I'm not your homework
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Description
Book Introduction
This book is based on the author's experience, philosophy, and knowledge of working and researching passionately in the field of special education and developmentally disabled people for 25 years, and is written to inform everyone about the phenomenon of developmental disabilities, the lives of people with developmental disabilities, and the realities experienced by those who work with them. It is a book that writes in column format in an easy-to-understand yet profound way about alternatives to solve the problems of their daily lives and reality.
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index
Introduction
Part 1: Development over Disability, People over Development
· The parents a child needs are not perfect parents, but parents who can be happy with their child.
· What is the biggest barrier for people with developmental disabilities?
· About the word 'slow'
· Look at development before disability.
· Teaching children about the world Teaching children about the world
· “I love you, Minjae.”
· What you can and must change is neither 'developmental disability' nor 'person with a developmental disability'.
· A person before becoming a person with a developmental disability
· Why developmental disabilities are not perceived in the same way as other disabilities
· Explaining disabilities to children with disabilities
Parents' 'categorization'
· Prejudice and stereotypes are everywhere.
· There are no specific activities required for people with developmental disabilities.
· Supporting people with developmental disabilities is difficult.
· Ramps and elevators are not built by parents of physically disabled children.
· You are a person who designs the experiences of people with developmental disabilities.
There is no reason why your life should be any different from that of a person with a developmental disability.
· Everyday experiences are the criteria for selecting educational activities.
· The hurt I caused to parents of children with developmental disabilities
· The danger of saying you can't do anything
· Education and treatment are not about trying to force a square child through a round door.
· Who really needs ‘functional enhancement’?
· About 'neurodiversity'
· Between 'different' and 'wrong'
· People with developmental disabilities also have the right to mobility.
Special education and rehabilitation must be creative.
Part 2: Do it 'with' him, not 'for' him.
· The starting point of self-determination is guaranteeing the opportunity to request something for oneself.
· It's not just people with developmental disabilities who need to learn how to communicate.
· The problem situation comes first, not the problem behavior.
· A marathon to support people with developmental disabilities
· Don't do things 'for' people with developmental disabilities, but do things 'with' them.
· Parents who grow with their children
· A rope for people with severe autism and their families? 112
· 114 on the assault incident involving a person with a developmental disability at a lifelong education center for the developmentally disabled
· Discrimination against people with developmental disabilities lurks everywhere? 120
· Is the statement "everyone is different" not enough to explain the differences between people with autism spectrum disorders? 123
· Don't force your language on me? 126
· Can't we support them with just a good attitude or kindness? 128
· Do I have the right to live happily even if I can't speak or write? 130
· Do assistants need some leeway? 132
· Should people with developmental disabilities respond more often? 133
· What is the difference between disability and disorder? 136
· Compensating for weaknesses with strengths? 139
· Do all children learn more through mistakes? 143
· How would you feel if you said you needed to urinate and were offered water? 146
· KakaoTalk messages from parents of children with severe autism? 148
· People with developmental disabilities are marginalized even in discourse about disability? 151
· The risks of applying treatments and interventions without understanding the child? 153
· To know someone with autism spectrum disorder, you need to know their life story. 155
· Communication comes before speech or writing? 160
· "Autism" doesn't define a person? 167
· Misconceptions and Truths About Servant Syndrome? 171
· Activities should be designed around functions, not people? 174
· I'm weird. I'm new. 178
A letter to parents of children with developmental disabilities on behalf of their children.
Part 1: Development over Disability, People over Development
· The parents a child needs are not perfect parents, but parents who can be happy with their child.
· What is the biggest barrier for people with developmental disabilities?
· About the word 'slow'
· Look at development before disability.
· Teaching children about the world Teaching children about the world
· “I love you, Minjae.”
· What you can and must change is neither 'developmental disability' nor 'person with a developmental disability'.
· A person before becoming a person with a developmental disability
· Why developmental disabilities are not perceived in the same way as other disabilities
· Explaining disabilities to children with disabilities
Parents' 'categorization'
· Prejudice and stereotypes are everywhere.
· There are no specific activities required for people with developmental disabilities.
· Supporting people with developmental disabilities is difficult.
· Ramps and elevators are not built by parents of physically disabled children.
· You are a person who designs the experiences of people with developmental disabilities.
There is no reason why your life should be any different from that of a person with a developmental disability.
· Everyday experiences are the criteria for selecting educational activities.
· The hurt I caused to parents of children with developmental disabilities
· The danger of saying you can't do anything
· Education and treatment are not about trying to force a square child through a round door.
· Who really needs ‘functional enhancement’?
· About 'neurodiversity'
· Between 'different' and 'wrong'
· People with developmental disabilities also have the right to mobility.
Special education and rehabilitation must be creative.
Part 2: Do it 'with' him, not 'for' him.
· The starting point of self-determination is guaranteeing the opportunity to request something for oneself.
· It's not just people with developmental disabilities who need to learn how to communicate.
· The problem situation comes first, not the problem behavior.
· A marathon to support people with developmental disabilities
· Don't do things 'for' people with developmental disabilities, but do things 'with' them.
· Parents who grow with their children
· A rope for people with severe autism and their families? 112
· 114 on the assault incident involving a person with a developmental disability at a lifelong education center for the developmentally disabled
· Discrimination against people with developmental disabilities lurks everywhere? 120
· Is the statement "everyone is different" not enough to explain the differences between people with autism spectrum disorders? 123
· Don't force your language on me? 126
· Can't we support them with just a good attitude or kindness? 128
· Do I have the right to live happily even if I can't speak or write? 130
· Do assistants need some leeway? 132
· Should people with developmental disabilities respond more often? 133
· What is the difference between disability and disorder? 136
· Compensating for weaknesses with strengths? 139
· Do all children learn more through mistakes? 143
· How would you feel if you said you needed to urinate and were offered water? 146
· KakaoTalk messages from parents of children with severe autism? 148
· People with developmental disabilities are marginalized even in discourse about disability? 151
· The risks of applying treatments and interventions without understanding the child? 153
· To know someone with autism spectrum disorder, you need to know their life story. 155
· Communication comes before speech or writing? 160
· "Autism" doesn't define a person? 167
· Misconceptions and Truths About Servant Syndrome? 171
· Activities should be designed around functions, not people? 174
· I'm weird. I'm new. 178
A letter to parents of children with developmental disabilities on behalf of their children.
Into the book
Parents who believe they must fight and win against autism spectrum disorder or that failure to do so will result in defeat may be making the mistake of fighting an important and necessary part of their child's life.
To avoid this trap, parents must first be kind to themselves and then share that kindness with their children.”
--- p.
10
“Behaving like a five-year-old and having the intellectual functioning of a five-year-old are two entirely different things.
Regardless of one's intellectual age, developmental disabilities, like physical disabilities, are part of a person's identity.
“If we fail to recognize a developmental disability as part of a person’s identity, we will always view them as ‘childish’ and ‘deficient,’ even when they become adults.”
--- p.
17
“Are parents really okay with telling their children, ‘It’s okay to have a disability, it’s okay to be special’?”
--- p.
35
“I go to a regular middle school, and every girl at school tries to touch my hair and smell it.
The girls were terrified and ran away, and I even got a few warnings at school.
“They said that if it doesn’t get better, I’ll have to transfer schools. What should I do?”
--- p.
44
"Don't people with developmental disabilities, who lack communication skills, find it difficult to make their own decisions? How can we respect their right to self-determination?"
--- p.
106
"How would I feel if someone said they urgently needed to urinate and asked for directions to the bathroom, and I brought them a glass of water? Or if they said they were thirsty and I took them to the bathroom? And if that happened repeatedly, how would I react?"
--- p.
146
“Don’t try to force your child into mediation.
Tailor intervention strategies to your child's individual needs and wants.
Respect the child's individual characteristics, not just the shortcomings of the disability being treated.
“Our first duty is to understand, respect, and not harm the child.”
To avoid this trap, parents must first be kind to themselves and then share that kindness with their children.”
--- p.
10
“Behaving like a five-year-old and having the intellectual functioning of a five-year-old are two entirely different things.
Regardless of one's intellectual age, developmental disabilities, like physical disabilities, are part of a person's identity.
“If we fail to recognize a developmental disability as part of a person’s identity, we will always view them as ‘childish’ and ‘deficient,’ even when they become adults.”
--- p.
17
“Are parents really okay with telling their children, ‘It’s okay to have a disability, it’s okay to be special’?”
--- p.
35
“I go to a regular middle school, and every girl at school tries to touch my hair and smell it.
The girls were terrified and ran away, and I even got a few warnings at school.
“They said that if it doesn’t get better, I’ll have to transfer schools. What should I do?”
--- p.
44
"Don't people with developmental disabilities, who lack communication skills, find it difficult to make their own decisions? How can we respect their right to self-determination?"
--- p.
106
"How would I feel if someone said they urgently needed to urinate and asked for directions to the bathroom, and I brought them a glass of water? Or if they said they were thirsty and I took them to the bathroom? And if that happened repeatedly, how would I react?"
--- p.
146
“Don’t try to force your child into mediation.
Tailor intervention strategies to your child's individual needs and wants.
Respect the child's individual characteristics, not just the shortcomings of the disability being treated.
“Our first duty is to understand, respect, and not harm the child.”
--- p.
154
154
GOODS SPECIFICS
- Publication date: May 16, 2022
- Page count, weight, size: 186 pages | 148*210mm
- ISBN13: 9791186314050
- ISBN10: 1186314052
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