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The following critical question is the first question in a series of questions that will be posed this year. The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with ASD, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. 

Whose perspectives do we still need to ensure equity in this work?

• Individuals with autism
• Family
• School staff
• Peers
• Community Provider
• Other

Consider that you have reflected on whose perspectives are currently making decisions at the table. Maybe you have discovered that there is little diversity of perspective. While some ideas or actions might be slightly different from yours, in general, the shared experiences are very similar. You might have questioned why this is a problem since your team takes pride in how efficiently and effectively work is completed. The alignment in perspective allows for easy collaboration and consensus.

According to Scientific American, when members of a group or team are diverse, we anticipate differences of opinion. As a result, we actually work harder cognitively and socially to come to a consensus, which leads to better outcomes. To create a more inclusive environment, we must seek and genuinely welcome diverse perspectives and experiences in our work with students with autism and their families, as well as act upon the collective voice of the disability community: “Nothing about us, without us.”

Additional sub-questions to consider:

• Why does our group or team need diverse perspectives in our work?
• How will we seek a broader range of perspectives?
• How do we move beyond labels?
• Is there diversity in thought and experience in our work?
• What is the result or outcome of the perspectives that are represented?
• Who benefits from the perspectives currently at the table?
• How can we foster a culture of diversity and inclusion in our district or school by inviting those who are historically marginalized to the table?

Watch the video Faith Jegede: Autism through a sibling's eyes (5:17) and consider the following questions:

• How does Faith’s statement, “Although they were not seen as ordinary, [they] were extraordinary,” align with my perspective of students with autism? Would my interactions change if I truly viewed individuals with autism as extraordinary? How?
• Faith discusses having fleeting moments in which she wished her brothers were just like her. Do I wish others were just like me? How might that be preventing me from authentically seeking and inviting perspectives that are different from mine?

Read Your Autistic Child Is Perfect and May Need Help by John Elder Robison and discuss the following questions:

• In what ways do we support the “Nothing about us without us” message that any conversation about autistic people should include autistic people in our school or district? In what ways might our actions not support this message?
• The author states, “Countless studies have shown that autistic children who are passive and/or nonverbal are at a greater risk for poor life outcomes. They are less likely to be able to live independently, form romantic relationships, or hold a satisfying job.” What might we do differently or do more of or less of in order to change this trajectory?
• Discuss the dichotomy between the perspective of supporting neurodiversity as “part and parcel of our species” and the contention that “disability is a fact of life.”

Continue to review and reflect on the Social Identity Wheel using the guided questions to prompt your thinking. It is strongly recommended that you also engage in a group discussion in order to hear diverse perspectives and create an environment where all participants feel seen and heard.

Uniquely Human Podcast 42: A Discussion with Dr. Amy Laurent & Dr. Jacquelyn Fede

In this episode of Dr. Barry Prizant’s podcast, Dr. Amy Laurent, a Developmental Psychologist and OT, and her autistic colleague, Dr. Jacquelyn Fede, a Developmental Psychologist, discuss how their relationship led to the creation of Autism Level UP!, a joint venture that provides a variety of services and supports to the autism community.

Amy and Jacquelyn share how Jacquelyn’s perspective as an autistic self-advocate as well as extensive input from autistic people, led the way in developing autistic-driven initiatives and supports with the goal of improving the quality of life for autistic people, families, and allies.

Their work embodies their philosophy that “through education, accessible resources, practical strategies and a commitment to consistently incorporating the experiences and perspectives of autistic people, we can support the leveling up of society when it comes to autism and neurodiversity – after all, it is a partnership and change should not rest solely on the shoulders of the autistic community.”

As a statewide project, we realize how important it is for our work, including our training materials, resources, website, and decision-making, to reflect multiple perspectives. As we reflect on the second critical question of “whose perspectives do we still need to ensure equity in this work” we have identified several initial steps toward expanding our own thinking by genuinely inviting and welcoming diverse perspectives to ensure equity.

• Continue to engage in the Social Identity Wheel activity in order to consider the perspectives that we need to include in our work.
• Take concrete next steps to develop additional structures through which we can gain perspectives from a more diverse group of educators, such as Communities of Practice and focus groups.
• Create systems, such as checklists and guided questions, to hold us accountable to seeking diverse perspectives in order to center equity as we create new tools, resources, and content.

Now that we have considered whose perspectives are needed to ensure equity, we can consider how our language might reflect ableism. Next month we will reflect on how we know the language we are using is based on the preference of the individual and how our language might indicate deficit-based or asset-based thinking. Join us next month as we consider the following Critical Question:

How might my language reflect ableism?

• Critical Question #1
• ►  Critical Question #2
• Critical Question #3
• Critical Question #4
• Critical Question #5