For Jonathan Mitchell, and for Tim Cook.
I think what gave me the drive to succeed was my insecurities. Reading, writing, struggling. It gave me that individual drive to prove myself because I'd been belittled at school. I'd never been taken serious. I was always looked upon as being a fool, as being stupid. So it was the fuel behind me and that's what made me work far harder was to prove to my father and other individuals, including several teachers, that you know, maybe I struggled with reading and writing, but I had and possess other great qualities. So had I been dealt with as a child, I may never have the energy or the fuel to drive me to get to where I got.
MARCO PIERRE WHITE
To Those Close to Me
Perhaps there is no better place, historically and socially, I would want to start than a grizzly and despotic situation that happened to none other than the closest friend I have had in my life. I will call him Jacob for privacy. He was in 3rd grade. His brother, who we will call Chris for privacy, was in 5th grade. It had become common knowledge to him and his family that his brother’s developmental health had been deteriorating. Nothing could prepare them for what happened on a faithful day in 2015. His brother was in PE class and suddenly had a grizzly seizure. The teachers didn’t care to help. The only one who had the sense to initiate proper attention was the P.E. teacher. I have since sadly forgotten his name but know that he was loosely affiliated with the Orlando Magic for a time. He had no other choice but to laboriously carry Chris’s body from the gym, throughout the Forest City Elementary football field, which is not small by any stretch, to the opposite side of the Forest City campus. Also lengthy. To the Clinic. The Forest City administration was ambivalent about what to do about the situation. At least Chris’s parents were called in. However, for unknown reasons, the administration did not permit his parents to see him in his dire state. They delayed heavily in getting the medical force involved. Consequently, he almost died. The incident has left unthinkable long-term consequences for the family involved. Most prevalently in two aspects.
1.) Chris’s neurological/developmental state; Since the incident, Chris has been left with severe behavioral/social deterioration. He can barely communicate now, has physically abused the family on numerous occasions, has resulted in becoming baker acted at least once, suffers from seizures on a routine basis and has been left unable to live independently with no signs of stopping. Even medical experts are puzzled.
2.) Stigmatization of the immediate family; Shortly after the incident, the SCPS board of directors fired many of the Forest City Elementary school administration. Which resulted in a local backlash. Members of the PTA, especially the fundamentalist types, encouraged their children (classmates of Chris, Jacob, and especially their little sister) to bully and harass them regularly. Jacob and his sister are still deeply troubled by this adversarial behavior to this day.
This is merely scratching the surface of the inherently malevolent nature of Florida/Southeastern Public Education’s treatment of neurodivergent children. No sympathy at all, only Stigmatization.
They are what they believe is the answer to correcting troubling aspects of autistic behavior. But it is far from it. With the real solution hiding in the fog. Which I will expand on later. The Southeastern school system’s special Ed Classrooms are gardens without the sun.
Fragments and Testimonies
During sessions, there was a constant demand for eye contact, something that felt unnaturally prolonged and invasive. Repetitions were endless, with rewards that felt meaningless. There was a sense of losing part of myself, being molded into someone else's idea of 'normal'. Discomfort wasn't just ignored; it was treated as something to be corrected, an incorrect response to the 'right' stimuli.
Originating from the theories of B.F. Skinner, ABA emerged prominently in the 1960s through the work of Ivar Lovaas. Initially hailed as a breakthrough, it was seen as a method to 'correct' undesirable behaviors in autistic children, often through repetitive, rigid teaching methods. In the Southeastern U.S., particularly in Florida, ABA became integrated into public school systems as a primary approach for dealing with autism, influenced by state policies and educational standards focused on behavioral interventions.
In the southeastern states, public schools have adopted ABA methods with varying degrees of integration and success. Reports indicate a systemic lack of understanding among educators about the diverse needs of autistic students, leading to a one-size-fitsall approach rooted in ABA principles. The lack of individualized educational plans that genuinely reflect the autistic student's needs has been a growing concern among parents and advocacy groups.
Critics argue that ABA, by its very nature, is aimed at making autistic individuals conform to societal norms without considering their comfort, mental health, or selfperception. This has led to debates within the autism community, with some advocating for neurodiversity and acceptance rather than correction and normalization.
Florida's endorsement of ABA in public schools can be traced back to legislative actions and educational mandates. These laws and policies have often been influenced by lobbying from various advocacy groups, some of which have strong ties to ABA service providers.
Alternatives to ABA include the DIR/Floortime approach, Social Stories, and Pivotal Response Treatment. These methods often emphasize social and emotional development, understanding individual cues, and fostering environments where autistic children can learn through exploration rather than compulsion.
The shift from seeing my child as someone who needed to be 'fixed' to understanding him as a person with his own unique way of interacting with the world was life-changing. It was a journey from prescribed therapy sessions to a more compassionate, understanding approach that respected his individuality.
Evaluations of educational outcomes for autistic children in the Southeast have shown mixed results, with some studies highlighting improvements in academic performance, while others stress the emotional and psychological costs. The debate continues on the balance between academic success and the well-being of the child.
The approach labeled as 'therapy' felt more like conditioning, stripping away at the essence of individuality to fit into a pre-designed mold deemed acceptable by societal norms. The goals set before me were not my own but those of a system that valued uniformity over uniqueness.
Behaviorism, the foundation of ABA, sees human actions as responses to external stimuli, with little regard for inner emotional states or individual thought processes. This perspective led to the development of techniques aimed at modifying behavior without considering the psychological impacts on autistic individuals.
Schools in Florida and other southeastern states often implement ABA under the guise of specialized education plans, yet these plans may not account for the diverse needs and comfort levels of autistic students, pushing them into uncomfortable, sometimes harmful situations in the name of 'progress' or 'integration'.
The narrative of 'fixing' autistic individuals pervades the public discourse, clouding the understanding of autism as a different way of being rather than a problem to be solved. This has fostered environments where autistic voices are sidelined in favor of methodologies praised by non-autistic professionals.
The adoption of ABA in southeastern educational systems reflects broader cultural and institutional attitudes towards conformity and the stigmatization of neurodiversity. The pressure for schools to produce 'normalized' students overrides the imperative to foster supportive, understanding environments for all learners.
Advocates for neurodiversity challenge the premise of ABA, promoting acceptance and support over alteration. They argue for a shift in focus from changing the individual to adapting the environment and societal expectations to accommodate different ways of experiencing the world.
Parents navigating the educational system face a labyrinth of choices, often guided by professionals who may not fully understand or respect the nuances of autistic experiences. The journey for a more empathetic and individualized approach to autism education is fraught with obstacles, misunderstandings, and the daunting task of advocating against a prevailing system.
Research reflects a spectrum of experiences with ABA, from reports of improvement to accounts of trauma. The debate within the autism community highlights the need for more inclusive, diverse approaches to education and therapy that respect individual autonomy and well-being.
Fragment on Historical Context and Expansion
The historical context and expansion of Applied Behavior Analysis (ABA) are rooted in a complex interplay of behavioral science developments and evolving societal attitudes toward autism and developmental disorders. Initially, the behavioral science field was heavily influenced by early 20th-century figures like Ivan Pavlov and B.F. Skinner, who demonstrated that animal behaviors could be conditioned through controlled environmental responses, leading to the fundamental principles behind ABA .
John B. Watson further pushed these boundaries by founding behaviorism, focusing on observable and measurable behaviors rather than internal psychological processes. This laid the groundwork for applying similar principles to human behavior, challenging prevailing psychological perspectives focused on introspection and the unconscious mind. Despite resistance due to moral and philosophical concerns, the potential for applying behaviorist techniques to human learning and development was increasingly
recognized, especially for individuals with behaviors deemed difficult or dangerous to manage .
The first practical applications of behaviorist principles to humans, particularly those classified at the time as mentally retarded or with severe developmental issues, were met with a mix of curiosity and controversy. The pioneering work by Ferster and DeMyer on institutionalized autistic children in the 1960s marked a significant shift, demonstrating that such children could respond to environmental reinforcements, albeit slowly. This suggested that the same laws regulating all human learning might apply to autistic individuals, opening the door for structured behavioral interventions like ABA .
Ivar Lovaas, a key figure in the development of ABA for autism, built on these early experiments and established the Young Autism Project at UCLA. His approach was characterized by intensive, often rigid interventions aimed at modifying undesirable behaviors and teaching new skills. While some of Lovaas' methods, particularly those involving aversive punishments, have been controversial and are now widely condemned, his work laid the foundation for the contemporary practice of ABA, which emphasizes positive reinforcement and seeks to promote functional skills and reduce harmful behaviors 【31†source】.
However, the journey of ABA from its inception to the present day has not been without its ethical challenges and debates. Early forms of ABA included punitive measures, such as electric shock, to discourage unwanted behaviors a practice that has largely been abandoned due to ethical concerns and a greater understanding of autism as a complex, multifaceted condition rather than merely a behavioral disorder【33†source】.
The evolution of ABA reflects broader shifts in our understanding of autism and developmental disorders, moving from a purely behavioral perspective to a more nuanced, ethically informed approach. Despite its contentious history, ABA remains a cornerstone of autism intervention, continuously adapting as our knowledge
As the field of ABA continued to evolve, it increasingly came under scrutiny not just from within the psychological community, but from the very individuals it sought to assist—people on the autism spectrum. The rise of the neurodiversity movement has been pivotal in challenging some of the foundational assumptions of ABA, particularly those related to the goal of making autistic individuals appear 'normal' or
indistinguishable from their peers. This shift reflects a broader societal move towards valuing diversity and promoting acceptance over assimilation.
The transformation in ABA's methodologies has been significant. From its early reliance on rigid, one-size-fits-all approaches, the discipline has moved towards more tailored, person-centered methods. These modern iterations of ABA prioritize the individual's needs, preferences, and overall well-being, marking a departure from practices that were often perceived as punitive or dehumanizing. This shift is reflective of a broader trend in special education and therapy services, which are increasingly embracing holistic and inclusive approaches .
Moreover, the integration of ABA into public education systems, particularly in the southeastern United States, has catalyzed a reevaluation of how schools support autistic students. The historical one-dimensional application of ABA in educational settings has faced criticism for not adequately addressing the complex learning and social needs of autistic individuals. The conversation around ABA in education has become part of a larger discourse on the right to an appropriate and individualized education, leading to calls for more adaptive and inclusive strategies that support a broader range of learning styles and outcomes.
Despite these advances, the legacy of ABA's more controversial practices continues to cast a long shadow, influencing public perceptions and the experiences of those who underwent earlier forms of therapy. The discourse around ABA remains polarized, with advocates pointing to its successes and critics highlighting its failures, particularly in terms of respecting the autonomy and humanity of autistic individuals. This ongoing debate underscores the need for continuous ethical reflection and the importance of listening to the voices of those directly impacted by ABA therapy.
The historical narrative of ABA is thus one of both progress and contention, mirroring changes in societal attitudes towards autism and disability. It highlights the dynamic nature of scientific practice, which must constantly adapt to new evidence, ethical standards, and the lived experiences of those it seeks to serve. The story of ABA's development and its role in the treatment of autism is far from complete, as researchers, practitioners, and the autism community continue to navigate the complex interplay of therapy, ethics, and personal identity.
In conclusion, the history of ABA is not just a tale of scientific discovery and application but also a narrative about human rights, societal values, and the ongoing struggle for
understanding and acceptance. As we move forward, it is essential that this history inform current practices, ensuring that they are grounded in respect, dignity, and the diverse needs of the autism community. The future of ABA, and indeed all autism interventions, lies in a balanced approach that honors the complexity of the human condition and the inherent worth of every individual.
In classrooms across the southeastern United States, the implementation of Applied Behavior Analysis (ABA) reflects a complex interplay between educational policy, teacher training, and the individual needs of autistic students. Schools, driven by both state mandates and the quest for effective interventions, have adopted ABA as a cornerstone of their special education programs. However, this adoption has not been without its challenges and controversies.
The diversity of the student population in these regions, combined with varying levels of resource availability, has led to significant disparities in how ABA is applied. In some districts, robust training programs ensure that teachers are well-versed in the nuances of ABA, leading to more personalized and effective interventions. In others, a lack of resources can result in a more rigid, one-size-fits-all approach, which may not adequately address the needs of all autistic students.
Parents in the Southeast face a daunting landscape as they navigate the educational system. The promise of ABA brings many to advocate for its inclusion in their child's Individualized Education Program (IEP), yet the reality often falls short of expectations. The variability in ABA's application, coupled with a general lack of awareness and understanding among some educators, can lead to frustration and disillusionment.
The historical roots of ABA in the region can be traced back to advocacy groups and educational reformers who sought to introduce more scientific, outcomes-based approaches to special education. Their efforts, often in collaboration with local universities and research institutions, have played a pivotal role in shaping the landscape of autism education in the Southeast.
However, the push for ABA has also sparked a broader debate about the goals of education for autistic students. Critics argue that the focus on behavior modification can overshadow other important educational objectives, such as fostering creativity, promoting social skills, and developing self-advocacy. This debate reflects a deeper philosophical question about what constitutes success and fulfillment for autistic individuals.
Amidst these challenges, there are also stories of success and innovation. Some schools and districts have developed inclusive models that integrate ABA with other educational strategies, creating more holistic and supportive environments for autistic students. These models often emphasize collaboration between special education and general education teachers, as well as the active involvement of parents and caregivers.
The legal framework governing the use of ABA in schools, particularly in terms of funding and parental rights, continues to evolve. Recent litigation and legislative initiatives in the Southeast have sought to clarify the responsibilities of school districts and ensure that parents have a voice in determining the most appropriate interventions for their children.
Research on the efficacy of ABA in educational settings is ongoing, with studies examining not only academic outcomes but also the long-term effects on mental health and well-being. These studies are critical in informing best practices and ensuring that ABA interventions are both effective and ethical.
Community-based initiatives have emerged asThe trajectory of ABA's integration into southeastern education systems underscores a tension between standardization and individualization. This duality presents both opportunities and obstacles. On one hand, standardization allows for a consistent approach and measurable benchmarks; on the other, it can stifle the individual nuances and unique learning styles of autistic students. This balancing act continues to challenge educators and policymakers alike.
Teacher preparation programs play a crucial role in shaping how ABA is implemented in classrooms. In the Southeast, these programs vary widely in their coverage of autism and ABA, resulting in a disparate landscape of teacher readiness. Efforts to enhance these programs, incorporating comprehensive autism training and ethical considerations, are vital to improving educational outcomes for autistic students.
Family involvement in the educational process is another critical factor. In the Southeast, where family and community ties are often strong, parents and caregivers can be instrumental in advocating for and supporting ABA programs. However, this requires open communication and collaboration between schools and families, a relationship that is not always easy to establish or maintain.
The cultural context of the Southeast, with its diverse social and economic backgrounds, influences the reception and implementation of ABA. Cultural sensitivity and responsiveness are necessary for creating ABA programs that respect the values and expectations of different communities, ensuring that interventions are not only effective but also culturally appropriate.
The financial aspect of ABA therapy in schools is a significant concern. In the Southeast, where economic disparities are pronounced, access to quality ABA programs can be uneven. Funding models and insurance coverage vary, impacting the availability of services and the extent to which families can afford to participate in or supplement school-based ABA programs.
Looking forward, the integration of ABA into southeastern schools is likely to evolve in response to technological advancements, research findings, and changing societal norms. The rise of telehealth and online learning platforms, for instance, offers new avenues for delivering ABA therapy, potentially overcoming some of the geographic and financial barriers that currently exist.
The narrative of ABA in the Southeast is also being shaped by the voices of autistic individuals themselves. Their experiences, preferences, and outcomes are increasingly informing how ABA is practiced and evaluated. This shift towards a more personcentered approach is reflected in the growing emphasis on self-determination and quality of life in the goals of ABA programs.
In conclusion, the implementation of ABA in southeastern educational settings is a multifaceted issue, impacted by a variety of factors including policy, training, family involvement, cultural context, financial considerations, technological advancements, and the voices of autistic individuals. As these elements continue to evolve, so too will the landscape of ABA in the Southeast, with the hope of moving towards more inclusive, effective, and respectful approaches to autism education.
Fragment on School Experience
In schools across the southeastern United States, the experiences of autistic students subjected to ABA vary widely, reflecting the diverse approaches and levels of understanding present within different educational settings. Each school's implementation of ABA techniques can deeply influence not only academic outcomes but also the social and emotional well-being of autistic students.
One common aspect observed in schools is the emphasis on creating structured environments where autistic students can learn and apply new skills. This structure, while beneficial for some, can be restrictive and stressful for others, particularly for those who find rigid routines and repetitive tasks to be distressing rather than comforting.
In some instances, teachers trained in ABA utilize positive reinforcement effectively, helping students develop socially acceptable behaviors and improve their communication skills. Success stories often highlight the transformative potential of well-applied ABA strategies, showcasing students who have made significant strides in their ability to interact with peers and participate in classroom activities.
However, the application of ABA in schools is not without criticism. Concerns have been raised about the potential for ABA to focus too narrowly on changing outward behaviors without adequately addressing the underlying cognitive, emotional, and sensory needs of autistic students. Critics argue that this can lead to a superficial compliance that masks deeper struggles and discomfort.
The effectiveness of ABA in schools often hinges on the quality of training that educators receive. In areas where specialized training is lacking or outdated, the implementation of ABA can be inconsistent, leading to practices that are not evidencebased or that fail to adapt to the individual needs of students.
Parental involvement is another critical factor in the school experience of autistic children undergoing ABA. Active collaboration between parents and educators can enhance the consistency and relevance of interventions, making them more effective and less disruptive to the child's overall development.
Cultural factors also play a significant role in how ABA is perceived and implemented in schools. In the diverse cultural landscape of the Southeast, educators must navigate a range of beliefs and attitudes about autism and treatment approaches, which can impact the acceptance and success of ABA programs.
The transition between different educational settings presents additional challenges for autistic students undergoing ABA. Moving from a more controlled ABA-centric environment to a less structured setting can be overwhelming, highlighting the need for transition planning and support.
Peer interaction and socialization are often focal points of ABA programs in schools. While these can lead to positive social outcomes, they can also place undue pressure on autistic students, particularly when social expectations are not aligned with the student's comfort and ability levels.
The measurement and evaluation of progress are central to ABA, yet the metrics of success can vary greatly. In schools, the emphasis is often on observable behaviors and academic performance, which may not fully capture the holistic growth and needs of the autistic student.
Discipline and behavior management in schools using ABA can be contentious issues. Punitive measures or the misuse of behavioral interventions can lead to negative experiences for autistic students, underscoring the importance of ethical practices and oversight.
Technological tools and resources have become increasingly integrated into ABA programs in schools, offering new ways to engage students and track progress. However, access to and familiarity with these technologies can vary, affecting the consistency and quality of ABA implementation.
The individual experiences of autistic students with ABA in schools can offer valuable insights into the strengths and limitations of these programs. Personal narratives and case studies highlight the diverse outcomes and reactions of students to ABA, ranging from gratitude to trauma.
Professional development for educators is key to the successful implementation of ABA in schools. Ongoing training, support, and resources are necessary to keep teachers updated on the latest research, techniques, and ethical standards in ABA practice.
The role of special education aides and therapists in schools is integral to the delivery of ABA services. Their direct work with autistic students can greatly influence the effectiveness and personalization of interventions, highlighting the need for well-trained and compassionate staff.
Collaboration among school professionals, including psychologists, speech therapists, and occupational therapists, can enhance the multidisciplinary approach of ABA, ensuring that students receive comprehensive support that addresses all aspects of their development.
Legal and policy frameworks influence how ABA is implemented in schools, with laws and guidelines varying by state and district. These regulations can affect everything from funding and resource allocation to the methodologies and goals of ABA programs.
Community engagement and support services play crucial roles in complementing school-based ABA programs, providing autistic students and their families with additional resources, social opportunities, and advocacy support.
The ethical considerations surrounding ABA in schools continue to prompt debate among educators, parents, and advocates. Issues such as consent, autonomy, and the long-term impacts of behavioral interventions are central to discussions about best practices and the future of ABA in educational settings.
The evolving landscape of autism research and treatment continually shapes the application of ABA in schools. As new findings emerge, schools have the opportunity to refine and adapt their approaches to better meet the needs of autistic students.
Finally, the overall goal of ABA programs in schools should align with broader educational objectives: to provide all students, including those on the autism spectrum, with a nurturing, inclusive, and enriching learning environment. This includes fostering a sense of belonging, promoting self-esteem, and preparing them for a fulfilling life beyond school. The ultimate measure of success should be the well-being and personal growth of each student, not merely the adherence to predetermined behavioral norms.
In summary, the experiences of autistic students in schools practicing ABA across the southeastern United States encapsulate a broad spectrum of challenges, achievements, and ongoing debates. The dynamic between traditional ABA methods and the evolving understanding of autism necessitates a flexible, compassionate approach to education. As schools continue to adapt and refine their practices, the focus must remain on supporting autistic students in a manner that respects their individuality, enhances their strengths, and acknowledges their right to a respectful and inclusive education.
Autobiographical Testimonies
The very core inspiration for this project comes from my own experiences. There are three I want to expand on the most:
1. The school purposefully held me back despite relatively few academic struggles.
2. My very lengthy history of being scrutinized and discriminated against over simply “learning differently”
3. That time when my middle school decided to place genuine deviants with no troubled background in the same home room as students with criminal records/history
Autobiography: Sector 1
Sadly, for me, for reasons I don’t believe are fair or valid. I was placed in classes with below-functioning autistic students, students with criminal/troublesome backgrounds, and students in grades below me. This was a tremendous source of misery and insecurity for me. I felt I was inferior, dumber, incompetent, and unsuccessful compared to my peers. It didn’t help that most of my friends were not only above-low-functioning autistic people but above-average people all in all.
I suppose this is a tale of “microscopic relative poverty”. It wasn’t poverty in a monetary sense, nor even in an intelligence stance; it was a poverty of self-worth and “academic status”. Despite my academic adversity, I remained a very knowledgeable and curious child. Especially during elementary school years. I was insatiably curious about a number of seemingly unrelated topics. The most prominent were Marine Life and Professional Wrestling. I had an almost encyclopedic knowledge of the morphology of whales and sharks. My favorite wrestler was the Undertaker and I watched almost
religiously his matches for long periods. I was also fanatically obsessed with the Terminator film series. I found Arnold’s mystical and superhuman portrayal quite captivating and also obsessively watched documentaries about him.
This unfortunately did not translate into school success where instead of the former I would learn about the Hinge Theorem and simplifying Quadratics. This stress of masking and academic struggle sadly resulted in a severe depression and, subsequently, a diminishing of my once explosive interests.
I am getting off-topic. Maybe too personal. I want to share the most extreme case of my scrutiny in High School. It happened in 10th grade. For unknown reasons, I was never placed in a mandatory class for freshmen at my school called D.I.T (Digital Information Technology) during my freshman year. Come Sophomore year, I was placed in D.I.T. I was the only Sophomore; it didn’t help thanks to the extreme indifference of the teacher. Joseph Key. He was a disgrace to his profession. He regularly segregated kids into who passed the most exams and would deprive the lower half of certain privileges including class discussions. He also refused to let them leave the room for any reason. Even the bathroom. I was left profoundly depressed at this stipulation and dreaded this class every day. Besides my leisure time playing guitar at home, the only muses I had to keep me going were some friends of mine and even a few acquaintances who also knew or had Mr. Key as a teacher. We were all unanimously in agreement he was terrible at his job if not a terrible human being altogether.
The worst incident involving this misfortune occurred sometime in October-November of 2018. On top of the known misery of being in his class, someone unlocks the door to come in. It is one of my counselors. Tracy Peters. Surprisingly, I wholly believe she is a good human being deep down. Just didn’t know how to do her job. Or maybe she did and the job was unethical. Anyway, she walks into the room, marches towards me, and yells in front of everyone “Hey Jon! Why are you not passing your certification exams?”
This perplexed Mr. Key. However, this was also the time finally another faculty noticed his extreme incompetence. He refused to help give me information on how to pass. This infuriated Peters and she lectured him on not being helpful to his students. On the other hand, this did not help the embarrassment I was enduring as this was, loud and clear, centered around me. She bolts out of the room and Mr. Key yells “Who is she?” and a classmate yells “She counsels kids who are slow learners.” I then had no choice but to place my hood over my head rest my head and close my eyes. It was an excruciating experience.
Autobiography: Sector 2
Another incident that is embedded in my brain occurred around December of 2012, I was in 4th grade, the holidays were approaching, and my class was getting ready to throw a party in the room. I was very excited and getting ready to have a lot of fun until one very courageous, corpulent crackbrained ABA monstress walked through the door. I don’t recall her name. Which I am grateful for. She says “Hello Ms. Dixon. Can I borrow Jonathan?” I knew for miles what was approaching my way. The teacher budges and she sits me in the back of the classroom. “We want to know your reading/comprehension ability” while everyone else in my class is partying, dancing, singing, etc. I still have a hard time over-emphasizing the anger and dread I felt at this moment. In retrospect, I don’t know what inhibited me from putting her through a computer monitor or a window. This asinine task of a mega-asinine timing lasted the entire party. Soon both ordeals were over, and we all headed to the library. I had no desire to socialize at that moment. None. I believe I cried during my time at the library. I asked many questions that would never cross a neurotypical, angsty 4th graders minds.
“Am I a freak?”
“Why am I being treated differently?”
“Why is it so hard for me to be normal, just like everyone else?”
A question that, in all honesty, still swims though my mind sporadically
Autobiographical: Sector 3
A leap year after the Christmas incident, I was in 8th grade. The latter of middle school. My school had the ingenious notion of grouping all three types of “deviants” in the school in my class.
1. Low Functioning Autistics
2. High Functioning Autistics
3. Juvenile Delinquents
Every day was hard, a struggle, a sewer of academic/social inequality and injustice. Some girls were sexually harassed, innocent children were beaten by the teachers for merely questioning their tasks, teachers encouraged their students to bully the “weak ones”, and I had a football deliberately thrown at my face. Among numerous other atrocities.
The most intense incident happened on the Friday before President's Day weekend. Two Delinquents were getting into a fight over something I don’t recall. One of the Delinquents turns his body towards the others and says loudly and clearly, for all to hear, “I will take you when you least expect it, I will tie you to a bed and whip you with a strap until you are dead”. The police were later called, and the offender was suspended. It bothered my all weekend.
But then, in a strange case of recurrence, one day before that class started, the teacher got a phone call. He hangs up “Hey Jon, you need to go to the clinic.” I walk there and there is my dad. I was happy to see him, and he was happy to see me. “I am here to get you out of that class.” He speaks. We leave the campus immediately and we go out to lunch. We had a wonderful time. I loved the juxtaposition of spending time with him unlike being in a quasi-jailhouse school. He takes me back to school as that class period ends. I know now that was a protest. He had told my school he would pull me from that class until they separated us properly. 2 days later, a change happened. They separated classes into only autistic students and separated from juvenile delinquents. Like the opening story, me and my family got backlash from the teachers. It doesn’t bother me anymore, in the end, I was merely being criticized by people who knew less than me. Why should I carry any stock into that?
Fragments on Parental Perspectives
Within the intricate weave of educational narratives, there exist strands, parallel yet distinct, each carrying the weight of unique perspectives and ideologies. In one thread, the traditionalist view sees structure and routine as paramount, a scaffold upon which the edifice of learning is constructed with precision and predictiveness, echoing the methodical rhythm of a well-orchestrated symphony. This perspective, rooted deeply in the bedrock of conventional educational theories, champions the notion that order gives birth to understanding, that through the repetitious lull of uniformity, clarity emerges.
In stark contrast, another thread unfurls, vibrant and defiant, advocating for an education system as fluid as the rivers, meandering through landscapes of thought and fields of inquiry without the rigid confines of traditional structure. Here, learning is an exploratory dance, a journey through uncharted realms where the destination is unknown and the path is created anew with each wandering step. This perspective views the classroom not as a factory of knowledge, but as a garden of possibility, teeming with the diverse flora of ideas waiting to be discovered.
Yet, between these two extremes, a myriad of perspectives simmer, each adding its own hue to the educational tapestry. There are those who seek a balance, a hybrid model where structure and freedom coexist, complementing each other in a delicate dance of order and chaos. This middle path recognizes the value of a guiding framework, yet refuses to shackle the wild, untamed spirit of curiosity that drives true learning.
Another perspective diverges, emphasizing the role of cultural and social context in shaping educational experiences. Here, the focus shifts from the content of education to its context, understanding that learning cannot be divorced from the lived experiences of the learners. This viewpoint advocates for an education system that is responsive, adaptive, and reflective of the diverse tapestry of human experience.
Meanwhile, a radical thread weaves through the discourse, questioning the very foundations upon which the education system is built. This perspective challenges the hegemony of standardized testing, the inequality of resources, and the hierarchical structures that dominate educational institutions. It calls for a revolutionary overhaul, a dismantling of the old order to make way for a new paradigm that champions equity, inclusivity, and empowerment.
Amid these converging and diverging threads, a contemplative perspective emerges, one that dwells on the philosophical underpinnings of education. It ponders the purpose of learning, the nature of knowledge, and the ultimate aim of schooling. This view, introspective and profound, seeks to uncover the deeper meaning behind education, questioning and redefining what it means to learn.
Parallel to this, technological advancements introduce a new dimension to the educational narrative. Here, digital tools and virtual platforms become the new classrooms, transcending geographical boundaries and democratizing access to knowledge. This perspective sees technology not as a mere adjunct to traditional learning but as a transformative force capable of reshaping the educational landscape.
In the shadow of these dominant narratives, there exist subtler threads, each carrying the whispers of marginalized voices and alternative pedagogies. These perspectives, often overlooked, offer unique insights into the act of learning, championing approaches that prioritize emotional intelligence, artistic expression, and ecological awareness.
The cacophony of these parallel perspectives creates a complex, multifaceted dialogue, a reflection of the myriad ways in which individuals relate to the world of knowledge. The richness of this discourse lies in its diversity, in the understanding that there is no single way to educate, just as there is no single way to learn.
Fragments on Ethical Considerations
In the realm of education, ethical considerations form the bedrock upon which pedagogical practices must rest, yet their delineation remains as nebulous as the contours of postmodern thought itself. Within this academic discourse, the primary ethical mandate is to foster an environment that respects the dignity and autonomy of each learner. The complex interplay between educator authority and student autonomy necessitates a navigation through the murky waters of power dynamics, where the educator's role oscillates between a guide and a guardian, a disseminator and a dictator.
Further complicating this ethical landscape is the imperative of inclusivity, a principle that challenges educational structures to accommodate a spectrum of neurodiversity and cultural backgrounds. The postmodern classroom emerges as a microcosm of broader societal debates, mirroring conflicts and convergences between varying worldviews and identity constructs. Here, the ethical obligation extends beyond mere tolerance to an active engagement with the 'Other,' an acknowledgment of the Other's voice as not just an echo but a narrative in its own right.
The advent of technology in education introduces a new dimension of ethical considerations, raising questions about the digital divide and the commodification of knowledge. In an era where information is as ubiquitous as it is fragmented, the ethical use of digital resources becomes a contentious battleground. The educator's role in mediating this digital landscape is fraught with dilemmas: How does one ensure equitable access? Where does one draw the line between enhancing learning and perpetuating surveillance?
Privacy concerns in educational settings have gained prominence in parallel with the rise of data-centric pedagogies. The collection and analysis of student data, while offering insights into learning patterns, also open Pandora's box of potential misuse and breaches of confidentiality. The ethical stewardship of student data demands a
meticulous balance between the benefits of personalization and the risks of exposure, a balance that is constantly under scrutiny in the academic discourse.
The marketization of education further complicates ethical deliberations, as educational institutions find themselves entangled in a web of financial imperatives and academic integrity. The commodification of learning, embodied in the proliferation of for-profit schools and the escalating costs of higher education, raises pressing questions about the true cost of knowledge. This commercialization not only skews access but also impacts the content and quality of education, challenging the altruistic ideals of the educational vocation.
Amidst these external pressures, the internal landscape of educational ethics grapples with the concept of academic freedom. This principle, revered as the lifeline of scholarly inquiry, is besieged by external and internal forces alike, from political interventions to institutional censorship. The boundaries of academic freedom are continuously negotiated, redefined, and contested in the face of evolving societal norms and global crises.
The ethical imperative to foster critical thinking and intellectual independence in students is a recurring theme in academic discourse. However, this goal is mired in paradoxes; the promotion of critical autonomy within the constraints of standardized curricula and institutional goals creates a dichotomy that educators navigate daily. The tension between indoctrination and enlightenment, between guiding thought and freeing it, encapsulates the inherent contradictions that define educational ethics.
Sustainability and environmental ethics have emerged as pivotal considerations, reflecting a growing recognition of education's role in addressing global ecological crises. The ethical mandate here extends beyond the classroom walls, urging educators and institutions to instill a sense of environmental stewardship and to reevaluate the ecological footprints of educational practices.
The question of accountability in education transcends administrative oversight, delving into moral responsibility towards future generations. Educators and policymakers are tasked with preparing students not just for the workforce but for an uncertain future, imbuing them with the resilience, empathy, and ethical compass necessary to navigate and shape a rapidly changing world.
In the sphere of educational research, ethical considerations are paramount, dictating the methodologies and objectives of academic inquiry. The imperative to conduct research that is both ethically sound and socially beneficial stands as a testament to the field's commitment to advancing knowledge without compromising human dignity or social justice.
The ethics of representation and voice in educational content and curricula challenge the traditional narratives and hierarchies of knowledge. The call for a more inclusive and diverse representation of histories, cultures, and perspectives underscores an ethical shift towards pluralism and away from monocultural or Eurocentric paradigms.
In conclusion, the ethical landscape of education, with its multifarious dimensions and contradictions, mirrors the complexity and ambiguity of postmodern thought. Navigating this terrain requires a critical, reflective stance that embraces uncertainty and diversity as sources of strength rather than discord. As educators and scholars venture into this ethical labyrinth, they carry with them the responsibility to mold not just informed citizens but conscientious, compassionate individuals.
In the labyrinth of academic ethics, particularly within the hallowed halls where the future's architects are molded, the issue of equity transcends mere access to resources. Consider, for instance, the intricate dance between socio-economic disparities and educational outcomes. The nuances of this relationship reveal a tapestry woven with threads of privilege and marginalization, where the axis of knowledge acquisition tilts alarmingly towards the former. It's a dynamic tableau, reflective of broader societal schisms, yet magnified within the microcosm of the classroom.
Diverging from this, the dialogue on ethical language usage within educational paradigms offers a different but equally complex challenge. The lexicon of academia, often steeped in jargon and esoteric references, acts as both a gatekeeper and a bridge. Deciphering this code becomes a Herculean task for the uninitiated, laying bare the silent hierarchies that govern intellectual discourse. The ethical imperative, therefore, extends to linguistic accessibility, ensuring that the exchange of ideas is not an exclusive privilege but a universal right.
Venture further into the ethical wilderness, and one encounters the contentious realm of curriculum content. Here, the battleground shifts to the narratives we choose to elevate and those we decide to silence. This selection process, far from benign, is fraught with ideological underpinnings, shaping young minds with stories told and untold. The ethical
quandary lies in whose history is deemed worthy of dissemination and whose is relegated to the footnotes, an act of omission that speaks volumes.
Amid these considerations, the specter of mental health looms large, casting a long shadow over educational institutions. The relentless pursuit of academic excellence, often at the expense of psychological well-being, presents a moral dilemma. The commodification of success, measured in grades and accolades, neglects the holistic development of the individual. Here, the ethical directive is to foster an environment that nurtures the mind as much as it challenges it, acknowledging that intellectual growth cannot be decoupled from emotional health.
Transitioning from the internal to the external, the environmental ethics within education spark a different kind of dialogue. The role of schools and universities in promoting sustainability transcends curriculum, seeping into the operational ethos of these institutions. The paradox of educating about climate change while contributing to its exacerbation through wasteful practices presents a glaring ethical inconsistency. Thus, the mandate for educational institutions is to lead by example, embedding ecoconsciousness into every facet of their existence.
On a different note, the globalization of education, facilitated by digital platforms, introduces new ethical dynamics. The democratization of knowledge, while laudable, raises questions about cultural imperialism and the dilution of local educational traditions. The online realm, borderless and vast, becomes a new frontier where the ethics of cultural respect and preservation are negotiated against the backdrop of universal access to information.
Peer into the realm of educational assessment, and the ethical complexities multiply. The reliance on standardized testing as a measure of intelligence and potential is a topic of intense debate. Critics argue that this approach not only reinforces existing inequalities but also offers a reductive view of human capabilities. The ethical alternative, proponents suggest, is a more nuanced system that recognizes a broader spectrum of talents and intelligences, challenging the orthodoxy of quantification.
The commercialization of education adds another layer of ethical inquiry. As academic institutions increasingly embrace corporate models, the line between education and business blurs. This convergence raises critical questions about the true purpose of education: Is it to enlighten and empower, or is it to produce market-ready individuals?
The ethical challenge lies in navigating this dichotomy, ensuring that commercial interests do not overshadow educational integrity.
In the sphere of educational technology, a new ethical frontier emerges. The allure of tech-enhanced learning is undeniable, yet it harbors potential pitfalls. The risk of dehumanization, where students are reduced to data points to be optimized, is real. Ethically, the integration of technology in education demands a human-centered approach, one that augments rather than replaces the human elements of teaching and learning.
As we delve deeper, the ethical responsibilities of educators come to the forefront. Beyond imparting knowledge, teachers wield significant influence over their students' moral development. This power, however, must be exercised with caution and selfreflection, ensuring that the classroom remains a space for open inquiry rather than indoctrination. The ethical educator navigates this delicate balance, guiding without dictating, questioning without imposing.
Turning the lens towards the students, the ethical dimension of academic integrity cannot be ignored. In a culture increasingly tolerant of shortcuts and instant gratification, instilling values of honesty and hard work becomes paramount. Yet, this is not merely about enforcing rules but about cultivating an environment where integrity is valued over achievement. The ethical challenge is to inspire authenticity, rewarding the process of learning as much as the end result.
In the final analysis, the ethical landscape of education is as vast and varied as the field itself. Each facet, from equity and language to content and mental health, interlocks to form a complex matrix of moral considerations that educators, students, and policymakers must navigate. Within this context, the responsibility of shaping young minds becomes a multifaceted mission, charged with ethical implications that extend beyond the classroom walls.
In considering the global dimension, educators must confront the ethical implications of teaching in an interconnected world. The task involves equipping students not just with knowledge, but with a global consciousness, an awareness of their place within an interconnected ecosystem of cultures, economies, and ecological realities. This necessitates an educational ethos that transcends parochial views, embracing a curriculum that is as diverse and pluralistic as the world itself.
The role of educators extends into the realm of moral exemplars, where their actions and attitudes set a benchmark for ethical behavior. This places an immense burden on educators to embody the principles they wish to instill in their students, navigating their own ethical dilemmas transparently and with integrity. Herein lies a profound ethical challenge: to model a balance of conviction and openness, fostering an environment where critical thinking and ethical reasoning are paramount.
Student agency and voice represent another crucial ethical dimension. Empowering students means respecting their opinions, encouraging their questions, and validating their concerns. This democratic approach challenges traditional hierarchies, positioning students not as passive recipients but as active participants in the educational process. The ethical imperative here is to cultivate an atmosphere of mutual respect and dialogue, where learning is a collaborative venture.
The commodification of education prompts a reevaluation of values and priorities. As educational institutions grapple with funding cuts and market pressures, the temptation to prioritize financial considerations over educational quality looms large. Navigating this ethical minefield requires a steadfast commitment to the core mission of education: to enlighten, empower, and inspire, rather than to simply produce.
Ethical considerations also extend to the allocation of resources within educational institutions. Equity in education encompasses not just access to schooling but also the distribution of attention, support, and opportunities within schools. This demands an ongoing assessment of needs and a commitment to addressing disparities, ensuring that all students have the opportunity to succeed.
In the evolving educational landscape, the ethics of innovation and change come to the fore. While embracing new methodologies and technologies, educators must critically assess the impact of these innovations on student learning and well-being. This involves a careful balancing act, adopting new practices that enhance learning while discarding those that do not serve the best interests of students.
The ethical responsibilities of educational leaders are particularly pronounced. Tasked with setting the direction and tone of institutions, these individuals must navigate a complex web of stakeholder interests, balancing the needs and aspirations of students, staff, parents, and the wider community. Their decisions, from policy to practice, have
far-reaching ethical implications, shaping the educational environment and influencing the lives of all members of the school community.
Finally, the ethical dimensions of education are ever-evolving, reflecting changes in societal norms, technological advancements, and global challenges. This dynamic nature of ethics in education demands a continuous dialogue, a relentless questioning of assumptions, and a willingness to adapt. Educators, policymakers, and all stakeholders in the educational ecosystem must engage in this dialogue, striving to uphold ethical standards that honor the dignity, rights, and potential of every student.
Thus, the ethical considerations in education form a complex tapestry, woven from threads of equity, integrity, respect, and responsibility. Navigating this landscape requires a nuanced understanding, a compassionate approach, and an unwavering commitment to the principles of justice and human dignity. In the quest to educate, these ethical imperatives serve as both a guide and a goal, shaping a vision of education that is as morally grounded as it is intellectually robust.
Fragments of Psycho-effects on Subjected Children
The specter of abuse casts long shadows over the lives of autistic individuals, insidiously weaving its way through various facets of their existence, leaving a trail of profound impacts that are as diverse as they are devastating. Within the academic discourse, particularly concerning the lives of autistic individuals, this narrative takes on a dense, complex form, reflecting the multifarious nature of abuse and its ramifications.
One crucial aspect lies in the psychological realm, where the scars of abuse manifest in the form of anxiety, depression, and a host of other mental health challenges. For autistic individuals, these effects are compounded by sensory and communicative differences, making the psychological landscape a labyrinthine tangle of emotions and reactions that defy straightforward navigation. The intricate interplay between autism and psychological trauma necessitates a nuanced, empathetic approach to mental health care, one that recognizes the unique ways in which autistic individuals process and express distress.
In the social dimension, abuse disrupts the development of trust and interpersonal relationships. Autistic individuals, already navigating the complexities of social interaction, find their capacity for connection further eroded by experiences of maltreatment. This erosion of trust extends beyond personal relationships to encompass institutions and authority figures, creating barriers to seeking help and accessing support services. The intricate social tapestry, woven with threads of communication, perception, and expectation, becomes frayed and tattered, leaving individuals isolated and vulnerable.
Educational trajectories are profoundly affected by experiences of abuse. In school settings, where autistic individuals might already face challenges related to inclusion and accommodation, abuse exacerbates feelings of alienation and misunderstanding. The educational journey, ideally a path of discovery and growth, becomes instead a gauntlet, fraught with triggers and memories that hinder learning and development. The
postmodern condition of education for autistic individuals thus becomes a complex narrative of navigating trauma within the very institutions meant to nurture and uplift.
Legally and ethically, the ramifications of abuse against autistic individuals raise complex questions about rights, protections, and justice. The legal system, with its labyrinthine procedures and reliance on typical communicative norms, often proves an inhospitable arena for autistic individuals seeking redress. The ethical imperatives to protect, advocate for, and empower autistic individuals demand a reevaluation of legal frameworks and practices, ensuring they are accessible, equitable, and responsive to the needs of those with diverse neurological makeups.
Culturally, the narrative shifts to the portrayal and perception of autistic individuals in society. Media representations, societal attitudes, and cultural narratives play significant roles in shaping the public’s understanding of autism. When these narratives are colored by misinformation or stigma, they contribute to a social milieu that tacitly condones abuse or neglect. Challenging these cultural scripts requires a concerted effort to elevate authentic autistic voices and experiences, fostering a societal shift towards acceptance and respect.
Technologically, the digital age offers both opportunities and perils for autistic individuals. While online platforms can provide vital communities and resources, they also open avenues for cyberbullying, exploitation, and abuse. Navigating this digital landscape requires critical media literacy and robust support networks, ensuring that autistic individuals can harness the benefits of technology without falling prey to its darker aspects.
In the realm of therapy and intervention, the legacy of abusive practices under the guise of treatment looms large. Historical and contemporary instances of harsh, unethical treatment modalities highlight the need for vigilance and advocacy in ensuring that interventions are respectful, evidence-based, and centered on the well-being of the autistic individual. This demands a radical rethinking of therapeutic paradigms, prioritizing autonomy, consent, and individual dignity.
Financially, the economic impacts of abuse extend from individual to systemic levels. Autistic individuals facing abuse may encounter barriers to employment, financial independence, and educational opportunities, perpetuating cycles of poverty and dependency. Addressing these financial ramifications requires comprehensive
strategies that encompass education, employment support, and social services, tailored to the unique needs and strengths of autistic individuals.
Familial relationships, too, bear the weight of abuse’s impacts. For many autistic individuals, family constitutes a primary support network; when this network is tainted by abuse, the effects can ripple through all aspects of life. Rebuilding trust, establishing boundaries, and healing familial bonds demand time, patience, and often professional support, underscoring the complexity of interpersonal dynamics within the context of autism and trauma.
Community and societal responses to abuse against autistic individuals reflect broader attitudes toward disability, violence, and human rights. Mobilizing effective responses requires collective action, informed by an understanding of autism’s diverse manifestations and the specific vulnerabilities to abuse it may entail. This involves not only providing resources and support but also fostering a community ethos that actively resists abuse and supports the dignity and rights of all individuals.
In the realm of research, there is a pressing need for studies that delve into the experiences of abuse among autistic individuals, shedding light on prevalence, risk factors, and long-term effects. This research must be conducted ethically, with respect for the autonomy and voice of autistic participants, contributing to a body of knowledge that informs policy, practice, and public awareness.
Finally, in addressing the issue of abuse against autistic individuals, it's the cultivation of resilience and recovery pathways that stands as the final ethical frontier. Healing from abuse is not a linear journey nor a one-size-fits-all process, particularly for those with autism. It necessitates a framework of support that is flexible, compassionate, and informed by an understanding of the intersection between autism and trauma. Therapeutic approaches must be adaptable, recognizing the diverse ways individuals process and recover from abuse, and ensuring that each person’s path to recovery is respected and supported.
In synthesis, the ethical considerations surrounding the abuse of autistic individuals intertwine through psychological, social, educational, legal, cultural, technological, therapeutic, financial, familial, community, and research domains. Each of these areas presents unique challenges but also opportunities for growth, understanding, and systemic change. Addressing the abuse of autistic individuals with the gravity and complexity it deserves requires a multidimensional approach, one that honors the full humanity of autistic
individuals and seeks to create a world in which their rights, dignity, and well-being are unassailable.
Miscellaneous Contents
3 Poems for Sarah Crow
Sarah Crow was a school mental health counselor with whom I nurtured a deep platonic love between 2020-2021. Poem I
To Sarah Crow,
THE MODEL AND THE REVIVAL.
If the best part of us seeks to create, Minds and hands collide,
Turning simple beginnings, frail and slight, Into living art, a fate sealed by date. Before the artist starts, they meditate, Drafting ideas, they can't hide, Asking for thoughts, no need to abide,
On paper, a prelude, a different state.
Born plain, a rough sketch, it’s true, Of my own flawed self, I find new youth, Sarah, through you, source of all truth!
Every excess, every gap you renew.
What's left for the heat I've been through, Calmed and shaped by your gentle soothe?
Poem II
Celestial Friendship
Nothing on earth could hold my gaze, When tranquility in your presence was my phase; But deep inside, where all is sacred and pure, My spirit recognized yours, a celestial tour:
For it was born from a divine lace;
Not tied down by this world's fleeting grace;
It aspires, beyond mere earthly ties, to ensure A flight to the ultimate, pure love, secure.
No, temporal things don't douse the spirit's flame, Nor does eternity cater to fleeting fame;
For what's timeless doesn't bow to fleeting days. It's not desire, but deeper bonds that blaze: A force that nurtures, not consumes or claims. Our friendship elevates, transcends all frames, Makes richer our earthly stays, And in life's dusk, a heavenly praise.
Poem III
After years of struggle, then
At death's door, one might finally see A figure etched in the mountain's core. If they arrive, truths are slow to be, And for us, they're fleeting, nothing more.
Oh my friend! Nature's just like this, Striving for beauty, countless tries, Until success, in your form, bliss. But this means she's aged under skies, Nearing the twilight of her spin.
So fear, always beauty's shadow, stirs Within us a strange, unsettling din.
My thoughts hush, unsure which occurs –Joy or sorrow? Your presence draws
The final curtain, yet fills me with awe.
Outside Resources/References
https://www.spectrumnews.org/features/deep-dive/controversy-autisms-common-therapy/
https://www.psychologytoday.com/us/blog/nurturing-self-esteem-in-autisticchildren/202209/does-applied-behavior-analysis-aba-cause
