autism – Page 2 – I am James' mum

As simple as ABC? (addressing barriers collectively…)

Addressing Access Barriers Collectively “To share a little of each other’s world so that all might gain through a broadening of their horizons” (Grace, 2020)

Did you know that some groups globally do not have access to comprehensive communication and literacy education? Historically, this group of disabled individuals was termed ‘subhuman’ and ineducable. Thankfully, the mindsets that contributed to this bleak landscape for disabled people have changed substantially.

Yet, despite major advances in social equality and human rights for people with disabilities, many are still limited by either their capacity to learn or the methods in which they are being taught. In reality, it’s a combination of both.

My son is one of these children. He is the reason I read and research, advocating for collective consciousness and community change. I share my perspective as someone who is still trying to filter the pragmatics from the complexities encountered over the years, from one specialist to the next. After much exploration, we have finally settled upon inclusion as a universal/specialist approach to adopt and embrace.

My son is someone you could consider to be a ‘sensory being.’ This term, coined by Inclusion Specialist Joanna Grace, is used to describe individuals with multiple learning disabilities in a positive light—highlighting their primary experience of the world, which is sensory (Grace, 2017). While no label or terminology can fully encapsulate the essence of who a person is, this term is sufficiently descriptive of some of his abilities and challenges, and it can support a wider understanding of how to interact with him and others like him.

The core meaning of this term for me is being. According to the Oxford English Dictionary, “being” refers to the state of existing, a person or thing that exists, or the essence or nature of something. People with profound and multiple learning and physical disabilities exist and continue to live in a society that often misunderstands and mistreats them. The stories of abuse and neglect in care homes, at the most tragic end of the spectrum, are heartbreaking.

If my son is a ‘sensory being’ and I am a ‘linguistic being,’ we need to find a bridge. We must ‘share a little of each other’s world’ to both of our benefit. This helps us appreciate and celebrate each other’s essence, our humanity, our relationships, and our existence together. This brings us to core words and how they can be used collectively in the community to create that bridge.

Language, Interaction, and Being

By definition, the description ‘sensory being’ implies that language is elusive for this group of people. It highlights the delicate balance between using too much language or too little. Imagine being completely ignored on one end of the spectrum, or overwhelmed and confused by too many words and commands on the other. Where is the middle ground?

Observation, the selective use of core words, Intensive Interaction, and Augmentative and Alternative Communication (AAC) can be the bridge to understanding this balance. These techniques involve using fewer words but with greater meaning—focusing on the most important, essential vocabulary that can facilitate communication and connection.

Understanding where the child is in relation to the basic (typical) phases of communication development and function can help design the core words to use. For example, non-intentional communicators may use indiscriminate body motions, crying, smiling, or vocalisations. What should you look for? How is the communication related to a sensory responsiveness to something internal or environmental? When the child cries, what do they need? When the child smiles, what makes them happy? What sounds do you hear in their vocalisations—do they vary? How is the tone? What can we adjust in the environment to respond to their initial pre-intentional communication?

Core Words Modeling: Example core words could include: “I,” “see,” “you,” “hungry,” “tired,” “happy,” “hot,” “cold,” “thirsty,” “want,” “play,” “oh no,” “better,” “more,” “help,” “stop.”

These core words can offer children like my son the opportunity to express their needs, preferences, and desires.

Collective Community Change Through Core Words

The collective use of core words across communities can make a tangible difference. It means that children like my son don’t have to rely solely on a few specialists or carers for their communication needs. Over time, this creates a web of understanding, enabling people with sensory processing differences to experience consistent, meaningful interactions across various settings. It’s not just about teaching language—it’s about fostering mutual understanding.

This shifts the dynamic from a top-down “I speak, you listen” model to a more collaborative, two-way exchange of meaning.

Emotional Regulation and Well-Being

This approach doesn’t just benefit children with sensory or communication challenges—it can be adapted to support everyone across a broad spectrum of needs. When communities adopt inclusive practices, everyone gains by broadening their understanding of how people experience the world. Children with sensory processing differences often struggle with emotional self-regulation due to the mismatch between their sensory experience and their environment. Some responses to these frustrations manifest as self-injurious behaviours or physical reactions. By incorporating timely and fewer, well-chosen words and responses, we help them process their experiences in ways that feel safe and manageable.

One concrete example is the improvement in my son’s regulation when I observe he is feeling overwhelmed. With the use of core words and signs like “calm,” “quiet,” or “break,” I can observe my own physiological change in response to the imminently stressful situation, and regulate both his and my own emotions more effectively. This emotional vocabulary isn’t just about words—it’s about co-regulation, modelling, and giving him the tools to communicate complex feelings and navigate the world with more agency and confidence.

Research has shown that using techniques like Intensive Interaction or AAC can significantly improve emotional regulation, well-being, and communication, while supporting literacy development and addressing the challenges of isolation and frustration that often accompany communication difficulties.

Universal/Specialist Approach: A Path Forward

The inclusive, universal/specialist approach we’ve adopted is about meeting children where they are, regardless of their individual challenges. For my son, this means embracing both specialised interventions (such as speech therapy or sensory integration techniques) and community-wide approaches that empower everyone—adults and children alike—to communicate more effectively.

Advocating for a Broader Understanding

I speak from a place of lived experience. As a parent advocating for my son, I experience firsthand the overwhelming range of emotions that come with being misunderstood or trapped inside a mind and body without an outlet. I know that interpreting my son’s behaviour is not just about finding a right “way.” It’s a constant journey of learning and unlearning, filtering through the complexities of the systems around us to arrive at a place where inclusion, understanding, and respect are the foundation of how we interact.

Sustainability, Suicide and Self-Esteem

Advocates Apparel is joining the Women Change Makers Fair. We aim to celebrate neurodiversity and its crucial role in shaping a more inclusive, sustainable future. Our focus is on raising awareness of the strengths and unique perspectives of neurodivergent individuals. Embracing neurodiversity, our goal is to drive innovative thinking, creativity and increase well-being. We strive to create lasting change for everyone.

What Does a Sustainable Future Mean to You?

For me, a sustainable future is about safeguarding human well-being alongside protecting the physical environment we live in. It means prioritising mental health—especially for children and individuals at risk of suicide, trauma, and isolation. A sustainable future for me involves empowering people with the tools to understand themselves. This creates self-sustaining ways to regulate and educate. It’s also about supporting people and organisations dedicated to providing these resources and creating supportive communities.

Avoiding a Growing Health Emergency with Awareness, Advocacy, and Affirmation

Suicide rates are a growing global concern, especially among young people. This growing population of individuals feeling disillusioned or in a state of malaise points to the need for urgent action. One major cause for this sense of disconnection might stem from unrealised expectations. The rise in deficit labelling and diagnoses may be compounding this issue. Many children, young people, and adults may feel they have failed to meet societal ideals. These ideals are either their own or those imposed by parents or society. Ironically, even those who achieve their goals also report feelings of emptiness. Ultimately, the rising sense of dissatisfaction stems from a loss of positive identity.

A Social Shift in Mindset

At Advocates Apparel, our products are designed to promote solidarity in understanding and the need for change. The logo is the message we share the same values and passions.

The neurodiversity movement calls for people to aggregate, understand, and affirm human variation and differences in different areas of ability. With this collective understanding and agreement, we can shape and influence access to appropriate resources. We can provide teaching materials. We can advocate for better social systems. We aim to create communities where people feel accepted for who they are. We have made great strides throughout history in achieving historic shifts in gender equality. Now is the moment to stand up for neurodivergent individuals. They are the largest, most underrepresented, and diverse group in our society.

Ultimately, understanding neurodiversity parallels understanding the things in life we can change, can’t change, and aspire to change. The neurodiversity mindset is a huge shift in thinking. It needs mass agreement to make this change. This change is like the issues of sustainability and gender equality shifts we have seen. It takes an enormous effort. If enough people believe it’s possible, we can create a brighter, more empathetic understanding of neurodiversity. This understanding encompasses all its forms and variations. By changing how we understand and support it, we can make a significant impact.

Our Products: Advocacy-Inspired Products for a Sustainable Future

Our products are designed to celebrate neurodiversity while promoting sustainability. Each item is crafted with advocacy in mind, blending creativity, functionality, and eco-conscious materials. By supporting these products, you’re not only embracing diversity but also contributing to a more inclusive, sustainable future. Whether it’s art, accessories, or tools, every piece reflects the power of individuality and environmental responsibility.

Together, we can build a world where every mind is valued and empowered to contribute to a more sustainable tomorrow. Let’s affirm the power of diversity, inclusion, and equality for all people.

References

Agency, Burnout, and Action

Lately, I’ve noticed that my mind is tired. I’ve been sleeping either too little or too much. I feel happy one moment and easily agitated the next. I overthink, then become saddened and overwhelmed —all in quick succession. My energy, resilience, and motivation are low, and my perspective is clouded. I tend to underestimate my energy levels. I also overlook my ambitions. I forget that change rarely happens quickly or in a straight line. These feelings are clear signals of burnout, and as a result, I metaphorically fell over.

Burnout can affect neurodivergent individuals, neurotypical people, and those on the spectrum. It’s something caregivers and teachers experience as well. I’m grateful I was able to retreat and recover, taking a full day off duty. It was a much-needed day of respite, allowing me to reset. Now, I find myself writing again about agency and my special interests… as a reminder for the next time this happens.

The Sense of Agency

To recover it was important for me to reclaim my sense of agency. The concept of sense of agency is powerful for me. It’s something inherent to us as humans, much like our sense of sight, hearing, or touch. But when we’re in a state of burnout, our sense of agency can feel impaired. It is similar to how someone might feel helpless if they lost their sight or hearing.

Our sense of agency is shaped by many things: our personal narrative, environment, the people around us, and societal structures. It’s not fixed. It’s a dynamic force that can be reactivated. It is like a muscle that needs rest and care to function at its best. People on the neurodivergent spectrum and caregivers often face systemic challenges. These challenges can strip away their agency. This is especially true when mental health or burnout is involved. These individuals are navigating a world that doesn’t always support or understand their needs.

Resting and redirecting my mind helps, click here to read my blog post ‘Agency and Anxiety’.

Shifting the Narrative and Collective Agency

When we acknowledge the commonalities faced by those dealing with neurodiversity, caregiving, and mental health challenges, we open our minds. This understanding creates space for empathy. We also foster collaboration and action.

The history of social movements shows us how powerful collective agency can be. We are working to tackle global challenges like climate change. We also face mental health crises and systemic inequalities. We must recognise that these issues are interconnected. Our personal struggles—whether related to neurodiversity, caregiving, or burnout—reflect broader societal issues. By recognising this, we can change the narrative towards a more positive, neuroaffirming perspective.

We are all part of a larger agency—society. Our individual actions, when combined, can have a profound effect on the world around us. This understanding supports the neurodiversity movement. It empowers individuals to recognise their value and demand inclusion. This shift can create spaces for neurodivergent individuals to find their rightful place in society.

Click here to read more about Neurodiversity affirming messages and practices.

Supporting Neurodiverse Learners: Building Self-Esteem

Commonalities in Dyslexia, Language Processing, Developmental Delays: Building Self-Esteem

As a parent and advocate, I’ve spent a lot of time reflecting on how we can better support neurodiverse learners—children who face challenges with language processing, reading, comprehension, and communication. Through my journey with James, combined with the expert insights I’ve encountered, I’ve realised that many learning differences, such as dyslexia, developmental language disorder (DLD), ADHD, and autism spectrum disorder (ASD), have more in common than we might think. Instead of focusing on their differences, I believe we should bridge the gaps in understanding these conditions and take a more inclusive approach to learning, one that helps improve self-esteem and empowers neurodiverse learners.

Common Threads in Learning Differences

Reflecting on SENDCAST episodes featuring Louise Selby and Dr. Helen Ross, alongside research from Jill Boucher and Maggie Snowling, I’ve noticed a common thread in how learning, communication, and attention difficulties manifest in children with different diagnoses. A helpful approach is to understand that many of these conditions stem from shared challenges in processing language, not deficits in intelligence.

For example, dyslexia is often misunderstood as simply a reading disorder, but it’s more about how a person processes and decodes language. Dyslexic learners often struggle with phonics and word recognition, but this difficulty is not a reflection of intelligence. Likewise, developmental language disorder (DLD) isn’t a cognitive issue but involves challenges with syntax, semantics, word retrieval, and pragmatics (as highlighted in Maggie Snowling’s paper on Developmental Dyslexia and Specific Language Impairment: Same or Different?).

Interestingly, ASD is often treated as separate from language disorders, but Jill Boucher points out that this division can blur the lines between appropriate interventions. For example, in my studies of Intensive Interaction, I’ve observed that teaching non-verbal or minimally verbal children with autism using rigid, speech-focused methods can suppress their communicative intent. Nurturing their communication and language skills in a more holistic way—such as using Intensive Interaction techniques—could yield better results.

Additionally, Rita Jordan, in her work on autism with severe learning disabilities, highlights how children with autism may have fewer opportunities for language exposure and interaction, especially when learning disabilities are misunderstood or not specifically addressed. She suggests these children may experience limited exposure to natural language and meaningful communication, often due to inappropriate interventions. As a result, these children miss crucial opportunities for language development. Without this foundation, they may fall further behind their peers, even in basic social communication skills. This underscores the importance of creating learning environments that promote language development through natural interactions and respectful communication.

It’s essential to recognise that ADHD, ASD, and DLD share overlapping challenges in language comprehension, working memory, and social communication. Professor David Daley reminds us that children with ADHD or ASD may exhibit developmental delays, meaning their brain maturity often lags behind their chronological age. Their defiance, indifference, or struggles to learn are not personal choices but responses to cognitive and language processing differences.

The Power of Morphology in Supporting Learners

As Louise Selby explains in her discussions about dyslexia, traditional phonics approaches don’t always work for all learners, especially those with DLD, ADHD, and ASD, who may struggle with phonemic decoding. Morphological instruction, on the other hand, provides children with a meaning-based strategy for word comprehension. This approach is effective for all learners, not just those with language difficulties, as it helps children build a deeper understanding of language and the structure behind it.

Moreover, morphology can be particularly useful for learners who struggle with reading comprehension. For instance, a child who understands that “un-“ means “not” or “happy” means a positive emotional state can more easily figure out the meaning of unfamiliar words. Given that around 80% of English words are made up of morphemes, this strategy works for a wide range of learners, including those who may not typically be diagnosed with learning disabilities but still struggle with word meaning.

Bridging the Gaps and Improving Self-Esteem

One of the most concerning issues for children with learning differences is the impact on their self-esteem. Labels like dyslexia, ADHD, and autism can make children feel “less than” their peers, and over time, they may internalise these negative labels. In her SENDCAST talk, Dr. Helen Ross discusses the profound mental health effects of a dyslexia diagnosis, where children may begin to see themselves as “lazy” or “dumb” simply because they process language differently.

As a parent, it is heartbreaking to see any child begin to doubt their worth. Understanding the brain’s differences in processing language is key. We need to shift the conversation away from deficits and focus on a child’s unique strengths.

That’s why I created IAMJamesMum.org—to share our story and advocate for neurodiversity. By celebrating the idea that being different is not a deficit, we can help children build their self-worth and embrace their strengths, not just in language, but in all areas of life.

A Holistic Approach: Inclusive Practices that Celebrate Neurodiversity

In my view, the best way to support neurodiverse learners is through a holistic, inclusive approach that recognises the shared experiences of children with different neurological profiles. Instead of treating each condition in isolation, we need to adopt universal strategies that support all learners. This might include explicit teaching methods, a focus on morphology for language learning, and meaningful, context-rich environments where all learners can thrive.

I’m also passionate about the work of Hope Haven, which is working to build a model for welcoming and inclusive spaces for the SEND community. By creating environments where neurodiverse children feel valued and accepted, we help them not only build academic skills but also foster emotional resilience and improve self-esteem.

Moving Forward Together

The neurodiversity movement, championed by Advocates Apparel, Hope Haven, and this blog, is about creating a world where differences are celebrated and neurodiversity is recognised as a strength. Let’s continue to work together to bridge the gaps in understanding and build a more inclusive and supportive world for all neurodiverse learners.

Resources to Explore:

Advocates Apparel: Supporting the neurodiversity movement with pride.
Hope Haven: Celebrating neurodiversity through inclusive environments.
SENDCAST Podcast: Insightful discussions on SEND, dyslexia, ADHD, and inclusion with experts like Louise Selby and Dr. Helen Ross.
ACAMHS Learn: Free CPD sessions on ADHD, autism, and more, providing professional development in neurodiversity.

Additional References:

Dr. Helen Ross, Trustee of the British Dyslexia Association www.helensplace.co.uk
Louise Selby, author and dyslexia specialist www.louiseselbydyslexia.com
Maggie Snowling, Professor at the University of Oxford, world-leading expert in language disabilities, including dyslexia
Jill Boucher, Professor of Developmental Psychology, City University London
Rita Jordan, Professor of Autism Studies, University of Birmingham

Exploring identity, being and belonging

This blog features the work of Dr. Joanna Grace from the Sensory Projects

Embracing identity with James

Through my disability inclusion studies, I learn more about people like us in the world around us. I find that a new approach to longstanding beliefs is necessary. As such, I advocate for celebrating neurodiversity and exploring fresh ideas to share experiences and find support.

Our identity is shaped by our thoughts and how we experience the world through our senses. Sensory substitution explains James’s heightened senses. His reactions—whether calming or overwhelming—are his way of communicating. Sensory substitution occurs when one sense compensates for another when overloaded, allowing information to be processed differently. Co-regulation is another key concept, where we support each other in managing emotions. Understanding and responding to James’s cues, I can help him feel more settled. I’ve noticed how my responses can help us stay calm and connected.

The Neurodiversity Movement

The neurodiversity movement is a paradigm shift and an essential movement happening now. It’s a global movement to reduce the stigma around neurodivergent brains.

Neurodiversity embraces the idea that neurological differences are simply variations of the human brain. This shift is crucial for people to be valued for their unique ways of thinking and being.

The Layers of Identity

I recently watched Joanna Grace’s discussion on identity, which sparked reflections on my experiences with James.

Joanna Grace offers a powerful framework for understanding identity through five key paradigms:

Essentialist Identity: Our inner, unchanging core.
Structured Identity: How our environment shapes us.
Performative Identity: Adapting to social expectations.
Discursive Identity: The power of language.
Beyond Identity: The evolving nature of self.

Joanna’s work has deepened my understanding of the identity that James and I embody as mother and son. Her frameworks show that the idea of identity is multi-faceted. Understanding of disability and neurodiversity is evolving. It is shaped by new knowledge and perspectives.

Embodied Identity: Recognising True Value

Joanna’s concept of embodied identity encourages us to look beyond physical limitations and recognise the true essence of each individual. This is especially important for those with profound and multiple learning disabilities (PMLD) and individuals with complex learning and developmental needs (CLDD), like James. In essence, I am James’s voice to the world, and our identities are intertwined—we cannot exist without each other. To help us better understand this, Joanna introduces two contrasting philosophical lenses: phenomenalism and Cartesian dualism.

We must look beyond surface assumptions. Just because a body behaves differently, we cannot assume that the mind within is absent or lacking. Each person has an inner life, a sense of being, a light that deserves to be seen.

Phenomenalism: The Embodied Self

Phenomenalism proposes that mind and body are not separate but deeply interconnected. It is rooted in phenomenology, a philosophy that centres on lived experience. In this view, consciousness is always embodied—we experience the world through our bodies.

For individuals who are non-verbal or express themselves differently, this view affirms that their inner world is real and present. Their movements, expressions, rhythms, and reactions are meaningful. These should not be dismissed as mere behaviour, but recognised as communication.

Joanna encourages us to engage with others in ways by learning to listen more deeply to alternative ways of being.

Cartesian Dualism: Mind and Body as Separate

In contrast, Cartesian dualism, developed by René Descartes, separates mind and body into distinct parts. Descartes famously wrote, “I think, therefore I am”, suggesting that thinking and reason are the core of identity.

This idea has had a lasting influence. It has often led society to value people based on their ability to think and communicate in conventional ways. For someone like James, this can be limiting.

Joanna’s work helps us go further. She teaches us not to judge a person’s worth by their physical or verbal capabilities alone. She urges us to understand that identity is a synergy of mind and body.

Moving Toward a More Inclusive Future

Our responsibility is to create environments where everyone’s light can shine. Identity is shaped by experience, environment, language, and interpretation.

All individuals deserve the same rights to love, care, and fulfillment. Disability should never diminish their humanity. Ultimately, it’s about observing and understanding who we are and how we behave—creating a space where we feel understood and connected. In an inclusive future, every person is recognised, understood, and supported for who they are.

How James and I experience the layers of identity

Advocating for Our Children: Building Partnerships for Change

19.10.2024

I tuned into the SENDCast, a podcast that promotes understanding of current knowledge in the global SEND (Special Educational Needs and Disabilities) landscape and community. This week’s topic focused on the vital theme of Parent and Professional Partnerships.

The conversation highlighted a universal struggle: parents advocating for their children’s needs often feel unheard. This episode featured Denise B. Grant, CEO of Panda’s Tree, a pioneering organisation supporting the Black Down syndrome community. Yet, this challenge transcends individual communities and extends to all neurodiverse individuals, encompassing various cultural, societal, and generational differences.

Denise illustrated her point with an analogy about a surgeon who insists on operating without anaesthetic. This scenario reflects a clash of perspective. Professionals may be resolute in their practices, often disregarding parents’ pleas to hear their concerns. This dynamic resonates with my own experiences; when I advocated for practices I had seen work across organisations, nothing changed. The team was not joined up, which could be due to issues like experience, knowledge, and respect for the parent voice.

When James was six years old, our therapeutic support was abruptly terminated, largely due to my personality. The team did not appreciate my input, despite the vast amounts of money and time I had invested in this private organisation. Suddenly, James was unable to go to school, (for the two hours a day I begged for, and permitted only with private and paid support). Home support ended at the same time. I found myself back at square one, navigating the challenges of caregiving alone. Rest was impossible. Subsequently, James developed Tourette Syndrome, and the days and nights became indistinguishable. The beginning of another chapter another uphill struggle. I began taking antidepressants, which helped, but the isolation remained a constant shadow in our lives. I also gained 10 kilos as a side effect.

In respect of Person and Professional partnerships, my experience with different medications and their effects on my mind and body has been long and complicated. I have tried almost all classes of antidepressants, suffering from brain fog and impaired thinking and alertness. Unfortunately, I couldn’t find relief from any pill, and I simply could not continue taking a drug that affected my ability to care for him. Fortunately, my doctor supported me. She listened and helped me navigate my medications, allowing me the freedom to express my concerns. Unfortunately, this is not always the case, as I’ve learned from other parents and individuals in various online communities. The impact of medications can be devastating to mental state and varies from person to person, so concerns should not be disregarded.

Thus the necessity for professionals to listen to families and exhibit genuine empathy cannot be overstated. This reminds me of the German term “Verstehen,” derived from Max Weber’s philosophy, which means stepping into another person’s shoes and seeing the world from their perspective. This compassionate approach is crucial for fostering understanding and collaboration.

This desolation is mentioned by Denise, who mentions alarming statistics surrounding mental health in SEN families, including rising suicide rates.

This is why I advocate for using social media to create supportive spaces where we can share our voices and experiences. In numerous online community groups, I joined parents and individuals sharing feelings of joy, sorrow and hope. There were frank voices seeking connection and understanding. I appreciated the anonymity; some experiences were too raw to share with friends. These connections became a lifeline—simple affirmations of “I understand” or “me too” provided a sense of solidarity.

The SENDCast also sheds light on the pressures professionals face, often constrained by institutional limitations related to time and legality. As a result, they may resort to shortcuts in primary treatments for neurodiverse children, losing sight of the bigger picture and, sadly, the child at the centre of it all. One shortcut that I believe happens too frequently is medicating as a first-line response to behavioural differences. Medication should not be the primary treatment option; professionals must consider holistic support and work together instill values such as customised healthcare, inclusive education, community engagement, and sustainable support.

Disparities in training and teaching quality raise significant concerns, as unmet needs can persist into adulthood and sometimes lead to tragic outcomes. Cultural stigma and systemic inequalities further exacerbate these challenges, particularly for BAME and underprivileged groups.

Drawing from a lecture by Dr. Pritvi Patel at the University of Birmingham, I recognise the importance of the relationship between cultural backgrounds and support systems. This relationship is crucial in shaping effective advocacy. This is why I advocate for mirroring values of compassion and collaboration across cultures within the neurodiverse community.

The pillars of inclusion stress the importance of building knowledge together for a more empathetic society—one where no child is left behind. In a world grappling with a health crisis and increasing dissatisfaction, this commitment is more vital than ever.

Together, we can create resilient futures for all individuals and families, ensuring access to the resources needed to thrive. Every child matters. True inclusion demands a collective effort to listen, understand, and act on the diverse needs of our communities. We can promote pathways to support and resilience, striving for a healthier, more inclusive future.

Peace and Love,
Jamie

#diaryofasenmama #hopehaven #advocatesapparel #parentprofessionalpartnerships #pledgepactpositivity #advocateaggregateaffirmamplify

Summary of Different Classes of Antidepressant Medicine:

Antidepressants generally fall into several classes, including selective serotonin reuptake inhibitors (SSRIs), which increase serotonin levels in the brain to improve mood, and tricyclic antidepressants (TCAs), which affect various neurotransmitters but often have more side effects. Other classes include serotonin-norepinephrine reuptake inhibitors (SNRIs), which target both serotonin and norepinephrine, and atypical antidepressants, which can work in unique ways and are often used when other treatments are ineffective.

The Happiness Index starkly contrasts the top and bottom-performing countries, particularly concerning students, schools, parents, and communities. Countries that excel often have robust support systems, engaged teachers, and involved parents, fostering nurturing environments.

How happy do you feel?

Comment: What’s behind the UK’s increase in Autism Diagnoses – Amelia Hill for, The Guardian.

Conflicting conversations around autism. My take-home notes are:

“The sad truth (is) that autistic people too often do not lead happy lives (diagnosed or not). Compared with non-autistic people, they are about 70-80% more likely to have poor mental and physical health, experience educational under-attainment, unemployment and underemployment, victimisation, social isolation, and premature mortality.

“This has led to some asking whether the main objective of autism research should be refocused to understand how to help autistic people lead happier lives.” ?

The evolution of understanding around autism reflects a complex interplay between diagnostic criteria, societal awareness, and the lived experiences of individuals within the autism spectrum. The shift from viewing autism solely as a disorder to recognising it as part of a diverse identity underscores the importance of embracing neurodiversity. However, challenges persist, with disparities in mental and physical health outcomes highlighting the need for a holistic approach, to support the well-being and positive identity of autistic, individuals.

The loop defined by Russel,”A rise in diagnoses loops back to increased awareness, which impacts on how people identify themselves, which leads to a call for more assessment centres, which has led to a greater rise in diagnoses”

As awareness and diagnoses increase, those with less severe symptoms come forward with their own stories of how autism affects them.

“There is a drive for positively self-identifying as autistic” and it should be acknowledged that you can be in good mental health and autistic.

The diagnostic criteria is widened to take these accounts onboard, which loops back again to another increase in diagnoses.” This loop follows a neurodiversity movement in the late 1990s to remove stigma redefining autism as an identity rather than a disease.

Co-occurrence of Learning Disabilities is now understood to be 75% of this population who are often under-represented in media, communities, and workplaces.

#neurodiversityawareness

Click here to read the full article published Monday, March 4th, 2024.

What’s behind the UK’s increase in autism diagnoses?