IN K [ [ ] L I N G S
Crown Point High School Crown Point, IN @InklingsCPHS April 26, 2019 Vol. 83 Issue 8
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Read about students in pilot training page 6
Read about “Dance Details” page 9
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Read about boys’ baseball season page 13
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AWARENESS
April sheds light on those dealing with autism, paving way to greater acceptance BY TABITHA BEISHUIZEN ARIANA SETLAK ALEXANDRA SULEWSKI editor-at-large assistant editors
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very person faces different challenges in life, and those may not always be a visible variance. Autism Spectrum Disorder is one that may not present itself in a noticeable way since the severity differs in every individual. “Autism is a developmental disorder that ranges from mild to severe. Individuals with autism often exhibit these characteristics: trouble with verbal-nonverbal communication, social skills, restrictive repetitive behaviors that impeded completion of a task or learning,” personal skills and exceptional learners teacher Branden Lorek said. One challenge that individuals with autism might face is having a difficult time communicating. Although this is not an issue every person with the disorder deals with, exceptional learners teacher Craig Lorek explains that it may have an affect on their social lives. “They face a lot of challenges; one of the biggest challenges they have is communication. Individuals with autism have a difficult time communicating depending on how autism affects them,” Craig Lorek said. “Some resort to visuals, visual icons, others can resort to sign language and in others communication is not as big as an issue. What is difficult for them is the social communication, the non verbal communication. Sometimes they may be labeled as socially awkward.” According to Branden Lorek, the characteristics of people with autism acting out are not because the individual is necessarily planning the actions, they are more of a reaction to the situation they are facing at that point in time. These actions could also be a response to any emotion that they are feeling. “So a lot of things that they are doing is coping like if they are rocking back and forth, they’re yelling. We see a lot of kids with autism in the hallways and they are yelling,” Branden Lorek said. “It’s not because they want to yell, it’s how they communicate, they’re happy, they’re sad, they’re angry. In the end, they are self-stimulating. They are trying to calm themselves down or cope with the situation.” Senior Crystal Yott has autism, and expresses accepting the disorder for something that is a part of her, but does not define who she is. “I want them to know that I have autism and why I act the way I act. Sometimes when I text it doesn’t sound right,” Yott said. “Sometimes I want to talk to people but I don’t know how they will react.” For senior Tyler Henry, auditory disturbances are what trigger him to have a moment. Henry has learned to find ways to deal with those moments or do his best to avoid
them. “Well that’s the problem, if they shout or yell, I would go somewhere. If I’m in a crowd with people, I will just wait for them to come out,” Henry said. One way someone could help others that face challenges is to not draw attention to any outbursts that are going on. Branden Lorek urges people to remember that someone with autism, or any other special needs, is still a person that needs to be cared for. Their triggers and reactions are not things they can always control. “If you see someone who is struggling, don’t just think that person is stupid, or that person’s having some issues,” Branden Lorek said. “Sometimes they don’t want to act that way. That’s not what they want to show the world, but that’s who they are.” Some of the things that upset Yott in particular are the way that she is treated by some other students, as well as the language that they use. “I don’t like when people say the “R” word, I hear it a lot in school and it makes me upset,” Yott said. “I don’t like when people stare at me. It makes me feel like I did something wrong.” Not only does the person with autism face the effects of it, but also their friends and family. Senior Will Roach advocates for autism awareness to try and make everyday life more acceptable for people with differences. “I have participated in the Autism Speaks Walk in Chicago, as well as volunteered at my brother’s previous school, Innovations in Learning,” Roach said. “And I plan to do much more as I enter college.” When around an individual with autism it is important to remember that the disorder does not affect everyone the same way. Censoring the some behaviors may help to decrease the chance of a triggering event, such as unnecessary noises. Butterflies “Some people could handle are used as a noises, some people with symbol for autism autism can hear the buzzing in awareness along these lights. Some people with puzzle pieces. have certain hang ups,” Branden Lorek said. “Other students script to themselves or talk to themselves. It varies from individual to individual.” Roach also acknowledges how much specific irritations can irritate a person with autism by explaining what can upset his brother. “There are so many things that can trigger a child with autism, but it all depends on your specific
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Source: https://www.appliedbehavioranalysisedu.org/7-tips-for-talking-to-kids-with-autism/
disorder,” Roach said. “For my brother, it is usually fire alarms and thermostats as weird as that may seem.” As a result of having a family member with autism, Roach has learned how to be more caring and considerate of people who may have the same disorder. He believes that a person’s internal characteristics do not always match what assumptions someone might make off of an outside appearance. “It has taught me how to be patient, caring, and to treat everybody with respect regardless of their appearance because you never know what’s going on inside their head,” Roach said. If trying to befriend a person with autism it is important to ask them about things that could trigger them, and how they would like for someone to react when see Autism Awareness on page 3