Bergmann on his autism, and a lesson
Source : By Dan Bergmann | October 3, 2021
Dan Bergmann just earned his degree from Harvard Extension School, and was one of the speakers at this year's commencement: When I was twelve years old, I suddenly learned to think, all at once, on a single day. Before that day almost no one would have thought that I would ever understand the world around me. I made meaningless noises, waved my arms, and shouted "cookie" when I wanted a cookie. I did not understand the children's books that were lovingly read to me, and had no clear sense of time or death or the other building blocks of this thing we call the human condition.
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Then he found the training program at auticon, an IT consulting firm that seeks out a neurodiverse workforce, or employees with a range of neurological differences, including dyslexia, social anxiety, and those on the autism spectrum.
Parental warmth (t=-3.64, p = 0.001, d=.97), responsiveness (t=-2.09, p = 0.047, d = 0.70), and verbal stimulation (t=-2.30, p = 0.029, d = 0.75) increased significantly from pretreatment to posttreatment. Improvements in parental warmth were maintained 3 months posttreatment (t=-3.15, p = 0.004, d = 1.16). There were no significant changes in depression, parental stress, or quality of life.
In a now-viral video, viewed over 1.6 million times, Jayla, who didn't give her surname, flashes a playful grin and adjusts her colorful sweater. In the caption, she wrote: "Fit check before I show up to my first day of work in my wheelchair after checking 'No, I do not have a disability' on the job application."
In this episode of BlueDAG’s Accessibility Minute video series, Paul Klein reviews the etiquette of assisting persons with disabilities to obtain items out of their reach range. Tune in for a practical, straightforward conversation on this critical aspect of accessibility compliance.
Schools everywhere have been wrestling with how and where to incorporate AI but many are fast-tracking applications for students with disabilities. Artificial intelligence holds the promise of helping countless other students with a range of visual, speech, language and hearing impairments to execute tasks that come easily to others. Schools everywhere have been wrestling with how and where to incorporate AI, but many are fast-tracking applications for students with disabilities.
In 2025, the Individuals with Disabilities Education (IDEA) will have been the primary law driving the field of special education for 50 years. A contentious area of disagreement has been the relationship between two primary mandates of the law: the obligation of schools to provide a free appropriate public education (FAPE) to eligible students with disabilities and the obligation to place these students in the least restrictive environment (LRE) appropriate to each student’s individual needs.
Two surveys undertaken in the same year generated different disability prevalences: 16.1% and 25.6% using a broad cut-off; 4.0% and 6.7% using a narrower cut-off. In two longitudinal surveys, over 50% of persons identified as having disability in a wave were not identified as such in the next wave, independent of cut-off used. Data disaggregation by education and remunerative employment shows little differences between persons with and without disability, which is inconsistent with current evidence.
Data was coded to the five predictors, in addition, “co-workers” attitudes’ and “workplace accommodations and adjustments” emerged as additional predictors. All participants raised workplace concerns, with employers with experience adopting a range of strategies to address concerns. Employers with no prior experience were passively rather than actively creating barriers to employment. Smaller organisations were more likely to view employing people with disabilities as high risk. Few organisations reported accessing the services of disability employment providers.
Twenty-one studies comprising 458 adults with various post-stroke pain presentations were included. Only 10 studies specifically targeted stroke pain; the remainder primarily incorporated pre-post measures of pain in a heterogenous stroke sample (with and without pain). Studies varied in their levels of evidence, sample characteristics, mind-body therapies, and biopsychosocial outcome measurement.
Thirty-seven articles met the inclusion criteria, which involved 218 555 children and youth with various types of physical disabilities spanning over 29 years. We noted the following trends: (1) racial disparities in accessing or receiving care; (2) racial disparities in health outcomes and mortality rates; and (3) factors affecting racial disparities.