The Gift: LD/ADHD Reframed

This talk by Jonathan Mooney is social model music. I include it in my primer on the social model for minds and bodies. Mooney provides necessary insight into neurodivergent learners. Every minute is worth your time. I’ve pulled quotes from the talk below, as well as a handful of quotes from the introduction to his book Learning Outside The Lines: Two Ivy League Students With Learning Disabilities And ADHD Give You The Tools For Academic Success and Educational Revolution.

Mooney’s perspective offers many takeaways. Two critical ones for me are these rules of thumb.

  • agent > patient
  • identity > diagnosis

Challenge our definition of where disability lies.

We’ve built an entire edifice of intervention that’s about fixing people.

It’s not their minds or bodies that truly disable them. It’s how environment reacts to those differences. That’s where disability lies. Folks don’t have disability, they experience disability in environments that aren’t accessible and inclusive.

We should spend more time talking about how we change the environment that surrounds people and not the people themselves.

I did not overcome dyslexia. I overcame dysteachia. I overcame environments that weren’t built for my brain.

It’s that narrow definition of intelligence, behavior, and motivation that is really my disability. Not dyslexia, not ADHD.

In many learning environments we think good kids sit still. The good kid is the compliant kid.

Young folks like me are given the identity of being bad.

“What is your problem?” If I had a nickel for every time I heard that word in my life.

I was given this identity that I was a problem because of a norm in the environment that good kids sit still.

Difficult children make interesting adults.

We’ve built learning environments based on the myth that appropriate and valuable human behavior is about compliance.

We have conflated reading with intelligence.

We’ve left so many brains out.

We shouldn’t be asking ourselves, “how smart am I?” We should be asking, “how am I smart?”

I had overcome not ADHD, but I had overcome the feeling of being the defective person morally because I didn’t comply to the myth that good kids are compliant.

Intrinsic motivators are drivers like autonomy, mastery, and purpose.

We’ve built most of our learning environments with sticks and carrots.

We’ve negated the power of choice and the power of letting folks craft an education that is grounded in their aspirations, their vision for themselves.

How do we build learning environments that embrace intrinsic motivation: autonomy, mastery, and purpose?

An essential component of my journey was an identity transformation from being a patient to being an agent.

You don’t need somebody to fix you. You need somebody to fight for you, and with you, because what’s happening to you is an injustice.

It ain’t right for somebody to be marginalized for a difference.

I need to cultivate a rights based paradigm, a diversity framework, and I need to become an advocate against what is a form of discrimination and marginalization. That’s an important transformation in agency.

You gotta fight against this, you gotta be an advocate, you gotta have a voice in your education.

Consistently cultivate the language of high expectations.

Y’all know the file, right? This has been the thing that had been following me since I started special education. Those things are thick and deep. KGB got nothing on special ed.

That’s agency. That’s somebody who refuses to negate somebody’s humanity because of a label.

We spend so much time talking about the problem, we lose the person.

We spend so much time captured in this language of deficit that we lower expectations.

We’ve built this whole infrastructure about fixing folks, about turning people into passive recipients of treatment and service, of turning people into patients. But being a patient is the most disempowered place a human being can be.

We need to cultivate a sense of agency in people which is the opposite of patient hood.

The most meaningful interventions, the most meaningful people in my life were people who cultivated a sense of agency.

Real intellectuals, they don’t care how you get there, they just want you to get there.

He was gonna hold me to the highest expectations, but he was gonna give me multiple ways to meet those expectations. And that is what an agency education is all about.

How well I know something is more important than how fast I know something. We are not trying to educate a generation of Jeopardy contestants.

Accommodate and change the environment.

Multiple ways to reach those expectations with a flexibility in the classroom that was inclusive of learning diversity.

Switch from a deficit paradigm to an asset-based strength paradigm.

When all we do is fix people, the message we give to them is that they are broken. Nobody lives a meaningful life feeling broken.

It’s essential that we cultivate that capability framework, that asset based framework.

The moment that I could switch from what’s wrong with me to what’s right with me was a significant part of my journey.

Most of my education was all about what I couldn’t do.

We spent thousands dollars, thousands of hours on trying to fix one trait, frankly, perhaps the most irrelevant trait in the world in the 21st century, and that is spelling. God bless spellchecker.

The energy gone into fixing spelling, to worrying about spelling, it’s staggering.

All week we invested time, money, and relationship capital on fixing that irrelevant trait.

We’re not doing the spelling test today. We’re ditching school and going to the zoo.

The reporter asked me, “Jonathan, give my an inspiring message about how you got to Brown University for young people.” And I said, “ditch school.” Because what we and my mom did every Friday was we spent time getting good at something. We spent time developing strength. She literally called it the “get good at something day.” We spent time being interested in the world. We spent time figuring out where my capacities were, talking about how to make my way in the world with my capacities, not my deficits, but my assets. That was a radical shift in my life.

There is research is piling up every day that shows that school, including higher education, is trying to create generalists for a world of specialists.

More than ever the world rewards specialist knowledge.

School is the only place where we ask human beings to be good at all things.

We need to challenge how we’re forcing everyone to be the same in our educational models with this ideal notion of a generalist approach to being successful. The most successful human beings aren’t good at everything, they’re good at one or two things and they scale those strengths. How do they mitigate those weaknesses? They mitigate those weaknesses the way we all do, with teams, technology, and support.

I married my spellchecker. It’s called strategic mating.

We build supportive networks, we use technology, and we build a life not about what’s wrong with us, we build a life around what’s right with us.

We have built learning environments, our culture, our communities, around the myth of normal and average. That myth of normal and average has bombarded all people with a pervasive imperative that to be okay as a human being, to be acceptable as a human, you have to strive for this mythical norm, this mythical average, which by definition does not exist.

We didn’t have the word normal in the English language until the 1860s. Normal is a product linguistically of the industrial revolution , of standardizing production, of moving in a place that’s forcing people to fit that standardized mold. Normal is a statistical concept, not a fact in the world.

Challenging that myth of normal is a philosophical imperative because we are doubling down normal.

We have a medical community that’s found a sickness for every single human difference. DSM keeps growing every single year with new ways to be defective, with new ways to be lessened.

The myth of normal what’s broken, and the identity that, if you don’t fit it, that you are less than, that’s what’s broken. We need to reframe what we problematize, not bodies, not difference, but this pervasive imperative to be normal.

All progress, all evolution, is driven by deviations from the norms.

All evolution and progress is driven by mutations and deviations. If we lose that, if we eradicate that, we have lost our strength as a community, as a society.

Disability industrial complex is all about what people can’t do. We spend most of our time trying to fix what they can’t do. When all we do is fix people the message we give to them is that they are broken.

We have created a system that has you submit yourself, or your child, to patient hood to access the right to learn differently. The right to learn differently should be a universal human right that’s not mediated by a diagnosis.

Source: Jonathan Mooney: “The Gift: LD/ADHD Reframed” – YouTube

Learning Outside the Lines

For centuries, the word stupid, combined with various intensifiers like bad, lazy, willful, or weak has been used to create a moral “diagnosis.” That moral diagnosis has ruined millions of lives.

Our life struggles had more to do with freeing ourselves from the institution of education than transcending our own personal weakness.

It is a loss and a crime when creativity, alternative learning skills, and an individualized education take a back seat to rote memorization, standardized testing, and the misconception that all people learn the same way.

Education is one of the most beautiful and liberating things we can pursue in our lives, but too often it is approached as a restrictive, punitive, linear, and moralistic act.

Throughout our lives, we had looked to the idea of succeeding in school to define our worth and our intelligence. In childhood, we were told we were defective goods, and to be better we had to be other than what we were.

Ultimately our diagnoses and the subsequent attempts at intervention allowed people to blame us, two powerless kids, for our failure instead of turning a critical eye toward the environment. It took us fifteen years of personal and academic struggle to stop blaming ourselves, to stop believing that we are inherently defective like “they” thought, and to come to realize how profound an effect the environment had on our inability to succeed. Only as time went on did simple interventions like the ability to get up out of our seats, the use of a spell checker, and progressive ideas like project-based learning and other modifications to the learning environment allow the pathology to slip into irrelevance and enable us to be successful. Our hard wiring is a simple cognitive difference. We all have them. But an oppressive educational environment that blames children for their failures caused us to grow up with the stigma of pathology.

Behavior becomes a social indicator of morality, marking which kids are good kids and which kids are bad, and the highest value is one of conformity, passivity, and obedience.

The underlying notion is that all kids develop at the same time in a linear, sequential manner, and if some kids cannot read early, they are not intelligent. This environment gave us an identity at a time when our personality was malleable, an identity that revolved around the teacher, the authority figure in the room. We did not question the rules and the identity handed to us. We were taught that sitting still and getting gold stars on our math homework were more important than art and ideas, and much more important than what kind of people we were and how we treated other kids.

The underlying notion is that all kids develop at the same time in a linear, sequential manner, and if some kids cannot read early, they are not intelligent. This environment gave us an identity at a time when our personality was malleable, an identity that revolved around the teacher, the authority figure in the room. We did not question the rules and the identity handed to us. We were taught that sitting still and getting gold stars on our math homework were more important than art and ideas, and much more important than what kind of people we were and how we treated other kids.

Mooney, Jonathan; Cole, David (2014-07-01). Learning Outside The Lines: Two Ivy League Students With Learning Disabilities And Adhd Give You The Tools F. Touchstone. Kindle Edition.

Neurodiversity and Cognition Representation

Discussion at Automattic about our branding guide and D&I statement has me thinking about neurodiversity representation.

From our D&I statement:

Diversity typically includes, but is not limited to, differences in race, gender, sexual orientation, gender identity or expression, political and religious affiliation, socioeconomic background, cultural background, geographic location, physical disabilities and abilities, relationship status, veteran status, and age.

People want to see themselves represented when they read these lists of identities. Disability is often forgotten when talking diversity. Contributor covenants and corporate D&I statements are much better about including disability these days, but disability is still forgotten or diminished in many communities and movements.

While we’re getting better at acknowledging disability, neurodiversity is almost always forgotten. It’s not even on the radar. The biggest part of my identity–my operating system, my sizzling wires–doesn’t make these lists.

Perhaps we can acknowledge neurodiversity by adopting the “infinite variation in neurocognitive functioning” language that many neurodiversity self-advocates use. The social model applies to minds and bodies. Let’s not leave out the minds. Our varied operating systems make teams great. Acknowledging neurodiversity can be as simple as introducing the word “cognition”. Neurodiversity communities often use “wiring” and “operating system” metaphors, but “cognition” seems better for a general audience. The dictionary definition suits:

the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.

Adding “cognition” provides neurodiversity representation without pathologizing. I can see myself in that word, but I’m steeped in the language of the social model. Do you see yourself in the word cognition? Is it too clinical and scary? I prefer social model language to medical model language (identity > diagnosis, agent > patient), but cognition shows up in pretty much every definition of neurodiversity. Neurodiversity is the social model for cognition.

Neurodiversity is the diversity of human brains and minds – the infinite variation in neurocognitive functioning within our species.

The neurodiversity paradigm is a specific perspective on neurodiversity – a perspective or approach that boils down to these fundamental principles:

1.) Neurodiversity is a natural and valuable form of human diversity.

2.) The idea that there is one “normal” or “healthy” type of brain or mind, or one “right” style of neurocognitive functioning, is a culturally constructed fiction, no more valid (and no more conducive to a healthy society or to the overall well-being of humanity) than the idea that there is one “normal” or “right” ethnicity, gender, or culture.

3.) The social dynamics that manifest in regard to neurodiversity are similar to the social dynamics that manifest in regard to other forms of human diversity (e.g., diversity of ethnicity, gender, or culture). These dynamics include the dynamics of social power inequalities, and also the dynamics by which diversity, when embraced, acts as a source of creative potential.

Source: Neurodiversity: Some Basic Terms & Definitions

The word “neurodiversity” was coined in the 1990s by an Australian sociology grad student named Judy Singer after reading a book about the social model of disability, which proposes that disability is a product of the way society is organised, rather than by limitations imposed by a person’s condition. In a world without wheelchair ramps and accessible buildings, wheelchair users have very few choices about where they can go. But in a world that accommodates wheelchair users, they have many more choices. Neurodiversity extends the social model of disability into the realm of cognitive differences like autism, dyslexia, and ADHD. How can we make the world safer and more welcoming to people with these conditions so they can lead happier, healthier, and more autonomous lives? That’s the question that the neurodiversity movement asks.

Source: Steve Silberman recommends the best books on Autism

Neurodiversity: the notion that conditions like autism, dyslexia, and attention-deficit/hyperactivity disorder (ADHD) should be regarded as naturally occurring cognitive variations with distinctive strengths that have contributed to the evolution of technology and culture rather than mere checklists of deficits and dysfunctions.

Source: NeuroTribes: The Legacy of Autism and the Future of Neurodiversity

Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species.

Source: A Thousand Rivers: What The Modern World Has Forgotten About Children And Learning

Through the lens of the neurodiversity paradigm, the pathology paradigm’s medicalized framing of autism and various other constellations of neurological, cognitive, and behavioral characteristics as “disorders” or “conditions” can be seen for what it is: a social construction rooted in cultural norms and social power inequalities, rather than a “scientifically objective” description of reality.

Source: Autism and the Pathology Paradigm

Diversity & Inclusion Recap #3

A recap of my past week of continuous D&I learning—with selections discovered through friends and peers in tech, education, neurodiversity, LGBTQ, and disability communities. Thanks for sharing.

In this one:

  • All that we share
  • Sexist things teachers says
  • Coding pipelines
  • Acceptance > Awareness
  • Women in executive roles
  • Disability representation in stock photography, invisible disability
  • The Bell Curve of Despair
  • Making it through
  • Tolerance and the Paradox of Free Speech
  • Born to learn, collaborative learning communities
  • Educate for massive software driven change
  • Diversity Hiring
  • Rethinking Learning to Read
  • Ableist Job Requirements
  • Autism Diagnosis Rates, Anti-vaxx Pseudoscience
  • Teen Vogue
  • Context Matters, Identity First
  • Diversity and Unpaid Internships
  • Tech Soul Searching and Solidarity
  • Mindfulness and bikeshedding the deficit model
  • LambdaConf and Codes of Conduct
  • Ex-evangelical Perspective
  • White male views on diversity
  • Inspiration Porn
  • Hackathon for reconciliation
  • Responsible Communication Style Guide
  • Community Event Planning
  • Language and structural racism
  • #ActuallyAutistic perspective on High Functioning and Low Functioning labels

All that we share

Compassion and inclusion.

Sexist things teachers says

Coding pipelines

Credentialist systems with their pipeline problems and meritocracy myths are not the only ways into tech. There are a diversity of learning paths. Degrees are not always required. Teams are often more STEAM than STEM. My path included a CS degree, but times, and teams, have changed. We acknowledge the meritocracy myth and pipeline problems and recognize that teams and companies built solely from deficit model credentialism are missing true diversity and inclusion.

Politicians routinely bemoan the loss of good blue-collar jobs. Work like that is correctly seen as a pillar of civil middle-class society. And it may yet be again. What if the next big blue-collar job category is already here-and it’s programming? What if we regarded code not as a high-stakes, sexy affair, but the equivalent of skilled work at a Chrysler plant?

Among other things, it would change training for programming jobs-and who gets encouraged to pursue them. As my friend Anil Dash, a technology thinker and entrepreneur, notes, teachers and businesses would spend less time urging kids to do expensive four-year computer-­science degrees and instead introduce more code at the vocational level in high school. You could learn how to do it at a community college; midcareer folks would attend intense months-long programs like Dev Bootcamp. There’d be less focus on the wunderkinds and more on the proletariat.

Source: The Next Big Blue-Collar Job Is Coding | WIRED

Acceptance > Awareness

One of my rules of thumb for human systems is acceptance > awareness. Awareness focuses on deficits. Acceptance focuses on inclusion.

Source: Acceptance > Awareness – Ryan Boren

Women in executive roles

We recently conducted a study of more than 10,000 senior executives who were competing for top management jobs in the UK. We found that women were indeed less likely than men to apply for these jobs, but here’s the interesting part: We found that women were much less likely to apply for a job if they had been rejected for a similar job in the past. Of course, men were also less likely to apply if they had been rejected, but the effect was much stronger for women – more than 1.5 times as strong.

The implications here are not trivial, because rejection is a routine part of corporate life. Employees regularly get rejected for promotions, job transfers, important project assignments, and so on. To reach the top of the organization, people need to keep playing the game, over and over again, even after repeated disappointments. So even small differences between how men and women respond to rejection could lead to big differences over time.

To investigate this effect further, we interviewed top women executives about their experiences in recruitment processes and found a common complaint: dissatisfaction and frustration with how those processes were managed. For example, the CFO of a biotech company recalled that she had been considered for a CEO position. After failing to get the job after many rounds of interviews, she had been left with the impression that she was asked to apply merely because she was female and the firm needed a woman on the shortlist – not because the company was serious about hiring her. This may or may not have been true, but that’s the impression she had, and as a result she said she would be unlikely to put herself through a similar process in the future.

Women’s decisions to remove themselves from competition after having been rejected is driven partly by their experience of being a negatively stereotyped minority in the executive labor market. Think about it – women executives were coming to the table with past experiences of being in the minority, and they may have been in situations in which they felt like outsiders or felt that their leadership ability wasn’t recognized. Because the majority of men had generally not been subject to these same situations, men were less likely to take rejection as a signal that they did not belong in the corner offices, and therefore such disappointments had less of a negative impact on their willingness to apply again.

And, by the way, this same underlying mechanism should apply to any underrepresented group. In other words, what we found is not that there’s something unique about women; it’s that women are a minority, and minorities are often not perceived as legitimate leaders. Indeed, we would expect that men would behave in the same way in contexts where they were seen as illegitimate or outsiders.

Source: Women Are Less Likely to Apply for Executive Roles If They’ve Been Rejected Before

Disability representation in stock photography, invisible disability

On disability tropes in stock photography.

1. Use a (manual) wheelchair.

How else will anyone know? Other mobility aids don’t really count – do you see them on parking spaces and bathroom signs? Yeah, didn’t think so. If you want people to believe that you’re disabled, you have to prove it to them in a familiar, comfortable way. Then they’ll know how much misguided guilt to project onto you, what to assume about your self-esteem, which questions are okay to ask (spoiler: doesn’t matter, they’ll ask anyway), and exactly how often to ponder the intricacies of your sex life.

Invisible disabilities are useless in stock photos and particularly cruel to your audience. Could you imagine if they knew that disabled people are everywhere, all the time, even if they don’t realize it? And that supporting us involves more than installing ramps or calling Trump out on being a big bad meanie? The world would cease to turn! Nondisabled people can’t be bothered with that sort of critical thinking. So keep it simple and stick with the tried and true. There are a couple of exceptions — namely, white canes for blind folks and prosthetics for athletes or veterans — but otherwise, get yourself a chair that looks like it came straight out of a hospital in 1972.

Source: How To Be Disabled, According to Stock Photography | Autostraddle

The Bell Curve of Despair

More than 2,200 young people between the ages of 16 and 25 were surveyed by the Prince’s Trust charity. Nearly half (45 per cent) said that they did not believe in themselves when they were at school. And 48 per cent said that they experienced problems during their school years that prevented them from concentrating on their academic work.

Of these, 46 per cent did not talk to anyone about their problems. Largely, this was because they did not want other people to know that they were struggling. And more than half (58 per cent) did not think that asking for help would solve the problem.

The survey is the eighth such study conducted by the Prince’s Trust. This year, young people’s levels of happiness and confidence were at their lowest level since the first survey was commissioned.

Source: Young people are so troubled they can’t focus at school | News

Making it through

With ableist, eugenicist, white supremacist authoritarianism on the rise, the history presented in NeuroTribes is all too relevant.

Tolerance and the Paradox of Free Speech

Born to learn, collaborative learning communities

This piece fits my communication is oxygen, psychological safety, structural ideology, hacker ethos, social model for minds and bodies, and collaboration narratives.

Research has confirmed what most parents of young children can already see for themselves – that children are born to learn, rather than to be taught, as Abbott puts it. Driven by an inborn desire to make sense of the world and find purpose in life, they naturally observe, deconstruct, piece together and create their own knowledge. They learn best when this intrinsic motivation is harnessed in what he calls “highly challenging but low-threat environments.”

The bottom line, Abbott notes, is that the current system excels at preparing children to be dependent “customers,” so if we hope to instead create a world of responsible, community-minded adults, we need to overhaul the educational paradigm. That means replacing the metaphor – the concept of the world and its inhabitants as machine-like entities – that has shaped the education system, as well as many other aspects of our culture. Because humans are not machines, a reliance on this metaphor has created a large disconnect between people’s actual lives and their inherited expectations and predispositions, which lies at the root of many inter-related modern challenges, says Abbott.

Clues to a more suitable paradigm can be found in the metaphors that characterize the dynamic, networked Information Age. These share some key characteristics with the pre-industrial past, when people learned in the community, from a variety of adults with whom they built relationships. Learning continued over the course of a lifetime filled with meaningful work (in contrast to today’s high unemployment rates and low workplace engagement levels), and success was judged by whether a person carried out his or her fair share of responsibilities within the community.

“It is essential to view learning as a total community responsibility,” he says, and to expect no short cuts. Children need to be integrated, fully contributing members of the broader community, so they can feel useful and valued. (It is not just the children who need this, he adds; healthy communities also need children.)

Source: To Advance Education, We Must First Reimagine Society | MindShift | KQED News

Educate for massive software driven change

At a time when the Trump administration is promising to make America great again by restoring old-school manufacturing jobs, AI researchers aren’t taking him too seriously. They know that these jobs are never coming back, thanks in no small part to their own research, which will eliminate so many other kinds of jobs in the years to come, as well. At Asilomar, they looked at the real US economy, the real reasons for the “hollowing out” of the middle class. The problem isn’t immigration-far from it. The problem isn’t offshoring or taxes or regulation. It’s technology.

Source: The AI Threat Isn’t Skynet. It’s the End of the Middle Class | WIRED

Diversity Hiring

It’s important not to frame diversity as a charitable endeavor, marketing, or as loss leader. Diversity hiring offers enormous returns to companies looking for talent in fields in which competition is now global. This means that companies must look for lessons from areas in the private sector that have realized human capital is more important than financial capital.

This translates into a several powerful lessons for diversity hiring: companies need to view recruiting as more than just gathering a pool of applicants when they have a job opening. Instead, companies need to cultivate talent and gather information on future talent over many months and years. This means active mentoring programs that start early and connect company leadership to college students and young professionals.

In order to develop diverse human capital, companies need to think beyond merely “hiring the best.” They need to incubate talent with advice. Mentoring need not be touchy-feely. In fact, mentoring is a deadly serious matter if companies want to build their human capital and retain their best employees. Recruiting is expensive. When employees don’t succeed or leave, companies suffer. Moreover, diversity hiring and building inclusive workplaces cannot be separate. They need to be integrated projects that challenge employees and companies to reach their potential.

The race for talent is no different; it is rerun every year if not every month. The old saying still holds true: a company’s greatest assets walk out the front door every night. To make sure the best assets walk back in in the morning, companies need to continually improve and reinvent their diversity and inclusiveness initiatives. Learning and nimbleness must become part of human resources’ DNA.

Source: How Diversity Hiring is Like Startup Investing – Medium

Rethinking Learning to Read

This article jibes with our experience homeschooling our neurodivergent kids. Following this advice to teachers and parents of nuerodivergent kids will put you on the path to natural, authentic reading based on social model compassion and structural awareness instead of the deficit model treadmill.

Our older daughter has recently learned to read. Although I feel that this has been a gradual process which has taken place over a period of many years it seems to have come together coherently over the last 6 months to a year, largely motivated by her desire to understand what was happening on Minecraft chat and communicate with other players online. My daughter was very excited about this and felt empowered having learned to read of her own volition and in a way that suited her.

The participating families adopted a range of approaches to learning and home education: some families were more structured in their approaches, while other families favoured autonomous and radical unschooling approaches and others an eclectic mix. Parents reported that their children were learning to read in a diversity of ways and accounts differed not only between families but also within families; no two children learned in exactly the same way. What was apparent was that each child followed a unique learning trajectory, which could be quite different from that found in normative studies.

In the book Pattison draws an important distinction between the metaphors of acquisition and participation first identified by Sfard (1998). The metaphor of acquisition involves thinking about learning to read as a cognitive skill that can be acquired sequentially while participation focuses on the child’s role as an important member of a social and relational network and an active participant in a wider literate community. To me this latter metaphor is an exciting and useful way of thinking which may be more able to account for the diversity of accounts of learning to read that were found in the sample. It also interests me as a clinical psychologist as it opens up conversations about the emotional, relational and psychological processes involved in learning to read and reflects on aspects of identity involved in becoming a reader and being part of a wider community. In my experience accounts based on the individual acquisition of cognitive skills do not tend to focus on these issues and the many diverse meanings and implications learning to read has for the child and the social processes involved.

As an adult I had been influenced by John Holt’s (1991; 1995) observations of children learning to read without needing to be ‘taught’. Holt explained how children could be in fact be damaged by being coerced and pressured to read in a school system which was unable to accommodate and respond to the child’s individual preferences and needs. These ideas along with unschooling philosophy that I had accessed mainly via online forums and sites such as sandradodd.com and Always Learning led me to trust that our children would learn to read in their own time with our support in ways that suited them. Peter Gray has also written some interesting accounts of unschoolers learning to read.

Families shared: “No phonics, no flash cards, no traditional teaching methods were used in our home – for reading or anything else” and “Phonics doesn’t suit every child – as a very strong visual learner my daughter finds the individual sounds in words meaningless … she hears words as a single sound.”

Some families drew on whole word learning approaches, some an eclectic mix, while others acknowledged the limitations of using methods and a number preferred to use no methods at all because this is what they felt was the best approach for their particular child and that they would learn to read naturally by engaging in everyday life. “Living a life style of literacy”; “Living life in a world where words are everywhere” and “Given time and exposure children will learn to read and will enjoy it.”

Away from phonics families were actively and pragmatically choosing methods and approaches with the best fit for the child and they were using those methods in ways that were facilitative of their relationships, the child’s learning and their emotional well being. In taking this open and flexible approach families were placing the child at the centre of the learning experience. For example, a parent said “Go with what works for that particular child” and another “The method is not important; the important [thing] is that the child likes it.

One of the assumptions to be questioned in ‘Rethinking Learning to Read’ is the normative research and educational based accounts which structure our ideas about the age at which we expect children to read. The ages at which children learned to read in the sample ranged between 18 months and 16 years. The ages varied widely not only between families but also within them. The home educating families reported that their children were able to learn in a variety of ways, for example, through play, auditory, practical activities, TV and video, computers and digital media generally learning by participating in a wide range of activities at home and in their communities. Children were free to pursue their interests and passions in ways that were meaningful to them and were not restricted if they were not yet reading. Parents also often read to children and supported them in their activities which may have required reading or writing (if the children desired this). Learning to read at an older age did not appear to have any negative associations, children often learning to read quickly and effortlessly when they were ready. In fact a number of parents described their children benefiting from learning to read according to their own schedule and not pressuring them to learn according the parents own expectations.

Source: ‘Rethinking Learning to Read’ by Dr. Harriet Pattison – Book Review – Rethinking Parenting

Read the whole thing. Highly recommended.

Ableist Job Requirements

Autism Diagnosis Rates, Anti-vaxx Pseudoscience

Teen Vogue

Teen Vogue is doing great intersectional and structurally aware journalism.

Teen Vogue deserves credit not just for Duca’s op-ed but for the entirety of its political coverage, which has provided sharp, impassioned coverage of everything from gun control to Black Lives Matter in 2016. Much of this is due to Teen Vogue‘s editor, Elaine Welteroth, who graduated to the position last May, and Phil Picardi, the magazine’s digital editorial director. Just two years ago, the site’s most-read articles were comprised almost entirely of light celebrity and beauty news (an expose of Taylor Swift’s secret past as an Abercrombie & Fitch model performed particularly well). Today, a quick scan of its Twitter feed reveals pieces about the Dylann Roof verdict and Ohio’s recent abortion ban interspersed with galleries of “2016’s Cutest Celebrity Couples” and a review of Miranda Kerr’s skincare routine. (I clicked; my passion for gender equality is matched only by my abiding interest in dry oils.)

Under the incoming Trump administration, it’s crucial that we banish the idea that there is a boundary between “women’s journalism” and “serious journalism” once and for all. When the president of the United States has admitted to committing sexual assault on tape; when an architect of GamerGate sits in the White House; when states start passing “heartbeat bills” designed to effectively overturn Roe v. Wade, those aren’t “women’s issues”-they’re national news. A failure to treat them as such will leave us unprepared to adequately oppose Trump and Trumpism.

Source: The true story of how Teen Vogue got mad, got woke, and began terrifying men like Donald Trump — Quartz

Context Matters, Identity First

Something we #ActuallyAutistic say over and over.

Our data demonstrate that both autistic and non-autistic people’s degree of autistic traits — their difficulty interacting and communicating with other people — are contextually specific.

autistic participants report having fewer autistic traits (i.e., less difficulty interacting and communicating) when the items are contextualized as “with autistic persons” than when the items are contextualized as “with non-autistic persons.”

Context matters not only for accurately assessing autistic traits but also for designing environments that enable autistic persons to optimally interact and communicate.

*We purposely use identity-first terms (e.g., “autistic traits” and “autistic participants”) rather than person-first terms (“autism-related traits” and “participants with autism”) because identify-first language is recommended by psychologists, preferred by autistic people, and less prone to stigma.

Source: Researcher ‘First Person’: Why Context Matters When Assessing Autistic Traits | Your Say

Diversity and Unpaid Internships

For more on unpaid internships and the post-employment economy, see Sarah Kendzior’s The View from Flyover Country.

The reality is that, in the “jobless recovery”, nearly every sector of the economy has been decimated. Companies have turned permanent jobs into contingency labor, and entry-level positions into unpaid internships. Changing your major will not change a broken economy.

It is not skills or majors that are being devalued. It is people.

To which the 30-something, having spent their adult life in an economy of stagnant wages and eroding opportunities, takes the 20-something aside, and explains that this is a maxim they, too, were told, but from which they never benefitted. They tell the 20-something what they already know: It is hard to plan for what is already gone. We live in the tunnel at the end of the light.

Unpaid internships lock out millions of talented young people based on class alone. They send the message that work is not labor to be compensated with a living wage, but an act of charity to the powerful, who reward the unpaid worker with “exposure” and “experience”. The promotion of unpaid labor has already eroded opportunity – and quality – in fields like journalism and politics. A false meritocracy breeds mediocrity.

Post-recession America runs on a contingency economy based on prestige and privation. The great commonality is that few are paid enough to live instead of simply survive.

Mistaking wealth for virtue is a cruelty of our time. By treating poverty as inevitable for parts of the population, and giving impoverished workers no means to rise out of it, America deprives not only them but society as a whole. Talented and hard-working people are denied the ability to contribute, and society is denied the benefits of their gifts. Poverty is not a character flaw. Poverty is not emblematic of intelligence. Poverty is lost potential, unheard contributions, silenced voices.

Millennials are chastised for leaning on elders, but the new rules of the economy demand it. Unpaid internships are often prerequisites to full-time jobs, and the ability to take them is based on money, not merit. Young adults who live off wealthy parents are the lucky few. They can envision a future because they can envision its purchase. Almost everyone else is locked out of the game.

Source: The View From Flyover Country

Tech Soul Searching and Solidarity

Rank and file tech workers are doing a lot of soul searching and pushing their companies to be more ethical, compassionate, and protective of our own.

Mindfulness and bikeshedding the deficit model

Mindfulness joins grit and growth mindset in the endless parade of deficit model bikeshedding. Instead, get structural, and directly confront injustice.

LambdaConf and Codes of Conduct

We must be wary of the spread of codes of conduct such LambdaConf’s. This is not a truly inclusive contributor covenant.

Ex-evangelical Perspective

Christoper Stroop’s blog and Twitter timelineare great resources on ex-evangelical perspective.

Among the reasons I decided to start blogging are not just a desire to raise awareness about the dangers of illiberal religion to democratic politics and an impulse to express my own ex-Evangelical voice, but also a desire to help build up the ex-Evangelical and broader ex-fundamentalist community. Many ex-Evangelicals end up feeling isolated, and the issues that result from leaving fundamentalism can be difficult to discuss. Outsiders often find the experiences of those who grew up in the subculture we did difficult to believe; those still in that subculture are often defensive.

Source: Ex-Evangelical Conversations: An Interview with Grete Howland – Christopher Stroop

White male views on diversity

Last November, LinkedIn published a study that showed just how much white men care about diversity in tech. Spoiler: Very little when they are allowed to answer questions about diversity without using their name.

Less than 5% of white men surveyed said they considered a lack of diversity a top problem. Three-out-of-four respondents were unaware of any initiatives to make their companies or portfolios more diverse. And 40% of male respondents were sick of the media going on and on about it.

Source: Pando: White men to women and minorities in tech: We just DGAF

A sad showing from my fellow white men that suggests structural ignorance, lack of systems thinking, and a failure of empathy.

Inspiration Porn

Hackathon for reconciliation

Coding and education must directly confront social injustice and structural inequality. Glad to see this.

UbuntuHack is a hackathon between communities in conflict, gathering youth and police. We also invite activists, tech companies, churches, and community organizations to take part in identifying solutions that will create more safe spaces for everyone.

There have been hackathons that included police and youth, but UbuntuHack is an app building, rapid prototype testing, design thinking conversation BETWEEN youth, police and the community. This hackathon creates space for EVERYONE. Engineers, developers, artists, entrepreneurs, activists, and more importantly – you! Everyone will be on a level playing field.

Source: UbuntuHack Tickets, Fri, Feb 17, 2017 at 4:00 PM | Eventbrite

Responsible Communication Style Guide

The Responsible Communication Style Guide is available for pre-order.

The words we use to talk about different situations, companies, and people have a huge impact on what we think. While style guides like the Associated Press Stylebook are used in newsrooms and public relations offices alike, they don’t cover identity well – if they mention topics like gender or race at all, they just touch on the surface. Identity is a crucial topic for anyone writing today to get right, especially in fields like technology, where we need to talk about our users and audience in a way they find inclusive and understanding.

The Responsible Communication Style Guide will cover how to write about five key topics:

  • Race
  • Gender
  • Sexuality
  • Religion
  • Health and Well-Being

Source: Pre-order The Responsible Communication Style Guide – The Recompiler

If you want your organization to be diverse and inclusive, it takes a lot of hard work. You have to listen, expand your networks, rethink your assumptions … and you also have to make sure how you talk about what you’re doing doesn’t negate all the effort you’ve put in. Luckily, there’s help at hand: The Responsible Communication Style Guide.

We chose to describe these styles as ‘responsible’ because, for us, writing and creating other media comes with an obligation to tell stories clearly and accurately. Doing anything else – misrepresenting an interviewee or offending an audience – is irresponsible. Personally, I feel that my writing is best when I consider how it will impact people long before I hit the button to publish anything.

For us, basing the guide on our editors’ lived experience is crucial and factors into all of our decisions. This is already providing some major insights into our recommendations. It’s pretty clear that many style guides don’t have people advocating from their own areas of expertise.

We’re also finding that lived experience is crucial when dealing with the differences between the style guides put out by organizations such as GLAAD and other organizations. There are some substantial differences in how to handle identical terminology between different groups, like how a style guide covering aging talks about disabilities and how a style guide about specific accessibility issues covers the same terms. We’re tackling these topics with an intersectional approach – not just by having experienced editors from a specific community, but by also cultivating conversations between people with a variety of backgrounds.

Source: Words Matter: Thursday Bram on the Art of ‘Responsible Communication’ | Design.blog

Community Event Planning

Audrey Eschwright, contributor to the Responsible Communication Style Guide also contributed to the great Community Event Planning.

If you’ve ever thought about hosting a code sprint, hackathon, (un)conference or workshop, this book is for you. In it, we explain what you need to know to plan and execute a successful event, including:

  • assembling and organizing your planning team
  • identifying and securing a venue for your event
  • how to get money and pay for things
  • volunteer recruitment and management
  • determining your event format and creating your event’s schedule
  • advertising your event
  • tickets and registration
  • insurance, liability and what to do when things go wrong
  • deciding on must-haves and nice-to-haves (e.g., food, wifi, etc)
  • dealing with venue logistics (space, sound, power, etc.)
  • codes of conduct, after parties, considerations for serving alcohol
  • how to keep the momentum once your first event is over

Source: Community Event Guide

Language and structural racism

And as attentive as I am to languages, and as sensitive as I am to it as a writer, and as much as I believe that insight can be found or lost through language, I do think that when it comes to racism, we pay too much attention to language, and we give language a power that I don’t believe it actually has. When in fact, I think there are many graver actions that are happening that happen without anyone ever saying anything offensive.

And that a lot of our policing of offensive language – it’s not that that is unimportant, it’s not that people should be allowed to say whatever they want, but I feel that there’s extra energy put into that policing because we aren’t sure how to address the real problems, and how to address the kind of systemic racism that happens without anyone ever saying anything that would look to us like racism. And I think that this is part of how we’re hobbling ourselves around, coming to kind of broader and more advanced understandings around what’s going on with race.

Source: Eula Biss — Let’s Talk About Whiteness – | On Being

#ActuallyAutistic perspective on High Functioning and Low Functioning labels

We’re dismissed either way.

Diversity & Inclusion Recap #2

In this issue,

  • Trans Autistic
  • Medical model flow
  • Embrace the obsession
  • Designing with mental health in mind
  • Minority Media
  • Psychological safety in the age of Trump
  • Disability in the age of Trump
  • Written communication as social equalizer
  • Hidden disability
  • Sensory Regulation, Sensory Diet
  • Biased design
  • Design, Engineering, Skills, and Social Justice
  • Self segregation
  • Empathy Gap and Critical Distance
  • Racial Wealth Gap
  • The Green Book, Erasure of Black History, School to Prison
  • Inspiration Porn
  • Bias at Work
  • Accessibility for Real Life

Trans Autistic

I added this selection from ASAN’s statement on the needs of trans autistic people to Neurodiversity and Gender Non-conformity, Dysphoria and Fluidity .

Misperceptions about what it means to be transgender or about autistic people’s ability to understand their gender or make decisions about their bodies often prompt service providers or family members to stand in the way of transgender autistic people’s attempts to live life with authenticity and dignity. This can include denying transgender autistic people access to transition-related care, subjecting them to “normalization” treatments aimed at suppressing their gender expression, or placing them in guardianship or institutional settings that restrict their decision-making power. While research suggests a large overlap between transgender and autistic communities, trans autistic people often lack access to services and supports that understand and respect all aspects of their identity.

“Too frequently, autistic people are denied basic rights to make decisions about our own bodies and health care, including when it comes to expressing our gender identity,” said Sam Crane, Legal Policy Director for the Autistic Self-Advocacy Network. “Whether we’re transgender or not, autistic people’s gender identities are as real as anyone else’s and should be respected and supported, not dismissed based on baseless stereotypes.”

Source: Autistic Self-Advocacy Network, LGBT Groups Release Statement on Needs of Trans Autistic People | Autistic Self Advocacy Network

I also added this selection.

“A common misconception is the assumption that gender and sexuality are irrelevant to autistic people, or that our sexuality and gender identities are symptoms of our autism,” said Bascom. “These beliefs are not only inaccurate but also profoundly harmful to autistic people and are often used to prevent autistic LGBT folks from accessing LGBT spaces, authentic relationships, and transition-related health care. The reality is that autistic people can have a beautiful diversity of gender identities and sexualities, and we have the same right to self-determination as anybody else.”

Source: How doctors’ offices and queer culture are failing autistic LGBTQ people.

Medical model flow

I’ve had a lot of exposure to the medical model and relate to these grafs.

“Yes, there are some who understand that my medical and mental health needs directly correlate to my gender and sexual identity, but it is not an easy thing to find,” said Rox Herrington, an autistic trans man. “It took me years to find doctors who understood how to relate to me, and there are still many times where I mention that I’m autistic and that I’m transgender that I will be immediately shut down.”

“As a genderqueer, nonbinary trans person, I’ve found that it is possible to find health care providers who are very competent with transgender/gender-nonconforming people, but they are highly unlikely to also be competent in working with autistic people in a non-pathologizing way,” said Lydia X.Z. Brown, chair of the Massachusetts Developmental Disabilities Council. “Likewise, most health care providers I might feel comfortable sharing about being autistic with, and who would be more likely to be more respectful and non-ableist, seem not to have much experience working alongside [transgender/gender-nonconforming] people.”

I am sorry to admit this pervasive ableism has too often informed the way I’ve interacted with autistic patients, LGBTQ or otherwise. Regardless of their gender or sexual identity, autistic and other disabled patients have every right to have those identities acknowledged by their medical providers. Everyone who delivers care to autistic patients should be sure they’re aware of the full person in front of them, not a preconceived notion of what they may or may not understand about themselves.

It was also dismaying to see how many people told me they don’t tell medical providers they are autistic because they fear being patronized or dismissed. Just as LGBTQ people should feel no inhibition from sharing information about themselves with their physicians, people with any kind of disability should be able to walk into a doctor’s office and feel confident they’re going to receive care that is respectful and meets their needs. Clearly the medical community has work to do when it comes to how we care for our autistic patients.

Source: How doctors’ offices and queer culture are failing autistic LGBTQ people.

Embrace the obsession

“Many of our study participants referred to their preferred interests as a ‘lifeline,’” said Kristie Patten Koenig of New York University who led the study published this week in the journal Occupational Therapy in Mental Health.

Overall, 92 percent of study participants said that their interest areas provide a calming effect for them.

What’s more, the vast majority — 86 percent — said they have a job or are in school or other training that’s related to their preferred area.

Of the adults studied, most reported that their interests were not static over time, with 68 percent saying that they have different preferences as adults than they did as youngsters.

While about half of those surveyed said that their parents were supportive of their intense interests, only 10 percent said their teachers were.

“This highlights an important gap in the educational practices of supporting students on the spectrum and the potential for incorporating their preferred interests in the classroom,” Koenig said.

Source: Study: For Those With Autism, Fixations Can Be Beneficial – Disability Scoop

For more on embracing obsession, see Advice to Teachers and Parents of Neurodivergent Kids from my primer on the social model for minds and bodies.

Designing with mental health in mind

With great examples of designing for real life.

For those who work in consumer products, for every company that hopes to serve a billion or more people, there is a challenge and responsibility to build products in a way that serves and supports customers who are the most vulnerable.

Another step we can take in supporting vulnerable customers is allowing them to choose their preferred form of communication.

While the high majority of our customer support is done through in-app chat, we are regularly in touch with our users via email or phone calls. However, for many people speaking on the phone is something that can cause great anxiety, or accessing emails isn’t straightforward, or perhaps they find the Intercom method of chat unusual.

Source: Monzo – Designing a product with mental health issues in mind

My autistic operating system particularly relates to this:

for many people speaking on the phone is something that can cause great anxiety

I’m an autistic parent trying to get my neurodivergent kids through systems that don’t accommodate us. A big barrier is the amount of spoken communication required to navigate hospitals, insurance companies, school systems, recreational sports leagues, and even agencies and institutions that claim to understand autism. If my wife wasn’t a high energy talker, we’d be doomed. “Phones, phones, phones” and “Call if you have a problem” are barriers.

Using the phone appears to be a challenge for many autistic people. All of the non-verbal cues which (we have tried to learn) aid communication — are stripped away. It’s just a voice.

As we use phones less and less in our social lives, I think it becomes even harder to communicate in this way. Every time I have discussed phones with other autistic women, we all describe high levels of anxiety around making and receiving phone calls. Screening calls seems to be common, as does silencing our phones, using caller display, and relying on our answer-phones. If we are expecting an important call, we will wait on tenterhooks, unable to do anything else until that phone call is complete.

Making phone calls is equally problematic. We plan what we need to say and adopt our ‘making a phone call’ persona, reminding ourselves of the conventions of making a phone call. We worry that the call will not be answered by the person we want, and have planned, to speak to. We dread having to explain the purpose of our call to a receptionist or some random person answering the phone. And what if it is an answer-phone? Before we make that call we prepare and rehearse numerous scripts for every conceivable possibility. Unfortunately, when an actual human answers, we are likely to forget the scripts and get in a muddle which sets the tone for the call.

Source: THINKING PERSON’S GUIDE TO AUTISM: Could Do Better: To Professionals Working with Autistic Mothers of Autistic Children

Aversion to phones is often used against us by placing phone requirements in cancellation flow.

Minority Media

This year, we saw more underrepresented groups being hired as writers, making media, and finding their voice. We’ve seen and felt their presence other platforms – black teens made culture on Vine, black women fueled worldwide movements like Black Lives Matter, and #BlackTwitter showed up making memes, vernacular, and blessing us with things like the Mannequin Challenge. That value cannot be understated, but it’s also not enough. As the death of Vine has shown us, simply being an individual creator on a platform isn’t always enough, since you’re at the behest of the powers that be – and those powers are mostly always white.

Despite hiring more minority writers, the power structure in legacy news organizations is still largely controlled by the same types of people. We need more Dodai Stewarts, Lydia Polgreens, and Elaine Welteroths leading editorial teams. We as an industry must invest in black women, Latina women, Muslim women, Asian women, Native American women, members of the LGBT community, and more.

Teen Vogue has shown us the way. Their incisive political coverage has shocked many who believe the magazine to only cover the best hairstyles or nail polish for teen girls, but after Welteroth took over as editor in May, Teen Vogue’s editorial strategy was steered to tackle the heady topics of racism, feminism, activism, and the rest of the -isms, covering these topics better than most traditional news organizations. They’ve demonstrated that when a black woman is in charge and gives younger women the room to write what they believe in, good things happen.

Source: The year of minority media » Nieman Journalism Lab

Psychological safety in the age of Trump

Disability in the age of Trump

For people with disabilities who are also from other marginalized populations, the dangers are heightened. Disabled people of color experience significant health disparities, have high unemployment rates, and are at heightened risk of being victims of violence and police brutality. Students of color with disabilities contend with discriminatory school discipline policies and an education system that reinforces the school-to-prison pipeline. These are only a few of the many examples of why we need an administration that understands the importance of intersectionality.

Moreover, students with disabilities aren’t truly given school choice: No choice exists if private schools can legally refuse to provide appropriate and necessary services and supports, which is often the case. In fact, generally, protections under federal laws such as the IDEA, the Americans with Disabilities Act (ADA), and the Rehabilitation Act, do not extend to students with disabilities who attend private schools. In other words, private schools who do not receive federal funding have absolutely no legal duty to support students with disabilities.

Source: The Right to Learn, Earn, and Live: What Trump’s Cabinet Selections Mean for People With Disabilities – Rewire

Written communication as social equalizer

Where would I be without pervasive written communication? Pursuing the ability to communicate with text is the defining arc of my career.

Written communication is the great social equalizer.

Remember this if you start to fear your Autistic child is spending too much time interacting with others online and not enough time interacting with others face-to-face.  Online communication is a valid accommodation for the social disability that comes with being Autistic.  We need online interaction and this meta-study demonstrates exactly why that is the case.

I couldn’t help wondering, since the study showed the durability of first impressions and the positive response to the written words of Autistics, with all visual and auditory cues removed, could we mitigate childhood bullying in any way by having a class of students meet first online, in text, and form their first impressions of one another in that format before ever meeting face-to-face?

Getting online was revolutionary and may have saved my life.

But when I got online, no one could see (or smell) that about me. All they could see was my words and ideas, and that was what people judged me by. For the first time in my life, I was not found lacking. I made friends of all ages. I was respected and liked. The difference between offline and online communication could not have been more dramatic.

Source: THINKING PERSON’S GUIDE TO AUTISM: Autism and the Burden of Social Reciprocity

I added that quote to the Backchannels section of Communication is Oxygen and to a new Backchannels section of Writing in Education and Plain Text Flow.

Hidden disability

I often bring up the ableist action of harassing/accusing ambulatory wheelchair users (as well as scooter, walker, crutches, and cane users) of “faking” because it’s something that happens ALL the time under the guise of “allyship” that people seem to WANT to remain oblivious to.

A person standing up from a wheelchair or standing without their mobility aid SHOULD NOT be cause for alarm, should not inspire accusations of faking, should not inspire you to say, “it’s a miracle!” in a mocking tone, or to ask me if I should “really be parked here”, or recommendations of weight loss so I won’t “need that chair anymore”, or whispering about how my karma is coming or how I’m going to hell for “playing with a wheelchair”; all comments I’ve received from strangers for just standing in public, getting my chair out of the trunk of my car on my own, or doing something as minimal as riding my chair while being young and smiling.

It’s prejudice; it lacks understanding to how diverse disability is, it uses a singular representation of wheelchair users to judge all wheelchair users. When people are called out on that ableism, those who do it will become defensive and claim to be acting in defense of disabled people because they truly deeply believe in the myth of a “faking disability epidemic”, but hear this: non-apparent disabilities/invisible disablities, etc. are REAL disabilities and you are harassing the very people you are claiming to be advocating for.

Source: Annie Elainey – Standing Up From My Wheelchair in Public – Standing Up From My Wheelchair in Public

I added this to Hidden Disability.

Sensory Regulation, Sensory Diet

Sensory regulation and sensory diet are important to knowing and managing my limits.

To live more comfortably in a world that is not set up with our sensory needs in mind we must learn to brings intentional regulation to our sensory system because out body does not do that for us automatically.

Something about autistic sensory difference that I do not see addressed in the literature is the fact that sensory system needs change over time.

However, over time, implementing the very same sensory regulating strategies doesn’t keep on delivering the same results. This is because the sensory system needs change over time (Endow, 2011).

It is important for autistic adults to be aware of the fact that their sensory needs will likely change over time. When you think of it, it makes sense because all human beings experience this. When you are autistic and have a very sensitive system that does not often regulate automatically you need to be aware of this possibility and watch for the changes.

Source: ‘Autism and A Changing Sensory System” by Judy Endow, MSW

Biased design

A biased, unethical design choice.

Design, Engineering, Skills, and Social Justice

Glad to see social justice as part of Girls Garage pedagogy.

We offer year-round instruction for girls to bring their audacious ideas to life.

After-school, over the summer, or on weekends, girls can work towards their 10-module Fearless Builder Girl certification and earn skill badges along the way. Integrating design, engineering, serious skills and social justice, our programs equip girls with the confidence and tools to build anything they can imagine and to grow alongside one another and their communities.

Source: Programs – Girls Garage

There is no path toward educational justice that contains convenient detours around direct confrontations with injustice. The desperate search for these detours, often in the form of models or frameworks or concepts that were not developed as paths to justice, is the greatest evidence of the collective desire among those who count on injustice to give them an advantage to retain that advantage. If a direct confrontation of injustice is missing from our strategies or initiatives or movements, that means we are recreating the conditions we’re pretending to want to destroy.

Source: Paul C. Gorski – Grit. Growth mindset. Emotional intelligence….

Self segregation

As a tool maker in the tech world, I’m feeling this one.

Many in the tech world imagined that the Internet would connect people in unprecedented ways, allow for divisions to be bridged and wounds to heal. It was the kumbaya dream. Today, those same dreamers find it quite unsettling to watch as the tools that were designed to bring people together are used by people to magnify divisions and undermine social solidarity. These tools were built in a bubble, and that bubble has burst.

The United States can only function as a healthy democracy if we find a healthy way to diversify our social connections, if we find a way to weave together a strong social fabric that bridges ties across difference.

Source: Why America is Self-Segregating

When we engage in the commons and diversify our connections, we create serendipity.

Empathy Gap and Critical Distance

Although there has been more and more discussion about the lack of diversity in tech, I believe there is still a startling empathy gap as most people do not realize the sheer amount of energy minorities expend trying to belong. The ideal solution is simply to have companies that are diverse, so that no one feels out of place and everyone can thrive.

As a first step, our white, male-dominated industry needs to recognize the real struggle that underrepresented groups face and start driving conversations and actions to create a more empathetic and inclusive workplace. Without such empathy, most companies will continue to fail to achieve true organizational buy-in and won’t be able to take the necessary actions to attract, retain, or get the best work from people who come from underrepresented backgrounds. We can all contribute to finding solutions, but many people in tech don’t bother looking for those solutions because they fail to see the problem in the first place.

Source: Jules Walter on Diversity in Tech: The Unspoken Empathy Gap | Design.blog

Critical distance is necessary not just to critical thinking, but to empathy.

Marginal people are those who are the dominant culture to some extent but are blocked from full participation because of their social status. One need not be a marginal person to be a sociologist, but marginality has often provided the critical distance necessary to inspire a thriving sociological imagination.

Source: Sociology: Understanding a Diverse Society

Racial Wealth Gap

Research probing the causes of the racial wealth gap has traced its origins to historic injustices, from slavery to segregation to redlining.1 The great expansion of wealth in the years after World War II was fueled by public policies such as the GI Bill, which mostly helped white veterans attend college and purchase homes with guaranteed mortgages, building the foundations of an American middle class that largely excluded people of color. The outcomes of past injustice are carried forward as wealth is handed down across generations and are reinforced by ostensibly “color-blind” practices and policies in effect today. Yet many popular explanations for racial economic inequality overlook these deep roots, asserting that wealth disparities must be solely the result of individual life choices and personal achievements. The misconception that personal responsibility accounts for the racial wealth gap is an obstacle to the policies that could effectively address racial disparities.

Source: The Asset Value of Whiteness: Understanding the Racial Wealth Gap

Get structural.

The Green Book, Erasure of Black History, School to Prison

Our collective lack of knowledge around many black heroes and heroines can also be attributed to the fact that we continue to rely on our nation’s school systems to educate us—the same systems that we are fighting against to make sure that slavery isn’t referred to as “unpaid work” and that our children aren’t stuck in the school-to-prison pipeline. Our collective lack of knowledge around many black heroes and heroines can also be attributed to the fact that we continue to rely on our nation’s school systems to educate us—the same systems that we are fighting against to make sure that slavery isn’t referred to as “unpaid work” and that our children aren’t stuck in the school-to-prison pipeline.

Source: The ‘Green Book’ Was a Travel Guide Just for Black Motorists – NBC News

Inspiration Porn

Media coverage of disability is often informed by some of our worst ideas about difference. Coverage of disability tends to be pornographic - not in the sense of sexual titillation (mostly), but focused on evoking feelings in the consumer, rather than authentically displaying the lived experience of the subject. In the disability rights community, we tend to critique suchrepresentations as “inspiration porn,” a phrase popularized by the late activist Stella Young.

There are at least three basic types of inspiration porn. In one, a disabled person does something normal - like dance to Lady Gaga - and the viewer feels inspired because the disabled person can do this normal thing. Look at them overcome their disability! the narrative goes. This framework cheapens real accomplishments and rarely considers the socially-constructed obstacles to broad success for people with disabilities.

In the second type, an abled person does some basic act of kindness - such as having lunch with an autistic kidisolated at school, stopping work to feed a disabled customer at a restaurant, or inviting a disabled teen on a date. The abled person is then celebrated for their goodness, with the disabled person turned into an object on which the able person acts. Again, structural issues leading to the need for abled intervention vanish.

In the third type, often distinguished as “tragedy porn,” a horrible situation involving a disabled person is displayed, sometimes with comments about overcoming or courage, with the goal of providing perspective on your own (presumably not as bad) troubles. Perspective can be good, but again, the disabled person’s experiences are being leveraged as a tool to make the viewer feel something.

Cuteness is a way of aestheticizing powerlessness.” Many disabled adults, especially those with Down syndrome and Little People, are treated as perpetually cute children.

Because disability is a part of humanity’s natural diversity, it needs to be part of the important conversations we’re having about inclusivity.

Disability as identity and disability pride may be familiar concepts within the disability rights community, but they’re still pretty radical for the ableist world as a whole.

Source: Don’t Turn My Son’s Lady Gaga Dancing Into Your Inspiration Porn

I updated Inspiration Porn, Growth Mindset, and Deficit Ideologywith these quotes.

Bias at Work

The bottom line is that patterns of unchecked biased and offensive behavior in the workplace have the potential to erode full employee participation and take a toll on organizational effectiveness.

Given the risks and challenges, how can you draw attention to the bias or offensiveness without putting the other person on the defensive? What are some approaches most likely to limit unintended adverse consequences?

Source: How to Speak Up If You See Bias at Work

Accessibility for Real Life

Here’s what I bring to the table: a valid credit card, 90 seconds of my time, and my right thumb. The rest is up to you

Make your content awesome, so I don’t have to be: I’m nearsighted and I just turned 40, so the other end of my vision is starting to go, too. I could jack up my font, but I literally don’t have time to wade through the settings menu. I’m probably squinting at a site at 4 am, hoping the headings and navigation are crystal clear, and that the first paragraph of text tells me no poop in five days is perfectly normal and I’m doing a great job.

Inclusive design and a great user experience used to be luxuries for me—now I understand how essential they are, especially for folks whose abilities and capacity are different from mine. Users really are relying on you and your team to create sites and apps that make their lives easier.

Source: 8 things parenting taught me about accessibility » Simply Accessible

Culture, Autonomy, Communication, Diversity and Inclusion

Five important things.

Culture and Autonomy

When we survey our employees, culture and autonomy always come up as top reasons people stay.

Why we stay at Automattic: culture and autonomy
Why we stay at Automattic: culture and autonomy

Source: 2016 Year Review

Culture always wins over tools and technologies, but most of the business world is tone deaf to understanding culture.

Source: FAQ about The Year Without Pants (with satisfying answers)

Culture can be the foundation for all future innovation, or it can be the single biggest resistance to innovation. Don’t fuck up culture.

Source: Project-based Learning and School Culture

Communication is Oxygen

793 Slack channels, 441 P2 blogs, 4,628 Zoom video chats
793 Slack channels, 441 P2 blogs, 4,628 Zoom video chats

That’s a lot of writing.

In the age of distributed collaboration, we are constantly writing.

Source: Writing in Education and Plain Text Flow

Change the technology culture of school. The voice & choice of inclusive education needs an open by default infrastructure for communication and collaboration. Technology will not find its place in the classroom until we move away from the remediation of the deficit model and embrace open and accessible collaboration.

Source: Communication is oxygen. Build a district wide collaboration infrastructure and an open by default culture.

Diversity and Inclusion

ICYMI, I’m sharing recaps of my D&I professional development. I hope and intend to continue this series.

Diversity & Inclusion Recap #1