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Transcript of 2 -Margot 1
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Autism in Australia: 1960s to 2008
Margot PriorDepartment of Psychology.
School of Medicine and Behavioural Sciences
University of Melbourne,Australia.
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1943Autism beginnings
clinical observations and writings of Psychiatrist Dr Leo Kanner in USA
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1960s
No clear diagnostic criteria for autismAutism as a “childhood psychosis” ?
Related to “schizophrenia” ?
Very few people with expertise in autismParents worried about abnormalities in their
children advised to “wait and see”Some children placed in institutions for children
with disabilities
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1960s• Many withdrawn silent children
presented to doctors because they werethought deaf
• Widespread ignorance about the natureof autism and what to do about it• Parents joined together to try to find
ways to help their children
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Formation of Associations for childrenwith autism and their families 1967
1967 – first ‘schools’ for autistic children setup in Sydney and Melbourne
In local community centres, church halls,
Some children attended
Special Developmental Centres or
Special Schools together with children with avariety of handicaps.
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Parent Action
Lobbying governments for funding andservices for autistic children ---persuading politicians and public servants of
their special needs forassessment, diagnosis, treatment.
Progress coming from leadership, energy,enthusiasm of parents working hard toobtain support
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1970s and 1980s
• More children with autism appearing• Parent Associations grew stronger and
obtained some government support
• More schools set up• Special autism classes in some normal
schools• Teachers becoming more skilled in
managing and teaching autistic children
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Speech therapy services,Growing expertise in:• Behavioural methods of treatment and
management• Understanding autistic behaviour
• Managing behavioural difficulties:repetitive behaviours, aggression,• Methods for teaching communication.
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• Understanding how their minds worked• Teaching children how to play and be withother children
• Teaching self help skills e.g. toileting,dressing,
• Knowing how to best support parents inbringing up their autistic children
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Achievements of AutismAssociations
• Respite care• Government support for special centres, places in
pre-schools and schools with some special support
• Development of services for adolescents andadults
• Obtained government funding for services (e.g.
Family Counselor)• Travelling teacher scheme
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Current Australian governmentsupported services (2000 ->)
• Diagnosis and assessment teams (all ages)• Early intervention places (3-6 years)• Autism schools, and classes, with specialist
teachers (6-18 years)• Expert outreach services to helpschools/teachers with autistic children andadolescents
• Normal school placement with assistanceavailable
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• Secondary schools and tertiary (advanced)education with assistance
• Some supported work opportunities
• Some special supported housing forindependent living for adults
• Specialist training for teachers• Programs for children and parents
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• Speech Therapy and Occupational therapyservices
• Continual development and improvement of services.
• More places needed with increase in
number of people with autism
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Helping families with autisticchildren takes:
COURAGE, PERSISTENCEPEOPLE POWER
This has been essential foreducating governments, and for the
development of autism services inAustralia and across the world
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1943Hi chng t k bt u t nhng quan sát
lâm sàng và bài vit ca B á c s ĩ Tâm thnngư i M Leo Kanner
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Nhng năm 1960• Không có tiêu chun chn oán rõ ràng v Hi
chng T k• T k là mt chng “lon tâm th i thơ u” ?
• Liên quan n “Tâm thn phân lit” ?• Rt í t ngư i c ók in thc chuyên môn v T k
• Cha m lo lng v nhng bt thư ng tr ư c
khuyên là “ch i và nhìn xem”• Mt s tr ư c trong nhng trung tâm dành cho
tr khuyt tt
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S hình thành ca nhng t chcdành cho tr T k và gia ình
năm 1967• 1967 – ‘nhng trư ng hc’ u tiên dành
cho tr t k ư c thành lp Sydney và
Melbourne ti nhng trung tâm cng nga phươ n g v à snh nhà th .
• Mt vài tr tham d vào nhng trung tâm
phát trin c bit hoc nhng ngôi trư ngc bit cùng v i nhng tr a tt.
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Hot ng ca ph huynh
• Vn ng chính ph cho ngun tài tr và dch vcho tr t k ---
• Thuyt phc các chính tr gia và các nhà chc
trách cho các nhu cu c bit ca tr nhưánh giá , chn oán , iu tr
• Nhng tin b ã n t s lãnh o, làm vic tích
cc v à hăng hái ca cha m dành ư c s htr .
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Nhng năm 1970 và 1980
• Nhiu tr có ri lon T k xut hin .• Nhng hip hi ca ph huynh ngày càng l n
mnh và ã dành ư c s h tr ca chính ph .
• Nhiu trư ng ư c thành lp.• Nhng l p t k c bit trong mt s trư ng bình
thư ng.
• Giáo viên ã có nhiu k năng hơ n trong vicqun l ý v à dy tr t k.
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Nhng dch v âm ng tr liu ,Tính chuyên môn ngày càng cao trong :
• Nhng phươ ng pháp hành vi trong tr liu v à x trí
• S hiu bit v nhng hành vi t k .• Vic x trí nhng hành vi khó khăn : hành vi lp
li và gâ yhn .
• Nhng phươ ng pháp trong vic ging dy giaotip .
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• S hiu bit cách thc hot ng ca tư duy tr .
• Vic dy cho tr cách chơ i và hoà nhp
cùng nhng tr khác .• Vic dy nhng k năng t lp như i vsinh , mc qun á o …
• S hiu bit cách h tr tt nht cho cha mtrong vic giáo dc tr t k .
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Nhng thành tu ca nhng hiphi t k
• Chăm sóc vic ngh ngơ i.• Chính ph h tr cho các trung tâm và a imtrong các trư ng Mu giáo và trư ng hc v i sh tr c bit .
• S phát trin ca nhng dch v dành cho tr vthành niên và trư ng thành .
• Nhn ư c nhng ngun tài tr chính ph cho các
dch v (ví d như tư vn gia ình).• K hoch giáo viên lưu ng .
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Nhng dch v ư c chính phÚc h tr hin nay (t năm 2000)
• i ngũ chn oán và ánh giá (tt c các tui)• Nh ng nơ i can thip s m (t 3-6 tui)• Nh ng trư ng hc t k, và các l p hc , v i
nh ng giáo viên chuyên bit (t 6-18 tui)• Nh ng dch v chuyên sâu nhm giúp các
trư ng hc và các giáo viên giúp tr nh và trv thành niên t k .
• S sp t ti các trư ng hc bình thư ng v is giúp luôn có sn .
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• S h tr giáo dc nhng trư ng cp haivà cp ba (hoccaohơ n)• Mt và i cơ hi vic làm ư c h tr
• Mt và i s h tr c bit v vt cht chonhng ngư i trư ng thành có cuc sng tlp .
• S hun luyn c bit cho giáo viên• Nhng chươ ng trình cho tr và cha m
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• Nhng dch v hot ng và âm ng tr liu• Nhng dch v ci thin và phát trin liên
tc .
• V i s gia tăng ca s lư ng nhng ngư imc chng t k cn có thêm nhiu a
im na.