Where We Fit in this World: Group Activity (response to Burke & Broderick)

12 Oct

Part 1: Positioning Ourselves

  • 1. What terministic screens are we encountering? What do they filter in, and what do they filter out? What do they enable us to do and understand—and what do they prevent us from doing and understanding?
  • Almost every term we encounter has a positive and negative factor or effect just like terminisitic screens. It doesn’t necessarily mean that we agree with them.
  • 2. How should we deal?
  • Look at these terms and associate them with autism
  • 3. Did Broderick give you more of a perspective on Chew & Raymaker’s “10 Controversies”?
  • It makes us realize how that the cure and recovery from autism is not desirable.
  • 4. Who are these authors? How do their subject positions affect what they’re saying (or authoring)? Do their positions enhance their credibility, detract from it, etc.? To whom, do you think, are they writing? Who might benefit from what they’re saying?
  • These authors range from a teacher to scientist and because they actually have probably put years into their studies it really doesn’t affect what they’re saying unless it was someone who hasn’t took the time to research what they’re talking about (for instance a student with only a semester of research). The authors position can affect their credibility a little but not so much in some cases. We might listen more to a scientist of autism studies than a teacher, but it really matters about the time that one puts into their work.

Part 2: Finding Fictions

  • 1. What metaphors, fictions, or untruths does pop culture use to understand or represent not only autism, but other forms of neurological difference?) E.g., “intellectual disability,” “mental illness,” “learning disabilities,” etc?)
  • Illness as a metaphor in definition is physical but we apply that to the mental state. Like if someone is hurting themselves that’s an illness or if someone is isolated it is believed that they are unhappy whereas that may not be the case.

Part 3: Screens and Charting

  • 1. What does recovery mean?
  • Return to something that you were never at to begin with
  • Retaining something that you lost.
  • 2. What does intervention mean?
  • To come, appear or lie between two things
  • To involve oneself in a situation so as to alter or hinder an action or development
  • When one thinks about intervening they’re thinking that they can better the situation; doing something that another could not do
  • 3. What does acceptance mean?
  • The action of consenting to receive or undertake something offered
  • To affirm something as it is and as a whole
  • 4. How are these things dissimilar?
  • It’s self explanatory almost. If you accept something as it is there really is no just cause to intervene. As for recovery, it depends on who needs to recover especially in a situation with autism.
  • What can and do theses concepts mean, both medically and culturally?
  • Medically: When it comes to science things are more complicated because usually science looks at things as problems that need to be solved and in the autism world words are very sensitive just like any other culture and it’s really not the medical world’s concern because they have an objective.
  • Culturally: When it comes to culture people’s feelings and emotions are taken into consideration. It becomes a world of parents, autistics of all ages and allies. It’s a world where people are respected, etc. It’s more personal; it connects more intimately.
  • 5. Do these concepts compete or overlap?
  • Yes because when you want someone to recover you intervene and when you intervene you either are accepting or not accepting the situation.
Chew & Raymaker Article “10 Autism Controversies”

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