Aspergers and High Functioning Autism

Par une analyse lexicale systématique il est possible de reconnaître dans l’œuvre de Nostradamus plusieurs éléments sémiologiques appartenant au registre d’un syndrome obsessionnel associé au domaine autistique. Une étude comparative des Prophéties avec sa Lettre XLI permet aussi de confirmer que cette œuvre est celle d’un personnage mystique souffrant de singularités psycho-linguistiques ayant rendu son expression incompréhensible pendant longtemps. Mais l’exploitation des dernières connaissances scientifiques en neuro-psychiatrie appliquée aux domaines littéraire, historique et religieux autorise maintenant une bien meilleure intelligibilité des obscurités nostradamiennes. Refuser d’emprunter ce chemin escarpé conduit aussi à préfèrer la magie à la science, l’illusion au raisonnement critique et l’erreur à la pertinence. L’auteur démontre aussi que le médecin apothicaire, ayant lui-même déclaré souffrir de comitialité, laisse supposer avoir eu recours à une pharmacopée anxiolytique encore inconnue pour calmer ses troubles obsessionnels avivés par les turbulences d’une époque violemment agitée. Concernant l’astrologie, il appert que l’expression littéraire de cette Lettre adressée à un ami alchimiste s’accorde précisément avec une sémantique allégorique obsessionnelle, et non pas avec un délire matérialiste et profane. Éprouvant l’infernale désunion du lien social spirituel, l’enfant de marranes pronostiquait son évolution selon un schéma déjà scénarisé depuis l’Antiquité par les historiens et les philosophes. De tout cela il apparaît également que les quatrains excessivement redondants des Prophéties n’ont recyclé qu’un très petit nombre de prédictions publiées antérieurement par des auteurs déjà connus.

چکیده
هدف از پژوهش حاضر، تعیین اثربخشی آموزش بازی های گروهی بر مهارت های اجتماعی کودکان دارای اختلال اتیسم با عملکرد بالا بود. روش پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه کودکان 7 تا 11ساله دارای اتیسم که درسال 1397 درحال دریافت خدمات درمانی از مراکز درمانی و توانبخشی شهر تهران بودند، تشکیل دادند. در این پژوهش 20 کودک پسر دارای اختلال اتیسم با عملکرد بالا با استفاده از روش نمونه گیری در دسترس براساس پرسشنامه سنجش دامنه طیف اتیسم از موسسه حمایتی و خدماتی حیات ارغوانی تهران انتخاب و 10 نفر از آن ها در گروه آزمایش و 10 نفر دیگر در گروه کنترل به شیوه تصادفی گمارش شدند. در ابتدا هردو گروه توسط نیمرخ مهارت های اجتماعی بلینی مورد ارزیابی قرار گرفتند. گروه آزمایش در 10 جلسه 45 دقیقه ای در طول 5 هفته بازی های گروهی رادریافت کردند در حالی که گروه کنترل چنین مداخله ای را دریافت نکردند. در پایان دوباره هر دو گروه مجددا توسط نیمرخ مهارت های  اجتماعی بلینی مورد ارزیابی قرار گرفتند. داده ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. یافته ها این پژوهش نشان داد که آموزش بازی های گروهی بر مهارت های اجتماعی کودکان دارای اختلال اتیسم با عملکرد بالا موثر است. از این رو با توجه به نتایج به دست آمده می توان آموزش بازی های گروهی را به عنوان یک روش تاثیرگذار بر بهبود مهارت های اجتماعی کودکان دارای اختلال اتیسم با عملکرد بالا پیشنهاد داد تا بخشی از مشکلات این کودکان کاهش یابد.                                                                                                 
واژه های کلیدی: بازی های گروهی، مهارت های اجتماعی، اختلال اتیسم

Recent work suggests that we are better at interpreting the movements of others who move like us, and that individuals with Autism Spectrum Disorder (ASD) move in a quantifiably different way from typical individuals. Therefore, "social impairments" exhibited by individuals with ASD may, at least in part, represent a failure by typical individuals to infer the correct mental states from the movements of those with ASD. To examine this possibility, individuals with ASD and typical adults manually directed 2 triangles to generate animations depicting mental state interactions. Kinematic analysis of the generated animations demonstrated that the participants with ASD moved atypically, specifically with increased jerk compared to the typical participants. In confirmation of our primary hypothesis, typical individuals were better able to identify the mental state portrayed in the animations produced by typical, relative to autistic, individuals. The participants with ASD did no...

This article argues that Canada fails to meet its obligation under article 24 of the United Nations Convention on the Rights of Persons with Disabilities to provide students with autism with access to inclusive education. Moving beyond Canadian legislation, under which every province and territory recognises the right of all students to an inclusive education, it analyses Canada’s education system and the implementation of the goal of inclusive education. It points out the effect of five interrelated factors on the inclusiveness of the Canadian education system and its accessibility for students with autism: reductions in funding for education; the inadequacy of individual support measures and parent participation; the lack of education and training for teachers; the use of language indicative of the medical model of disability by governments; and "voluntary segregation" – the voluntary removal of children from the public education system by their parents. It concludes that Canada likely does not meet its obligations under the United Nations Convention on the Rights of Persons with Disabilities.

This paper reports on a framework of thinking, memory and learning that emerged from a qualitative research study into the nature of learning for individuals with autism. The framework is useful for professional development of teachers regarding the learning characteristics of neurodiverse students with autism spectrum disorder. The paper provides a review of the neuroscience and memory-in-autism literature and introduces the Learning Ladder, a new evidence-based model that facilitates explanation of the learning characteristics of neurodiverse learners and serves as a guide for pedagogical decision-making. The application of the framework for teaching and learning within the context of Christian education is considered.

This interview relates to my book Naming Adult Autism: Culture, Science, Identity (Rowman & Littlefield International, 2017) and took place at Leeds Beckett University.*
Some of my answers to questions at the end are quite unfocused – see also 1 minute 27 seconds into this link to the conversation…

Approaching a decade ago, my academic life took a new turn. This was after a meeting that I did not expect to have any bearing on my research – or on public engagement, let alone on any impact my research might have beyond the ‘academy.’ The meeting was with a special needs teacher at a secondary school who mentioned one thing that she and her colleagues had noticed – namely that autistic children often respond well to learning about classical mythology. I have set up this Academia session to share the resources, and to see whether anyone would like to give responses to them at this stage. The resources are set out in the blog that I set up several months after the meeting with the special needs teacher. If you go to the blog, you will be able to work backwards through the postings. The address is: https://myth-autism.blogspot.co.uk/

If there is one thing that every parent with a child with Autism grapples with on a daily basis, it is dealing with expectations or the lack of it and the fear of disappointment, where it concerns their autistic child. The understanding of Epigenetics and the latest discoveries in Psychology and Energy Medicine has now revealed that it is the Environment of negative and lowered expectations set up collectively and individually by the professionals, parents and care-givers of children with autism that is directly affecting the ability of the autistic child to Thrive. The important point to note here is that almost all the research that is being done in the area of Epigenetics in autism is focused upon finding the cause or the causes for autism. There have been numerous studies and articles written about the epigenetics of the environmental pollutants, the mother's state of health and stressors during pregnancy, assisted reproduction technology and so on that most people may be aware of. This article however, chooses to focus upon the Epigenetic aspect of the solution in autism that can be applied right away to see the autistic child thrive. It also explores the new scientific understanding of epigenetic factors in autism and the practical application of Positive Expectation from the state of Energy Alignment as an Epigenetic tool that helps children with autism Thrive with their unique gifts and abilities.

Resumen: El trastorno del espectro autista (TEA) y la esquizofrenia son dos de los trastornos psiquiátricos más comunes, ambos se caracterizan por ser de curso crónico, pervasivo e incapacitante y en ocasiones que se pueden manifestar de manera única en las diferentes áreas de atención psiquiátrica. Presentamos el caso de un paciente de 23 años con antecedente de TEA y esquizofrenia que acude a consultar presentando Síndrome de Capgras o delirio de identificación, un síntoma neuropsiquiátrico poco común en el cual la persona que lo padece tiene la firme creencia que las personas allegadas al mismo han sido suplantadas por clones. Al iniciar tratamiento farmacológico, observamos pobre tolerabilidad a los antipsicóticos, con aparición de síntomas extrapiramidales, lo que hacía casi imposible el apego a tratamiento y control de los síntomas, motivo por el cual se realizó una revisión de la literatura y se analizaron las diferentes teorías de la aparición de este síndrome, tratamiento y conducta a seguir.

Abstract: Autism spectrum disorder (ASD) and schizophrenia are two of the most common mental disorders which are characterized for their chronic, pervasive and disabling course, that can be seen in different areas of psychiatric care. We present the case of a 23 years patient with a history of ASD and schizophrenia who came to our consult presenting Capgras Syndrome or delusion of misidentification, a rare neuropsychiatric symptom in which the person who suffers it has the firm belief that the people familiar to them were replaced by clones. As we started pharmacological treatment, we observed poor tolerability to antipsychotics with the appearance of extrapyramidal symptoms, which made it almost impossible the adherence to the treatment and control of the symptoms, which is why a review of the literature of this syndrome was made, as well as analysis of different theories of occurrence, treatment and behavior to follow-up.

Concepts of "the self" and "self-awareness", and aspects of the experience of types of consciousness, are explored in terms of "cognitive" systems and their interactions. Some roles of the cerebrum, the cerebellum, and their interactions are considered in relation to sentient consciousness, the sense of self, and conscious regulation of behavior. This 'introductory paper' is composed of modified selected extracts from: totalBRAINtotalMIND Vol.1 : An Integrated Brain/Mind Architecture Part 2: A Cognitive Architecture (pp16 -136) Part 3. Total Brain: structure, development, function, and an integrated neurocognitive architecture (pp137-321). tBtM Vol.1 is now available as an e-book from: http://totalbraintotalmind.co.uk/

Prezentowane badania dotyczą nieobecnego w dostatecznym stopniu w literaturze naukowej wątku dorosłych osób z diagnozą zaburzeń ze spektrum autyzmu. Ich podmiotem uczyniłam osoby szczególne: takie, które swoją diagnozę otrzymały będąc osobami dorosłymi. W centrum mojego badawczego zainteresowania znajdują się ich biografie. Analiza uzyskanych wywiadów narracyjno-biograficznych
skoncentrowana jest przede wszystkim na strukturze biograficznej zwanej biograficznym przełomem. W narracjach dorosłych osób ze spektrum autyzmu diagnoza jawi się jak punkt zwrotny w biografii, który wywiera zasadniczy wpływ na życie nosicieli opowieści poprzez zmianę jego biegu i/lub transformację tożsamości.

Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally. An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection and analysis, are described. Three main themes and 11 subthemes were identified. Although the majority of publications focus on either dyslexia, autistic spectrum disorder, or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are available to meet students’ specific needs, there is an apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is available to ensure neurodiverse students’ success in higher education, where good intentions are evidently not enough.

Le présent mémoire de CIU relate une expérience d'accompagnement à la reconstruction de soi d'une victime-témoin (ex-compagne d'un adepte de mouvement sectaire), victime de traumatisation indirecte dite secondaire. Le parcours d'Inès vers la reconquête de sa liberté d'être et d'agir est analysé en détail, de manière ethnographique, à partir d'une triple approche narrative, existentielle et transculturelle. Les applications cliniques des concepts étudiés en Victimologie et Psychotraumatologie font l'objet d'un éclairage anthropologique, systémique et philosophique. Les phénomènes de dissociation, crise, deuil compliqué et lâcher-prise sont discutés par rapport à leurs conséquences sur la vie intrapsychique et interpersonnelle de la patiente. Sont mises au jour la mécanique de l'emprise, dans la secte comme dans le couple, et ses ambivalences en termes de lien et de relation. Les facteurs de protection et de résilience d'Inès sont abordés en parallèle aux facteurs de risque de son ex-partenaire, dont la quête spirituelle était pervertie et a produit des effets délétères. La prise en charge thérapeutique du trauma complexe d'Inès s'appuie sur une démarche intégrative qui vise à soutenir au long cours les processus de remaniement identitaire en favorisant le rétablissement de la sécurité ontologique via divers outils de « créativité symbolique ». L'auteure examine également de façon réflexive sa posture d'intervenante. Pour conclure, elle envisage enjeux et perspectives.

This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford’s and Lotka’s laws of scattering to measure the impact factors of journals, institutions, countries, researchers, and personal publications on the area of research. After examining 95 research papers published in 55 Social Sciences Citation Indexed (SSCI) journals from 1998 to 2020. The rank list was prepared to identify the core journals in education. The most frequent venues of journals in descending order of times cited are, Philosophical Transactions of the Royal Society B-Biological Science (USA) with 33.8% of citation, followed by the Journal of Autism and
Developmental Disorders (USA) with 10.3% of citation and Journal of the American Academy of Child and Adolescent Psychiatry (USA) with 8.2% of citations. The top four categories of research were psychology with 37.13% of publications, followed by psychiatry (13.77%), neurosciences and neurology (11.38%), and education (8.38%). The study found that Asperger syndrome (AS) is still used in academic studies, even after it was immersed in the ASD by DSM-5 criteria. The findings and limitations were presented and discussed.

This literature review brings together almost all of the literature available worldwide for person-centred counselling for autistic people. The review demonstrates that person-centred counselling can be a highly effective therapy type for the autistic client group, the core conditions of empathy, congruence and unconditional positive regard are vital. Autistic people often grow up with many conditions of worth, the PCA is ideal for breaking these down. The review explores what adaptations are currently being made and which could be made to make person-centred counselling more accessible to this under-supported group. The author is of the firm opinion that as autistic people are individuals too, it is important that all therapeutic approaches are made available to them, not just CBT which is the predominant offering.

This paper is my dissertation thesis investigating the relationship among Museums,  Autism Spectrum Disorder and Well-Being. This triptych is the main core of the theoritical approach of my research, while the necessary information about Autism Spectrum Disorder is also given.
The next chapters present good practices that museums worldwide have adopted in order to facilitate the needs of children and adults with ASD  followed by the audience research that was conducted to parents of children in the spectrum, in order to investigate their relationship with such institutions in Greece.
The last part of this paper describes the specified museum educational program that was designed for children with ASD according to the principles of the Cognitive Behavior Drama -an intervention model that incorporates techniques from cognitive and behavior therapy into the art form of drama.
Conclusions and suggestion for further investigation come next fulfilling this research.

Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally. An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection and analysis, are described. Three main themes and 11 subthemes were identified. Although the majority of publications focus on either dyslexia, autistic spectrum disorder, or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are available to meet students’ specific needs, there is an apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is available to ensure neurodiverse students’ success in higher education, where good intentions are evidently not enough.

This paper analyses published research literature concerning teaching strategies in EFL classes and how these should be thought in terms of the wellbeing of high functioning autistic and/or Asperger adolescents and young adults students. In order to answer this question, the author worked through the research and selection of recent papers on the topic. The research comprised the online search of papers with subjects under the tags of “high functioning autism”, “Asperger syndrome” and “EFL teaching”.  The analysis of the corpus showed an increasing interest among scholars and educators in the adaptation of the EFL approaches towards the needs of the target group of this study. The discussion on this adaptation is focused on the ideals of language classroom management and quality of teaching and learning. From a safe perspective, this paper emphasizes the prominent need to implement the changes necessary for the inclusion of those students regarding their particular needs and interests.

Key words: High functioning autism. Asperger Syndrome. EFL teaching.

Inclusive education requires teachers to adapt to children’s learning styles. Children with autism spectrum disorder bring challenges to classroom teaching, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spectrum disorder with RIs published between 1990 and 2014. We find that positive gains in learning and social skills can be achieved by incorporating children’s RIs into classroom practice: Of 20 published studies that examined 91 children, all reported gains in educational attainment and/or social engagement. Negative consequences were limited to a decrease in task performance in one child and a transient increase in perseverative behaviors in two children. The evidence supports the inclusion of RIs into classroom practice. Methods of inclusion of RIs are discussed in light of practical difficulties and ideal outcomes.

Individuals with Asperger's syndrome and other Autism Spectrum conditions are labeled as having a disorder. They are described as having deficits in social interaction because they have difficulty interpreting non-verbal, contextual, and emotional cues. This label and description are based upon neuronormative assumptions about communication that create oppressive discourses that mark and constrain those who are neurologically different from the dominant norm. This essay attempts to destabilize the privileged position of neuronormative communication and argues for a cross-cultural approach to communication between those who are neurologically different from each other based on awareness and mutual adaptation.

1. Bevezetés Árnyalt képet adnak azok a kutatások, melyek azt vizsgálják, hogy az autizmussal élő személyek mennyire és hogyan értik a humor különféle fajtáit. Szakértői egyetértés áll fenn azon tekintetben, hogy inkább az egyszerű, akár blődli humort, valamint a nyelvi humort értékelik (pl. szóviccek, szójátékok), viszont a bonyolultabb, kontextusfüggő értelmezést kívánó humorral gondjaik vannak (pl. Happé 1993, Lyons & Fitzgerald 2004, Samson 2013, Samson et.al. 2013). Ezzel szemben nagyon sok szülői beszámoló és anekdota kimondottan humorosnak láttatja autizmussal élő ismerőseit, rokonait. Jelen tanulmány annak jár utána, mi lehet ennek az ellentmondásnak a hátterében. Forrásul autizmussal élő személyek természetes interakció keretén belüli humorprodukcióját használja. Egészen pontosan arra keres választ, mi az, ami a magasan funkcionáló autizmussal és Asperger-szindrómával élők spontán beszédprodukciójában humorosnak mondható és őket jó humorú személyeknek tünteti fel. Az eddigi kutatások főként viccek értését vizsgálták, és csak kevesen jutottak el a viccen túli, spontán és kontextusfüggő humor, valamint a humor produkciójának vizsgálatához (cf. Samson 2013), kiváltképp nem természetes diskurzus keretében i. Ez nem különösebben meglepő, hiszen maga az autizmus viszonylag újkeletű, fogalma csak az " Esőember " (Rain man, 1988) című film bemutatása után kezdett beszivárogni a köztudatba, annak dacára, hogy magát a kanneri autizmus spektrumzavart, valamint a 2013 óta ennek részét alkotó Asperger-szindrómát már az 1940-es években leírták (ibid). Habár napjainkban egyre nagyobb számban diagnosztizálják ezt az idegrendszeri fejlődési zavar spektrumot, az átlag magyar állampolgár keveset tud róla, nagyjából annyit, mint a diszlexiáról húsz-harminc évvel ezelőtt. Mai tudásunk szerint részben genetikai alapú ez az idegrendszeri fejlődési zavar, mely egy spektrumot alkot (Autizmus Spektrum Zavar, Autism Spectrum Disorder, ASD). Főbb jellemzői többek közt a szociális készségek zavara (pl. empátia hiánya), a rugalmatlan gondolkodás és viselkedés, az aspergeri típusban az érdeklődés szűk irányultsága és a suta mozgás. Az aspergeri típusú autizmus nem jár együtt a nyelvi fejlődés zavarával, míg a kanneri gyakran igen. A spektrum zavar nagymértékben független az intelligenciától. Sajnos sok még az előítélet, s az ettől tartó érintettek és családtagjaik érzékenysége megnehezíti a természetes diskurzusok rögzítését illetve tudományos felhasználását. Ezért aztán a humor mint a hétköznapi társalgás (és filozófiai értelemben az emberi lét) része, annak sava-borsa, a társadalomnak ebben a szeletében még jobbára rejtve marad.

In this dissertation I will analyse the films of Stanley Kubrick to see how these may display stylistic, aesthetic and narrative features which in my opinion reveal Asperger's-like traits.
The research is conducted within an Auteurist framework with the intention of revealing a non coincidental pattern throughout Kubrick's career and it can serve as basis for a future analysis of his own possible Asperger's-like personality traits.

This paper presents a model of Asperger Syndrome as a hypodopaminergic condition. Several genetic factors lead to a faster than normal turnover of dopamine and chronically low dopaminergic tone reminiscent of pre-clinical Parkinson’s Disease. It explores three etiologies from different genetic bases, leading to similar hypodopaminergic states:

1. Dopamine Transporter type (DAT type): Polymorphisms in SLC6A3 causing dopamine leakage from the DAT, the 10-repeat VNTR of SLC6A3 causing DAT overexpression, or syntaxin 1A polymorphisms leading to increased DAT function and a faster rate of dopamine turnover: ‘the overclocking model’. The subsequent postsynaptic low dopaminergic tone may cause higher neuronal excitability and a faster rate of firing, producing sensory hypersensitivity, fast thoughts, sensitivity to salience, poor executive function and anxiety.

2. Glutamate type: Polymorphisms of SLC25A12 resulting in a reduction of VMAT2 and dysfunctional dopamine handling and oxidative stress within the neuron.

3. GABRB3 type: Polymorphisms of GABRB3 causing reduced binding to GABAA receptors with a β3 subunit. GABAA receptors co-localise with dopamine D2 receptors, and levels of tonic dopamine may modulate them in terms of neuronal spine formation. Reduced β3 subunit function/expression may inhibit the emission of more dopamine, leading to chronically low dopamine.

The paper discusses compounding effects from stress hormones and COMT. It describes the ‘female protective effects’ and male exacerbative effects of sex hormones on tonic dopamine levels.

Viewing Asperger Syndrome as a dopaminergic disorder allows us to develop a diagnostic tool focusing on hypodopaminergic traits. It also opens an avenue of research into treatment with modafinil, a dopamine reuptake inhibitor, for AS depression, self-harm and suicidality.

This paper will examine the autism epidemic from the perspective of Quantum Medicine. It will look at individuals who have followed conventional allopathic medical approaches that focus on managing symptoms, chemically and behaviorally, to see how quantum medicine offers an effective approach to improving the outcomes of individuals with autism.

A 17 year old boy diagnosed as a case of Autism became completely independent and free from all the limiting symptoms of autism that he had been suffering from since the age of 2 years and started earning on his own for the first time in his life after undergoing 20 Remote Healing sessions using the cutting-edge science of Applied Intentional Epigenetics with Intent Healing (TM). INTRODUCTION The biggest worry for all parents with children diagnosed with Autism or ASD is about the " future " of their child. This concern specifically includes the nagging doubt whether their child would be able to survive independently or they would need to plan for institutional care for their child. With 1 in 68 children being diagnosed with autism, the prevalence of children on the spectrum who grow into adulthood without being able to manage even their basic needs independently is on the increase. Added to this is the prevailing erroneous notion that there is no known effective " scientific " cure for the debilitating symptoms in autism. I present here a case of a 17 year old adolescent with autism who had been completely dependent on his parents even for completing the basic tasks of survival on a daily basis, for 17 years of his life and was healed by me operating in the newly emerging scientific discipline of Applied Intentional Epigenetics, using the cutting edge Intent Healing (TM) Remote Healing method, following which all his limiting

This research explored five primary school teachers’ perceptions about
their preparedness to teach and include students with Autism Spectrum
Disorder in a regular classroom. Taking a qualitative approach, these teachers were interviewed individually using semi-structured interviews, whereby the research methodology followed an appreciative inquiry framework. The use of this framework allowed for the positive aspects of their practices to be revealed.
The research discovered that through a combination of prior knowledge and teaching experience, these teachers were able to develop and practice an inclusive pedagogy with strategies that could be utilised, not just for those with a disability, but for all children in their classrooms. While there were some areas where the teachers felt they could do with more support, these were taken on as challenges. The teachers involved demonstrated that inclusion of students with ASD in the regular classroom is possible and that this can be a positive experience that benefits the student with ASD, other students, the teachers themselves, the school, and the wider community.