Category: Uncategorized
A Poem by Nancy Scheibner
My entrance into the world of so-called “social problems”
Must be with quiet laughter, or not at all.
The hollow men of anger and bitterness
The bountiful ladies of righteous degradation
All must be left to a bygone age.
And the purpose of history is to provide a receptacle
For all those myths and oddments
Which oddly we have acquired
And from which we would become unburdened
To create a newer world
To translate the future into the past.
We have no need of false revolutions
In a world where categories tend to tyrannize our minds
And hang our wills up on narrow pegs.
It is well at every given moment to seek the limits in our lives.
And once those limits are understood
To understand that limitations no longer exist.
Earth could be fair. And you and I must be free
Not to save the world in a glorious crusade
Not to kill ourselves with a nameless gnawing pain
But to practice with all the skill of our being
The art of making possible.
You can fool all of the people some of the time.
Definition of Participation – Social Capital Research
We define membership as being part of a group and participating, such as being physically present and making a small action that contributes to the group’s activity. For example, membership can include sitting with a group at a table and saying “hello” to the others already seated. Interventions that aim to address membership usually do so by focusing the training on a group of peers of which the child is expected to already be a part (e.g, Circle of Friends [Kalyva and Avramidis 2005], peer-mediated social skills training [Laushey and Heflin 2000]).
Partnership, defined simply here as two people having specific responsibilities in achieving their mutual endeavor, has likewise been supported through a variety of interventions. For example, parent-assisted friendship training [Frankel et al. 2010] aims at teaching social etiquette and social rules to the child with ASD that are used by the child’s peer group. Relationship Development Intervention (RDI) [Gutstein and Sheely 2002] supports adults in teaching the collaborative interactions of partnership by systematically teaching synchronization and reciprocal responding as well as the highly emotional interactions of friendship. In this case, friendship consists of having mutual interests and an affinity for each other. Interventions designed to support friendships tend to include creating enriched emotional experiences that can become shared memories.
Boyd, L. E., Ringland, K. E., Haimson, O. L., Fernandez, H., Bistarkey, M., & Hayes, G. R. (2015). Evaluating a collaborative iPad game’s impact on social relationships for children with autism spectrum disorder. ACM Transactions on Accessible Computing (TACCESS), 7(1), 3.
[…] Our cognition isn’t confined to our cortices. That is, our cognition is influenced, perhaps determined by, our experiences in the physical world. This is why we say that something is “over our heads” to express the idea that we do not understand; we are drawing upon the physical inability to not see something over our heads and the mental feeling of uncertainty. Or why we understand warmth with affection; as infants and children the subjective judgment of affection almost always corresponded with the sensation of warmth, thus giving way to metaphors such as “I’m warming up to her.”
an interpretation of the world 