Supporting Young Autistics
We hope that young autistics today will be proud of themselves and without shame. The message that boy received at that moment was the opposite of acceptance. It was ableist and it came from someone who is part of our own community.
The Case for Inclusion Part Two: What Does Inclusion Look Like?
It should always be the objective of public education to serve all students no matter what their disability label. It should always be the objective to give the right amount of support for all children.
Bureaucrats
You look at me But you don’t see me You talk about me but not to me You think you know all about me But you deny my humanity You think I don’t have wishes You believe I don’t have plans You don’t respect my basic rights According to you I should be grateful That I have a place to sleep That I have three meals a day If I say I want to go out You ignore me To you I am only a burden Too disabled to have an opinion To you I don’t count as a person
Amy Sequenzia : Friendship and Respect
It is a mistaken idea that we, autistics, lack empathy. It is also a myth that we are not social. My friends and I, we understand and respect differences. And we understand that we all have a lot to contribute, in a diversity of manners.
Amy Sequenzia: “Storm”
"Storm" a poem by autistic self-advocate Amy Sequenzia.
The Case for Inclusion: Does All Really Mean All?
Tim Villegas of Think Inclusive on the motivation to change from educating students with disabilities in segregated settings to inclusive settings where all means all.
