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Autism – Justice, Ethics, and Morality

Autism – Justice, Ethics, and Morality. Luke Beardon Senior Lecturer in Autism The Autism Centre Sheffield Hallam University. Thought for the day. Why can't I go to the pub on my own without getting beaten up???. So.

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Autism – Justice, Ethics, and Morality

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  1. Autism – Justice, Ethics, and Morality Luke Beardon Senior Lecturer in Autism The Autism Centre Sheffield Hallam University

  2. Thought for the day... Why can't I go to the pub on my own without getting beaten up??? Luke Beardon, The Autism Centre

  3. So... • Who is responsible for ensuring the individual with an ASD is fully (and preventatively) supported? • Parents? • Education? • Social Services? • Health? • The real triad! Luke Beardon, The Autism Centre

  4. The Nature of Autism • Areas of developmental difference • Qualitatively different cognitive processes • Spectrum 'condition' of neurodiversity • Duality of individuality within a prescribed population • If autism is not understood then bad practice will prevail Luke Beardon, The Autism Centre

  5. The Dual Nature of Autism • There are some facts about autism that are attributable to all those with an appropriate diagnosis, e.g. • there is no cure • individuals will all share common areas of difference • autism is a (highly) complex pervasive developmental disorder (is it a disorder?) • Any yet...people with autism could not be more individual...?!? Luke Beardon, The Autism Centre

  6. Why Did Joe 'attack' his staff? • Boredom? • Avoiding social interaction? • Resistance to change? • Structure – executive functioning? • Gaining attention – communication? • Garlic Luke Beardon, The Autism Centre

  7. Why the Contradiction? • People with autism are people first, with their own personalities and unique individuality • The learning process is key to understanding autism • Direct learning versus indirect learning • Areas of indirect learning include, for example: • Theory of Mind • social interaction • non verbal communication • the sensory system • understanding sequences Luke Beardon, The Autism Centre

  8. Why is Autism so Unique and Individual? • Sensory issues • Different ways of learning • Processing information is markedly different for most people • Each area of difficulty is diverse in the extreme, and the effects are very individual • The permutations of the combination of the effects means that each person will be unique Luke Beardon, The Autism Centre

  9. So......... • People with ASDs will all be unique and individual • May share similar behaviours – BUT we must not assume that causality of behaviour is the same for each individual • Will always have autism – BUT the way in which the individual copes with daily life will change, dependent on, for example: • setting • environment • support • time Luke Beardon, The Autism Centre

  10. YOU CAN NOT CHANGE SOMEONE'S AUTISM, BUT YOU CAN CHANGE THE WAY IN WHICH THE INDIVIDUAL IS ABLE TO COPE WITH IT Luke Beardon, The Autism Centre

  11. So How Can We Learn and Support? • The 'Triad of Support': Time with the Individual Theory of Autism Theory into Practise Luke Beardon, The Autism Centre

  12. Autism and Ethical Considerations • Autism does not necessarily mean disability – I think that the many people with autism are highly intelligent, even those with a 'label' of learning disability • There are many positive world contributions made by people with autism • The vast majority of problems encountered by people with autism are because of everybody else! • People with autism can help us to understand – if we only let them Luke Beardon, The Autism Centre

  13. Further Considerations • Why are people with ASDs regarded as being 'impaired'? • Sensory differences • How big is your willy? • Honesty • Focus • Attention to detail Luke Beardon, The Autism Centre

  14. Autism and Crime – personal research • Some people with autism break the law • Some individuals could be regarded as criminals • But should all individuals with ASDs be considered as criminals Luke Beardon, The Autism Centre

  15. Example Case Study 1 • Crime: selling drugs • Verdict: guilty • Diagnosis: Asperger Syndrome • Adult, male, aged 22 • Outcome: AS not taken into consideration, branded as a criminal Luke Beardon, The Autism Centre

  16. The Real Story • Desperate to make friends • Understands that to do so it is a good idea to agree to things • Agrees to sell drugs in return for friendship of local gangs • Autism specific elements: • Theory of Mind • literal interpretation • poor social understanding • Dysexecutive functioning • Weak central coherence Luke Beardon, The Autism Centre

  17. Example Case Study 2 • Crime: 'Sexual' offender • Verdict: guilty • Diagnosis: autism • Adult male • Outcome: branded as paedophile Luke Beardon, The Autism Centre

  18. The Real Story • Complex autism condition • obsessive desire to understand gender disparity • Lack of prior education • Logical solution to problem • Autism specific elements: • Lack of Theory of Mind • Rigidity of thought process • No social awareness • No understanding of consequences Luke Beardon, The Autism Centre

  19. Issues • Clearly justice is not being done in many cases • People with ASDs should have appropriate education to prevent possible problems • A reduction in crime rates benefits all • Lack of understanding and recognition of ASDs causes real problems Luke Beardon, The Autism Centre

  20. Diagnostic Issues • Autistic 'traits' • Asperger Syndrome is not a 'mild form of autism' • A diagnosis is not a label • Misdiagnosis/no diagnosis is discrimination • Lack of diagnosis leads to no/poor support which can lead to potential crises • Positive diagnosis can be the most positive aspect of an individual's life Luke Beardon, The Autism Centre

  21. Parent Issues • Lack of professional understanding can lead to: • frustration • patronisation • bad practice • allegations of neglect/abuse/MSBP Luke Beardon, The Autism Centre

  22. Going Too Far • Not recognising the very real problems that autism/AS present for the individual can mean a lack of appropriate support • A lack of learning disability is not synonymous with a lack of need for support • Support should be positive for the individual, not necessarily in line with neurotypical value systems • 'Normalisation' is unethical and discriminatory • Rights for the individual mean recognition of need and the right to appropriate support Luke Beardon, The Autism Centre

  23. Ethics, Morality, and Normalisation It is essential that individuals with ASDs are treated with respect for their way of thinking and behaving, and that ‘normal’ value bases are not enforced upon them Luke Beardon, The Autism Centre

  24. The Way Forward • Better understanding and recognition of the need for a better understanding • Better practice in diagnostic clinicians • Doing away with global policies that are generic and of little relevance • Paradigm shift in societal values and expectations Luke Beardon, The Autism Centre

  25. Contact Luke Beardon, Senior Lecturer in Autism The Autism Centre Faculty of Development and Society Sheffield Hallam University Collegiate Crescent Sheffield S10 2BP 0114 – 2255645 L.Beardon@shu.ac.uk Luke Beardon, The Autism Centre

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