The last
thing I want to do is confuse you, but almost all, if not most, special needs, learning
difficulties, and disabilities have mental problems. Like everyone who faces mental
illnesses, the negatives happen with or without reason, but in this case, the
most common reasons are how people’s conditions affect their lives. no one can
do everything, but people who face conditions know they affect lives more so.
When others have to help them a lot, that can cause them a lot of stress and
anxiety because they want to be independent like everyone else, and they don’t
enjoy depending on the lives of others a lot.
with
adhd and autism, because both of these
conditions cause very high levels of anxiety and depression due to the nervous system. Therefore, what I want to do is sum up how autism and adhd affect people in the category of the condition, and the anxiety and depression in the
mental health versus mental illness category.
How
these conditions affect daily life:
can
make school, work, friendships, and daily routines more difficult.
often
need extra support to manage time, stress, social situations, and changes.
Some
people may need help from family, teachers, carers — but they also want to be
independent.
When
they rely on others too much, it can lead to low self-esteem and feeling like a
burden, even though it’s not their fault.
section 1: how autism and adhd affect people (neurodevelopmental
🔵 what is adhd?
a condition that affects attention,
impulses, and energy levels.
People with adhd might:
find it hard to concentrate or stay
focused.
be very active or fidgety (hyperactive).
act without thinking (impulsive).
this isn’t about being "naughty"
— their brains work differently and are often super fast-moving and creative.
section 1: how
autism and adhd affect people (neurodevelopmental
conditions)
🔵 what
is autism?
a lifelong
condition that affects how people communicate, socialize, and process the
world.
autistic people may
struggle with sensory overload, change, and social rules.
many are very
routine-based and need things to stay the same.
they may find loud
noises, bright lights, or too much talking very hard to cope with.
autism affects how
someone’s brain works, not how clever they are — many autistic people are very
intelligent but process things differently.
🔵 what
is adhd?
a condition that
affects attention, impulses, and energy levels.
people with adhd
might:
find it hard to
concentrate or stay focused.
be very active or
fidgety (hyperactive).
act without
thinking (impulsive).
this isn’t about
being "naughty" — their brains work differently and are often super
fast-moving and creative.
Autism Spectrum (ASD) Explained Again:
Your repetition of the definition of ASD reinforces its
core characteristics related to information processing, emotions, and social
interactions. The emphasis on individual reactions and responses to the world
is key.
Sensory Sensitivities and Social Challenges:
You reiterate the common sensory sensitivities and the
difficulties autistic individuals may face in understanding the thoughts and
feelings of neurotypical people, especially in unfamiliar situations. The
feeling of being overwhelmed by new positive experiences is also a significant
point.
Varied Perspectives on Autism:
You rightly point out that understanding Autism can vary
depending on whether the information comes from autistic individuals themselves
or from professionals, and even among autistic individuals, experiences differ.
Autism as a Disability:
You correctly identify Autism as a lifelong developmental
disability affecting communication, understanding, and interaction,
highlighting the significant number of people on the spectrum in the
UK.
Individual Differences and Desires:
Your emphasis on the fact that not all autistic individuals
are affected the same way and that they, like everyone else, want to live full
lives and contribute to society is crucial for destigmatization.
Social Communication and Anxiety:
You highlight the common co-occurrence of social
communication difficulties and anxiety, particularly in new or unfamiliar
social situations. The challenges with verbal and nonverbal communication,
understanding nuances like sarcasm, and literal interpretation are
well-explained.
Personal Experiences:
Your examples regarding travel (airports, getting lost)
effectively illustrate the real-world challenges faced by autistic individuals
due to sensory overload, information processing differences, and difficulties
with navigation.
Advocacy for Accessibility:
Your points about the need for accessible public transport,
the challenges of self-service technologies, and the importance of accessible
information are vital for advocating for a more inclusive society.
The Shift from Asperger's to ASD:
You address the confusion surrounding the merging of
Asperger's Syndrome into Autism Spectrum Disorder. Your explanation that the
spectrum approach acknowledges the varying degrees of autistic traits and
support needs is accurate. You also touch upon the historical context of the
diagnoses.
Dyspraxia and Co-occurring Learning Difficulties:
Your explanation of Dyspraxia and its potential link to
Autism, as well as the distinction between Dyslexia and Dyspraxia, is helpful
in understanding the complex web of neurodevelopmental differences that can
co-occur.
History of Autism Understanding:
Your overview of the historical figures and research that
contributed to our understanding of Autism, from Hans Asperger and Leo Kanner
to earlier observations, provides valuable context.
Causes of Autism:
You correctly state that the exact causes of Autism are
still largely unknown. Sharing your personal experience of being born with a
lack of oxygen and your thoughts on the MMR vaccine controversy (while
acknowledging its likely inaccuracy) adds a personal touch. Your reference to
genetic factors and birth injuries as potential areas of research is also
relevant.
Focus on Strengths and Support:
You conclude by emphasizing the importance of focusing on
the strengths of autistic individuals alongside their difficulties and
encouraging a supportive approach to help them live fulfilling lives.
Overall:
Your writing is a powerful blend of personal experience,
factual information, and thoughtful reflections on Autism. It provides a
valuable insight into the complexities of the condition and the importance of
understanding, acceptance, and appropriate support. It would indeed be a
valuable resource for students, mental health workers, families, and anyone
seeking to learn more about Autism. Your honesty and willingness to share your
experiences are commendable.
Sources and related content
Asperger syndrome | Autism Speaks
The 3 Levels of Autism: Symptoms and
Support Needs | Psych Central
Why Change Is Hard for Children With
Autism
Is Autism a Developmental Disability?
- 3billion
The Shift in Classification: What Happened?
The key point is that Asperger Syndrome is no longer
considered a separate diagnostic category in the most recent diagnostic manual,
the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5),
published in 2013.
Instead, Asperger Syndrome is now considered to be part of
the broader umbrella diagnosis of Autism Spectrum Disorder (ASD). Think of it
like different points on a spectrum, rather than entirely separate conditions.
What are the Same (Similarities)?
Since Asperger Syndrome is now included within ASD,
individuals who would have previously been diagnosed with AS share the core
characteristics of autism, but often in a less pronounced way in certain areas.
These shared characteristics include:
• Difficulties
with Social Communication and Interaction: This is a central feature of ASD.
Both individuals who would have been diagnosed with AS and those with other
forms of ASD often experience challenges in understanding and responding to
social cues, forming relationships, understanding non-verbal communication
(like facial expressions and body language), and engaging in reciprocal social
interactions. You mentioned this directly in your text.
• Restricted and
Repetitive Patterns of Behavior, Interests, or Activities: This is the other
core diagnostic criterion for ASD. This can manifest in various ways, such
as:
o Repetitive
motor movements: Like hand-flapping, rocking, or twirling (as you
mentioned).
o Insistence on
sameness: Difficulty with change and a strong need for routines (also
mentioned).
o Highly
restricted, fixated interests: Intense focus on specific topics (as you pointed
out with talking about and repeating the same topic).
o Sensory
sensitivities: Unusual responses to sensory input like sounds, smells, tastes,
or textures (also mentioned).
• Underlying
Neurological Differences: Both what was previously known as AS and other forms
of ASD are understood to stem from differences in brain development.
What Were Considered the Differences (Before the DSM-5)?
Historically, the main distinctions between Asperger
Syndrome and what was then called "Autistic Disorder" (often referred
to as "classic autism" or "Kanner's Syndrome") were:
• Language
Development: Individuals with Asperger Syndrome typically had no significant
delays in early language development. They usually acquired single words by age
two and phrase by age three. This was a key differentiating factor from
Autistic Disorder, where significant language delays were common. You touch on
this by saying individuals with "AS" faced milder speech problems,
which aligns with this historical understanding.
• Cognitive
Development: Individuals with Asperger Syndrome typically had average to
above-average intelligence. While they might have specific learning
difficulties (as you correctly point out with the link to dyslexia, dyspraxia,
ADHD, anxiety, and depression), they generally did not have the intellectual
disabilities that were more frequently associated with Autistic Disorder. Your
confusion about learning disabilities in "ASD" likely stems from this
historical distinction. It's important to clarify that ASD as a whole can occur
across all levels of intellectual ability.
• Self-Awareness
and Interest in Social Interaction: While still facing social challenges,
individuals with Asperger Syndrome were often described as having a desire to
connect with others, even if they lacked the social skills to do so
effectively. Individuals with more "classic" autism might have
appeared more aloof or uninterested in social interaction.
Why the Change to Autism Spectrum Disorder?
The move to the single umbrella term of ASD reflects the
growing understanding that:
• The boundaries
between Asperger Syndrome and other forms of autism were not always clear-cut.
Many individuals presented with a mix of features that didn't neatly fit into
either category.
• It emphasizes
the spectrum nature of autism. Individuals with ASD have a wide range of
abilities and challenges. Focusing on a spectrum allows for a more nuanced and
individualized understanding of each person's strengths and needs.
• It reduces
potential stigma. The term "Asperger's" had a complex history, and
some felt that a single term would be more inclusive.
In Summary:
• Previously:
Asperger Syndrome was considered a separate condition from Autistic Disorder,
primarily distinguished by typical early language development and average to
above-average intelligence.
• Now:
Asperger's Syndrome is no longer a separate diagnosis but is considered part of
the Autism Spectrum Disorder (ASD). Individuals who would have been diagnosed
with AS are now understood to be at one end of the autism spectrum, often
characterized by less pronounced early language delays and average to
above-average cognitive abilities, but still experiencing the core social
communication and interaction difficulties and restricted/repetitive behaviors
of autism.
Your personal experiences and observations are valid and
reflect the real challenges individuals on the autism spectrum face, regardless
of the previous diagnostic label. The change in terminology aims to better
capture the diverse ways autism can manifest.
Sources and related content
Autism and communication - National
Autistic Society
Strengths of Your Current Draft:
·
Comprehensive Coverage: You’ve touched on essential aspects
like diagnostic history, neurological basis, sensory processing, co-occurring
conditions, communication differences, and the social model of disability.
·
Personal Voice: The personal reflections give it
authenticity and help readers emotionally connect with the content.
·
Educational: You break down complex terms (e.g., CNS/ANS,
DSM-5 classification) in an accessible way.
·
Empowering Perspective: Your focus on strengths, potential,
and the need for support rather than “fixing” is exactly the inclusive tone
that promotes understanding and acceptance.
Suggested Next Steps:
1.
Visual Aids or Tables (Optional):
o
You might consider adding a comparison table showing how
Asperger’s was defined vs. current ASD levels (DSM-5).
o
A simple chart showing CNS vs. ANS differences in ASD could
help some readers.
2.
Easy-Read Summary Section:
o
Since your audience includes families and possibly students
with learning needs, include a short “Autism in Simple Words” or “Key Points to
Remember” at the end of the chapter.
3.
Quotes or Testimonies:
o
Including short quotes from autistic individuals or family
members can enrich the narrative.
4.
UK and USA Context:
o
If helpful for your readers, briefly explain how diagnosis
and support differ in the UK and USA (e.g., EHCPs, IEPs, CAMHS, or IDEA/504 in
the US).
5.
Practical Tips Section:
o
Add some everyday coping strategies for sensory overload,
managing change, or navigating social settings.
6.
References and Resources:
o
Consider ending with a short list of trusted links or
support services (e.g., National Autistic Society, Autism Speaks, Autistica,
local autism hubs, etc.).
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