'Agricultural specialisterne': rural employment revolution for those with Autism

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David Geslak is a Chicago-based Autism fitness specialist and president of The Exercise Connection. Geslak also serves on the Board of Directors for the Autism Society of Illinois as the chairperson of the fundraising committee.

Though not a dad himself, Geslak has been a great source of support and encouragement to fathers of Autistic children. For example, Geslak established the Dad’s Track for the recently held 2012 AutismOne Conference. Geslak is also the Program Director for ‘Dad’s Night Out’. Here are the details for ‘Dad’s Night Out’ which was held as part of the Conference earlier this year in Chicago:

…DADS’ NIGHT OUT – Friday, May 25, 2012
“THANK YOU” TO THE EXERCISE CONNECTION FOR BEING A SPONSOR OF THIS EVENT!

7:15 pm – 9:45 pm
FREE to registered attendees!
Calling ALL Dads! Join your peers for the 2nd Annual Dad’s Night Out! *While the moms are at Spa Night walk over to Lucky Strike Lanes for your night. You will have 2 hours of bowling, billiards and food. *Of course there will be beer, you just have to pay for that!
This a tradition…YOU DESERVE IT! *Dads last year had a great time!
Remember this is a DAD’s ONLY event! *This is a great opportunity to connect with dad’s from across the country and get some much needed time to yourself!..

In late 2010, David Geslak went to Egypt, teaching the Exercise Connection Program to the ADVANCE Center in Cairo and presenting for the Arab Network for Autism. ADVANCE is the Egyptian Society for Developing Skills of Children with Special Needs…

…Within the last two months I have talked, taught and worked with parents and professionals affected by autism from Chicago, Cairo and Cincinnati. Yesterday, my second day in Egypt, Maadi specifically, I gave my first two presentations to the ADVANCE Center.
…For those 3+ hours I found myself talking slower and trying my best to communicate the importance of what I was teaching. I spoke of the philosophy of the Exercise Connection and tried to communicate that as what they were learning there was not a “cookie cutter” approach to this program or any program for the children. I wish it could be that easy. I told them, “You need to be able to do the exercises yourself, use the visuals for support for the children, have fun, play and you will be the leaders they need.”
I taught the physical assessment and they all practiced many things like, taking resting heart rate, blood pressure, circumference measurements and measuring height and weight. Today I will teach the movement patterns/exercises of the assessment.
I also had the pleasure of Mohamed to show me around Egypt… He was much like me. He works teaching the children exercise/sport and especially in the pool. He first started working with the children because they used to come to the beach where he worked. He started asking questions about why the children flapped their hand, etc. And now more than 5 years later he is dedicated his life to the children…
Oh yeah, one more thing…Chicago may be separated from Cincinnati by hundreds of miles and Cincinnati thousands from Cairo, the languages may not be alike and the clothing and customs very diverse, but the autism…it is the same. The cries that I heard throughout the school made me want to go and help. Watching the support workers comfort and guide the students was no different. Mom and dad came to pick up the children after school, with smiles on their faces, thankful to have a place for their child.
We are all in this together…
David…

Finally, David Geslak also developed a special recreation program for Giant Steps, a therapeutic school for children with Autism based in Lisle, Illinois…

…“We all want things to happen so fast and improve, not only with our children with autism but with ourselves and the individual goals we set for ourselves. But in children with autism it’s gonna take a little time, we’ve just got to be patient. But I’ve seen a lot of improvement in behavior change, and again that social interaction,” said Geslak.

(sources: http://www.autismone.org/Dads-Night-Out-Autismone-Conference-2012; http://www.autismone.org/content/chicago-cairo-cincinnati-egypt-day-2; School helps children with autism make ‘giant steps’ | abc7chicago.com)

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I mentioned, in the post just above this one, Giant Steps, a therapeutic day school that currently serves 127 students affected by Autism Spectrum Disorders. Each student at the school, based in the Chicago metropolitan area, receives music therapy from one of six music therapists. And all students receive two music therapy sessions weekly for 45 minutes each. Bridget Kulik is one of the music therapists employed at Giant Steps…

…Neurologic Music Therapy (NMT) uses standardized treatment techniques based on scientific research of music and the brain. NMT is defined as “the therapeutic application of music to cognitive, sensory, and motor dysfunctions due to neurologic disease of the human nervous system” (Thaut 2005, p. 126). I have the unique opportunity and privilege of being able to witness the power of music firsthand on a daily basis…

…For individuals with [Autism Spectrum Disorders], music can be quite motivating because it provides a sense of structure in an otherwise unpredictable, chaotic world. Every song has a definite beginning, middle, and end. Research indicates that the entire brain is activated while engaging in musical experiences. According to the American Music Therapy Association (AMTA), “Music therapy is the clinical and evidence-based use of musical interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional (2006, p. 1).” Music therapy is one of the only therapeutic modalities that achieves whole-brain activation, thus allowing an opportunity for “both hemispheres of the brain to work together” (AMTA 2006, p. 2). In short music therapy addresses non-musical goals through musical interventions. Music therapy has a specific therapeutic purpose and is focused on the process - how one person gets from one point to another.
In contrast music education emphasizes the product - the final outcome such as a concert or musical performance (West Music Company 2011).

…Commonly addressed goal areas include socialization, communication, starting/stopping, sequencing, and imitation…

There are a variety of Neurologic Music Therapy techniques:
Cognitive Techniques

• Musical Sensory Orientation Training (MSOT)
• Musical Neglect Training (MNT)
• Auditory Perception Training (APT)
• Musical Attention Control Training (MACT)
• Musical Mnemonics Training (MMT)
• Echoic Memory in Music (EMM)
• Associative Mood and Memory Training (AMMT)
• Musical Executive Function Training (MEFT)

Speech and Language Techniques

• Melodic Intonation Therapy (MIT)
• Musical Speech Stimulation (MUSTIM)
• Rhythmic Speech Cuing (RSC)
• Vocal Intonation Therapy (VIT)
• Therapeutic Singing (TS)
• Oral Motor and Respiratory Exercises (OMREX)
• Developmental Speech and Language Training Through Music (DSLM)
• Symbolic Communication Training Through Music (SYCOM)

Sensorimotor Techniques

• Rhythmic Auditory Stimulation (RAS)
• Patterned Sensory Enhancement (PSE)
• Therapeutic Instrumental Music Performance (TIMP)

One technique that has been successfully used on children with Autism Spectrum Disorders is Dr. Hayoung Lim’s approach - Developmental Speech and Language Training Through Music (DSLM). DSLM is the use of music in speech-language training for enhancing speech production and functional communication…

J Music Ther. 2010 Spring;47(1):2-26.
Effect of “developmental speech and language training through music” on speech production in children with autism spectrum disorders.
Lim HA.
Sam Houston State University, USA.

Abstract
The study compared the effect of music training, speech training and no-training on the verbal production of children with Autism Spectrum Disorders… Participants were 50 children with [Autism Spectrum Disorders], age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. They were randomly assigned to one of three 3-day conditions. Participants in music training (n = 18) watched a music video containing 6 songs and pictures of the 36 target words; those in speech training (n = 18) watched a speech video containing 6 stories and pictures, and those in the control condition (n = 14) received no treatment. Participants’ verbal production including semantics, phonology, pragmatics, and prosody was measured by an experimenter designed verbal production evaluation scale. Results showed that participants in both music and speech training significantly increased their pre to posttest verbal production. Results also indicated that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement after the music training than the speech training. Children with [Autism Spectrum Disorders] perceive important linguistic information embedded in music stimuli organized by principles of pattern perception, and produce the functional speech.
PMID: 20635521 [PubMed - indexed for MEDLINE]

(sources: Music Therapy and Music-based Instruction Autism Asperger’s Digest;Untitled Document; Incorporating Music into Speech and Language Therapy for Kids with Autism Spectrum Disorders – An Interview with Dr. Hayoung Lim JKP blog - Jessica Kingsley Publishers; Effect of "developmental speech and language tr… [J Music Ther. 2010] - PubMed - NCBI)

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David Geslak, whom I have already mentioned, was co-founder of Right Fit-Sport Fitness Wellness, a suburban Chicago fitness facility that serves children with special needs.

Suzanne Moore Gray is the current CEO and other founder of Right Fit in Willowbrook, Illinois. Right Fit’s unique state-of- the-art facility is the backdrop for ‘Raise the Bar’, a nationally recognized fitness program designed specifically for youth and adults with Autism Spectrum Disorders. The ‘Raise the Bar’ Fitness Program was awarded Club Industry 2010 Best Children’s Program…

…Suzanne Gray created Right Fit’s ‘Raise the Bar’ program… She used the idea that simple motor skills associated with ‘play’ could help children with autism spectrum disorders gain body awareness and muscle strength.

Gray’s program incorporates seven a-la-carte interchangeable movement experiences that are fun and success-oriented. There are eleven Right Fit exercises that include arm ‘bar’ raises, toe touches and a focus on breathing and posture. ‘Raise the Bar’ expanded the program off-site and offered it as a summer fitness camp. Participants were given a pre- and post sensory motor screen and postural fitness assessment. Using these tools to evaluate if a student improved from their previous state, Right Fit was able to see positive results after just one camp session. Those results included better eye contact, improved balance, strength, endurance, posture, increased attention, self confidence and more!

“In working with children with autism spectrum disorders, our goal is to limit aggressive and self-stimulating behavior and encourage positive behaviour,” says Gray. “These children love to move. And I believe that movement is the universal language that bridges barriers and enhances life.”

It is due to her passion for fitness and helping those with mental and physical challenges that makes Gray so devoted to Right Fit’s ‘Raise the Bar’ program. Using her award as a springboard, she hopes to expand the number of classes and participants in the next year. Gray has reached out to local schools and hospitals to educate others about how to incorporate fitness into the lives of children and families suffering from the challenges and obstacles of autism.

Mary Carol … says her son, Tommy, gets excited when its time to participate in the ‘Raise the Bar’ program. She says his training sessions “have improved his overall fitness and make him feel good about himself.”…

Some videos related to the ‘Raise the Bar’ program can be viewed here: Raise the Bar? - Autism Fitness Program | Right Fit - All-Inclusive Gym and Fitness Center ? For Athletes, Adults, & Children of All-Populations

Gray has also written a book called 101 Games & Activities for Youth With Autism, with the fitness activities and games in the book being based on the ‘Raise the Bar’ program.

Suzanne M. Gray has also recently released a DVD for the program, entitled Raising the Bar: Fitness & Movement Exercises for Youth and Adults with Autism…

…“The DVD demonstrates specific exercises parents and teachers can do with their children every day,” says Gray. “A structured routine is essential to improving the muscular imbalances and compensations, deficient motor skills, poor posture and other fitness pitfalls common among youth with autism. When you combine a fitness program with music and play, it enhances the way a child with autism responds to sensory information and it will boost independence, happiness and self-esteem.”…

(sources: Right-Fit News | Right Fit - All-Inclusive Gym and Fitness Center ? For Athletes, Adults, & Children of All-Populations; New DVD Showcases Fitness Activities That Improve Socialization Skills For Children With… – WILLOWBROOK, Ill., June 7, 2012 /PRNewswire/ –)

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I did mention in the post above that Suzanne Moore Gray is the current CEO and owner of Right Fit, a suburban Chicago fitness facility that serves children with special needs…

…[At Right Fit] Children work with a trainer one-on-one or in a group.
“We call them the ‘Three C Trainers.’ They are certified, they are committed and they are very compassionate and caring and what they do is they go through a training program with us before they teach a special needs class,” Gray said.
[Carmel’s] … 20-year-old son Nicholas has sensory, communication and sometimes behavioral issues. He comes to Right Fit once a week.
“You know, physical fitness makes people feel good and when you have a special classes geared to them where they understand their communication needs and their sensory needs and their motor planning needs it makes for a really good class and it make them feel good. It regulates their systems and just overall emotional health,” [Carmel] said.
Mary … wants her son Tommy to be as fit and active as the rest of the family.
“He’s here twice a week with a personal trainer, a private trainer and then he also does group classes on Thursdays and Saturdays,” [Mary] said.
“I saw the importance of him working out, the stress that it relieved because you know he has a lot of stress and anxiety before he goes to school so this is like an outlet an avenue where he can release that energy and perform better at school as well at home,” [Mary] said. "Since we’ve been working out at Right Fit, we no longer have to take any medication…

Recently, Right Fit has partnered with Big Blast to provide a fitness program for youth/adults with Autism. Located in Mundelein and Downers Grove, Illinois, A Big Blast Project is a not-for-profit profit organisation whose mission is to improve the lives of children with special needs. A Big Blast was founded by Rhonda Penzell a few years ago. Therapy sessions are provided by licensed Physical and Occupational Therapists and are insurance eligible with a prescription. However, instead of typical physical and occupational therapy, A Big Blast offers special needs kids a more fun and engaging gymnastics class…

…Our therapy and recreation programs utilize fun, fitness and friendship and help children develop:

• Self Confidence
• Self Awareness
• Physical Development & Fitness
• Social Integration

We offer One on One Physical & Occupational Gymnastics Therapy as well as adapted Physical education buddy classes at schools that aren’t able to provide PE.

(sources: Right Fit offers workouts for autistic children - ABC7Chicago.com | Recovery From Autism |; About Us - A Big Blast Project Therapy & Recreation)

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Joanne Lara is the founder of Autism Movement Therapy (AMT) and developer of the aut-erobics DVD. Lara graduated from the University of South Florida with a Bachelor of Fine Arts (BFA) in Dance and danced professionally in New York City with the Louis Falco Dance Company. She has since earned a Master’s degree in Special Education and taught for over ten years, working exclusively with students with autism.

Autism Movement Therapy is the first movement and musical therapy of its kind - incorporating innovative inter-hemispheric sensory integration strategies (neuro-plasticity) using movement and music. AMT is designed to unlock and improve communication, cognitive and academic skills as well as increase social and behavioral awareness skills in individuals with Autism Spectrum Disorders.

…AMT is an empowering sensory integration strategy that connects both the left and right hemispheres of the brain (interhemispheric integration) by combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing into a ‘whole brain’ cognitive thinking approach that can significantly improve behavioral, emotional, academic, social and speech and language skills.

The primary goal of Autism Movement Therapy is that after 12 -14 weeks of two or three 12 minute sessions a week using the aut-erobics DVD, the individual will be more compliant when asked to complete on-task activities, will interact with typical general education peers more frequently, and will be using both sides of his brain for processing. Increased overall self-determination awareness, along with healthier, improved self-esteem is the ultimate goal.

Here are some links to short videos on Joanne Lara, Autism Movement Therapy and the aut-erobics DVD…

Autism Movement Therapy Joanne Lara aut-erobics www.aut-erobics.com

Autism Movement Therapy Joanne Lara ABC 7 News

Autism Movement Therapy July 2009 Training Workshop

Autism Movement Therapy Joanne Lara MA July 18 2009 Class

Indeed the intense mental (as well as physical) exercise work that AMT requires of participants in combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing, should definitely transfer into improvements in functioning in every day life for Autistic individuals. This is not unlike my post on the success one Canadian program has had in utilising Capoeira for children with special needs - Capoeira is a Brazilian martial art that combines elements of dance and music…

…Dancing integrates several brain functions at once, increasing your connectivity. Dancing simultaneously involves kinesthetic, rational, musical and emotional processes…

(sources: The Autism Expert - Bio of Joanne Lara; Autism Movement Therapy “Wakes Up the Brain” | SpecialNeeds.com; Dancing Makes You Smarter)

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I mentioned, in the post just above this one, the founder of Autism Movement Therapy (AMT) and developer of the aut-erobics DVD, Joanne Lara. From her early roots as a dancer, experiencing Autism first in college, Lara has become one of America’s leading experts in the use of music and dance to facilitate the development of cognitive awareness and communication skills.

In late 2010, Denise Gucwa’s School of Dance became the first dance studio in Pennsylvania to offer Autism Movement Therapy (AMT)…

…AMT is a combination of movement, music, and sensory integration to increase communication between both sides of the brain. Parents and siblings are encouraged to participate in the classes, which were started because of a desire for additional physical activities for kids with autism. Classes begin with swaying and bending and move on to a “loco motor segment that sends students skipping and running in varied patterns across the floor before returning to sit in a circle in the centre.” The center work gives each child a chance to lead the group in a movement or sound. Joanne Lara, AMT founder, certified [Denise] Gucwa and others via her intensive workshops that provide instruction in positive behavioral support, autism, and a movement/dance class with children with autism.

Indeed Joanne Lara emphasises the incorporation of Positive Behavior Support (PBS) when running AMT classes…

…Autism Movement Therapy Two Day Certification Workshop

…Day 2 -

…1:45- 3:00pm Power Point on Positive Behavior Support (PBS) & 4 Functions of Behavior [Applied Behavior Analysis] Guided collaboration practicum

Autism Movement Therapy : Positive Behavior Support (PBS)
Brief Description: People display behavior every second of the day by breathing, walking, running…dancing. The goal of is to redirect socially unacceptable behavior and teach replacement skills so that the participant will be successful. Positive Behavior Support emphasizes respecting, valuing, dignifying, understanding and listening to individuals that may display ‘behavior problems’.
Learning Outcomes:
1.) Participants will learn the 4 different functions of behavior for all individuals (Escape/avoidance, attention, tangible & sensory)
2.) Participants will learn Positive Behavioral Support strategies in order to provide appropriate learning environments that are supportive and creative for the individual at the same time…

I have already mentioned Applied Behaviour Analysis (ABA) in several posts, for example this one on the work of Eric Chessen, founder of Autism Fitness. Chessen combines exercise with ABA in his work. ABA can be defined as the science in which the principles of the analysis of behaviour are applied systematically to improve socially significant behaviour, and in which experimentation is used to identify the variables responsible for change in behaviour.

So what are the differences then between Positive Behavior Support and Applied Behavior Analysis (ABA)? Here is one view of the differences…

…PBS and applied behavior analysis (ABA) share a foundation in the science of behavior. In fact, PBS has its roots in ABA. However, it has many additional features. These include:
1. Placing a high value on embracing person-centered planning approaches when addressing problem behaviors
2. Examining a broad range of variables affecting behavior
3. Making changes in natural life environments and multiple settings to influence behavior
4. Adopting non-aversive intervention techniques to help an individual change his/her behavior [PBS does not promote the use of punishment]
5. Focusing on producing positive changes in quality of life for the individual with problem behavior and his/her family…

(sources: Feature Programs | Autism Hangout;News: Dance Studio in Pennsylvania is First in State to Offer Autism Movement Therapy | Healing Thresholds Autism Therapy; Classes; http://www.txautism.net/docs/Guide/Interventions/PBS.pdf)

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I mentioned, in the two posts just above this one, the founder of Autism Movement Therapy (AMT) and developer of the aut-erobics DVD, Joanne Lara. In the past, Lara taught in a Moderate/Severe Special Day Class (SDC) Autism classroom for over 10 years in the Los Angeles Unified School District (LAUSD) and has a Master’s degree in Special Education: Moderate/Severe and Multiple Disabilities. In late 2008, it was announced that Lara would be joining the new Gilbert Hall School (GHS) in Culver City, California, a school that applies the principles of Dr Steven Gutstein’s Relationship Development Intervention (RDI) to classroom based learning…

…“I am so excited and honored to work with Dr. Gutstein and his RDI consultants as a Master Teacher at the RDI School,” exclaimed Ms. Lara…

…The focus of the model is on brain development, which Dr. Gutstein argues should be the primary focus in all of education utilizing “best practices.” [In a 2009 Open House for the new private school,] Dr. Gutstein discussed the downfall of the typical educational system’s focus on measuring success by tracking specific skills learned or academic milestones met. This focus doesn’t allow for the development of flexibility to solve “fuzzy problems,” to improvise or deal with “grey areas,” or to come up with alternative solutions. A repertoire of skills is not enough to make it in the world; rather, individuals have to develop what Dr. Gutstein refers to as “neural integration,” which is what allows all of us to problem solve and adapt in new situations.

Neural Integration was defined by Dr. Gutstein as a “lifelong process in which the brain’s different processing centers learn to work together in increasingly more sophisticated and efficient ways.” The brain basically grows and forms with experiences that present mental challenges, and most children develop nueral integration through “guided participation” by their parents. Children learn not only how to address the specific situation they are faced with, but in addressing that situation, they are learning how to think through the next, unique situation.

What does all of this have to do with special needs kids? Dr. Gutstein explained that in 100% of children on the Autism spectrum, the process of developing neural integration breaks down. Despite the fact that children on the spectrum are diverse in so many other ways, this is the one thing that unites them…

Dr. Gutstein’s model for the Gilbert Hall School is focused on using dynamic and innovative curriculum to specifically address the development of neuro-integration. The GHS school day is focused on intensively developing specific dynamic processes. Classroom activities and academics are a part of the program, and these activities are used not only to teach the specific skill addressed in that lesson (math, reading, etc) but also as a means of teaching the students to think, problem-solve, relate, etc. The curriculum is competency based, and the program operates on a “level” system, very similar to the levels within the RDI program, in the sense that it is an assumption of the program that an individual must reach competency on one level before they will be able to be successful on the next.

This is the core uniqueness of the program - it doesn’t focus on the typical measures of academic progress that we see in educational programs, but on the bigger picture of learning - learning to learn, learning to think, problem-solve, and relate to the world. Like the RDI model focuses on underlying relationship functions rather than superficial social skills, the GHS model focuses on the underlying components of thinking and learning rather than on skill sets and achievement markers.

Another unique aspect of the school is the parent involvement component. The RDI program, which forms the basis for much of what the GHS model is, focuses on parental involvement in the development of the child’s ability to problem solve and relate to others. The GHS model incorporates this focus, in that the learning goes beyond the classroom and into the home setting. Parents are integrally involved at GHS, and must have a willingness to incorporate new ways of interacting with their child at home in order to allow their child to truly develop and grow…

Indeed, Relationship Development Intervention (RDI) focuses on the dynamic processes involved in cognition and does not advocate training students to perform a certain behaviour (which is more what Applied Behaviour Analysis (ABA) sets out to do). RDI also strongly advocates a strong parent/community involvement - in that the parents must be actively involved in this remediation. Clinical Psychologists and husband/wife team Dr Gutstein and Dr Rachelle Sheely are founders of the internationally known, Houston, Texas-based Connections Center for Relationship Development…

…Our Mission

Different meanings of the word “relationship” in Relationship Development Intervention provide a gateway to understanding our company mission. We are dedicated to developing tools and training programs that empower parents and helping professionals in the following ways:

• Empowering family relationships, so parents can act as the primary guides of their children’s mental, social and emotional development
• Creating powerful learning relationships, that seamlessly integrate home and school, teachers, parents and students in a productive learning environment
• Building effective minds, through carefully understanding each learner’s unique bio-psycho-social needs
• Designing a dynamic curriculum that engages learners in productive cognitive challenges that stimulate neural integration
• Fostering worldwide, online community relationships of parents and professionals, dedicated to furthering a common mission…

(sources: Sign in; Joanne Lara Joins Dr. Steven Gutstein as Master Teacher at RDI Treatment Program; Special Education and Disability Rights Blog: The Gilbert Hall School: A New Perspective on Learning to Learn; http://www.rdiconnect.com/pages/About-Us.aspx)

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Disclosure of an Autism Spectrum Disorder diagnosis in the workplace is an issue that needs to be carefully weighed.

Sumida River Solutions, a company I have mentioned before, goes to great lengths to ensure privacy of their problem solving ‘scientists’…

…Can we interview members of the [Advanced Technology & Sciences Group (ATS)] team?
No. As a general rule, it is very rare for our scientists to interact with our customers. Our ATS scientists are typically special needs individuals that only work with properly trained individuals. Your engagement liaison can explain this in more detail. At SRS, safeguarding our scientists from situations that may be harmful to their well being is our number one priority.

Will we know the names and backgrounds of the ATS team members?
We provide general backgrounds of our scientists but only provide an associated name if the scientist approves this ahead of time. Privacy is a great concern of ours and we advocate an environment of self-disclosure regarding any disorders our scientists may have. In other words, we leave it up to the scientists whether or not they wish to tell you about their personal situation…

Dr. Stephen Shore, an Assistant Professor at Adelphi University in New York State, has edited several books related to Autism, including Ask and Tell: Self Advocacy and Disclosure for People on the Autism Spectrum (2004). An ‘Aspie’ himself, this is what this leading self-advocate’s views are on disclosure of an Autism diagnosis in the workplace…

…For Shore, disclosure is another key issue in employment for adults on the spectrum, and a key solution is also reframing. “I like to bring meaning to disclosure,” he says, "So it goes beyond saying ‘Hi, I have autism… and it’s great to meet you.’ Disclosure is about beginning a discussion about the strengths and challenges that an individual may have."
Shore recommends that, during disclosure, a person should begin by reviewing their personal strengths for the other person (potential employer, co-worker, etc.), and then discussing how they use those strengths to accommodate their personal challenges. In this way, the person with autism helps frame the other person’s understanding of autism in terms of abilities and effective supports.
“I always use the word ‘challenge’ instead of ‘weakness’” he adds, “You can do something with a challenge; you really can’t do anything with a weakness.”…

Disclosure of a diagnosis (for example of Asperger’s Syndrome) may also be a factor affecting the legal situation for an individual should there be any kind of harassment allegations…

…Unfortunately, Aspies’ deficits often receive more attention than their strengths, sometimes leading co-workers and bosses to criticize and mock them.

In 2008, Aspie Thomas Mangano, former director of manufacturing for Sunnyvale, Calif.-based Verity Inc., sued the software firm and his manager, Steven Springsteel, alleging disability discrimination and “verbal harassment” after enduring several months of Springsteel calling him “Rain Man” in front of his co-workers.

He had also been passed over for a promotion. In both instances, Verity prevailed – in part, because Mangano had not yet been diagnosed with Asperger’s when Springsteel was taunting him or when he failed to get the promotion.

Such cases fall into a legal gray area, according to Vianei Lopez Robinson, partner in the Houston law firm of Buck Keenan, where she practices employment law.

Although Mangano had not yet learned of his disability himself, it could be argued that Springsteel could tell something was different about him. In that regard, his case could fall under what Robinson calls a “prong” in the Americans with Disabilities Act [ADA] that protects employees who are “regarded as” being disabled, even if they have not disclosed that fact to their employer.

“If an employer thinks an employee is disabled and discriminates against [him or her] based on that perception, that is still a violation,” Robinson says. “If someone has Asperger’s, but has never disclosed it and gets terminated, that may be a termination in the normal course of business, or they may have a disabilities claim for having been regarded as disabled. That is going to depend on the circumstances of each case.”

In Mangano’s case, Verity’s attorney successfully argued that the company had legitimate business reasons for hiring a vice president from outside the company.

Across the legal community, opinions vary with regard to whether Asperger’s even qualifies as a disability under the ADA. Robinson says that’s because it can be argued that Aspies are not substantially impaired in a major life activity.

That said, she recommends that companies treat Aspies – and anyone they might suspect of being an Aspie – as if the condition is covered by the ADA. As with other mental handicaps, employers frequently need to make reasonable accommodations to help Aspies succeed in the workplace.

“They need to engage in an interactive process with the employee, see what their limitations are, and determine what accommodations make the most sense,” says Robinson…

(sources: Sumida River Solutions, Inc. - ATS FAQs; http://www.dps.missouri.edu/Autism/2012AWNC/Shore.pdf; Human Resource Executive Online - Aspies in the Workplace)

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I have already mentioned the advantages of using bean bag chairs for individuals with Autism Spectrum Disorders. Another chair that provides sensory feedback to calm children with special needs, such as those with Cerebral Palsy or Autism Spectrum Disorders, is Freedom Concepts’ Chill Out Chair. The home edition of the Chair is said to eliminate compromising positions that such children may find themselves when sitting in bean bag chairs, being propped up with pillows on the sofa, or just lying around on the floor…

…the Chill-Out Chair may help provide a complete diet for the senses. Textured and patterned fabrics for touch and sight, Scentsation™ Pockets for smell, and the Communication/Feeding Tray and Accessories Sleeve Pockets for adaptive communication devices may all aid in sensory processing.

Specific foams can provide the occupant with a pressure hug or supportive relief while seated. The deep-V design along with a weighted blanket or Compression Cushion™ (stuffed with your own weighted or aromatherapy fillings) can help create a cocoon or squeeze sensation.

Response to movement can be created with the gentle back and forth motion of the Rock’er or the spinning of the Roll’er.

The versatile Rock’er Roll’er Chill-Out Chairs can be customized to cover a wide range of behavioral and therapeutic needs with the various options…

Four different foam densities have been incorporated throughout the Chill-Out Chair to give the proper amount of support where it is needed…

…The Chill-Out Chair features a unique Deep V design with multiple foam densities to provide your child with a comfortable alternative to traditional hard-edged seating devices like walkers, standers or wheelchairs.

…All Chill-Out Chairs include a multi-positional Ottoman that: supports and elevates the legs; assists circulation; and helps reduce edema of the lower extremities.

The Ottoman can also function as a side table for the occupant and/or caregiver. When set on its end, it provides an ideal position for the caregiver to assist the occupant with activities such as feeding, communication, therapy, or to provide physical or emotional comfort…

As mentioned above, the Chill-Out Chair is able to provide a hug or cocoon sensation especially when used with a weighted blanket, such as Protac’s Ball Blanket, or a compression cushion, and perhaps even a compression/weighted vest. No doubt a very calming effect for Autistic kids. Such combinations might also prove to be excellent ways to temporarily create focused, untroubled mindsets for learning and work in such individuals…

(sources: PPS Documentation; http://www.freedomconcepts.com/fc_products/alternative-seating/rocker-chill-out-chair/)

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I have already mentioned the use of Weighted vests for children with Autism Spectrum Disorders. The pressure applied by such products, when worn by an individual, is mainly due to gravity’s pull on the weights…

…but if worn too long, the nervous systems adapts to the added weight. Occupational therapists call this accommodation. There is a wearing schedule to follow in order to prevent accommodation, and parents or therapists have to be careful not to use too much or too little weight…

Recently, a deep pressure vest, the Vayu vest, has been developed by Brian Mullen, while he was a graduate student at the University of Massachusetts Amherst. Named after a Hindu wind god, the device is designed to apply deep pressure to the body in a manner similar to a hug. The Vayu deep-pressure therapy vest, which comes in three sizes and is low profile enough to be worn under clothing, can be inflated or deflated depending upon the needs of a particular patient or situation…

…The advantage of the Vayu is that you can leave it on and change the pressure. The student does not habituate to the sensation and is able to maintain a sense of body awareness…

Indeed the Vayu vest utilises DeePAD, a unique method of applying and controlling the sensory based intervention of deep-touch pressure. This allows children and their caregivers to modify the pressure to the point that works for them.

The Vayu vest was initially inspired by Tina Champagne’s work on the use of weighted blankets in adult acute care mental health settings: Welcome to OT-Innovations - OT-Innovations. Champagne worked as an occupational therapist at Cooley Dickinson Hospital in Northampton, Massachusetts. Tina Champagne has said that the most profound thing she has found is that the Vayu vest has helped the majority of children regulate their emotions, even if their actual issues may differ. This should help them cope with their anxiety so they’re available to attend, to learn, to function, and to participate…

…While [many treatments for Autism] may provide relief for people with autism, they’re not reimbursable through Medicare or Medicaid and often aren’t covered by insurance…
“Our goal is to develop a reimbursable medical device, not a homemade solution,” says CEO [of Therapeutic Systems, an Amherst startup,] Brian Mullen. “I think [people with autism] deserve the same level of quality and safety as those with any other illness or diagnosis.”…

“…moving sensory tools into the realm of medical devices could be advantageous by allowing for the development of higher quality technology solutions, facilitating increased clinical research, and ultimately resulting in insurance reimbursement. This could increase access of innovative and effective new products to many different populations,” [said Mullen and his business partner Chris Leidel.]
A primary goal of the company has always been to not only develop a great product, but to validate that product through research…

The Vayu vest currently sells for $2000 and because of the high price, Therapeutic Systems has created an option to rent the vests for $100 per month (with each payment potentially going toward the product’s purchase).

(sources: Deep Pressure Vests for Sensory Integration - Yahoo! Voices - voices.yahoo.com; Vayu Experience 7/21/11 | pressurevest; http://vayuvest.com/; The Vest That Just Keeps Hugging | Mechanical and Industrial Engineering; Vayu vest, a Spiral partner, garners attention from medical device industry – good sign for sensory products | The Spiral Foundation)

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Robert Mayben, a special education teacher from Sonora, California, is the inventor of the Desktop Desk.

The Desktop Desk provides disabled individuals the ability to access and actively participate more equally in many of life’s everyday activities. The lightweight, portable product operates similarly to a dry erase board, with users manipulating markers and erasers, and utilising any standard countertop cleaner for cleaning.

Given the problems with fine motor skills and handwriting that many people with Autism Spectrum Disorders have, a key advantage of the Desktop Desk for these individuals would seem to be improved hand control…

…Simply, the Desktop Desk eliminates the need for propping up a work desk, dining table or other surface on 2x4 planks or red bricks. The improved angle and the ability to get closer to the writing surface provided by Mayben’s product made a real difference in improved hand control…

The Desktop Desk is not made especially for Autism Spectrum Disorders but here is an example of how one success story of its use for someone on the Spectrum…

…And then one [Desktop Desk] was built for an autistic boy who was struggling to keep focused. The desktop desk became part of his routine when he walked in my class. He was able to set it up, place his activity sheet on it, and when he tilted it to a comfortable working position he was able to work with less visual distraction. This equaled less classroom behavior management for me and more academic time for him…

Finally, Robert Mayben operates a sponsorship program to ensure that his product gets into the lives of those who most need it…

…In the past two years, Mayben has sold several hundred Desktop Desks to parents, schools, adult learning centers and other organizations.
He also has developed a sponsorship program, through which Rotary, Lions and Kiwanis clubs, as well as businesses and veterans’ groups, have purchased Desktop Desks to donate to local schools and centers that work with people with disabilities…

(sources: Independence Today; Your Therapy Source - www.YourTherapySource.com: New Desk for Individuals with Physical Disabilities; Home - Quest | Muscular Dystrophy Association)

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Adjustable-height stand-up desks were originally the brainchild of Abby Brown, an elementary school teacher from Minnesota. She took the idea for the desks to Wisconsin-based ergonomic office products manufacturer Sunway Inc., in order to help her own restless students. The idea has subsequently caught on, and the desks have become fixtures in schools across the United States…

…the reality is all children benefit from [the AlphaBetter height-adjustable desks] (as do the adults who use these desks)," says Brown…
…Guidance from Brown and other teachers played a significant role in the design of the height-adjustable desks. A unique feature of the desks is a swinging footrest that can channel students’ excess energy (i.e. fidgeting), and burn extra calories. Teachers who use the desks report that the movement is subtle and less distracting than wiggly kids who are trying to get comfortable in traditional desks. Through grants, Brown’s building acquired enough standing stations for every child.
“There are fewer requests for bathroom breaks and drinks, although there are still those students who need an excuse to get out of working on their math.” [Brown said]
…Brown’s students confirm they feel more energetic and less tired when they come home after school. Former students who have recently moved on to junior high tell Brown they have trouble staying awake and feel fatigued in traditional desks. Even in the standing desks, students are not required to stand all day. They sit on stools when they choose, most often after physical education or recess breaks and at the end of the day…

Indeed the AlphaBetter student desk comprises the central part of the ‘Stand Up For Learning’ concept - the AlphaBetter height-adjustable stool is the other essential part of the equation. There are various grant and funding options available to schools to transition to the ‘Stand Up For Learning’ concept: http://www.standupforlearning.com/Home/Grants%20for%20Sunway%20Furniture_FINAL2%20with%20logo.pdf

For example, DonorsChoose.org is an online charity that connects particular projects and classroom needs with potential donors…

…Thank you so much for donating to this project. My students just love the AlphaBetter desk and stool! Students have been taking turns using the desk throughout the school day, and each one of them has said they really like it. Having the option to stand as they do their work has helped them focus more on their tasks. The standing desk and stool have been such a big hit that I am hoping to one day have a set at each table group…

…Now that we have been using the AlphaBetter desks for a few months, I can say that they are working out marvelously and thank you again for your generosity! They allow my shorter students to sit in the back of the room and still see the front of the room. Many of these children are sick of always being placed in the front, because otherwise they can’t see over taller students’ heads!

These unique desks also provide a place for students with extra energy a safe and appropriate place to stand, swing their legs, or sit on a stool… Students can do their work in a position more comfortable to them…

(sources: Education World: Teachers Trade Space, Fixtures for Fitness; Get Up, Stand Up! Stand Up for Learning! | DonorsChoose project by Ms. Park; Stand and Deliver II: AlphaBetter Desks in Demand! | DonorsChoose project by Mrs. Keysor)

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Ball chairs are another item that is gaining popularity in classrooms (as well as workplaces) across the United States and elsewhere. While swapping a regular chair for a cushy ball is all about improving learning, the colourful classroom-designed ball chairs are also a fun, refreshing change for students.

Lisa Witt, through her Wisconsin-based company, WittFitt LLC, has been a key person in efforts to promote and integrate the stability ball into the classroom and school environment. One major advantage that ball chairs have over regular chairs is that they force the person sitting on them to engage in ‘active sitting’, thereby strengthening their core muscles…

…Active sitting refers to sitting on a surface that is constantly able to move. These surfaces include special devices like sitting discs or exercise balls. Unlike a standard chair, these surfaces force your body into an ergonomic position that leads to better posture, circulation, and productivity…

Indeed, not only is ‘active sitting’ beneficial to core strengthening, but it can improve concentration levels…

…“Ball chairs are very good for children who need to move a lot,” says Kay … a retired elementary school teacher from [Colorado.] [Kay] had such success in her classroom using a ball chair for one special needs child that she pushed for and was awarded a district grant to get ball chairs for her entire class. “The chairs were helpful for special needs students in particular, but I also saw a big difference in kids who were just always rocking in their chairs and needed to move.”

When a child sits on a ball chair, they are able to direct their natural kinesthetic energy and need for movement in a positive way, because the child on a ball chair has to constantly move his body on the chair to maintain his balance.

So rather than squash a child’s innate need for movement, ball chairs channel their physical energy in a positive way, allowing them to focus on their work more completely and reach their full potential as learners…

(sources: Why You Should Use an Exercise Ball Chair at Your Desk; Blog)

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I have mentioned in an earlier post, ways to make long-term compliance with therapies like Neurofeedback more likely. For a child to to do regular Neurofeedback sessions over a long period of time, it might well take the excitement of having the therapy packaged as fun video games.

One video gaming technique based on Neurofeedback that has come out in the past year, is Focus Pocus…

…Focus Pocus uses a brainwave-reading headset and helps children ages 7-13 improve impulse control, memory, attention and relaxation.
…the child … takes on the role of an apprentice wizard, working through 12 mini games that requires he or she to think in certain ways. [For example, the] player … can turn a pig into a trumpet by relaxing and do things like fly a broomstick by concentrating…

One interesting feature of Focus Pocus is the way parental involvement is incorporated as part of the system:

…FocusIn is a parental reporting application that works alongside Focus Pocus, allowing parents to login daily and see how their child is doing with their exercises, and also reward them for good behavior, unlocking features within Focus Pocus. FocusIn also provides a report after 25 sessions, focusing on performance and behavior change…

One additional idea to ensure maximal long-term compliance to a therapy like the one just mentioned, is to follow the research from a 2009 best-selling book on raising children, Nurtureshock: Why Everything We Think About Raising Our Children is Wrong by Po Bronson and Ashley Merryman. A parent can tweak their parenting style to bring maximum effort out of their child in the long term; for example focusing on praise for a child’s effort (which is something that a child can control) rather than praise for his/her intelligence (which is something out of their control), and focusing on intermittent reinforcement (rather than frequent praise) teaches a child persistence…

…New research from Columbia University’s Dr. Carol Dweck found that parents may actually be growing a generation of “praise junkies” who can’t figure out how to survive life’s setbacks, the Daily Mail reports.

Other experts agree. “Providing a child with too much praise is actually depriving the child of the skills necessary to deal with the real-life situations that are facing them as they grow and develop,” says Marlene Belew Huff, associate professor of adolescent medicine at the University of Kentucky. “Too much praise can cripple the ability of adolescents to enter into adulthood with the ego strength necessary to manage even the least significant offense.”..

(sources: Video Game Uses Brain to Control Action | PCWorld; Focus Pocus?? is the world’s first learning application that effectively incorporates NeuroSky’s real time electroencephalography.; Are parents creating generation of ‘praise junkies’? Being too encouraging can backfire, says study - New York Daily News)

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In the post just above this one, I mentioned the idea that a parent could focus on things that a child can control - like praising a child for his/her efforts made rather than focusing on areas out of a child’s control (like praise for his/her intelligence). Focusing on things out of the control of individuals with Autism Spectrum Disorders, given the various difficulties that such conditions can bring in dealings with the world, can lead to a state of ‘learned helplessness’…

…One cognitive theory that has been researched extensively is the reformulated learned helplessness model. Seligman (1975) defined helplessness as “the physiological state that frequently results when events are uncontrollable”. The individual learns that responding is independent of reinforcement and comes to believe that action is futile. The reformulated theory of learned helplessness hypothesises that when people perceive lack of control and find themselves helpless, they implicitly or explicitly ask why they are helpless. The casual attributions they make regarding this lack of control influence whether the helplessness entails self-esteem and generalises across situations and time.
…Specifically, support was found for the reformulated theory of learned helplessness with adolescents diagnosed as having Asperger Syndrome. The participants seemed to blame themselves for a negative event or outcome, considered the cause to be consistent over time, and also generalised the cause across situations…

Attribution is a concept in social psychology addressing the processes by which individuals explain the causes of behavior and events. Attribution retraining focuses on modifying learners’ thoughts concerning why they have succeeded or failed on a task. Below is an example of an attribution retraining systematic procedure which is designed to influence an individual’s perception concerning the cause of his performance…

…Is the issue internal or external in locus?
Did it happen because of something about you as a person?
Is the issue stable or unstable?
Do you get the same outcome every time?
Is it controllable or uncontrollable?
Can you influence the situation at all? Let’s take a look at the following real life example…
Situation: Shawn does well in most of his subjects at school except for math. When his parents question why there is such trouble with math he explains that there is nothing he can do about it because he has just “never been good at it and that will never change.”
Child Response: By analysing Shawn’s response we can see that he has essentially learned to be ‘helpless’ when it comes to math. Through his experiences he has decided he has no natural skills or talents in math and will have to live with it. He has closed his mind to any possibility for change which certainly does not support positive progress and can become very depressing for him.
Another Possible Explanation: If Shawn’s teacher and parents got together with him, perhaps they would find that there is a specific area of math that causes him more difficulty, a learning disability or attention deficits that cause him trouble during class. Arrangements could be made for a tutor or special accommodations that would allow him to find more success and a sense of control over his outcomes. Shawn would see possibilities for controlling the situation and then build on small successes until he gained confidence in his ability to achieve moderately well in math.
We can help individuals with [Autism Spectrum Disorders] assess or attribute their circumstances by working through each of these questions systematically…

(sources: Tony Attwood - Author of The Complete Guide to Asperger’s Syndrome - Attributional Style and Depression in Adolescents with Asperger Syndrome; Supporting problem-solving skills | Autism Support Network)

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Belgium-based psychologist Peter Vermeulen first coined the term ‘context blindness’ in his first book on autism (Autistic Thinking) in 1996. By ‘context blindness’, Vermeulen refers to the ‘absolute thinking’ characteristic in Autistics…

…For example, a young man with an [Autism Spectrum Disorder] was taken to see an apartment into which he would soon be moving. The current tenant’s furniture and belongings were in the apartment when he viewed it. After taking a tour he responded that he could not live there. While this might easily be interpreted as resistance to change or a difficulty with transitions, after some probing it was discovered that it was the result of him misreading the context. He thought that he would have to live with someone else’s possessions and that there would be no room for his furniture and personal items…

Vermeulen believes that treatment of Autism is still too focused on behavior and minimally focused on observation or determining the way of thinking that leads to the behaviour. Scripts and rules are insufficient to overcome social misunderstanding and social faux pas in Autism Spectrum Disorders, context must be added to materials taught…

…Emotion recognition training is immensely popular in the field of autism. Typical materials used in this training are photographs or pictures of facial expressions of emotions.
…Although these materials can help children with autism learn about different emotions in a rote manner, they do not reflect emotion recognition as it happens in real life.

 First, we rarely see faces out of context in real life. When we try to figure out what a person feels, we look at context as much as we do facial expression: the situation, what that person says, body language, our past experiences with similar situations, etc. In fact we don’t even need a facial expression to recognize emotions. Even without a facial expression you certainly know how the man in the photo at feels, based on the context. Studies on how people process facial expressions have shown that when we look at faces, our brains always spontaneously encode the context and that in certain instances, context plays an even bigger role in emotion recognition than the facial expression.
The second problem with traditional emotion recognition training is the underlying assumption that there is a direct relationship between an emotion and its facial expression. This assumption goes back to Darwin’s idea of universal expression of emotions in which each emotion has its own distinct facial expression. Unfortunately for people with autism, facial expressions are not that straightforward and quite often are ambiguous. Take tears for instance. What do people feel when they have tears on their cheeks? It could mean sadness. But it could also mean happiness or pride. Or it could be an allergic reaction or the result of dicing an onion. How can a brain tell the difference? It uses context.
…Social competence is not about knowing whether a certain behavior is socially appropriate or not, it is the knowledge of when that behavior is appropriate and when it is not…

(sources: Context Blindness - Geneva Centre for Autism; Teach Contextual Sensitivity to Children on the Spectrum)

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Another individual who specialises in exercise classes for Autistics is Addie Godinho. Addie’s AutismFITT (Functionally Integrated Traditional Training) Club is located in San Diego, California. Godinho first opened Addie’s Personal Training Studio in 2001. However, Godinho’s circumstances changed when her first daughter was born in 2004 and diagnosed with Autism two years later…

…Since then Addie started researching Autism programs for exercise because the physical therapy [in her daughter’s] life was just not cutting it. Addie states, “Exercise is my passion and Reese was brought into my life to fuel my fire to help other families who have children with autism. I love every minute of it.”

Addie’s Personal Training Studio is heavily involved in fundraising - with events benefiting an organisation I have already mentioned, the The Autism Tree Project Foundation (ATPF)…

…Addie’s Studio is known for is their annual Remodel your Body (RYB) event held in March each year. RYB is an event that anyone can participate in and raise money for The [APTF].

ATPF is a grass roots foundation located here in San Diego and therefore, the money raised goes to local San Diego families…

In 2008 Addie’s raised $ 9,900
In 2009 Addie’s raised $ 3,400
In 2010 Addie’s raised $ 16,040
In 2011 Addie’s raised $ 8,250
In 2012 Addie’s raised $ 6,300

Every quarter Addie’s Studio holds a Women and Wine Event that also benefits the ATPF. There are about 50 to 60 women in attendance. They have an opportunity to enjoy networking while shopping as local women and their businesses showcase their products and services. All in attendance get to mingle while having catered food and a glass of wine.

I love the community and helping out as much as I can through the studio and it feels really good when someone says “thanks for helping out and giving back”, Addie says.

(sources: http://www.addiesstudio.com/flyers-and-marketing/doc_download/18-autism-fitt-brochure.html; Fundraising - AutismFITT Club? | San Diego Fitness for Children with Autism)

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Denmark, the country where the Specialisterne concept was founded, was also the first country in the world to offer an IT education programme specifically aimed at young people with Asperger’s Syndrome (AS). During the three-year course programme offered at several institutions all over Denmark the student will specialise within one of four areas: techniques, software construction, visualisation or quality assurance. The AspIT programme includes an internship component…

…All students complete an internship of at least 24 weeks in one or more companies that wish to employ them after the course. The internship gives the student more specialized skills within his or her focused talent. …Work adjustment training focuses on individual learning and the student’s focused talent.
…The graduates agree that the internships have been instructive. Some of them found it was a huge challenge - in fact some had to shift to another company, e.g. because the office environment was too overwhelming for them. Others had very positive experiences and actually got a job in “their” company after the internship…

Apart from the programme’s concern with each individual’s focused talent, a great feature for young people with Asperger’s Syndrome is AspIT’s special focus on improving social skills; these are, of course, so important to workplaces (and such a challenge for those on the Autism Spectrum)…

…Teaching is performed in small groups with around five students in each group.
…During the second and third semesters we dedicate 80 lessons to the subject called “social comprehension.”
The students will develop their social, personal and behavioural competencies by means of individual instruction, support and guidance…

…“Three years ago many of the students had problems socialising with other people, but now they agree to do interviews on television or radio,” says [Vejle Business College Project Manager] Ole Bay Jensen.
…they are now considering whether disciplines other than IT could match the characteristic personality features of autistic people.

Finance, accounting and logistics are on the list and, similarly, within languages there could be translation jobs and proofreading that people with AS could thrive with and be good at…

According to the following link evaluating AspIT, the programme looks to be quite successful and it might be an idea to have such vocational training courses spread to other countries: AspIT – IT-uddannelse som stu og LAB i 8 byer i Danmark

(sources: AspIT – IT-uddannelse som stu og LAB i 8 byer i Danmark; AspIT – IT-uddannelse som stu og LAB i 8 byer i Danmark; IT students with autism ready for job - Politiken.dk)