I came into this program knowing little more about autism than any other
special educator. I had studied autism
in my college course work and even observed a few autism classrooms, but I had
never had a student with an ASD diagnosis in my resource or behavior
classrooms, and I had never worked as a professional with an adult diagnosed with
ASD. I quickly started having people
tell me “you’re the expert”, and it made me feel like a big fake. I was doing all that I could to learn as much
as I could in a very short period of time.
I felt like I did all of the right things. I read up on ASD, I consulted professionals
that I felt were experts in the area; but when I began teaching the class for
FSL participants, I realized that I still had a lot to learn. Want to know what else I realized? That my students are the real experts, and
that none of the so called “autism experts”, unless diagnosed with autism
themselves, will ever truly be an expert.
One of the first things pointed out to me was my students’ dislike for
person first language. As a
professional, I had been taught to always use person first language, and I’ve
been teaching this in higher education for the past six years. We’re supposed to say “a child with autism”. It’s politically correct, right? It’s putting the person in front of their
disability and therefore not identifying them as their diagnosis. Not according to my students. They would like to be referred to as an
“autistic person” or “autistic student”.
They feel that autism is part of who they are. It’s a part of their identity. One of them pointed out that no one says that
they are a “person with whiteness” or “a person with blackness”. It’s so true that it makes me feel quite
ignorant that I simply followed what I had learned in text books and didn’t
bother to ask an expert: someone who actually has autism!
I am so excited about all that these individuals are going to teach me
over the next year. I have eight autism
experts ready and available to educate me every Friday. The one-hour course is designed for me to
assist them in their transition to college, social and independence skills, and
academic success, but it is so much more than that. Not only do they benefit
from the curriculum, but they have been given a voice, and I can tell you that
I’m listening. I’m soaking it all in so
that I can adjust the program as needed and provide what the experts, the real
experts, feel that autistic students need to successfully complete a college
degree. These eight individuals may not
realize it each week when they come to that Friday afternoon class, but they
are going to impact the lives of so many people. They have no idea how amazing they are, but
my goal is to express that to them every chance I get.
This is great and I have been thrilled to see the interest and conversation taking place in our hallway on a late Friday afternoon. This group may also have a great message to share with others through Kelsey Timmerman's newest project found at this website: http://facingproject.com/ . Timmerman spoke at the Peay Read last night and he invited our campus community to consider participating in The Facing Project where groups share their experiences and message to others through writing. I immediately thought of your FSL project and it could be another way to provide information to the general community as the program evolves. According to Timmerman's website, "we provide tools, a platform, and inspiration so communities can share the stories of citizens through the talent of local writers, artists, and actors." I am so glad to see the benefits of a lot of hard work already and hope that our larger community can see these benefits as well!
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