworks has been an eye-opening experience. Having been a teacher for the past six years, I never noticed that how the language used to describe kids with autism (and disabilities in general) is so deficit-based until I took the class. Temple Grandin's Ted Talk showed me that society needs people who have different strengths and weaknesses to thrive, and I believe that the social model is a perfect complement to her ethos. That being said, I believe that the medical model has its place. We need specific language and diagnosis to provide targeted support for people who need it. We also need specialized professionals (i.e., OT, PT and speech) who can help individuals get to their goals. While I morally agree with the social model more, the medical model can be beneficial as well. At the end of the day, it's all about society's mindset towards "disabilities" :)

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Temple Grandin's perspective on how the brain works is something that resonates with me. Being able to describe how someone learns is how I build learning in my classroom. As a music teacher, I personally don't stick to one mode of pedagogy. I have found that all students respond differently to the same thing, so I inherently build different learning strategies into my teaching. Her perspective highlighted the limitations of the medical model that we may be used to understanding, and it is refreshing to have someone offer this perspective to better support people on the spectrum. Being on the spectrum is such a unique experience, and it is difficult to stick to everything that is within the medical model in order to learn how to live a fulfilling life.

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These perspectives connect to the frameworks through the way that they frame individuals with autism. The Medical Model of disability focuses on the limitations of individuals with disabilities, and the medical diagnoses perspective is also deficit-based. They look to blame the individual for their differences and frame them in a negative light. The Social Model of Disability focuses on the aspects of society that cause barriers for those with disabilities, rather than blaming the individuals. The neurodiverse perspective connects to this framing by noting how important it is to celebrate and embrace different minds.

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Temple Grandin's perspective helped me consider the limitations of the medical model. It's a model that focuses largely on limitations and the symptoms that contribute to difficulty in the life of an autistic person, whereas neurodiversity is one that focuses on the unique strengths and differences people on the spectrum have to offer. Neurodiverse perspectives make a fuller, more complete picture of how we understand autism in our society, and voices like Grandin's help emphasize looking at autism in a new and different way. I also like that a lot of the focus was on practical solutions- like how mentorship and hands-on education experiences made a personal difference in Grandin's life, and are so lacking but crucial for youth on the spectrum. Iain's piece also highlighted the importance of not misunderstanding signals from autistic children- maybe what you're seeing isn't anger, or 'weird' or offputting behavior, but different ways that person attempts to adapt and mask their autism in the classroom. I think autistic voices are so important in our understanding, in that they can better help elucidate things that allistic folks struggle to understand, as well as provide a clearer image of 'autism from the inside.'