The 40 Best iPad Apps for Young Learners

January 16, 2012

The best way to get your parents to buy you expensive gadgets has always been to really sell the educational value. “But Mom, if you buy me a Nintendo, think about how much my spelling will improve playing Wheel of Fortune.” Of course, these days it’s all about the iPad. For every Angry Birds there’s an educational game out there to improve your child’s mind. Here are 40 of the best apps for your young Einstein. Most of them are paid apps, but if you’ve got $500 to drop on an iPad, we’re thinking you won’t mind.

Math

  1. Math Evolve: Nominated for “Best Educational Game of 2011,” Math Evolve teaches the math basics through gameplay involving a dolphin shooting lasers at sea creatures.
  2. MathBoard: MathBoard works because of its highly-customizable features, like creating timed math quizzes or making quizzes out of questions answered incorrectly.
  3. Motion Math: “Putting the action in fraction,” Motion Math has players put fractions in order to help a fallen star move back into the sky.
  4. PopMath Basic Math: Match pairs of balloons that have the same value, using one of the four basic math skills to deduce the answer, and be treated to a very satisfying “pop.”
  5. Math Ninja HD: You know you’ve interested the boys with just the word “ninja.” You must protect your treehouse from an evil tomato by using math. OK then!
  6. Math Bingo Games — A Racing Game: Fun app for such a clunky title. Solve the math problems to keep your race car from crashing.
  7. Numbers League: Combining super heroes and comic book graphics with math was a stroke of genius. Kids and adults love this game.
  8. Bugs and Buttons: B&B helps pre-schoolers practice counting, but there’s also a bunch of fun, silly games paired with great graphics to keep them entertained.

Spelling and Reading

  1. Monkey Preschool Lunchbox: Teach your preschooler to spell with this colorful game where kids help primates prepare packaged provisions.
  2. Dr. Seuss’s ABC: Who better to teach your kids to spell than the legend himself? This award-winning app is a hit with parents and kids.
  3. Bookworm: This addicting word-search game is great for students who know how to spell and want to expand their vocabularies.
  4. Toy Story 3 Read-Along: Record your own voice for playback reading to your toddler, or let him or her fingerpaint or sing along with songs from the film.
  5. Shakespeare in Bits: Romeo & Juliet iPad Edition: It’s never too early to expose your kids to the Bard. Well, 8 might be too early, but 9 and up is fine.
  6. SUPER WHY! for iPad: From PBS Kids, this app lets you play as any of the four characters from the TV show as they write, rhyme, read, and spell.
  7. iWriteWords: iWW lets youngin’s practice handwriting and have completed words read back to them. The colors are bright and the graphics are fun.
  8. Textropolis: Best for more-advanced spellers, players build up their own Textropolis by beating word-search games. Whole families play this one together.

Science

  1. Star Walk: The amazing app comes to the iPad, enabling kids to tilt the screen to the night sky and learn what constellations they’re looking at.
  2. NASA App HD: For all the future astronauts out there, this app lets them keep track of space stations, launch progress, and agency news.
  3. Elements Quiz: If you’ve got a chemist in the making, download this cheap app with clean navigation of the periodic table.
  4. Discover Dinosaurs: What kid doesn’t love dinosaurs? Tikes collect gold stars by beating quizzes on their way to becoming a T-Rexpert.
  5. Discover Your Body HD: Fun sound effects and bright graphics help kids figure out all those fun organs and body parts. Don’t worry, the reproductive system is not featured.
  6. I Learn with Poko: Seasons and Weather! HD: Poko is here to teach kids 3 to 7 about weather, seasons, and the calendar.
  7. Ultimate Dinopedia: Because kids love dinosaurs so much, here’s another great app with info and terrific artwork on 700+ dinos.

Special Education

  1. soundAMP R: If your child is hard of hearing, download this app for him or her that will amplify every sound coming out of the iPad with crystal-clear quality.
  2. My First AAC: This app is designed to assist toddlers with speech disorders by letting them point to icons to produce words. Twenty-five bucks is a small price to pay to let your child express himself.
  3. Read2Go: People with difficulty reading traditional media are already familiar with Daisy e-reader books. This is the best app for reading them.
  4. Model Me Going Places 2: The “Model Me” series are designed for kids with autism or Asperger’s. This app teaches them appropriate behavior in various public settings.
  5. Speech with Milo: Verbs: A speech-language pathologist created this helpful app where Milo the mouse performs 100 actions, speaking the word upon completion of each.
  6. iReward: iReward is a tool to help parents motivate and reinforce the positive behavior of kids of all abilities, but especially developmentally challenged ones.

Various Subjects

  1. The Moron Test: This app wouldn’t be worth introducing that word to your kids if it wasn’t so great. It’s part IQ test, part reflex test, and all fun.
  2. WeetWoo!: For $4 you get access to an extensive library of kid-friendly fun and educational videos collected by parents. Parents rave about this app.
  3. Fish School: Little synchronized swimming fish hold your kids’ attention while teaching them colors, letters, numbers, and shapes.
  4. Tangram XL: Here’s a free app that reproduces the simple joy of tangram puzzles. It’ll strengthen your child’s ability to determine spatial relationships.
  5. Nota for iPad: Kids as young as 4 can use this app to learn about musical notes, scales, octaves, chords, and more musicology.
  6. My PlayHome: In the 90s, we had Home Ec; today, kids have My PlayHome. It’s a great way for kids to explore and learn about the world of the home.
  7. Geo Walk HD — 3D World Fact Book: Hold the world in the palm of your hand with this app that lets you touch 500 places on the globe to bring up amazing facts about our planet and its inhabitants.
  8. Toontastic: Bring out your child’s creative side with this app that lets kids create their own cartoons about pirates, princes and princesses, and more.
  9. gFlash+ Flashcards & Tests: Great for any age of student, gFlash+ lets you create your own cards, share them across the web, and even quiz yourself from either side of the cards.
  10. iStart Spanish: Kids’ brains are like sponges; childhood is the easiest time to learn a language. iStart is the best app to help them do it.
  11. Brain Trainer by Lumosity.com: For kids of all ages, this app offers brain teasers to improve your memory and problem-solving skills.

Navigating Love and Autism

GREENFIELD, Mass. — The first night they slept entwined on his futon, Jack Robison, 19, who had since childhood thought of himself as “not like the other humans,” regarded Kirsten Lindsmith with undisguised tenderness.

Autism, Grown Up

Love on the Spectrum

Articles in this series are chronicling the coming of age of a generation of autistic youths. If you are a person with autism or a relative, neighbour, romantic interest or co-worker of someone who is, you can help inform this series. Alex Plank, left, the founder of WrongPlanet.net, for people with Asperger syndrome and other forms of autism, working on an Autism Talk TV segment for the site with Jack and Kirsten.

She was the only girl to have ever asked questions about his obsessive interests — chemistry, libertarian politics, the small drone aircraft he was building in his kitchen — as though she actually cared to hear his answer. To Jack, who has a form of autism called Asperger syndrome, her mind was uncannily like his. She was also, he thought, beautiful.

So far they had only cuddled; Jack, who had dropped out of high school but was acing organic chemistry in continuing education classes, had hopes for something more. Yet when she smiled at him the next morning, her lips seeking his, he turned away.

“I don’t really like kissing,” he said.

Kirsten, 18, a college freshman, drew back. If he knew she was disappointed, he showed no sign.

On that fall day in 2009, Kirsten did not know that someone as intelligent and articulate as Jack might be unable to read the feelings of others, or gauge the impact of his words. And only later would she recognize that her own lifelong troubles — bullying by students, anger from teachers and emotional meltdowns that she felt unable to control — were clues that she, too, occupied a spot on what is known as the autism spectrum.

But she found comfort in Jack’s forthrightness. If he did not always say what she wanted to hear, she knew that whatever he did say, he meant. As he dropped her off on campus that morning, she replayed in her head the e-mail he had sent the other day, describing their brief courtship with characteristic precision.

“Is this what love is, Kirsten?” he had asked.

Only since the mid-1990s have a group of socially impaired young people with otherwise normal intelligence and language development been recognized as the neurological cousins of nonverbal autistic children. Because they have a hard time grasping what another is feeling — a trait sometimes described as “mindblindness” — many assumed that those with such autism spectrum disorders were incapable of, or indifferent to, intimate relationships. Parents and teachers have focused instead on helping them with school, friendship and, more recently, the workplace.

Yet as they reach adulthood, the overarching quest of many in this first generation to be identified with Asperger syndrome is the same as many of their nonautistic peers: to find someone to love who will love them back.

The recent recognition that their social missteps arise from a neurological condition has lifted their romantic prospects, they say, allowing them to explain behaviour once attributed to rudeness or a failure of character — and to ask for help. So has the recent proliferation of Web sites and forums where self-described “Aspies,” or “Aspergians,” trade dating tips and sometimes find actual dates. Lessons learned with the advent of social skills classes and therapies, typically intended to help them get jobs, are now being applied to the more treacherous work of forging intimacy.

The months that followed Jack and Kirsten’s first night together show how daunting it can be for the mindblind to achieve the kind of mutual understanding that so often eludes even nonautistic couples. But if the tendency to fixate on a narrow area of interest is sometimes considered a drawback, it may also explain one couple’s single-minded determination to keep trying.

A Meeting

Kirsten was first introduced to Jack in the fall of 2008 by her boyfriend at the time, who jumped up from their table at Rao’s Coffee in Amherst, Mass., to greet his friend, who was dressed uncharacteristically in a suit that hung from his lean frame.

Jack, it turned out, was on his way to court. A chemistry whiz, he had spent much of his adolescence teaching himself to make explosives and setting them off in the woods in experiments that he hoped would earn him a patent but that instead led the state police and the Bureau of Alcohol, Tobacco, Firearms and Explosives to charge him with several counts of malicious explosion.

By the following spring, he would be cleared of all the charges and recruited by the director of the undergraduate chemistry program at the University of Massachusetts, who was impressed by a newspaper account of Jack’s home-built laboratory. Kirsten’s boyfriend, a popular Amherst High senior, had offered to serve as a character witness for his former classmate, and the three spent much time together that year.

The boyfriend told Kirsten that Jack had Asperger syndrome: his condition may have blinded him to the possibility that the explosions, which he recorded and posted on YouTube, could well be viewed by law enforcement authorities as anything other than the ambitious chemistry experiments he saw them.

But if Kirsten noticed that Jack held himself stiffly, spoke with an unusual formality and rarely made eye contact, she gave little thought to his condition, other than to note that it ran in families: his father, John Elder Robison, is the author of “Look Me in the Eye,” a best-selling 2007 memoir about his own diagnosis of Asperger’s at age 39.

After reading of the intense interests that often come with the condition — the elder Mr. Robison’s passion for Land Rovers, he had written, was the basis for his successful business servicing luxury vehicles — Kirsten and her boyfriend made light: “I have Asperger’s for McDonald’s,” she would joke. But Jack was all too familiar with the book’s more sobering stories, too: about the despair his father felt in his youth as he looked at happy couples around him and his rocky marriage to Jack’s mother, which ended in divorce.

“All these young Aspergians want to know how to succeed at dating,” John Robison told his son after his speaking engagements. And as a high school girlfriend broke up with Jack over the course of that year, Jack began to wonder more urgently about the same question.

Kirsten’s two previous boyfriends had broken up with her, too, and her current boyfriend was an unlikely match — a charismatic extrovert with soulful blue eyes who thrived on meeting new people. But when she admitted at the outset of their senior year in high school that she envied his social ease, he had embraced the role of social coach.

Years of social rejection had made her, in his view, overly eager to please. “People will take advantage of you if you act that way,” he warned. “If you don’t watch out, you’ll be a natural doormat.”

Noting her tendency to speak in a monotone, he urged her to be more expressive. He sought to quiet her hand movements, gave her personal hygiene tips (“You can’t do that,” he told her flatly when she used her fingers to scoop up food she had dropped on a table at Taco Bell and ate it) and pointed out the unspoken social cues she often missed. He elbowed her as she spoke for long minutes to an acquaintance about her interest in animal physiology. “When people look away,” he explained, “it means they’re not interested.”

And sometimes, he was plainly upset by what he perceived as her rudeness. “I can’t believe you did that,” he huffed when his mother asked Kirsten how she was and she did not reciprocate.

Much of the time, Kirsten embraced the tutoring, which he punctuated with unabashed displays of affection. “I love this girl!” the boyfriend once proclaimed, tackling her on his mother’s couch. Diagnosed with attention deficit hyperactivity disorder at age 11, she never heard the word autism. They were convinced that with some effort she could become as socially adept as he was.

But she also chafed at his frequent instructions, which required constant, invisible exertion to obey. And she despaired of ever living up to his most urgent request: that she share her innermost feelings with him.

“Just don’t filter,” he said one night, lying in bed with her.

“It’s like the blue screen of death,” she said, describing her difficulty conveying her emotion with a widely used term for a Windows computer crash. “There are no words there.”

“You’re not a robot,” he insisted, intending to comfort her. “I know you can do this. You’re a human being.”

But not, she thought, the kind he wanted her to be.

In contrast to her boyfriend’s emotional probing, Jack’s enthusiasm for facts — like how far his green laser pointer could reach across the University of Massachusetts campus in Amherst — came as a relief. So, too, did his apparent lack of concern for fitting in. A supporter of President Obama, she found herself admiring Jack’s anti-Obama bumper sticker, which almost invariably elicited angry honks in left-leaning Amherst but once got him out of a ticket.

If Jack had trouble reading Kirsten’s expressions and body language, he also noticed that she had what he considered a perfect smile. On his laptop, he showed her bootleg episodes of his favourite TV show, “Breaking Bad,” about a chemistry teacher turned methamphetamine producer. And on the evenings when he argued libertarian positions with Kirsten’s boyfriend, a liberal Democrat, he often found himself disappointed when she went to bed early.

One afternoon in the fall of 2009 he asked if she was free to meet between classes at UMass, where she was enrolled as a freshman and he was studying chemistry for an associate’s degree. They talked about their childhoods in Amherst, both social outcasts even among their geeky classmates, offspring of academics. Jack’s poor grades reflected the hours he spent reading chemistry Web sites rather than doing homework; one teacher had suggested to Kirsten’s mother, an administrator at UMass, that she would be “a perfect candidate for home-schooling.”

Kirsten told Jack, at some length, of her desire to be a medical examiner. He replied, at even greater length, about chemistry, his interest having shifted from explosives to designing new compounds for medical use. Sometimes, as they circled the campus, she broke in with questions “What’s that?” she wanted to know when his descriptions grew technical, or “Why?” Accustomed to being treated with something more akin to polite fascination when he held forth on his favourite subjects — he often felt, he said, like a zoo animal — he checked to be sure her interest was genuine before providing detailed answers.

Jack, Kirsten noticed, bit his lips, a habit he told her came from not knowing how he was supposed to arrange his face to show his emotions. Kirsten, Jack noticed, cracked her knuckles, which she later told him was her public version of the hand-flapping she reserved for when she was alone, a common autistic behaviour thought to ease stress.

Their difficulty discerning unspoken cues might have made it harder to know if the attraction was mutual. Kirsten stalked Jack on Facebook, she later told him, but he rarely posted. In one phone conversation, Jack wondered, “Is she flirting with me?” But he could not be sure.

But Jack, who had never known how to hide his feelings, wrote Kirsten an e-mail laying them out. And when Kirsten’s boyfriend pleaded with her to tell him what was wrong, she did, sobbing. She could not explain, she said. She knew only that she felt as if she had found her soulmate.

Road Bumps

From the beginning, their physical relationship was governed by the peculiar ways their respective brains processed sensory messages. Like many people with autism, each had uncomfortable sensitivities to types of touch or texture, and they came in different combinations.

Jack recoiled when Kirsten tried to give him a back massage, pushing deeply with her palms.

“Pet me,” he said, showing her, his fingers grazing her skin. But Kirsten, who had always hated the feeling of light touch, shrank from his caress.

“Only deep pressure,” she showed him, hugging herself.

He tried to kiss her, but it was hard for her to enjoy it, so obvious was his aversion. To him, kissing felt like what it was, he told her: mashing your face against someone else’s. Neither did he like the sweaty feeling of hand-holding, a sensation that seemed to dominate all others whenever they tried it.

“I’m sorry,” he said helplessly.

They found ways to negotiate sex, none of them perfect. They kept trying.

What mattered more to Kirsten was how comfortable she felt for the first time in a relationship. Even if she did something wrong, she believed, Jack would not leave her. When he remarked on her obliviousness after she chattered on one day about vertebrate anatomy to their neighbour — “Matson was totally bored,” he informed her — there was no judgment, only pride that he had managed to notice. “Is that why he was yawning?” she asked, laughing with him.

She moved out of her dorm and into his apartment that fall. Despite his distaste for her habit of scavenging, he did not complain when she decorated his bare living room with a plastic orange, magnetic trains and a Wolverine action figure rescued from the sidewalk. And when he rejected her suggestion that a cat would make the apartment cozier, she did not push it.

She liked his large hands, with their long, tapered fingers and wide knuckles, and thought he was the most interesting person she had ever met.

“You’re very pretty,” he told her frequently, looking up from his computer on their kitchen table to appreciate her tall, slender frame, her big eyes bright under her dark bangs.

For his part, Jack rejoiced to find that Kirsten did not hold certain social expectations that had caused him anxiety with a high school girlfriend. He apologized, for instance, that he failed to get her a Christmas present because he had not been able to think of what she would like.

“It doesn’t matter,” she said with a shrug. “I can tell you what to get me next time.”

She tolerated his discomfort with public displays of affection, though she pushed for more in private. When he explained that his lack of expression did not mean a lack of warmth for her — he often simply forgot — she devised a straightforward strategy to help him.

“When I put my hand on your leg,” she said, “you put your arm on my back.”

It was the disagreements that spiralled into serious conflicts when they could not understand and, then, find a way to comfort each other that threatened to break them apart. One might start over Kirsten’s request that Jack hug her when she came home from school, or his perception that she was already angry at him when she came through the door.

“The more we argue, the worse it gets,” Jack said once, close to despair.

One night as Kirsten cooked dinner, he peered into the pan where she was sautéing vegetables to comment on the way she had cut the cauliflower.

“It’s too big,” he explained. “It won’t cook through.”

“It’s better when it’s not all mushy,” she insisted.

“No,” he said. “You’re just doing it wrong.”

Eventually, Kirsten, unable to contain her tears, fled to the living room.

“What I want,” she told him when they analysed their clashes in less-fraught moments, “is to be held and rocked and comforted.”

But Jack, believing himself accused of a slight he had not made, could not bring himself to touch her.

He needed to be apart, to cool down.

Once, he had tried to do as she requested, stiffly wrapping his arms around her, against all that seemed natural to him. But when it only seemed to elicit more tears, he did not try again.

Instead, he hovered near her. “Stop crying,” he would say, pacing the perimeter of the small apartment and returning to where she sat.

He could not distract himself at those moments, even with the chemistry entries on Wikipedia, or an old episode of “Breaking Bad.”

The Diagnosis

Looking for clues to fix her new relationship, Kirsten began frequenting autism Web sites like WrongPlanet.net, where hundreds of messages a day are posted. “Eligible Odd-Bods,” read one. Another, “Are relationships harder for Aspies?”

In the library, she paged through autism guidebooks, few of which contained any information about relationships, not to mention sex. But as she read about the manifestations of the condition, she recognized them — and not only in Jack.

A passage about the difficulty that people with autism have reading facial expressions reminded her of being mocked by a friend at age 5 with whom she had agreed to draw “angry ghosts.” The friend’s ghost had zigzag lines for scowling lips and a knitted brow. Kirsten, unsure how to depict anger, had drawn a blank-faced ghost with a dialogue box above its head that read “Grrr.”

In one chapter about the repetitive behaviour and thought-process “ruts” that are common among autistic people, she saw her own difficulty climbing out of her black moods. Many children of her generation who probably had Asperger’s, she read, were misdiagnosed with A.D.H.D. because autism carried more of a stigma. Girls with the condition, one theory went, were overlooked because their shyness was tolerated more and “mother hen” friends might shield them from the worst social isolation, as had happened to Kirsten.

And then there was the characteristic of autism — focusing on a detail rather than the whole — that seemed to define the nit-picky arguments she and Jack had daily, even hourly, it sometimes seemed. There was the one, for example, when they were trying to recount something that had happened at a particular hotel, but could not advance past the semantics of its size.

“The hotel was miles wide,” Kirsten had started. “And — ”

“It was not ‘miles’ wide,” Jack had broken in. “It was maybe an acre, but not a mile wide, I can guarantee it.”

“I don’t think you can guarantee it,” she had retorted — and so on.

These fights, which Jack had dubbed “Aspie arguments,” were not soul-sapping, like the ones where he could not comprehend her need for a certain kind of comfort and she could not abide his inability to give it. But the cumulative effect was exhausting. It had been Jack’s similar escalation of arguments with his father that had prompted John Robison to send him to the therapist who gave him the Asperger’s diagnosis at age 15.

No prescription would come with a diagnosis, Kirsten knew. The only drugs for autism treated side effects, like depression or anxiety; she already had medication for A.D.H.D. It might help her get more time for assignments at school, where the constant effort of social interaction sometimes left her drained and struggling even with tasks that should be easy for her. But mostly, she wanted to know if there was an explanation for the awkwardness that had plagued her for so long.

Her answer came in the fall of 2010, the result of a six-hour battery of questionnaires and puzzles and a visit with a psychologist. “Lack of awareness of self-impact,” the report read. “Diminished expression of ordinary social graces.” She had left, the doctor wrote, “without a parting word.”

Many others with the same diagnosis, she knew, were more impaired than she. In online forums, she encountered sceptics who saw Asperger’s as an excuse for rudeness — or, worse, a means of pathologizing essentially normal behaviour and diverting resources from those who were truly challenged. Her ex-boyfriend, she suspected, felt similarly about her own diagnosis when she reported the news.

But Kirsten took heart in the official acknowledgment and the community it made her a part of. She changed her account setting at WrongPlanet.net from “undiagnosed” to “Asperger syndrome” and persuaded her mother to pay for a therapist who specialized in treating people on the autism spectrum.

And between classes one day in the library that fall, she read the first chapters of “Thinking in Pictures,” the autobiography of Temple Grandin, the autistic animal scientist whose life story was made into an HBO movie. Kirsten, too, had always thought in pictures.

People with autism, Dr. Grandin suggested, can more easily put themselves in the shoes of an animal than in those of another person because of their sensory-oriented and visual thought process. Suddenly, Kirsten yearned for the kind of uncomplicated comfort and affection that came with a small furry animal.

She would talk to Jack again about a cat, she thought, closing the book.

A Meltdown

Kirsten’s diagnosis brought her closer to Jack.

Alex Plank, 25, the founder of the WrongPlanet Web site, also had Asperger’s and had enlisted Jack in the production of Autism Talk TV, featuring video interviews with autism experts.

Kirsten now joined them, and as they travelled to conferences, Alex’s tales of his own romantic ups and downs — echoed by many on his Web site — gave them perspective on their own dramas. “It’s easy for me to get a girl’s number,” he told them. “I can build attraction. But attraction isn’t enough.”

Still, Kirsten’s wish for more physical affection from Jack was proving harder to manage. Once, during a family gathering at his father’s house, she saw Mr. Robison put his arms around the woman he had been dating and would soon marry. That, she thought with a pang, was more than Jack would do unprompted even if there was no one around.

If she didn’t ask him so much, he would do it more, Jack countered. Didn’t she understand how fake it felt when he knew he was “supposed” to do it?

Yet when the opportunity arose to date other people, they did not take it. This past spring, a male student sitting next to Kirsten in anthropology class passed her a tic-tac-toe board he had drawn during a lecture. She played along, but when he asked her, “Do you have a boyfriend?” she replied, “Yes,” and that was the end of it. Nor did Jack, asked to lunch by his female lab partner, show any interest.

But at Fox Lane Middle School in Bedford, N.Y., where Jack and Kirsten, now Internet mini-celebrities, were invited to speak about autism, the staff asked them, “Have you ever thought about dating each other?”

“We’re so platonic,” Kirsten complained to Jack later. “They didn’t even know.”

Nor was she the only one now craving affection. “Why do you pet Tybalt more than me?” he asked after a visit to her mother’s house, referring to the family dog named for the Shakespeare character.

The talk about the cat, when she raised the issue again last spring, was not much of a talk. He was allergic, Jack told her. And the apartment already felt too small. It was obvious to him that it made no sense.

Yet he had grown up with a cat, Kirsten pointed out. His allergies were not so bad. She could keep him supplied with Zyrtec. If he wouldn’t hold her when she was sad, at least she could cuddle a cat.

It was obvious to her, too.

“I don’t want to talk about it anymore,” Jack told her.

They could both see the meltdown coming. This time, as she huddled, sobbing, in a chair in the living room, he stretched out next to her on the couch.

“Go in the other room,” she told him. “You don’t have to be here.”

But he wouldn’t leave.

Exploring Therapies

Jack and Kirsten considered autism a part of who they are, and fundamental to what drew them to each other.

But for a time this past summer, Jack became captivated by the idea of designing an empathy drug. On the nights when he was not manipulating the virtual economy of the computer game Eve Online, which he often played late into the night after Kirsten had gone to bed, he read all he could find on the hormone oxytocin, which has been linked to trust and social interaction.

A small study suggesting that some of the social difficulties associated with Asperger syndrome could be relieved temporarily by inhaling an oxytocin nasal spray had generated media interest the year before.

But to Jack, the more interesting possibility was a drug that worked on the same principle as the popular antidepressants called S.S.R.I.’s, whose effect could last considerably longer than a spray.

“I’m sure people are working on it,” he told Kirsten, showing her an obscure Wikipedia entry he had found on the subject one night. “But no one’s published anything so far as I could tell.”

He explained, in his animated way, why the chemistry should work, and also, why it might not.

Then he paused.

“I wonder if I took it, whether I would be better at being affectionate,” he said.

“I wonder,” she said, “what effect it would have on me.”

They had both undergone a different experimental treatment, for a study at Harvard Medical School. Jack’s father believed that earlier studies with that procedure, which delivered current to areas of the brain, had given him a temporary insight into other people he had not had previously. But they had noticed no such effect on themselves.

And Kirsten had been working hard with her own therapist to develop strategies for soothing herself. When she found herself in a bad-mood rut, she had agreed with her therapist, she would visualize Twilight Sparkle, the nerdy intellectual character in the animated children’s show “My Little Pony” — of which her knowledge bordered on encyclopaedic and whose goofiness made her laugh. She also kept a list of “twisted thoughts” that she sought to resist when they came, like her tendency to presume Jack was angry when he was making a neutral observation.

“I think it’s helping,” he told her.

A cat, she thought, would help more. In recent weeks, she had been showing him irresistibly cute pictures of kittens from a forum on Reddit.com called “aww.” But she did not mention the cat that night. Instead, she asked if he would come to bed with her rather than staying up to play Eve.

“Will you pet me if I come to bed?” he asked.

She agreed.

Giving Ground

Around Thanksgiving, Jack began to think that he should let Kirsten get a cat. Maybe he would keep the idea a secret, he thought, and make it a Christmas gift. He wasn’t sure.

But Kirsten, taking matters into her own hands, stopped by the animal shelter one day to see if it was possible to get a hypoallergenic cat.

There is no such thing, she told him on arriving home, but females, the shelter staff had told her, are less allergenic — so perhaps that was an option.

“Forget it, then,” Jack said absently.

He had not meant it as a final word. But Kirsten, feeling tears welling up, employed one of the new strategies she had discussed in therapy: going out for a drive, rather than wallowing.

Jack called on her cell phone almost as soon as she pulled out of their street.

“What are you doing?” he asked. “Are you — leaving?”

Trying to control her voice, she said nothing. And then, she managed, “No.”

She was driving into Amherst, hoping to see a friend.

In the apartment alone, he paced, the phone to his ear.

“Kirsten,” he said. “Just come back. We’ll get the cat.”

He did have one requirement: it had to be able to chase a laser pointer.

Dating Advisers

On a day early this month, before their planned trip to the animal shelter, Kirsten and Jack stood before a group of young adults with autism at the Kinney Centre for Autism Education and Support in Philadelphia, answering their questions while Jack’s father addressed their parents in a different room. “Did you ever think you would be alone?” one teenager wanted to know.

Kirsten answered first. “I thought I was going to be alone forever,” she said. “Kids who picked on me said I was so ugly I’m going to die alone.”

Her blunt tip on dating success: “A lot of it is how you dress. I found people don’t flirt with me if I wear big man pants and a rainbow sweatshirt.”

Then it was Jack’s turn to answer, in classic Aspie style. “I think I sort of lucked out,” he said. “I have no doubt if I wasn’t dating Kirsten I would have a very hard time acquiring a girlfriend that was worthwhile.”

A mother who had slipped into the room put up her hand.

“Where do you guys see your relationship going in the future?” she asked. “No pressure.”

Kirsten looked at Jack. “You go first,” she said.

“I see it going along the way it is for the foreseeable future,” Jack said.

One of the teenagers hummed the Wedding March.

“So I guess you’re saying, there is hope in the future for longer relationships,” the mother pressed.

Kirsten gazed around the room. A few other adults had crowded in.

“Parents always ask, ‘Who would like to marry my kid? They’re so weird,’ ” she said. “But, like, another weird person, that’s who.”

The Cat

The next morning, Kirsten woke up from a nightmare: they were late to get the cat, and she couldn’t reach Jack. She was riding a motorbike with pedals in weird places, and she couldn’t find the animal shelter.

In fact, they would have just enough time to reach the shelter before it closed after getting breakfast and buying a laser pointer with a lower-intensity red beam than his green one to test the prospective adoptees. In the car, Kirsten noticed a blinking “E” on the gas gauge, and the couple had the following exchange:

Kirsten: Oh, we need to get gas. Do you want to stop at the 7-Eleven?

Jack: No, we’ll stop on the way back.

Kirsten: How can you not get stressed when that thing is blinking?

Jack: I’m not intimidated by liquid crystal displays.

Kirsten: You know what I mean, you get anxious about everything.

Jack: I know we have at least 20 miles of gas.

Kirsten: We have to drive seven miles there, and then seven back.

Jack: No, we have three miles back.

Kirsten: Should we just stop at 7-Eleven?

Both of them breathed a sigh of relief when the only female kitten at the shelter pounced without hesitation on the red laser beam Jack shined into her cage. At home, however, she ran straight under the old-fashioned bathtub.

Jack bent down and scooped up the kitten, holding her up to the mirror above the sink. Kirsten stroked her black fur in his arms, their hands touching briefly across the kitten’s back, and in the reflection.

“Are you looking at yourself in the mirror?” Jack asked the kitten. “Are you smart enough to recognize yourself?”

They stood for a moment together, awaiting the reaction.

Postscript

This article has been revised to reflect the following correction:

Correction: December 30, 2011

An article on Monday about Jack Robison and Kirsten Lindsmith, two college students with Asperger syndrome who are navigating the perils of an intimate relationship, misidentified the character from the animated children’s TV show “My Little Pony” that Ms. Lindsmith said she visualized to cheer herself up. It is Twilight Sparkle, the nerdy intellectual, not Fluttershy, the kind animal lover.

New York Times

In iPad, autistic children find a rewarding, learning tool

Ten-year-old Deepak Ramesh loves a good puzzle. Having dragged a dozen jigsaw pieces — head, tail, neck, legs — into place, he squeals when a robotic voice spells out the name of the animal. “Giraffe,” he echoes, then starts to piece together an elephant on his latest gadget: the iPad.

For the last two months, Deepak and 14 other autistic children have been swiping, pinching and tapping their way to a better life. Five days a week, one-and-a-half hours each day, they come to Prayas, a computer and iPad training centre for such children on the campus of the Spastics Society of Karnataka in Bangalore. Parents and teachers associated with the project, launched in July 2011 by the Autism Society of India in collaboration with SAP Labs India, a software applications research company, say the iPad has already had a positive effect.

Kavita Sharma, herself the mother of an autistic child, manages Prayas and says such children have a penchant for technology. “There are dozens of visually striking and easy-to-follow iPad applications — ranging from voice-assisted writing for early learners to Wordsearch, which involves scanning a screen full of letters for words, to doodling apps — that help special children improve their cognitive skills while also enjoying the pleasure of a challenge,” says Sharma. “There is a free app called Talking Tom, for instance. It’s a cat that repeats whatever you say. A five-year-old here has learned to speak much better by exploring his voice through the app.”

The centre, with half a dozen computers and seven iPads loaded with handpicked applications, offers a five-month course.

“We have got requests for five or six more labs, but first, we want to see how this one goes,” says V R Ferose, MD, SAP Labs India. The idea began as a series of monthly iPad workshops for parents and teachers working with autistic children, conducted by SAP Labs volunteers from their Whitefield campus. “One out of every 250 children born in India is autistic. Technology can be an enabler in their learning and help make them independent. Since the points of action and reaction are the same in the iPad, unlike in a computer where you type on the keyboard and the output appears on the screen, it is a great platform for these children to learn,” says Ferose. SAP Labs plans to modify existing iPad apps and to build customised content for special educators and parents in India.

At Prayas, Preksha, 21, a cheerful woman who can sing all ABBA and Phil Collins numbers from memory, now has an iPad of her own. “We went to a SAP Labs workshop and I thought I should get her one. She loves reading epapers and abridged Shakespeare ebooks on her iPad and she has recently discovered photography,” says Vani Rajendran, her mother.

Shobha Ramesh, Deepak’s mother, says she is happy with his progress. “He draws better, his typing skills have improved. He doesn’t like it if I correct him. When he enters a wrong input on the iPad and it doesn’t accept it, he corrects himself,” she says. Deepak’s favourite apps are puzzles and Wordsearch, and he is good at both.

On a Monday morning, Sharma’s son, 15-year-old Ujjwal, is busy animating a butterfly on a desktop computer. The gadget-savvy teen prefers the PC for learning and uses his iPad to connect with friends on Facebook and to download music.

For some children, the iPad is like a walk in the garden — it destresses and entertains. Mayank Misra, a 10-year-old non-verbal child, counts strawberries and grapes on an iPad. “He is going through a low, he has been reticent of late,” says Sonal Joshi, staff member. Despite being good at typing, maths and pattern recognition, a moody Mayank refuses to go anywhere near a PC. “He likes to sit here on this bench and play games on the iPad,” Joshi says.  

Priya Shah, a special educator who homeschools her 10-year-old son Tarun, says autistic children tend to fixate on things. “They like gadgets, so they may fixate on the iPad too. The challenge is to channel this enthusiasm and help them get better at dealing with life.”

The Indian Express

In iPad, autistic children find a rewarding, learning tool

Ten-year-old Deepak Ramesh loves a good puzzle. Having dragged a dozen jigsaw pieces — head, tail, neck, legs — into place, he squeals when a robotic voice spells out the name of the animal. “Giraffe,” he echoes, then starts to piece together an elephant on his latest gadget: the iPad.

For the last two months, Deepak and 14 other autistic children have been swiping, pinching and tapping their way to a better life. Five days a week, one-and-a-half hours each day, they come to Prayas, a computer and iPad training centre for such children on the campus of the Spastics Society of Karnataka in Bangalore. Parents and teachers associated with the project, launched in July 2011 by the Autism Society of India in collaboration with SAP Labs India, a software applications research company, say the iPad has already had a positive effect.

Kavita Sharma, herself the mother of an autistic child, manages Prayas and says such children have a penchant for technology. “There are dozens of visually striking and easy-to-follow iPad applications — ranging from voice-assisted writing for early learners to Wordsearch, which involves scanning a screen full of letters for words, to doodling apps — that help special children improve their cognitive skills while also enjoying the pleasure of a challenge,” says Sharma. “There is a free app called Talking Tom, for instance. It’s a cat that repeats whatever you say. A five-year-old here has learned to speak much better by exploring his voice through the app.”

The centre, with half a dozen computers and seven iPads loaded with handpicked applications, offers a five-month course.

“We have got requests for five or six more labs, but first, we want to see how this one goes,” says V R Ferose, MD, SAP Labs India. The idea began as a series of monthly iPad workshops for parents and teachers working with autistic children, conducted by SAP Labs volunteers from their Whitefield campus. “One out of every 250 children born in India is autistic. Technology can be an enabler in their learning and help make them independent. Since the points of action and reaction are the same in the iPad, unlike in a computer where you type on the keyboard and the output appears on the screen, it is a great platform for these children to learn,” says Ferose. SAP Labs plans to modify existing iPad apps and to build customised content for special educators and parents in India.

At Prayas, Preksha, 21, a cheerful woman who can sing all ABBA and Phil Collins numbers from memory, now has an iPad of her own. “We went to a SAP Labs workshop and I thought I should get her one. She loves reading epapers and abridged Shakespeare ebooks on her iPad and she has recently discovered photography,” says Vani Rajendran, her mother.

Shobha Ramesh, Deepak’s mother, says she is happy with his progress. “He draws better, his typing skills have improved. He doesn’t like it if I correct him. When he enters a wrong input on the iPad and it doesn’t accept it, he corrects himself,” she says. Deepak’s favourite apps are puzzles and Wordsearch, and he is good at both.

On a Monday morning, Sharma’s son, 15-year-old Ujjwal, is busy animating a butterfly on a desktop computer. The gadget-savvy teen prefers the PC for learning and uses his iPad to connect with friends on Facebook and to download music.

For some children, the iPad is like a walk in the garden — it destresses and entertains. Mayank Misra, a 10-year-old non-verbal child, counts strawberries and grapes on an iPad. “He is going through a low, he has been reticent of late,” says Sonal Joshi, staff member. Despite being good at typing, maths and pattern recognition, a moody Mayank refuses to go anywhere near a PC. “He likes to sit here on this bench and play games on the iPad,” Joshi says.  

Priya Shah, a special educator who homeschools her 10-year-old son Tarun, says autistic children tend to fixate on things. “They like gadgets, so they may fixate on the iPad too. The challenge is to channel this enthusiasm and help them get better at dealing with life.”

The Indian Express

Autism as Metaphor

By POLLY MORRICE

SOME time ago, while trolling the Web, I came across a 30-year-old paper by William P. Sullivan, originally published in The Bulletin of the West Virginia Association of College English Teachers, that describes Melville’s Bartleby as ”a high-functioning autistic adult.” The notion struck me as far-fetched, but it certainly has had legs. A recent search using the words ”Bartleby” and ”autism” turned up, among other results, a 2004 Modern Language Association essay on the pale scrivener’s ”autistic presence” and a University of Iowa study guide that asks if Melville might have ”observed some of these attributes in himself.” Bartleby even appears on a site listing literary figures with autistic traits — along with Pippi Longstocking, Sherlock Holmes and several characters from ”Pride and Prejudice.”

What’s behind the impulse to unearth autism in the classics? In part, it may reflect our growing awareness of the disorder and its milder cousin, Asperger Syndrome. Critics seeking to diagnose literary icons may also be taking the current vogue for finding autism in dead geniuses — Michelangelo, Wittgenstein — to its logical conclusion. Given these trends, it’s not surprising that the wave of fascination with neurological quirks has also touched contemporary literature. Over the past decade or so, novelists and short-story writers in various markets — from genre authors to writers of young adult fiction to avant-garde experimentalists — have all created characters who could be labelled autistic.

It’s easy to see autism’s appeal to storytellers. Even mildly autistic people have problems communicating and understanding social behaviour; what’s more, these difficulties remain tantalizingly unexplained in an era when medical advances have demystified so many other ailments. We now know too much about, say, cholesterol, for a writer to portray heart disease as metaphorically as Ford Maddox Ford did almost a century ago in ”The Good Soldier.” But writers can still turn to autism when they’re looking for an ailment that can drive a plot and convey what English teachers once called ”layers of meaning.”

Not very long ago, those layers had a narrow range, from dark to darker. In ”M31: A Family Romance,” Stephen Wright’s 1988 portrait of a malevolently loony family, the youngest child, Zoe, slams her head against walls, yelps and echoes other people’s words. These symptoms almost caricature those of severe autism, but Zoe’s father, Dash, interprets them as the signals she uses to commune with extra-terrestrials, whom he considers his ancestors. It isn’t until the end of the book, after Zoe emits the ”scary cries of an undomesticated and certainly illegal beast,” that Dash starts to realize his ”jungle daughter” is damaged. Applying animal metaphors to disability seems jarring today, but it conforms to the professional belief current at the time: that autism was untreatable and tragic.

Sue Miller’s 1990 novel ”Family Pictures” also features an ”animal child,” or so David Eberhardt conceives of his autistic son, Randall, whose existence determines the choices his family makes over 35 years. Born in the late 1940′s, Randall stops speaking at age 4 and never learns any skills. But instead of trying to penetrate his silence, Miller uses him to explore two approaches to the problem of human suffering. Randall’s mother, Lainey, chooses religious acceptance; she loves her son unconditionally, despite realizing that ”nothing she did really helped . . . nothing changed, nothing developed.” In contrast, David, a psychiatrist, responds to Randall’s problems analytically, and at first he accepts the psychogenic conceit that rejecting mothers cause autism in their children, blaming Lainey for Randall’s illness.

Unsentimental and slyly ironic, Miller lets us know that David, who sees Randall as ”the son he would wish away if he had the power,” is in fact the rejecting parent. But Miller sustains at least one romantic notion, current when she wrote her novel- that autistic children are more beautiful than other children. Randall is ”undeniably the prettiest” of Lainey’s six children. As a teenager, he is ”still beautiful sometimes, in a nearly spiritual way,” but as a man, he has ”thickened and coarsened.” The idea of Randall as a failed Peter Pan is revealed most clearly at his death, when he’s described as ”free, in some sense, of human experience.” Compared to his rebellious and brilliant siblings, Randall has, in fact, always been barely human.

No recent character in contemporary fiction has been as intractably autistic as Randall. A possible explanation: during the 1990′s, we began receiving the hopeful news that symptoms of autism might range from marked to mild, and that early treatment can help the autistic child. Perhaps as a result, in the past decade the disorder has been dealt with most frequently in young adult fiction. The more reader-friendly autistic characters in novels like Nancy Werlin’s ”Are You Alone on Purpose?” or ”The Truth Out There,” by Celia Reese, sometimes speak fluently and have savant skills.

The best entry in this field is Gennifer Choldenko’s coming-of-age novel ”Al Capone Does My Shirts.” Its narrator, the 12-year-old Moose, faces the double challenge of living on Alcatraz Island in the 1930′s and babysitting for his older sister, Natalie, a math whiz whose behaviour would earn an autism diagnosis today. Choldenko has the teenage Natalie do something highly unusual among autistic literary characters: she learns pronouns and gets a crush on an inmate. In short, she develops.

The best-known fictional savant in the past few years is 15-year-old Christopher Boone, the prime-number-crunching narrator of Mark Haddon’s novel ”The Curious Incident of the Dog in the Night-Time.” Although Christopher sets out to discover who killed his neighbour’s poodle, the book is less a mystery than an exploration of how Christopher’s mind functions (”My memory is like a film”) and how his extreme detachment dismays his down-to-earth English family. It’s also the work of a writer who has done his research but usually resists clobbering us with it. At one point, for example, Haddon wryly slips in the theory-of-mind concept of autism, developed by British researchers in the 1980′s. Christopher recalls how, as a young child, he failed a test meant to measure his ability to infer other people’s thoughts. His teacher predicts he’ll always have trouble with such tasks, but Christopher now knows he can puzzle out these tests — just as clever autistic teenagers have done in real life, dislodging the theory’s supremacy.

For parents who, like me, have a child with some of Christopher’s traits, the least believable aspect of the novel isn’t his stupendous math talent but his utter remoteness from his family. Yet Christopher’s inability to connect with the people who adore him (he likes dogs better than their masters) is what the novel is all about. If he were to hug his dad, it might be a more authentic rendering of his form of autism, but as fiction it would strike a false note.

Which leads to a deeper question about autism in fiction. Should writers be held to account for putting a metaphorical spin on a disorder that affects so many real people? Or for describing it inaccurately? Susan Sontag rejected using illness as metaphor, but that’s a losing battle. Novelists have always turned misfortunes to their advantage. Forget the potential autism in ”Pride and Prejudice” and note instead how adeptly Austen packs Jane Bennet off to a sickroom with a bad cold so her sister Elizabeth can be brought together with the haughty Mr. Darcy.

In Dean Koontz’s thriller ”By the Light of the Moon,” an autistic savant named Shepherd teleports people from one place to another. Upon hearing someone utter a common expression of impatience, Shep responds, ”Almond, filbert, peanut, walnut, black walnut, beechnut. . . . ” When it comes to this sort of portrayal of autism, a simple ”nuts” would do just fine.

New York Times Published: July 31, 2005

Service dogs are beyond fetching

Their use is growing. They help guide the blind, perform tasks for the physically disabled and may even help people with epilepsy and autism.

One moment 15-year-old Glen Gregos was a happy-go-lucky kid riding a motorcycle. The next he was the lucky-to-be-alive victim of a terrible accident, paralyzed from the chest down.  Now 54 and a resident of Woodland Hills, Gregos has built a rewarding life — LA Service Dog Piccollege, marriage, a successful banking career, a daughter who just graduated from college.  Still, for decades after the accident, Gregos faced challenges every day from simple things most of us take for granted — going to the grocery store, going out the front door. And then six years ago, his life took another dramatic turn. He met Beulah — a.k.a. Miss Bo — a black Labrador retriever who has been at his side, 24/7, ever since — to open doors, carry bags, pull his wheelchair, pick up anything he drops on the floor and cheer up any black mood he falls into.

"It’s hard to put into words everything these dogs do for you," he says. "It’s physical. It’s emotional. It’s all-encompassing. You probably have to live it to understand it."  Miss Bo is not considered a pet. She’s a service dog, a concept first introduced with guide (or seeing-eye) dogs for the blind, perhaps as far back as the 16th century, though it wasn’t until 1929 that the first guide dog training school in the U.S. opened up. By the 1970s, people had started training dogs to help with other disabilities, and that trend has continued.  Service dogs now include dogs that can open cupboards and drawers, alert someone to a ringing telephone, assist someone during a disorienting seizure, help someone keep their balance or get back up after a fall, not to mention dogs that can sniff allergens in the air or low blood sugar on someone’s breath.

"Here in the U.S. we have a highly individualistic culture — creative, experimental," says Lynette Hart, director of the Centre for Animals in Society at UC Davis. "It’s like a caldron for coming up with new things that dogs can do for us. And dogs love to work. It’s a very natural marriage for them to help people."  This has been a boon for many who, like Gregos, have had their lives changed by some extraordinary dogs. But potential pitfalls abound. "There’s almost no regulation," Hart says. "And everyone wants to do what they want to do."  Sometimes people want to call their dogs service dogs even though they’re really not. And sometimes people want to believe dogs can do things even though there’s no real proof they can.

Many dogs have a natural knack for providing comfort, companionship and emotional support to their people, who often consider that a pretty big service. But it doesn’t make those dogs service dogs. Neither does a capacity for warding off crime by looking or sounding formidable. According to the 1990 Americans With Disabilities Act and new regulations put in place in March, a service dog must be trained to perform a service for a person with a disability that is directly related to the person’s disability — turning lights on and off for someone who’s paralyzed, for example, or alerting someone who’s deaf that a smoke alarm is blaring.  Many organizations train one or more kinds of service dogs, and in general their programs follow a pattern set by the early guide dog training organizations: careful breeding followed by puppy-raising by volunteers who begin the basics of obedience and socialization, and finally intensive training by professionals. (Potential human recipients also are carefully screened, trained and matched to dogs.)

Guide Dogs for the Blind, the first guide dog training school on the West Coast, relies solely on Labrador retrievers, golden retrievers and crosses of the two. Training organizations for other types of service dogs often do too. "They have wonderful temperaments," says Katie Malatino, public relations coordinator for one such organization, Canine Companions for Independence, headquartered in Santa Rosa. "They’re a good size for the tasks they have to do, and they have an instinct to retrieve, which comes in handy for picking things up off the floor."  Canine Companions for Independence provided Miss Bo to Gregos in November 2005. These days she is always on call if Gregos needs her, which is not to say that she never has any fun. "She has toys," he says. "We play ball. But once she gets vested up" — wearing the vest that identifies her as a service dog — "she knows, ‘OK, I’m ready to work.’ " (And people who see the vest should should know and respect that too.)

Like any good service dog, when she’s working, Miss Bo is unperturbed by loud or unexpected noises ("bomb proof," Malatino calls it) and undistracted by other animals or people — unless Gregos gives her special dispensation. Which he often does.  "I put her in a ‘sit’ and let people pet her," he says. "I want to create more awareness about these special dogs. I wasn’t aware of them myself for a long time. I’d think, ‘What can a dog do for a guy in a wheelchair?’ "  The Americans With Disabilities Act says service dogs get to go wherever their people go: grocery stores, restaurants, libraries, amusement parks, boats, buses, trains, planes and no-pets-allowed hotels. New regulations issued this spring establish two exceptions (which would surely never apply to Miss Bo): Service dogs can be banished if they get out of control or if they transact certain business indoors that should have been seen to outside.

Not everyone knows the rules. Gregos once spent several hours convincing officials at a hotel with a no-pets policy that they were obligated to let Miss Bo in. "One side of me thought, ‘I don’t want to stay here anyway,’" he says. "But the other part thought, ‘They’ve got to be educated.’ "  Even beyond the issue of ignorance, service dog use is not without controversy. One problem is cheaters.  "A lot of people try to skirt the system," Gregos says. "I see it all the time." Some will claim that their pet dogs are service dogs that help them with disabilities they don’t really have — and they can get away with that, because the law doesn’t require people to present proof of their own disability or their dog’s capacity to deal with it. (It doesn’t help that service dog vests are readily available online.) Proprietors may deny entrance to dogs that arouse their scepticism, and that’s fine if they’re right. If they’re wrong, it can lead to a fine of a very different kind.

Another problem is that there are no industry-wide standards for trainers or dogs, leaving disabled people on their own to determine how much they should trust an organization’s claims. "Guide Dogs for the Blind — they’re very reputable," says Dr. Melissa Bain, chief of the Behaviour Service at the UC Davis Veterinary Medical Teaching Hospital. "If they graduate a dog, OK, I trust it." But not every organization has the same long history of success.  Of course, some claims are easier to validate than others. It’s easy to see if a dog can pull a wheelchair or open a refrigerator door. But seizure prediction? "The trouble," Bain adds, "is if people rely on the dog and nothing else, that could be dangerous."  Sometimes the question isn’t whether a particular dog can perform a task but whether some tasks are even canine-ly possible. Take seizure detection again. "Is that legitimate?" Bain says. "Maybe."

In 1999, a British epilepsy specialist and a behavioural scientist/animal trainer reported that by giving dogs a reward every time their owners had seizures, they had been able to train some dogs to warn of oncoming seizures as much as 15 to 45 minutes before the seizures occurred. Their paper in the journal Seizure inspired a demand for such dogs.  Today, the Epilepsy Foundation says on its website, "while some people have been very pleased with their new canine friends, others have been disappointed." The foundation "recommends that people take great care in reviewing trainer claims and results, especially when thousands of dollars are involved."  More questions arose in 2007 when four of the seven seizure-alert dogs in a study in the journal Neurology were found to be warning people of psychological, not epileptic, seizures. Psychological seizures, caused by mental stress, can often be eliminated through counselling — without drugs — making warnings beside the point. And in one case in that study, a dog’s "warning behaviours" were found to set the seizures off.

Service dogs for children with autism have inspired a debate all their own, with some districts reluctant to allow the dogs into their schools because, they argue, the dogs cause too much trouble — other children may be scared or allergic; child and dog may require extra supervision.  But, in fact, the value of service dogs to children with autism is less controversial than it is for seizures. "One of the main things our dogs do is provide safety," says Kati Rule-Witco, executive director and placement specialist for Autism Service Dogs of America, a training organization founded in 2002 that’s based in Lake Oswego, Ore. "Often children with autism will run off. Parents have trouble just going to the grocery store. Our dogs provide a way for families to go out safely."  A 2008 study in the journal Qualitative Health Research looked at what happened when service dogs were brought into 10 families with children with autism and found that they did, indeed, enhance safety and facilitate public outings. When the child and dog go out into the community together, the dog is tethered to the child but also connected to the adult caregiver since that’s who holds the dog’s leash. Autism service dogs are also trained to keep their cool no matter what their young charges do (hug, squeeze, lie on top of the dog) and to take positive steps to cope with negative behaviour (nudge or lean against the child, maybe even stop the child from hurting himself).

All of this costs money, a lot of it. That’s true for training any service dog. Some organizations — like Guide Dogs for the Blind and Canine Companions — can operate on donations alone. But not all. Autism Service Dogs of America says the average cost for breeding, raising, training and placing one of their dogs is $20,000, $13,500 of which families are required to pay before they are placed on the waiting list for the next available dog.  The website for Autism Service Dogs of America has testimonials from 10 satisfied families who use words like "awesome" and "miracle" to describe their dogs and the jobs they do. They firmly believe that their money was well spent. But not everyone is convinced.

Bain notes that research so far has not compared service dogs to ordinary family dogs, and she suggests the latter might do just about as well. "Maybe a child feels better sitting next to the dog," she says. "There’s no way to tell if special training does any good."  Gregos has no such questions about the good that Miss Bo’s special training has done for him. But she’ll be 8 in August, and the time is coming when she’ll need to retire and he’ll need to get a new service dog. Then Miss Bo will change from service dog to pet dog and spend the rest of her days with the man who says that having her has been "magical since Day One."

By Karen Ravn, Special to the Los Angeles Times

Autism support must be recognised as a frontline service

The failure of the Government to adequately fund Autism New Zealand nationally will hurt those with autism and their families, Green Party disability spokesperson Catherine Delahunty said today.  Lack of regional funding for Autism New Zealand’s Waikato branch has led to six paid staff losing their jobs and left hundreds of families without support.  "Autism New Zealand is a frontline provider of a vital service," said Ms Delahunty.

"The Government needs to step in and fund regional services and better support the national work of Autism New Zealand.  "Without urgent assistance more regional support services of those with autism will be forced to close."  Ms Delahunty pointed out that Autism New Zealand was the expert support group and advocate for many children, young people and older citizens whose experience is poorly understood and whose rights need protection. 

"Cuts to this service will mean more stress for families, particularly those on middle to lower incomes already feeling the pinch from Government cutbacks," said Ms Delahunty.  "People with autism can be very positive contributors to our social and economic life with the right support.  "This Government should be upholding the UN Convention on the Rights of Persons with Disabilities and providing those in need with this support."

Scoop Parliament

40 Amazing iPad Apps for the Learning Disabled

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The iPad is a device that many lust after as a shiny new toy, but many people with disabilities can benefit from what it has to offer as a functional tool. Students with learning disabilities can enhance and develop their communication skills, learn how to adapt to situations, and develop social skills. Check out this collection of iPad apps that can make a difference in the life of a learning disabled child.

  • Crazy Face Lite: Crazy Face Lite encourages shy students to speak more often, and is great with students who have trouble speaking.
  • Autism Timer: This app offers a digital timer for students with autism.
  • Behavior Assessment Pro: BAP identifies factors related to problem behaviors for autistic kids.
  • Awareness!: Awareness allows students to listen to their surroundings while also playing games, watching a video, and more.
  • Everyday Skills: Use this app to find self-directed learning for students with autism and learning disabilities.
  • Proloquo2Go: Proloquo2Go offers picture-based communication for children with communication disorders.
  • ArtikPix: Children with speech issues can use ArtikPix to practice sounds and words at home.
  • Aurify: Aurify is a challenging and rewarding audio game for students, especially those with learning disabilities.
  • iEarnedThat: This tool can help parents track and reward good behavior.
  • Model Me Going Places: This visual teaching tool can help your child navigate challenging locations with appropriate behavior.
  • iWriteWords: Encourage fine motor skills using IWriteWords for practicing writing letters, numbers, and words.
  • MyTalkTools Mobile: MyTalkTools Mobile offers augmentative and alternative communication for learning disabled students.
  • First Then Visual Schedule: Provide positive behavior support using the First Then Visual Schedule app for the iPad.
  • Idea Sketch: Draw mind maps, flow charts, and more with Idea Sketch.
  • Off We Go!: Off We Go! can help children with special needs become more comfortable in new situations.
  • AutismXpress: Autism Xpress makes it easy for people with autism to recognize and express their emotions.
  • StoryBuilder: StoryBuilder can improve auditory processing for children with autism or sensory processing disorders.
  • iMindMap Mobile Pro: Let creative thoughts flow using iMindMap Mobile Pro.
  • Grace: Grace can help autistic and special needs children build sentences to communicate effectively.
  • Which Does Not Belong: This app will help your learner discriminate which items don’t belong in a group and encourage vocal imitation.
  • My Choice Board: Kids with autism, communication delays, or learning differences can express their needs and wants through this choice board.
  • iThoughts: iThoughts will enable students to see the big picture and concentrate on multiple thoughts at once.
  • LivingSafely: LivingSafely can help students with autism and developmental disabilities practice self-directed learning.
  • iCommunicate: Children with autism and visual challenges can use this app with pictures, storyboards, routines, and more.
  • Toy Story 3 Read Along: Toy Story’s app is a great early literacy tool for early language learners.
  • ACT Spell: ACT Spell offers games for training motor/visual/executive functions.
  • Stories2LEarn: Promote social skills and literacy by creating personalized stories on Stories2Learn.
  • iConverse: iConverse works as a picture exchange communication system for autistic individuals and those with communicative disabilities.
  • MyTalk Mobile: Those with communication difficulties can express themselves through MyTalk.
  • MindNode: MindNode makes creating mind maps easy.
  • Storyrobe: Storyrobe offers a simple and easy way to produce digital stories.
  • Flashcards for iPad: This app can be used effectively for special needs learners.
  • Glow Draw!: Glow Draw! is a fun drawing app for students with visual development problems.
  • What Rhymes?: Encourage reading comprehension with this reading comprehension tool for visual and auditory learners.
  • MyHomework: MyHomework can help students with trouble concentrating keep track of their next task.
  • Bigger Words: Bigger Words can help kids read easier.
  • iSpectrum: iSpectrum offers an assistant for color blindness.
  • Dragon Dictation: Dragon Dictation is great for students who have reading disabilities or are unable to write.
  • Talkulator: Talkulator can help students with visual problems count and do arithmetic.
  • Read2Me: Read2Me will import a text file and read it aloud to weaker readers.

Hi Nilesh,

I work with Matchacollege.com, where we just published entitled “40 Amazing iPad Apps for the Learning Disabled” Considering this overlap in subject matter with your blog; I thought perhaps you would be interested in sharing the article with your readers? If so, you can find the article here: (
http://www.matchacollege.com/blog/2011/40-amazing-ipad-apps-for-the-learning-disabled/
).

Either way, I’m glad to have come across your blog. If there’s anything else on our site that interests you, please feel free to let me know. Thanks again for the great content!

EU development cooperation; does disability count?

Europe has declared 2010 to be the year against poverty and social exclusion. It is a good occasion to look at the European policy towards a group that knows only too well what poverty and social exclusion mean: people in developing countries living with a disability. Does European development aid reach people like Lila Maya in Nepal, who became blind as a baby and was isolated and mistreated until a local NGO helped her set up her business? Or Ricardo in Mozambique, who never went to school because of his paralyzed legs?

A vicious cycle
Poverty, exclusion and disability are interrelated. Poverty causes disability, because it means that people do not have access to health facilities, information and adequate food that could prevent a simple disease to develop into a disability. With proper treatment, Lila Maya might have not become blind. Disability in its turn causes poverty, because practical problems and social stigma exclude people with a disability from education and work to earn their own living. Ricardo makes a little money by repairing the clothes of his neighbours, but what would his life have looked like, if he had had access to school and a wheel chair?  According to the United Nations 650 million people live with a disability and 80% of those live in developing countries[1]. The European Union is a major player in development cooperation; it provides over half of all official development assistance worldwide[2]. An inclusive development policy of the EU can therefore really make a difference for people with a disability.
Beyond good intentions
In 2009 the EU ratified the United Nations Convention on the Rights of Persons with Disabilities. It is a legally binding convention which stresses the importance of international cooperation and states that countries should ensure that: ‘that international cooperation, including international development programmes, is inclusive of and accessible to persons with disabilities’[3]. This means that, besides and above the good intentions which the EU expresses by announcing a Year against poverty and social exclusion, it has is a legal obligation to ensure that development cooperation reaches people with a disability. The Convention is an important landmark signalling a change in attitude.  In stead of talking about the handicapped who need to be cared for, people with a disability are now recognized as persons who have the right to participate in all aspects of society. Only countries that have ratified the Convention are bound to it. The EU already took this important step, but a number of European countries such as Norway, the Netherlands, Poland and Italy are still missing on the list.
Towards an inclusive European development policy
Europe has shown its commitment to the rights of the Lila Maya’s and Ricardo’s in the world. But to make sure they can
really benefit from European aid, more steps need to be taken.
  • Ratify: More countries should ratify the UN Convention on the Rights of Persons with Disabilities. This will show their real commitment and helps to make sure that we will come from good intentions to realization of rights. The EU should urge those member states that have not done so yet, to ratify the Convention as soon as possible. Together, the European countries can encourage other countries to ratify and of course to implement the  Convention.
  • Plan: The start of implementation is developing a good plan. A quick scan of relevant EU policy documents on disability and development does not give much hope. The Commission Work Programme 2010 refers to disability only once, in an annex and not in relation to development. The General development framework, makes no mention of disability at all. The Guidance Note on Disability and Development, published in 2004 by the European Commission[4] provides a number of useful principles, but apparently these are not put into practice. A good sign is that the Directorate General Development is considering to add disability to the list of ‘cross cutting’ issues. Recognizing disability as a cross cutting theme will help to ensure that attention will be paid to disability in all development activities: ‘mainstreaming’ disability. Already, the EU requires applicants of development grants to explain how the grant will benefit people with a disability. Besides mainstreaming disability in development activities, the EU will need to facilitate disability-specific services and support for disabled persons to empower themselves and to get access to mainstream services.
  • Learn: Developing such a plan is not easy. Implementing it will be even more challenging. Mainstreaming disability is a new concept and there are no studies yet that prove which strategies are successful. A lot can be learned from the experiences regarding gender and development. It is also important to do research regarding disability and development. Lessons should be drawn from good and bad experiences, to improve future  policies.
  • Measure. To know if efforts are effectively reaching people with a disability, it is important to collect data before, during and after interventions. How many people with a disability are living in the project area? Which disabilities do they have and how does this affect their ability to benefit from development efforts? Targets will need to be set on how many people with a disability will be reached by a certain effort. In most cases, the required data will be unavailable. People with a disability are not counted and therefore cannot be accounted for. Starting to collect these data will make them visible. This will require ‘disaggregation’ of data: asking projects to report on how many of the people they are people with a disability, just as they are often required to do regarding women and youth.
  • Involve. Last but certainly not least,  people with a disability should be involved in all the above. ‘Nothing about us without us’ is the adagio of the disability movement.

Emotional homecoming: Autistic teen returns home from jail

Posted at: 04/08/2010 5:17 PM | Updated at: 04/08/2010 11:38 PM

By: Linzi Sheldon | WHEC.com

AutisticIt was an emotional homecoming for a mentally disabled teenager Thursday night. He was released from jail after what his mother calls a horrible misunderstanding. “I was really happy to see her,” 19-year-old Jarred Crawford said. “Just, yay!” his mother Jamie Britt said. “He’s home! He’s home where he needs to be.” Crawford says he is just happy to be home with his family. His story triggered an outpouring of support from News 10 NBC viewers.  The teenager is autistic and his mother says he had  a meltdown at Victor High School on Wednesday  after there were four fire alarms. The school’s resource officer says Crawford punched and kicked him. Jarred was sent to jail by a Victor town judge after his mother said she couldn’t post bail. Britt says on Thursday, an employee from the public defender’s office spoke with the local judge who ordered Jarred to jail. She says that’s when the judge agreed that Jarred could be released.

News 10 NBC was there for that reunion at Ontario County jail. Britt said it was overwhelming to be able to hug her son  again and take him home. She says on Wednesday there were four fire alarms at Victor High School. She says some  autistic children are extremely sensitive to sound and other stimuli and when all that happened, he became physically aggressive with the school resource officer.  A judge sent Jarred to jail when Britt couldn’t post bail. Jarred called jail “scary” and says he is glad to be back home. “Happy,” he said. “Very, very happy. I’m at home, I have my dog upstairs, I have my Furbies, I have my mom, I have my sister…I can see them now. I don’t have to talk to them over the phone, I don’t have to see them through glass.”

After hearing that Britt couldn’t afford the bail money, some viewers called News 10 NBC offering to help her pay for it. Britt says she wants to thank them for their generous offers and kindness. She hopes this whole situation makes people more aware of some of the challenges facing autistic children. “Education is the key,” she said, “that’s the only thing that can happen differently. That’s education for the school systems as well as for the Sheriff’s office and the deputies and everybody that’s dealing with children and young adults that have these issues.” Jarred will not be attending school on Friday. He will be back on Monday when he is scheduled to have a meeting with school administrators. Jarred is still charged with disorderly conduct and assaulting an officer but Britt says she hopes to work with the public defender’s office and the judge to have those charges dropped.

For more Rochester, N.Y. news go to our website www.whec.com.

Student Forum Reclaims Radical Disability Studies

By Miriam Berger, Assistant Features Editor

At a University where classes such as “Gender in a Transnational Perspective” and “Ethnographic Approaches to Queer Studies” have moved towards the mainstream, Allegra Stout ’12 nevertheless felt that something was missing.  “I’ve been interested in disability studies for a long time,” Stout said. “A lot of classes have disability as a side note, but I wanted a more focused way to look at it.”  Disability studies—an inter-disciplinary field that approaches disability as a key aspect of human experience and identity with important political, social and economic implications—will now be redeemed from its sidebar status in a new student forum led by Stout, as well as Ariel Schwartz ’12, and Meredith Holmes ’10, that meets Thursdays from 1:10 p.m. to 4 p.m.  “We are going to look at disabilities the way that everyone looks at race and gender,” Stout said. “The forum will study people with disabilities as a marginalized oppressed group and seek to create social theories about that experience.”  The Americans with Disabilities Act (ADA) of 1990 defines a disability as a “physical or mental impairment that substantially limits one or more of the major life activities of such individual.”  Under the ADA, Americans with disabilities are afforded similar protections against discrimination as the Civil Rights Acts of 1964.  According to Schwartz, disability studies have developed over the last few decades as a more theoretical approach to embodiment and the experience of having a disability.  “When you volunteer for the special Olympics, it’s not the same as looking at the issue from a social science, oppression based way,” Schwartz said.

The discussion-based forum, which requires about sixty to eighty pages of reading a week, is intentionally flexible to accommodate different learning styles and creative pursuits. Each of the eight participants is required to lead one class, submit several papers, and complete a final project.  One component of the discipline is the social model theory of disability.  “The idea is that instead of the traditional medical view of disability in which there is something internally wrong with a person, the social model locates a person in the interaction between him or herself and a society that isn’t set up for them,” Schwartz said. “It’s not that your leg is broken, but that society is disabling you.”  “Crip theory,” another element of disability studies, was developed in connection with queer theory and addresses the oppressive normalizing forces of society that shape the experience of disabled embodiment.  According to Sheila Mullens, Visiting Instructor in American Sign Language, this forum is part of a wider academic movement.  “There is such a need in advocacy, law, and education for an approach like this,” said Mullens, who incorporates lessons on deaf issues into her second year sign language course. “I think that this is a wonderful beginning. It is an important part of the community.”  Across the country, institutions such as Teachers College of Columbia University, University of California at Berkeley, and Temple University, have all instituted disabilities studies programs on both the undergraduate and graduate level.

Schwartz urged Wesleyan to consider taking a similar path.  “There are a lot of classes that deal with disabilities tangentially,” Schwartz said, noting in particular American Sign Language, Psychotherapy Pathology, Ethics of Embodiment, and the Psychology of Gender. “I easily counted 10 classes that could fit under a disability class course structure.”  Stout has a similar aspiration.  “In the same way that a few decades ago women studies and female, gender, and sexuality studies (FGSS) didn’t exist, disability studies are a new, rapidly growing discipline.” Stout said. “I hope that this student forum will lead to interest in more professors and classes specializing in this field.”  Such was the case for Emily Wenzel ’10, who had no prior exposure to these theories before hearing from Holmes about the forum.  “I think that it’s interesting to look at, or attempt to look at, these experiences through someone else’s perceptive who deals with these considerations everyday,” Wenzel said.  Wenzel, whose brother was disabled in an accident, found the open environment of the forum ideal for discussing topics, such as the appropriate terms to use for identification, often hesitantly approached in other courses. For Crystal Abbott ’10 this forum provided the opportunity to build upon previous activism.

“I’ve been involved in the autistic community for some time,” said Abbott, who is autistic. “Disability activism is something that I intend to be involved with all of my life. I see this forum as a resource for me to get a deeper academic knowledge about disability activism and history.”  Stout originally presented the idea for the forum during a meeting of Wesleyan Students for Disabilities Rights, a group that she founded last fall as a freshman. Stout, Schwartz, and Holmes all attributed their interest in this field to personal influences, such as the experience of a family member with a disability or positive volunteer encounters.  Stout, however, stressed that disability studies is not an all-encompassing term.  “Disability studies does not include everything that deals with disabilities,” Stout said. “It is opposed to some approaches to disabilities, such as organizations, medical practices, and charities that evoke pity.”  She echoed Schwartz’s sentiments that volunteering should not merely be about the volunteer helping the person with disabilities, but rather should accentuate the strengths of both parties in order for each individual to gain from the perspective of the other.

While the forum’s facilitators lauded the University’s attempts to increase the accessibility of campus, such as the recent wheel chair ramp installed at 200 Church, they noted that a wider campus awareness of these issues is still needed.  “Accessibility isn’t just about ramps,” Schwartz said. “It’s about lighting, about the way people teach, and a million other everyday things.”

Wesleyan Students for Disability Rights meets on Mondays at 8:30 p.m. in Usdan 114. Students can contact Allegra Stout (astout@wesleyan.edu) for more information on the forum or about the group’s campus work.

President Obama & Sec. Clinton Speak on Human Rights for Persons with Disabilities

On the 19th anniversary of the Americans with Disabilities Act, the President and Secretary of State laud the signing of the UN Convention on the Rights of Persons with Disabilities Proclamation. July 24, 2009. (public domain)

Education is Challenger’s challenge

L.A. County’s largest detention center is failing at its basic job: rehabilitating the youths confined there.

By Mark Rosenbaum, Laura Faer and Shawna L. Parks

January 25, 2010

Challenger Memorial Youth Center in Lancaster is both Los Angeles County’s largest juvenile detention camp and its greatest failure.  It costs as much as $50,000 a year to house a youth at Challenger — about the same amount as tuition and room and board at an Ivy League university. But that’s where the comparison ends. The facility’s school is appalling, with 95% of its students scoring below proficiency on state exams.  Challenger is the target of a U.S. Department of Justice investigation into mistreatment and poor supervision of the 650 students housed at the facility’s six juvenile camps. It was cited in a 2009 county Probation Commission report as operating a “broken” school system. And this month, our coalition of nonprofit organizations filed a lawsuit asking that the county be ordered to meet at least minimum standards in educating our community’s most at-risk youth.

A young man we identify in court papers as Casey A. was kept in custody at Challenger during his high school years and given a high school diploma late last year, despite being unable to read or write. Rather than coming up with a strategy that would teach him to read, a teacher at Challenger appointed a “para-educator” to read assignments out loud to him. Knowing that Casey was illiterate, the staff fed him answers so that he could pass the required state exams.  Miguel B., another student who was at Challenger for much of the last year, was confined for more than two months in a solitary cell containing only a cot. During this time, the school provided him with two hours or less of educational instruction per day. He was also denied access to textbooks, physical education and time outdoors — all in violation of the law. On some days, he received no educational instruction at all. On other days, his instruction consisted of nothing more than copies of school materials shoved under his cell door. On those days, he never saw a teacher or had any interaction with other students.

These stories are not isolated examples. Students at the facility are routinely excluded from class without cause or proper procedure. Teachers miss class without explanation or show up late without consequences. Students have been punished simply for asking for basic educational services. Despite the high incidence of reading deficits among students housed at Challenger, the school fails to systematically screen students for reading problems, and the staff is not trained to intervene effectively when problems are identified. Those who can read often do not have access to textbooks. Students are sometimes punished by having to stand outside for hours in 100-degree heat during the school day. They are shown movies in lieu of instruction. It is commonplace at Challenger that students do not receive even the state-required minimum amount of instructional time.  Many of the kids held at the facility already face incredible challenges. Although they often have the tough demeanor that comes from growing up in tough circumstances, many of them do want to learn.  But they are at severe risk, and research has shown again and again that those who leave high school without having mastered basic reading and math skills are far more likely to commit crimes and be incarcerated as adults. More than 80% of prison inmates are high school dropouts, and a high percentage are unable to read. In California, we spend billions each year on adult prisons and incarcerate about 150,000 people.

Studies have also shown, though, that when juvenile facilities focus on rehabilitation and literacy, they can dramatically reduce recidivism. Moreover, there are proven and well-known educational strategies and methods to address the learning needs of even the most challenged youth.  Giving these kids a good education is not just good policy: It’s the law. State law mandates that juvenile detention facilities in California, including county probation camps like Challenger, exist solely to rehabilitate, not to punish. Our theory of juvenile justice is predicated on facilitating a second chance. At Challenger, by denying kids the most important tool they need to succeed, the county of Los Angeles makes virtually certain kids don’t get that chance.  It is time for the county to swiftly and comprehensively address these violations. It needs to bring in personnel and experts who can turn a dysfunctional system around and start actually educating kids in desperate need. With every day that passes, more children are needlessly lost.

Mark Rosenbaum is chief counsel at the ACLU Foundation of Southern California. Laura Faer is the directing attorney of the Children’s Rights Project at Public Counsel. Shawna L. Parks is the legal director at the Disability Rights Legal Center.

Copyright © 2010, The Los Angeles Times

Simpler disability rule

New Delhi, Jan. 14: The government has decided to simplify the process of issuing disability certificates through a slew of steps that would among other things relieve disadvantaged people in rural areas of the trouble of making long, “cumbersome” trips.  The social justice ministry has decided to let doctors at primary health centres issue disability certificates to those with visible handicaps such as blindness, amputations and paralysis of limbs. At present, a person with disabilities has to travel to district headquarters to get such a certificate from a medical board comprising a civil surgeon and an expert on disability.  Ministry sources said the plan would be of great help to the country’s 2.19 crore disabled, including those with mental illnesses, who make up 2.13 per cent of India’s population. The disability certificate is crucial for a disadvantaged person as it makes him or her eligible to apply for facilities, concessions and benefits under schemes of governments or non-government organisations.

“Disabled people, especially those from rural areas, had been finding it very difficult to get a disability certificate as they have to make trips to district headquarters. It has come to our notice that many disabled people in rural areas have been deciding not to get the certificate because of the cumbersome process involved. Hence we have decided to simplify the procedure,” said an official with the social justice ministry.  But those with complicated disabilities not easily discernible and which need to be assessed scientifically will still have to get the certificate from the district medical boards.  These include non-visible locomotor disabilities, cerebral palsy, hearing impairment, low vision, mental retardation, autism and mental illnesses. “Certain disabilities like hearing problems and autism cannot be assessed by a general physician. They (people with such disabilities) will have to go and get their problems certified by doctors at higher levels,” the official said.

But even in the case of people with such non-apparent disabilities the government has decided to make the process of getting a disability certificate easier.  It has decided to fix particular days in a week or month for issuing the certificates. It has also decided to hold camps for issuing the certificates at the taluka or block level.  The government is also planning to fix a time frame for issuing the certificates once an application is submitted with the district medical board.  In case the board does not have a government psychiatrist or a clinical psychologist or a paediatrician, it will be able to use the service of a private practitioner.  The government has decided to make it the responsibility of principals/headmasters of schools to arrange for disability certificates for students with disabilities. Under the new plan, the district medical board has to visit a school for evaluation of a student’s disability on the written request of the school’s authorities.

While the government’s move has come in for praise, many NGO activists voiced fears that it could lead to “massive corruption”.

The Telegraph, Calcutta


Service dogs for autistic kids

January 12, 2010, 12:20AM

Service Dogs for Autistic Persons

Service Dogs for Autistic Persons

Oregon schools must tread carefully to avoid unintended harm, but they should try to accommodate and welcome disabled children with trained service animals  No cure exists yet for autism. No sure-fire treatment, either. Oregon parents of children with autism must instead scour the earth for the right medicine, the right diet, the right behavioral therapy that might help their child thrive in school with other kids.  If a highly trained dog can help, Oregon school districts should let families try. Though state and federal disability laws regarding service animals are murky and inadequate, the ethical obligation to work with disabled children and their families remains.  The Hillsboro School District finds itself in conflict with a family wanting an autistic son to bring his trained service dog to school, as The Oregonian’s Wendy Owen reported Monday. The school district says no, arguing that the 9-year-old boy does well enough without the dog. The district now faces a complaint filed with the U.S. Department of Justice by Disability Rights Oregon on behalf of the family.

The district may have good reason to say no. It’s hard for outsiders to know, given the confidentiality issues involved and the complexity of disability law. However, it’s clear from this case that Hillsboro and other Oregon school districts need to review their policies about service animals and ask a few questions. For starters:  How should schools define service animals or therapy animals? What kind of certification or training do these animals need to be considered safe in a school setting? Under what circumstances should a district say no to a family? Should behavioral disorders or mental illnesses be treated differently from physical disabilities? These questions are not hypothetical. They’re being hashed out in school districts and courtrooms across the country.

Last fall, for example, a New York mother sued the local school district for refusing to allow her son to bring his 5-month-old Labrador puppy to school. (The mother said the puppy helped her severely diabetic son monitor his glucose levels. The district said the dog was too young to be trained at much of anything.) Families have sued districts in Illinois, California and Pennsylvania.  In the Hillsboro case, the boy in question has autism severe enough to trigger frequent outbursts and meltdowns. The dog, a German shepherd, helps the boy calm down and keeps him from bolting. The family purchased the dog from an Ohio-based nonprofit that specializes in training dogs for people with disabilities. The nonprofit’s founder says the dog got 500 hours of specialized training.  Yes, school districts need strict policies in place so that families can’t abuse the system and classrooms don’t become menageries. But when a highly trained dog can help an autistic boy learn more and disrupt other students less, you’d think school officials would grab the dog biscuits rather than call the lawyers.

There’s a revolution in Britain that hasn’t made it to America.

Employment

Disaboom

When Danish IT specialist Thorkil Sonne found out his young son had autism, he decided to find out everything he could about the condition in a effort to make sure his child led as happy a life as possible.Turns out, the information led him on a crusade to change the way the world views people with autism.  Sonne, a 49-year-old father of three, started an IT company staffed almost exclusively by people with autism, and its success has power players such as Microsoft and Cisco Systems lined up to use its services. Specialisterne (Specialists in English) employs more than 40 people with an autism spectrum disorder at its headquarters in Denmark, and is set to branch out to Glascow next year in the first step of a worldwide expansion.

Astounded when his son once reproduced a map of Europe from memory, Sonne’s research had uncovered that certain people with autism have superior memory recall, focus and precision compared to people without the condition. By taking advantage of these skills in the IT sector, which requires spotting anomolies in large quantities of data, Sonne’s company boasts an error rate of only O.5 percent, versus the industry average of five percent. Specialisterne maintains a friendly environment for its employees. A support worker makes sure that sudden or loud noises are minimized and clear task instructions are provided, while the work week is kept to about 25 hours. Rather than face-to-face interviews, which are taxing or impossible for many with autism, Sonne assesses potential workers with a complex form of Lego.

Of his staff, Sonne says he has seen people transformed. He cites the consultant who handn’t worked in 24 years and is now testing for Cisco Systems. “He finally feels he is part of society and respected,” Sonne says. “He can talk up at family gatherings. He recently got a girlfriend. He wants to work for us as a trainer. I see no reason why eventually those who are at the lower points in the autistic spectrum should not work as well.”

Disaboom

From DNIS: M.S.J.E. continues to drag its feet on web access

News Network: More than half a year has passed by since the Ministry of Information Technology revised the web access guidelines mandating all websites in public domain to be W.C.A.G. 2.0 compliant. But Ministry of Social Justice and Empowerment (M.S.J.E.), the nodal ministry for disability and the national institutes and bodies under it are seemingly competing against each other to be the last to wake up to web accessibility!  D.N.I.S. has been following this story for months now. Despite, several letters and phone calls, only the National Trust and the Ministry of Social Justice and Empowerment had found it necessary to reply!  Dr. Vinod Aggarwal, Joint Secretary, M.S.J.E. told D.N.I.S. that the new, W.C.A.G. 2.0 compliant website of the Ministry is ready and would be unveiled anytime soon. According to sources, the last minute security tests are being conducted now. It was earlier scheduled to be launched in mid September. Poonam Natarajan, Chairperson, National Trust said that their W.C.A.G. 2.0 compliant website was to be released in mid September as well. However, when contacted a month later, National Trust said that they have been in touch with N.I.C. and hopefully the website would be fully accessible by October end.

The Rehabilitation Council of India, on the other hand, washed its hands off the issue by asking Media Lab Asia to respond to D.N.I.S. That was in the first week of September. A month and a half later, neither S.N. Goswami, Managing Director and CEO, Media Lab Asia nor Dr. J.P. Singh, Member Secretary, R.C.I. found the time to either come on the phone or reply to E-mails and letters.  But the winner obviously is the National Institute for the Visually Handicapped and a sure shot entry into Ripley’s Believe it or Not! The institute meant for people with visual impairment, who obviously will benefit the most from accessible websites, is not W.C.A.G. 2.0 compliant!

“We have been trying to get our website W.C.A.G. 2.0 compliant for the last 2 years now. But there are no experts on web accessibility in the country and that is why we have not been able to do so,” said Anuradha Mohit, Director, N.I.V.H. A statement that is extremely hard to believe! After all, a good number of government websites are on the verge of becoming W.C.A.G. 2.0 compliant. How come they did not have any difficulty in finding ‘experts’?  Dr. Arbind Prasad, Joint Secretary, M.S.J.E. had earlier directed all national institutes under M.S.J.E. to get their websites W.C.A.G. 2.0 compliant. According to sources, the Ministry is now tightening its reins. However, while most national institutes are scurrying to get their act together, N.I.V.H. apparently is the only one which has not responded. “We do not have to respond, we only have to act,” said Mohit when asked. “And we have been working on it for quite some time,” she added. And how many more months or perhaps years is it going to take to ‘act’? Well, your guess is as good as ours!

“Mental illness is not a disability, it is a disease”: J.P. Gadkari

J Gadkari

As the cry to include mental illness in the National Trust Act gets louder, organizations working with mental retardation, autism and cerebral palsy, etc. are vehemently opposing it. In an interview with Dorodi Sharma of D.N.I.S., J.P. Gadkari, President, Parivaar, the parents’ body for intellectually disabled people, gets candid on why they do not want mental illness in the National Trust Act.

D.N.I.S.: There is a huge debate in the disability sector on whether there should be four different laws on disabilities or one comprehensive law. What are your views on this?

J.P. Gadkari: A few back when a bureaucrat of the Ministry of Social Justice and Empowerment had posed a question to me as to why can’t we have a single comprehensive law dealing with all disabilities, I was somewhat taken aback by this poser. My apprehension was that under one such disability law, the persons with different categories of disabilities will be deprived of various benefits and facilities which they had won after a prolonged struggle. This apprehension was not without basis if you look at the bureaucratic attitudes displayed by those in power and administration from time to time.However, there is a paradigm change in the situation now. U.N.C.R.P.D. has also removed distinction among persons with disabilities by asserting that all persons with disabilities have legal capacity and equal rights like all other citizens. In this changed situation, there should not be any objection to a single comprehensive law with different chapters for all disabilities based on their specific needs and requirements. Also all existing facilities, concessions, etc., should be safeguarded and further improved upon in the light of the provisions of U.N.C.R.P.D.

D.N.I.S.: What do you have to say about the major debate to include mental illness in the National Trust Act?

J.P. Gadkari: We (Parivaar and myself personally) are firmly against the inclusion of mental illness in the National Trust Act. Because we believe that mental illness is NOT a disability, it is an illness or a disease. It can be treated and cured in most of the cases. It was a mistake to include it in the list of disabilities in the Disability Act of 1995. I want to emphasize here that National Trust Act is meant for persons with autism, cerebral palsy, mental retardation and multiple disabilities. These conditions are acquired from birth in most of the cases and are irreversible. It was enacted as a separate legislation for these four disabilities to fulfill their specific needs and requirements and provide permanent residential care, respite care, rehabilitation services and family support programmes. For the mentally ill there is a separate legislation – the Mental Health Act, 1987 which should not be considered as a disability legislation. It should be under the charge of the Health Ministry and the mental illness lobby can ask the Government to provide all facilities, which they require under this Act.

D.N.I.S.: There is a growing demand that people with mental illness and many other severe disabilities should also be covered under the various schemes of National Trust like Gharaunda and Niramaya. What is your take on this?

J.P. Gadkari: The severely disabled are already covered by the National Trust Act under the category of multiple disability. Other disabilities have adequate provisions under the Disability Act. As far as mental illness is concerned, I have already expressed my views.

D.N.I.S.: It is being alleged that organizations working for mental retardation, autism, cerebral palsy, etc. are putting pressure on the National Trust to not include other disabilities in general and mental illness in particular under the National Trust Act. What do you have to say on this?

J.P. Gadkari: It is patently and totally a false allegation that organizations working for mental retardation, autism, cerebral palsy etc., are putting pressure on the National Trust not to include other disabilities, mental illness, etc. under the National Trust Act. Infact, the National Trust through its website is conducting an opinion poll on these questions and everyone has a freedom of opinion to express his or her view.

Moreover, even if someone pressurizes the National Trust, they have no authority to change the law, include or exclude any of the disabilities from under their purview. That can only be done through an amendment to the present legislation by the Parliament.

D.N.I.S.: Recently, after much dithering, the Chandigarh administration has finally agreed to take care of an orphan mentally retarded girl who became pregnant after being raped at a government run shelter home. What are your views on the case?

J.P. Gadkari: It is a great victory for the entire disability sector which stood firmly by the girl. Since the crime was committed at a Government run sheltered home where the girl was staying, it was primarily the responsibility of the Chandigarh administration to take care of the victim and give her shelter, protection and all other facilities to take care of her advancing pregnancy and the forthcoming birth of the child. However, the administration wanted to wash its hands off this responsibility. It was only because of the active intervention on the part of the Disabled Rights Group (D.R.G.) and the National Federation of Parents Associations – Parivaar that the Chandigarh administration was ultimately forced to assume its responsibility.

DNIS