User talk:Jmarrs94

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Welcome[edit]

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Jmarrs94, you are invited on a Wikipedia Adventure![edit]

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Nice work![edit]

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Posted automatically via sandbox guided tour. Jmarrs94 (talk) 18:19, 29 August 2015 (UTC)[reply]

Practicing the Basics[edit]

Hey Josh! It's Anna. Just testing out the talk pages and seeing if it works and whether or not you can actually see this. Mainly cause I have no idea what I am doing yet. Have you figured out what you're going to be working on this semester? Annkat22 (talk) 21:42, 2 September 2015 (UTC)[reply]

Welcome[edit]

Welcome to Wikipedia and Wikiproject Medicine

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Faculty of Medicine, Department of Emergency Medicine
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Doc James (talk · contribs · email) 07:19, 19 October 2015 (UTC)[reply]

P.S. have moved your addition here [1]. Could still use some improvements in formating and integration into the rest of that article. Best Doc James (talk · contribs · email) 07:23, 19 October 2015 (UTC)[reply]
Can you please format per WP:MEDHOW Doc James (talk · contribs · email) 23:04, 2 November 2015 (UTC)[reply]

Following content with comments inline[edit]

Autism can lead to many difficulties in social interaction for people of all ages. This has led to feelings of isolation and need for social interaction. Thus, society and culture can have a profound effect on the lives of those with autism [1].

Punctuation goes before the ref. Ref is a primary source please read WP:MEDRS. By society and culture we do not mean issues with social interactions. That is a sign or symptom. We mean like important charities. Significant medical portrayals. Laws surrounding autism. Etc

Typically, there are more men than women affected by autism.

That is already covered under epidemiology. Make sure you read the whole article.

Because of this, most research on autism is conducted on males and females with autism tend to experience greater social disadvantages than males due to decreased social interactions with other women with autism [2].

Popular press is not suitable for this claim or most medical claims.

The emergence of the autism rights movement has served as an attempt to encourage people to be more tolerant of those with autism [3]. Through this movement, the activists hope to cause others to think of autism as a difference instead of a disease. Proponents of this movement wish to seek “acceptance, not cures” [4].

Yes a discussion of the autism rights movement belongs. Please see WP:MEDHOW regarding how to format your references.

There have also been many worldwide events promoting autism awareness such as World Autism Awareness Day, Light It Up Blue, Autism Sunday, Autistic Pride Day, Autreat, and others. Many of these events are designed to help promote acceptance of those with autism and a greater understanding of the disorder and how it affects those who have it.

This needs a ref and is also social and culture aspects

Social-science scholars have had an increased focused on studying those with autism in hopes to learn more about support services and therapies. Media has had a major influence on how the public perceives those with autism. Notable films such as Rain Man and Mozart and the Whale depict characters with autism who have seemingly incredible talents and abilities. While many autistics don't have these special abilities as portrayed in the media, there are some notable autistic individuals who have been successful in their fields. A few of these are Temple Grandin, Tim Page, and Vernon Smith.

Ref also required.

Have moved the content here so that you can work on it. Hope this helps Doc James (talk · contribs · email) 23:34, 2 November 2015 (UTC)[reply]

Doc James Thank you for the feedback, I will definitely work on formatting. Where did you move the rest of what was added as part of society and culture to?Jmarrs94 (talk) 16:57, 3 November 2015 (UTC)[reply]
Extended content

Martha Nussbaum discusses how education is one of the fertile functions that is important for the development of a person and their ability to achieve a multitude of other capabilities within society[5]. Autism causes many symptoms that interfere with a child’s ability to receive a proper education such as deficits in imitation, observational learning, and receptive and expressive communication. Of all disabilities affecting the population, autism ranks third lowest in acceptance into a postsecondary education institution [6]. In a study funded by the National Institute of Health, Shattuck et al. found that only 35% of autistics are enrolled in a 2 or 4 year college within the first two years after leaving high school compared to 40% of children who have a learning disability [7] [8]. Due to the growing need for a college education to obtain a job, this statistic shows how autistics are at a disadvantage in gaining many of the capabilities that Nussbaum discusses and makes education more than just a type of therapy for those with autism [9][10]. According to the study by Shattuck, only 55% of children with autism participated in any paid employment within the first two years after high school. Furthermore, those with autism that come from low income families tend to have lower success in postsecondary schooling [11]. Due to these issues, education has become more than just an issue of therapy for those with autism but also a social issue.

Often times, schools lack the resources to create an optimal classroom setting for those in need of special education. In the United States, it can cost between $6595 to $10,421 extra to educate a child with autism[12]. In the 2011-2012 school year, the average cost of education for a public school student was $12,401. In some cases, the extra cost required to educate a child with autism nearly doubles the average cost to educate the average public school student [13]. As the range of those with autism can widely vary, it is very difficult to create an autism program that is well suited to the entire population of autistics as well as those with other disabilities. In the United States, many school districts are requiring schools to meet the needs of disabled students, regardless of the number of children with disabilities there are in the school[14]. This combined with a shortage of licensed special education teachers has created a deficiency in the special education system. The shortage has caused some states to give temporary special education licenses to teachers with the caveat that they receive a license within a few years.[15] While this could increase the number of teachers available to autistic children, it is also depriving autistic children of teachers with the proper licensing to teach special education. One study on the joint attention of autistic children in a classroom, showed that teachers “did not adjust their teaching to address” the issues of decreased play and joint attention behaviors [16]. As autistic children are already behind in these areas, this displays a deficiency in the education system as, without help, the children will be unable to gain these behaviors.

In the United States, there have been three major policies addressing special education in the United States. These policies were the Education for All Handicapped Children Act in 1975, the Individuals with Disabilities Education Act in 1997, and the No Child Left Behind in 2001. The development of these policies showed increased guidelines for special education and requirements; such as requiring states to fund special education, equality of opportunities, help with transitions after secondary schooling, requiring extra qualifications for special education teachers, and creating a more specific class setting for those with disabilities.[17][18][19]. In 1993, Mexico passed an education law that called for the inclusion of those with disabilities. This law was very important for Mexico education, however, there have been issues in implementing it due to a lack of resources [20].

There have also been multiple international groups that have issued reports addressing issues in special education. The United Nations on “International Norms and Standards relating to Disability” in 1998. This report cites multiple conventions, statements, declarations, and other reports such as: The Universal Declaration of Human Rights, The Salamanca Statement, the Sundberg Declaration, the Copenhagen Declaration and Programme of Action, and many others. One main point that the report emphasizes is the necessity for education to be a human right. The report also states that the “quality of education should be equal to that of persons without disabilities.” The other main points brought up by the report discuss integrated education, special education classes as supplementary, teacher training, and equality for vocational education.[21] The United Nations also releases a report by the Special Rapporteur that has a focus on persons with disabilities (Special Rapporteur). In 2015, a report titled “Report of the Special Rapporteur to the 52nd Session of the Commission for Social Development: Note by the Secretary-General on Monitoring of the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities” was released. This report focused on looking at how the many countries involved, with a focus on Africa, have handled policy regarding persons with disabilities. In this discussion, the author also focuses on the importance of education for persons with disabilities as well as policies that could help improve the education system such as a move towards a more inclusive approach.[22] The World Health Organization has also published a report addressing people with disabilities and within this there is a discussion on education in their “World Report on Disability” in 2011.[23] Other organizations that have issued reports discussing the topic are UNESCO, UNICEF, and the World Bank.[24]

Pasted above. Likely best on the management subpage as we already have education covered once in that section. Doc James (talk · contribs · email) 17:50, 3 November 2015 (UTC)[reply]

Doc James I have moved my contributions that I'm working on to my sandbox. I reformatted all of the citations to follow Wiki code and deleted/revised certain parts following your advice for the article. My plan is to create a Society and Culture section within the Autism article as discussed above, move the other education information to be under the Education subsection in the Management section in the Autism article as discussed above, and leave the Other Methods as it currently is in the Autism therapies section. Jmarrs94 (talk) 03:46, 18 November 2015 (UTC)[reply]

Refs[edit]

This is a primary source [2]. Autism is an area with lots of research. We should be using exclusively high quality secondary sources. Best Doc James (talk · contribs · email) 22:04, 22 November 2015 (UTC)[reply]

Welcome![edit]

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  1. ^ Müller E, Schuler A, Yates GB (2008). "Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities". Autism 12 (2): 173–90. doi:10.1177/1362361307086664. PMID 18308766.
  2. ^ Bazelon E (2007-08-05). "What autistic girls are made of". New York Times.
  3. ^ Trivedi, Bijal (18 June 2005). "Autistic and proud of it". New Scientist (2504): 36.
  4. ^ Shapiro, Joseph (June 26, 2006). "Autism Movement Seeks Acceptance, Not Cures". NPR. Retrieved 2007-11-23.
  5. ^ Nussbaum, Martha Craven. (2011) "The Central Capabilities." In Creating Capabilities the Human Development Approach, 17-45. Cambridge, Mass.: Belknap Press of Harvard University Press.
  6. ^ Fleury, V. P., S. Hedges, K. Hume, D. M. Browder, J. L. Thompson, K. Fallin, F. El Zein, C. K. Reutebuch, and S. Vaughn. (2014) "Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education." Remedial and Special Education, 68-79.
  7. ^ Shattuck PT, Narendorf SC, Cooper B, Sterzing PR, Wagner M, Taylor JL. (2012) Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder . Pediatrics. 129(6):1042-9. PMID: 22585766
  8. ^ Lee, Karin (2012) “Many Youths with Autism Not Employed or In College 2 Years After High School” National Institute of Mental Health
  9. ^ Fleury, V. P., S. Hedges, K. Hume, D. M. Browder, J. L. Thompson, K. Fallin, F. El Zein, C. K. Reutebuch, and S. Vaughn. (2014) "Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education." Remedial and Special Education, 68-79.
  10. ^ Nussbaum, Martha Craven. (2011) "The Central Capabilities." In Creating Capabilities the Human Development Approach, 17-45. Cambridge, Mass.: Belknap Press of Harvard University Press.
  11. ^ Shattuck PT, Narendorf SC, Cooper B, Sterzing PR, Wagner M, Taylor JL. (2012) Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder . Pediatrics. 129(6):1042-9. PMID: 22585766
  12. ^ Lavelle, T. A., M. C. Weinstein, J. P. Newhouse, K. Munir, K. A. Kuhlthau, and L. A. Prosser. (2014) "Economic Burden of Childhood Autism Spectrum Disorders." Pediatrics
  13. ^ U.S. Department of Education, National Center for Education Statistics. (2015). The Condition of Education 2015 (NCES 2015-144), Public School Expenditures
  14. ^ Wall, Patrick. (2014) "Special-education Overhaul Leaves Students Less Isolated, but Schools Struggle to Keep up." Chalkbeat New York. Accessed September 24, 2015.
  15. ^ (2011) "The Need Grows for Special Education Teachers in the U.S." CFNC.org - Cluster Article. Accessed September 24, 2015.
  16. ^ Wong, Connie, and Connie Kasari. (2012) "Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom." J Autism Dev Disord Journal of Autism and Developmental Disorders, 2152-161.
  17. ^ Education for All Handicapped Children’s Act of 1975
  18. ^ Individuals with Disabilities Education Act of 1997
  19. ^ No Child Left Behind Act of 2001
  20. ^ Tuman, John, Danielle Roth-Johnson, Dana Baker, and Jennifer Vecchio. (2008) "Autism and Special Education Policy in Mexico." Global Health Governance 2, no. 1.
  21. ^ Department of Economic and Social Affairs Division for Social Policy and Development. (2003) “Compilation of International Norms and Standards Relating to Disability” United Nations, Section 3.
  22. ^ United Nations (2015) “Report of the Special Rapporteur to the 52nd Session of the Commission for Social Development: Note by the Secretary-General on monitoring of the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities.” Special Rapporteur on Disability for the Commission for Social Development
  23. ^ World Health Organization (2011) “World Report on Disability” ISBN: 978 92 4 068636 6
  24. ^ (2015) "International Special Education: Global Reports." Council for Exceptional Children. Accessed November 1, 2015.
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