WORLDWIDEWEDNESDAY - Autism Is Not an Epidemic: A More Accurate Framing

When discussing the CDC`s latest data on autism prevalence, it`s important to examine both the statistics and how they`re presented. The original article states that autism prevalence in the U.S. has increased from 1 in 36 children to 1 in 31, according to the CDC`s latest ADDM Network survey. This factual data point is important, but characterizing this as an "autism epidemic running rampant" misrepresents the nature of autism and does a disservice to autistic individuals and their families.

While the ADDM report highlights important disparities, noting higher ASD prevalence among Black (3.66%), Asian (3.82%), and Hispanic (3.30%) children compared to White children (2.77%), these deserve attention within a context of improving support, not containing an "epidemic." Similarly, the finding that nearly two-thirds of children with ASD had intellectual disability underscores the need for appropriate services.

Rather than framing autism as a crisis, "a thousand times more threatening than COVID-19," a constructive approach would emphasize acceptance by recognizing autism as a natural neurological variation. Public discourse should focus on creating accommodating environments with sensory-friendly spaces, flexible communication options, and recognition of diverse thinking styles.

It`s essential to highlight autistic strengths and contributions. Many autistic individuals possess unique perspectives and talents that have led to significant innovations across numerous fields. This balanced approach shifts the conversation from alarm to understanding and support, better serving autistic individuals and their families during Autism Acceptance Month and beyond.

#worldwidewednesday #itsnotatumor #autismacceptance #rootcausereally #kids1stadvocacy #notanepidemic

Original Article: https://www.hhs.gov/press-room/autism-epidemic-runs-rampant-new-data-shows-grants.html

MYTHMONDAY - Parents, please understand that IEPs are fundamentally designed to address ongoing educational needs stemming from your child`s disabilities, not simply to achieve temporary goals. When a student meets their current IEP goals, this represents progress, not completion of their educational support requirements. Schools must conduct comprehensive evaluations before removing any special education services, and cannot terminate an IEP solely because goals were met. Parents have equal standing as IEP team members and must provide informed consent for significant changes to services. They maintain the right to challenge decisions by requesting independent educational evaluations if they disagree with the school`s assessments. The law requires schools to use data-based evidence to demonstrate that services are no longer needed before exiting a student from special education. Remember that the appropriate measure is whether the student still has a qualifying disability that impacts their education, not whether specific benchmarks were achieved. Many students continue to need specialized instruction and accommodations throughout their educational journey, with goals that evolve to address changing needs as they progress. Dive into the data and see for yourself. Call your favorite advocate if you get lost along the way.

#goalsareannual #monitorprogress #goalsaregood #mythmonday #kids1stadvocacy

ThoughtsonThursday - The Tale of Two Teachers -
We discovered my daughter had been verbally abused by her 6th-grade math teacher, leading to significant anxiety that affected her schoolwork. We requested an evaluation from the school, and during this assessment period, her teachers were supposed to provide some informal accommodations while we awaited official documentation.
During parent-teacher night, my daughter and I approached her social studies teacher first. Her teacher immediately brightened, saying, "She is a model student, and I love having her in class!" As we discussed current projects, my daughter began to fidget noticeably, her discomfort obvious. Her teacher picked up on these cues right away. "Would it help if I gave you an extension on the project?" the teacher offered gently. "You can turn it in next week." The transformation was immediate. My daughter`s body visibly relaxed, tension melting away as she responded emphatically, "YES!"
Encouraged, we moved on to her English teacher. The conversation began similarly – praises about being a model student, and how much he enjoyed having her in class. When we reached the discussion about a particular assignment, I asked if he might consider giving her some additional time as an accommodation. His response was stark: "Unless she has a piece of paper (504/IEP), I`m not giving her any accommodations."
In that moment, the contrast couldn`t have been clearer – one educator who recognized a child`s needs and responded with compassion, versus another who refused to see beyond paperwork, even when the accommodation cost nothing but meant everything to a struggling student.

What kind of teacher are you?

#supportwithoutstrings #teachwithcompassion #teachtostudentsneeds #kids1stadvocacy #anxietyisreal #invisibledisabilities

WorldAutismAwarenessDayWednesday!!! We observe this day annually on April 2nd, which serves as a global initiative to increase understanding and acceptance of autism spectrum disorder (ASD). Established by the United Nations in 2007, this day aims to highlight the challenges faced by autistic individuals while celebrating their unique perspectives and contributions to society. Beyond raising awareness, it advocates for inclusive policies, appropriate support services, and the recognition of neurodiversity as a natural aspect of human variation. The day has evolved from focusing primarily on awareness to emphasizing acceptance, promoting the rights of autistic people to live fulfilling lives with dignity and autonomy, and working toward creating a more inclusive world where neurological differences are respected rather than stigmatized.

Learn more about autism from autistic voices—read blogs, books, or watch videos created by autistic individuals sharing their experiences. If you know someone on the autism spectrum, reach out with support and appreciation for their unique perspective.

#WorldAutismAwarenessDay #understandandaccept #kids1stadvocacy #neurodiversityisathing

MYTHMONDAY - Let`s kick off Neurodiversity Celebration Week with a MYTH! If you look at the eligibility form for a student to qualify for an IEP with Autism Spectrum Disorder (ASD), it states, "The child exhibits precocious or advanced skill development, while other skills may develop at or below typical developmental rates." Autistic students often demonstrate an incredible profile of strengths that can be truly remarkable to witness and should be celebrated! Many show precocious or advanced skill development in specific areas that can far exceed typical developmental expectations!

These areas of exceptional ability—sometimes called "islands of competence" or "splinter skills"—are not just minor talents but can represent profound cognitive strengths that might include:
👉 Exceptional pattern recognition that allows them to see connections others miss
👉 Remarkable memory capabilities, particularly for facts, details, or information in their areas of interest
👉 Advanced mathematical or computational thinking that can emerge at surprisingly early ages
👉 Heightened attention to detail and precision that leads to excellence in quality-focused tasks
👉 Deep, specialized knowledge in areas of passionate interest
👉 Innovative thinking that stems from unique neurological processing

This profile is particularly special because these advanced skills often develop alongside other skills that may progress at typical or below-typical rates. This uneven development pattern isn`t a deficiency but reflects the beautiful neurological diversity that makes each autistic student unique.

For educators and parents, recognizing and nurturing these islands of exceptional ability can be transformative—not just for future employment prospects but also for building confidence, self-advocacy skills, and a positive autistic identity centered on strengths rather than challenges.

#neurodiversitycelebration #autismforthewin #amazingtalents #kids1stadvocacy #celebrateautismstrengths

Neurodiversity represents the beautiful spectrum of human cognitive variation. When we celebrate different minds, we acknowledge that neurological differences like autism, ADHD, dyslexia, and others aren`t deficits but natural variations that contribute to human diversity.

Each neurodivergent person brings unique perspectives that enhance our collective experience. Alan Turing`s innovative thinking, Leonardo da Vinci`s artistic vision, and Emily Dickinson`s creative brilliance—all potentially shaped by their neurodivergent minds—have transformed our world.

Celebrating different minds means:
➡️ Creating spaces where all thinking styles are valued
➡️ Designing systems that accommodate diverse cognitive approaches
➡️ Recognizing that innovation often emerges from unconventional thinking
➡️ Understanding that there`s no single "right" way for a human mind to work

In workplaces, schools, and communities, embracing cognitive diversity leads to richer solutions and more inclusive environments. The strengths that come with different neurotypes – hyperfocus, pattern recognition, creative problem-solving, and unique perspectives – represent valuable cognitive assets.

By celebrating different minds this week, we are moving beyond mere tolerance toward genuine appreciation of the full spectrum of human cognition and the remarkable contributions that emerge when all minds are welcomed and valued. Let`s continue to celebrate them every week!

#neurodiversitycelebration #creativeproblemsolving #celebratedifferentminds #kids1stadvocacy