20240506[en]_Autistan_[S005791]-BR_{ABONG} C20-WG6 Key Points Recommendations Clarifications Education Autism Disability Human Naturalness
Attention to the Co-Facilitation of Working Group 6 of the C20 2024 (“Education and Culture”)
Our Key Points, Recommendations and Clarifications
about Education, Autism, Disability
and Human Naturalness
May 6, 2024
Esteemed Co-Facilitators,
Please find below a summary of various points we deem important for better addressing the needs of people with disabilities – particularly the autistic individuals – in the field of education, as well as for improving the quality and peacefulness of life of peoples (especially in disadvantaged areas), and for safeguarding indigenous peoples from harmful attempts of imposed education.
We would appreciate knowing to what extent you plan to incorporate these considerations into the document currently being prepared.
Please accept, Esteemed Co-Facilitators, the assurance of our distinguished regards.
Autistan Diplomatic Organization
Index
1.1. Education, an essential virtuous vector against “human perdition” and misery. 4
1.2. Non-formal education, a necessary vector for well-being and physical and mental health. 4
1.3. Full access to education for everyone, of all ages, without restrictions or obstacles. 4
2.1. Awareness and accessibility of school for all disabled students, including autistic people.. 4
2.2. Learning non-autism and autism by autistic individuals. 4
2.3. Learning autism and non-autism by parents and educators of autistic individuals. 5
B- Summary of our Recommendations. 6
1.1. Education as a Virtuous Tool Against Social Challenges. 6
1.2. Non-Formal Education for Physical and Mental Well-being. 6
1.3. Universal Access to Lifelong Education. 6
2.1. Awareness and Accessibility. 6
2.2. Learning about Autism.. 6
2.3. Education for Parents and Educators. 6
C- Proposed Corrections for the WG6 Draft Document of 03/05/2024. 8
- Popular Education. 8
- Education and Autism.. 8
- Awareness and Accessibility. 8
- Learning about Autism.. 9
- Education for Parents and Educators. 9
D- Further Considerations on Safeguarding Indigenous Peoples. 10
- Preserving Indigenous Autonomy and Naturalness: Advocating for Non-Interference. 10
- Synthesis: Preserving Indigenous Autonomy and Naturalness. 11
E- Appreciation for Incorporating Our Feedback and Requests. 12
- Thanks for considering our request for offline participation. 12
- Appreciation for the improved consideration of autism and disability in the current document drafting. 12
- Regarding our statement that “autism is a natural human difference (or variant)”. 14
- About what we call the “Autism Fundamental Distinction”. 16
Table of Contents
A- Our Key Points
1. Popular Education
1.1. Education, an essential virtuous vector against “human perdition” and misery
– The lack of education (especially in poor areas) leads to various social evils (largely based on illusory materialistic, superficial, or virtual attractions).
– These evils include drug and criminal activity, depression, as well as low economic performance for countries.
1.2. Non-formal education, a necessary vector for well-being and physical and mental health
– There is also a need for education regarding nutrition, physical (and sexual) activities, and leisure (often too consumerist and superficial).
1.3. Full access to education for everyone, of all ages, without restrictions or obstacles
– Education for all ages and on all subjects should be accessible remotely, and it would be helpful to explore how artificial intelligence can assist with this.
2. Education and Autism
2.1. Awareness and accessibility of school for all disabled students, including autistic people
– Schools must be accessible to all disabled individuals, including autistic people, notably by removing attitudinal barriers, meaning improper or unfair behaviors from the social environment.
– Awareness and training of teachers and staff for all disabilities, especially those related to autism.
– Strong measures to combat bullying or any form of mistreatment of disabled or vulnerable students or those who are “different”.
– Note: The overall level of a class increases in the presence of autistic students if things are done correctly.
2.2. Learning non-autism and autism by autistic individuals
– Autistic individuals should be able to learn social functioning (or “learn non-autism”) like learning a second language, without denying or denigrating their autistic nature.
– They should also “learn autism” (its functioning, qualities, etc.).
– Note: This learning cannot be done properly when one is forced to live in specialized facilities.
2.3. Learning autism and non-autism by parents and educators of autistic individuals
– Non-autistic individuals must learn about autistic functioning (or “learn autism”), especially its qualities.
– They must also learn or understand the peculiarities (and the numerous flaws) of ordinary non-autistic functioning.
2.3.1. Parental education on autism
– Any potential protection of autistic individuals must be intelligent and measured, respecting their choices as much as possible (within the bounds of propriety, for example, in clothing).
– There should be no overprotection, but rather a maximum of experiences and travels for autistic individuals.
– Training and education on autism for parents should be easily accessible remotely and everywhere in all countries, thanks to the Internet and systems provided by the States (in collaboration with autistic individuals and their organizations).
2.3.2. Education / Sensitization of society to autism (to achieve accessibility)
– The entire society, particularly anyone potentially interacting with an autistic individual (employees, officials, etc.), must be sensitized to at least be able to detect a “possibility of autism” in case of a problem, which then allows for recourse to a perfectly competent remote autism assistance service (as it is impossible to turn everyone into an autism specialist).
2.3.3. Proper training in autism matters
– Training and sensitization to autism must be done by understanding autism (rather than merely repeating vague theories about autism), and for this, it is necessary to consult autistic individuals who can explain (and their collectives).
B- Summary of our Recommendations
Introduction
Education serves as the cornerstone of societal progress, addressing challenges and fostering inclusivity. Our submission advocates for comprehensive education and the integration of autistic individuals into mainstream educational settings.
1. Popular Education
1.1. Education as a Virtuous Tool Against Social Challenges
Investing in education, especially in impoverished areas, is crucial to combatting societal ills like substance abuse and crime. Prioritizing education can mitigate these issues and enhance economic productivity.
1.2. Non-Formal Education for Physical and Mental Well-being
Beyond traditional academics, non-formal education on nutrition, physical activities, and leisure pursuits is vital for overall well-being and mental health.
1.3. Universal Access to Lifelong Education
Education should be accessible to all, irrespective of age or subject matter. Leveraging artificial intelligence and other technologies can facilitate lifelong learning for everyone.
2. Education and Autism
2.1. Awareness and Accessibility
Ensuring schools are accessible to all, including autistic students, requires eliminating attitudinal barriers and implementing measures against bullying and discrimination.
Autistic individuals should learn social functioning skills while embracing their neurodiversity. Understanding and acceptance of autism’s diverse perspectives foster inclusive environments.
2.3. Education for Parents and Educators
Non-autistic individuals must understand autism to create supportive environments. Parental education should prioritize autonomy and global collaboration for holistic support.
2.3.1. Parental Education on Autism
Parental support should be respectful, avoiding overprotection and encouraging diverse experiences.
2.3.2. Societal Sensitization to Autism
Societal awareness is crucial for creating inclusive environments and accessing appropriate support services.
2.3.3. Effective Autism Training
Training programs should be informed by autistic individuals’ perspectives, emphasizing practical strategies over abstract theories.
Conclusion
By implementing these recommendations, governments can strengthen their commitment to inclusive education, fostering a future where every individual, regardless of ability, can thrive.
C- Proposed Corrections for the WG6 Draft Document of 03/05/2024
1. Popular Education
- Integration Across Recommendations: Integrate the concept of popular education into the recommendations by emphasizing the importance of making educational resources and training easily accessible to all, regardless of background or ability, leveraging technology and community outreach efforts.
Here’s how you can include it:
- “Ensure that educational resources, training, and support services are accessible to all individuals, regardless of socioeconomic status or ability, through the promotion of popular education initiatives. Utilize technology and community outreach efforts to make lifelong learning opportunities available to everyone, thereby addressing social inequalities and fostering inclusive educational environments.”
2. Education and Autism
- C20 Integration: Add a new subsection within the C20’s recommendations specifically focusing on autism education, under the sections “Defending the rights of inclusion in education and culture” or “Promoting the implementation and maintenance of a transformative and intersectional educational system”. This subsection should emphasize the importance of supporting autistic individuals within educational systems, ensuring accessibility, awareness, and acceptance while addressing attitudinal barriers.
Here’s a suggestion for inclusion:
- “Incorporate explicit measures to support autistic individuals within educational systems, ensuring accessibility, awareness, and acceptance, while addressing attitudinal barriers. This includes providing comprehensive training for educators on understanding autism, implementing strategies to address the needs of autistic students, and fostering inclusive environments that celebrate neurodiversity.”
3. Awareness and Accessibility
- Enhanced Accessibility: Enhance the section on accessibility within educational settings to explicitly address the needs of neurodiverse individuals, including autistic people, while tackling attitudinal barriers.
Here’s a suggested addition:
- “Broaden the discussion on accessibility to encompass the diverse needs of individuals, including those with neurodevelopmental conditions such as autism, while actively challenging attitudinal barriers. Advocate for the creation of sensory-friendly environments, provision of support services tailored to the needs of neurodiverse learners, and implementation of anti-bullying measures to ensure inclusive educational settings for all learners.”
4. Learning about Autism
- Integration into Diversity Initiatives: Integrate content related to autism education within the broader framework of promoting diversity, equity, and inclusion within educational curricula and training programs, emphasizing the need to address attitudinal barriers.
Here’s a suggestion:
- “Include references to promoting understanding and acceptance of neurodiversity, including autism, within educational curricula and training programs, while actively confronting attitudinal barriers. Encourage the incorporation of materials and activities that highlight diverse perspectives, including those of autistic individuals, to foster inclusive learning environments.”
5. Education for Parents and Educators
- Expanded Professional Development: Expand the section on professional development to include comprehensive training on supporting neurodiverse learners, including autistic individuals, while addressing attitudinal barriers.
Here’s a suggested addition:
- “Enhance training programs for educators and parents to encompass strategies for supporting neurodiverse learners, including autistic individuals, while actively confronting attitudinal barriers. Provide resources and workshops that promote understanding, acceptance, and effective support techniques tailored to the needs of neurodiverse students.”
D- Further Considerations on Safeguarding Indigenous Peoples
1. Preserving Indigenous Autonomy and Naturalness: Advocating for Non-Interference
As we deliberate on education and cultural exchange policies within the global arena, it is crucial to recognize the inherent rights of Indigenous peoples to self-determination and autonomy. For centuries, Indigenous communities have thrived by maintaining harmonious relationships with their environments, rooted in traditional knowledge systems and cultural practices. However, the imposition of Western education, culture, and lifestyles has often disrupted these delicate balances, leading to cultural erosion and identity loss.
We advocate for a fundamental shift in approach, one that prioritizes the protection of Indigenous peoples’ rights to maintain their naturalness and autonomy. Rather than seeking collaboration or intervention, we urge the international community to respect Indigenous sovereignty and refrain from imposing external influences, including education, upon their communities.
Therefore, we recommend the following actions:
- Non-Interference in Indigenous Affairs: Affirm the principle of non-interference in Indigenous affairs, respecting their right to determine their own educational systems, cultural practices, and ways of life without external pressures or interventions.
- Recognition of Indigenous Sovereignty: Uphold the sovereignty of Indigenous peoples over their ancestral lands and resources, ensuring that decisions regarding education and cultural preservation are made autonomously and in accordance with Indigenous governance structures.
- Protection of Indigenous Territories: Implement measures to safeguard Indigenous territories from encroachment, exploitation, and external influences, including efforts to preserve sacred sites, natural resources, and traditional lands.
- Cultural Preservation Initiatives: Support Indigenous-led initiatives aimed at preserving and revitalizing traditional knowledge systems, languages, and cultural practices, without imposing external educational frameworks or Western ideologies.
- Respect for Indigenous Naturalness: Foster a culture of respect and appreciation for Indigenous ways of life, recognizing their inherent value as guardians of naturalness and biodiversity, and refraining from attempts to assimilate or Westernize Indigenous communities.
By advocating for non-interference and respecting Indigenous autonomy, we affirm our commitment to upholding the rights and dignity of Indigenous peoples worldwide. Let us stand in solidarity with Indigenous communities as they continue to safeguard their cultural heritage, wisdom, and naturalness for the benefit of present and future generations.
2. Synthesis: Preserving Indigenous Autonomy and Naturalness
In the realm of education and cultural exchange, it is paramount to safeguard the autonomy and naturalness of Indigenous peoples. For centuries, Indigenous communities have thrived through their unique connections to their environments, guided by traditional knowledge and cultural practices. However, the imposition of Western education and culture has often eroded these vital connections, leading to cultural loss and identity erosion.
Our recommendation emphasizes the need to respect Indigenous sovereignty and refrain from external interference in their affairs. Rather than imposing collaboration or intervention, we advocate for policies that uphold Indigenous rights to self-determination and cultural preservation. This includes recognizing Indigenous sovereignty over their lands, protecting their territories from encroachment, and supporting Indigenous-led initiatives aimed at revitalizing their cultural heritage.
By prioritizing non-interference and respecting Indigenous autonomy, we affirm our commitment to upholding the dignity and rights of Indigenous peoples. Let us stand in solidarity with Indigenous communities as they continue to safeguard their naturalness and cultural richness for the benefit of all humanity.
E- Appreciation for Incorporating Our Feedback and Requests
1. Thanks for considering our request for offline participation
As we explained to you, and as you may have observed during the Zoom meeting on April 25, live participation and expression can be challenging for individuals with communication and interpersonal relationship disabilities.
This is why we had requested accommodations from you (via email).
However, your response on April 23 stated that “To provide suggestions, you have to participate in the Meetings, speaking or in the chat.”
Fortunately, during the meeting on 04/24, it was clarified that we could still submit our contributions via email.
So, thank you for that.
2. Appreciation for the improved consideration of autism and disability in the current document drafting
In the “1st draft v2” version of your document (23/04/2024), here are the occurrences of certain keywords:
– “autis*”: 0
– “disab*”: 2
– “neuro*”: 0
In the “Final Concept Note” version of your document (02/05/2024), here are the occurrences of those keywords:
– “autis*”: 2
– “disab*”: 3
– “neuro*”: 2
We attribute these improvements:
– regarding autism: to our requests (as we are the only specialized organization);
– concerning disability in general: to our requests and to various other requests voiced during the meeting, which expressed surprise at the limited consideration of disability in the document of 23/04.
Thank you for these enhancements.
However, we believe that adding these words in the text might not be explicit enough.
Therefore, we have provided additional suggestions above (part C).
Indeed, there are at least 10% of disabled people in the world (sometimes much more), and at least 1% of autistic individuals.
Autistic individuals may face the most discrimination in terms of access to education and learning.
Additionally, the issue of education and learning for autistic individuals (especially in terms of learning social rules while preserving autistic traits) is a very delicate and poorly understood subject.
Hence, we believe it is important to mention it so that States start giving it better attention.
F- Clarification on “Autism as a Natural Human Variation” and the Distinction between “Autism” and “Autism Spectrum Disorders”
We apologize for the difficulties during the Zoom meeting on April 24, which we attribute to a lack of accessibility regarding autism-specific disabilities.
We did not perceive these as “offenses” but rather as illustrations of general misunderstandings about autism.
This tends to support our concern to improve understanding of autism (which is the main goal of our organization).
Indeed, if even within the context of a well-meaning C20 working group, there are misunderstandings and potential friction, it shows how crucial and important the subject is.
How can politicians (who are rarely well-versed in the topic) understand these matters if confusion and difficulties persist even at our working group level?
1. Regarding our statement that “autism is a natural human difference (or variant)”
We understand that this assertion may initially be surprising (to the point of triggering non-malintentional laughter) in a climate of great confusion surrounding autism, especially due to the widespread confusion between “autism” and “autism spectrum disorders” (cf. next chapter, 2.).
To support this assertion, we conducted a brief search of some existing studies to demonstrate the truth of something that, as autistic individuals, seems as obvious to us as saying that albinism is a natural human difference.
You
Is autism a natural human difference or variant ?
ChatGPT
Autism is indeed considered a natural human variation. It’s a neurodevelopmental condition characterized by differences in social interaction, communication, and behavior. While autism may present challenges in certain aspects of life, it’s also associated with unique strengths and perspectives. Many autistic individuals have talents and abilities that are distinct and valuable. Viewing autism as a natural variation helps promote acceptance, understanding, and support for individuals on the autism spectrum.
You
Can you tell me sources about that ? Maybe works by Tony Attwood, or Simon Baron Cohen, or the book Neurotribes, or… ?
ChatGPT
Certainly! Here are some sources by prominent researchers and authors in the field of autism:
- “Neurotribes: The Legacy of Autism and the Future of Neurodiversity” by Steve Silberman: Silberman’s book presents a historical narrative of autism, tracing its evolution from early clinical observations to contemporary understanding. Through his extensive research and interviews, Silberman highlights how autism has always been part of human diversity, emphasizing the contributions of autistic individuals to society. He argues for the acceptance of neurodiversity, positioning autism as a natural variation in human cognition and behavior rather than solely as a disorder.
- “The Complete Guide to Asperger’s Syndrome” by Tony Attwood: Attwood is known for his compassionate and insightful approach to understanding Asperger’s syndrome and autism spectrum disorders. In his book, he emphasizes the unique strengths and abilities of individuals with Asperger’s syndrome, such as intense focus, attention to detail, and exceptional memory. By focusing on the positive aspects of autism and providing strategies for support and acceptance, Attwood implicitly frames autism as a natural variation in human cognition and behavior.
- “The Essential Difference: Male and Female Brains and the Truth About Autism” by Simon Baron-Cohen: Baron-Cohen’s work explores the differences between male and female brains and their relationship to autism. While his research suggests certain cognitive differences between autistic and neurotypical individuals, Baron-Cohen emphasizes that these differences are part of the natural variation in human neurology. He argues against pathologizing autism and instead advocates for understanding and accommodating neurodiversity.
- “Asperger’s Syndrome: A Clinical Account” by Lorna Wing: Lorna Wing’s contributions to the understanding of autism spectrum disorders have helped shape the concept of autism as a natural variation in human development. Through her clinical observations and research, Wing highlighted the diverse ways in which autism manifests and the importance of recognizing and valuing these differences. Her work laid the groundwork for the acceptance of autism as a fundamental aspect of human diversity.
- “Autism and Asperger Syndrome” by Uta Frith: Uta Frith’s research has significantly contributed to our understanding of autism spectrum disorders. In her work, she explores the cognitive and social differences associated with autism, framing them as variations in human development rather than deficits or disorders. Frith emphasizes the importance of recognizing and respecting the unique perspectives and abilities of autistic individuals, thus promoting the view of autism as a natural human difference.
These sources collectively provide evidence and arguments supporting the perspective that autism is a natural human difference or variant, challenging stigmatizing views and promoting acceptance of neurodiversity.
You
Do you suggest more sources ?
ChatGPT
Absolutely! Here are some additional sources that delve into the concept of autism as a natural human difference or variant:
- “Uniquely Human: A Different Way of Seeing Autism” by Barry M. Prizant: Prizant, a clinical scholar and researcher, offers insights into understanding autism from a strengths-based perspective. He emphasizes the importance of recognizing and nurturing the unique qualities and abilities of autistic individuals, reframing it as a natural variation in human development.
- “Thinking in Pictures: My Life with Autism” by Temple Grandin: Temple Grandin, a prominent autism advocate and professor of animal science, shares her personal experiences living with autism. Through her vivid descriptions and insights, Grandin offers a firsthand perspective on how autism influences thinking and perception. Her work highlights the diversity of cognitive styles and challenges stereotypes about autism.
- “In a Different Key: The Story of Autism” by John Donvan and Caren Zucker: Donvan and Zucker provide a comprehensive history of autism, exploring its origins, societal perceptions, and evolving understanding. They highlight the contributions of autistic individuals throughout history and advocate for acceptance and support rather than pathologization.
- “Autism and the Myth of the Person Alone” by Douglas Biklen: Biklen challenges the notion of autism as a solitary and isolating condition by exploring the social and cultural contexts in which autistic individuals live. He emphasizes the importance of community and connection in supporting the well-being of autistic individuals, advocating for a more inclusive and understanding society.
- “Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences” by Thomas Armstrong: Armstrong discusses the concept of neurodiversity, which acknowledges the diversity of human neurological functioning. He explores how conditions like autism, ADHD, and dyslexia are part of this neurodiversity and argues for embracing and celebrating the unique strengths and perspectives they offer.
These sources offer diverse perspectives on autism as a natural human difference, drawing on personal narratives, historical accounts, and scientific research to challenge misconceptions and promote acceptance and understanding.
2. About what we call the “Autism Fundamental Distinction”
It is essential to understand that autism is not the same as autism spectrum disorders. This is what we tried to explain during the April 24 meeting, but we were told that the participants understood what it was about, which would be quite surprising since it took us a 90-page document and a 1 hour and 15-minute meeting with the autism specialist from the World Health Organization, Chiara Servili, for her to understand this distinction well, as evidenced by analyzing the evolution of her reflections during this meeting.
If one reduces something to its negative or problematic aspects, it is logical that misunderstandings and problems are inevitable.
Moreover, if one believes that autism is only disorders or deficiencies, then it prevents seeing the qualities of autism (as “the qualities of a disorder” makes no sense), it prevents autistic individuals from accessing necessary self-esteem, and it greatly reduces the chances of acceptance and adaptation efforts by a socio-administrative system that views autism solely as a “problem” (as we unfortunately heard twice in the April 24 meeting), meaning as something to be eliminated, which is particularly absurd given that autism has characteristics that are very useful for improving society.
To support our argument, here are:
2.1. The full transcript of our meeting with Chiara Servili (it is towards the end that she understands the distinction we are talking about and approves it):
https://un.autistan.org/who-mhsu-dialogue-necessity-fundamental-distinction-autism-disorder/#31_Full_transcript_of_our_meeting
2.2. Our lengthy explanatory document (particularly read the beginning to better understand what we are saying here):
https://un.autistan.org/who-mhsu-dialogue-necessity-fundamental-distinction-autism-disorder/#_221_In_English
You can also read a summarization here:
https://un.autistan.org/who-mhsu-dialogue-necessity-fundamental-distinction-autism-disorder/#23_Attempt_to_summarise_our_document_using_ChatGPT
2.3. ChatGPT’s response to our question on the subject:
You
Can you explain in English the difference between “autism” and “Autism Spectrum Disorders” ?
ChatGPT
Certainly! “Autism” refers to the inherent neurodevelopmental condition that involves differences in social communication, interaction, and behavior, as well as sensory processing. It’s considered a natural variation in human neurodiversity.
“Autism Spectrum Disorders” (ASD), on the other hand, encompass the challenges and difficulties that autistic individuals may face in their daily lives. This can include difficulties with social interactions, communication, sensory sensitivities, and repetitive behaviors. ASD is essentially the collection of symptoms and challenges that are associated with autism.
So, to sum up, “autism” is the inherent condition, while “Autism Spectrum Disorders” refer to the range of challenges and difficulties that autistic individuals may experience.
There are additional items to be added later, including details about the meetings and the final revisions to the Working Group’s document.