神经多样性及跨文化交际 (Neurodiversity and Cross-Cultural Communication)

Written in April 2014 and then not published because ??? I think I wanted to work on this more but it's been sitting so here it is.

So I found out that on Wednesday a professor from Beijing's Foreign Language University is coming to talk to us about cross-cultural communication. And I just finished reading Thomas Orwen's thesis which suggests cross-cultural communication as a good approach for interactions between autistic people and allistic people (non-autistic people, though he uses "neurotypicals" for this meaning.) So I wrote a thing. Poke me and maybe I'll even remember to translate it into English.

人们一听到跨文化交际就会想到不同民族的跨文化交际，而不是只有民族才有文化区别。残疾人有残疾人文化（奚）。个别残疾也会有自己的文化，即聋文化（沈; Ladd），盲文化（French），聋盲文化（Saeed et al）,及自闭症者文化（Davidson; Robertson及Ne'eman）。每一种残疾人文化都有自己的特点：聋哑人有自己的语言，从语言对思想的深刻影响可以意识到手语在聋哑人文化的核心性。盲目人在沟通中注重非可视的信息。聋盲文化把聋文化及盲文化的一些特点混在一起，也有自己的特色。

自闭症者文化呢？自闭症者使用语言的方式跟神经正常的人使用语言的方式有区。我们的感觉统合及风格也跟神经正常的人有区别（Baggs）。这样的特征感知也不是自闭症者特有的区别：自闭症成年人提出的神经多样性(Singer)表明：公众对世界、自己的环境的感知不同，学习风格（思想风格）有很多种（胡)。自闭症者之间的沟通及特有的神经共同当自闭症者文化的来源，从文化的来源可以开始理解文化的特征（奚）。具体地谈，自闭症者的文化比神经正常支配性社会愿意接受重复行为，即扑棱手；也更愿意接受沟通的不同方式，即打字、选图片、和打说手语。而且，自闭症文化更注重认知通达性，为了提高通达性愿意把要求介绍的过具体和少用比喻或者介绍所有用上的比喻。面对面交流的时候，自闭症者注意：如果认识一个人，千万不应该把“肢体语言”的信息放在话的上面。这样的思路跟神经正常社会的思路差不多是反响的：人们说自己从别人的肢体语言意识到了谎话是平常发现的情况，而自闭症者没有说谎话的时候容易被这样认为。另外，在自闭症者文化里，话不一定有别的意思：“我现在不想跟你说话”没有“我不喜欢你”的意思。我们明白：对自闭症者来说，交流需要华很多能力，有时候不想跟别人说话。用目光接触没有的问题也不表明尊重情况：只有必着别人用目光接触才算是不尊重别人(Orwen; Davidson; Robertson及Ne'eman)。

在这样的背景下，容易问：跨文化交际的方式在神经正常的人跟神经岔开的人交流有没有效(Orwen)？至少，在神经多样性的问题上跨文化交际的思路值得考虑。

奚从清， 林清和， 沈赓方.残疾人社会学. 华夏出版社, 1993.

沈玉林. "论聋文化与聋教育."现代特殊教育1 (2002): 1-9.

胡壮麟. "从多元符号学到多元智能." 外语与翻译 14.4 (2008): 1-8.

Davidson, Joyce. "Autistic culture online: virtual communication and cultural expression on the spectrum." Social & Cultural Geography 9.7 (2008): 791-806.

French, Sally. "The wind gets in my way." Disability discourse (1999): 21-27.

Ladd, Paddy. Understanding deaf culture: In search of deafhood. Multilingual Matters, 2003.

Orwen, Thomas. "Autreat and Autscape: Informing and Challenging the Neurotypical Will and Ability to Include." Thesis. Bergen University College, 2013.

Robertson, Scott M.,及 Ari D. Ne'eman. "Autistic Acceptance, the College Campus, and Technology: Growth of Neurodiversity in Society and Academia."Disability Studies Quarterly 28.4 (2008).

Saeed, Shakeel R., Richard T. Ramsden, and Patrick R. Axon. "Cochlear implantation in the deaf-blind." Otology & Neurotology 19.6 (1998): 774-777.

Singer, Judy. Odd People In: The Birth of Community Amongst People On the "Autism Spectrum" Diss. University of Technology, 1998.

注释：神经多样性(neurodiversity)的思想里的两个单词词是我自己翻译的，不一定是完美的翻译：“神经正常（的）”(neurotypical)和“神经岔开（的）”(neurodivergent)。

自闭症者文化的一些内容也是从自己的经历而学的。

Might be a while till I publish Neurodiversity+cross-cultural communication thing

My teachers apparently didn't realize that this is actually original work in a neurodiversity stuff, and that that's a field with not a lot of people. Once they realized that not only was I writing about stuff that's not their field, but I'm actually published in it and was writing new original ideas, they were like "You should try to get that published!"

I pointed out that it was in Chinese, and no USA-based journals for disability studies stuff that I know of publish articles in Chinese. Also, the articles I've written so far aren't that long- they're like 1200-1600 characters each. If I combined them, I might be into the length range that's reasonable for publication, but they're still in Chinese.

So now they might be looking into how one goes about publishing academic work in China? Which means that I'll be waiting to put it up on my blog until I know what's up with that, since academic journals usually don't want to reprint blog posts. If it goes up, I will put a copy on Academia.edu, which people can get at for free, and I'll see if I'm allowed to put the text here too. But since it's written in Chinese, I figure I have a better shot at getting people who read the language to see it if the initial place of publication is, you know, not blocked in China. Not everyone has the software, computer know-how, or money to get around the great firewall, and not everyone is willing to cite blogs, so when it comes to bringing new things into academia, publishing in academic channels can be useful.

Yes I'm a bit of a pragmatist sometimes. Also, I probably should translate the thing into English at some point. Chinese academic articles require an English abstract anyways (imperialism much?) and a decent number of articles are actually in English (again, imperialism much?) There's also a decent bit of Chinese academia citing English-language stuff, but I don't see much USA stuff citing things that aren't written in English. USA, why not? Why do we not cite stuff from other languages much? Is it just that a lot of us can't actually read other languages? /meh.

Trying to Talk About Cross Cultural Communication and Neurodiversity

Part the first:
So on Wednesday a professor is going to talk to my class about cross-cultural communication.
I might be writing a thing about how this is TOTALLY APPLICABLE to Disability and Autistic cultures to send to my teacher and try and convince her to let me chuck it (figuratively) at said professor. Because yes. This is a thing that is happening, and cross-cultural communication applies to neurodiversity stuff and this is maybe also relevant to the paper I need to finish about essentially Neurodiversity 101 for Society for Disability Studies.
And yes, will put the thing I write on my blog once it's properly edited. But it's in Chinese so...

Part the second:
Right now the piece is 900 characters or thereabouts, and then there's my citations. Yes, I'm citing stuff. Including the only simplified Chinese academic article Google scholar turns up on neurodiversity. It's more how it applies to educational stuff, and it's really only 3ish paragraphs that actually have anything to do with neurodiversity, but still. This means someone else translated the word neurodiversity for me and I'm not the first person to think this is a thing worth talking about in Chinese. Which is kind of important considering that this other person is actually Chinese and I'm not.
I'm also citing the thesis that made "this is relevant" click for me, because I'd read it shortly before I found out about Wednesday's talk and directly talked about cross-cultural communication as being a useful idea for interaction between autistic people and allistic people.

Part the third:
I got some help from one of my teachers on editing this thing. She said that for language specific to neurodiversity stuff she won't know so much because it's not her field, but then... pretty much every neurodiversity paradigm word except "neurodiversity" itself I'm needing to invent the translations for anyways.

Her comments were mostly helpful (yay teachers!) but her initial suggestion for how to translate neurodivergence/neurodivergent is just. No.

神经岔开, my attempt at the translation, might not be right. It's the word for neurology （神经）followed by a word for divergent that I don't think has a negative connotation but I might be wrong because culture differences and while I know more about connotations in Chinese than most white USians, I'm definitely not an expert. I wouldn't be even a little bit surprised if it's wrong or even just something that's not the best, even if it works. But 特殊神经 (special neurology) is DEFINITELY wrong. Calling marginalized neurologies "special" is absolutely not what I'm going for here no no no. The idea that all the neurologies are special except for the neurotypical/close enough to neurotypical one is pretty much the opposite of what I'm going for.

Part the fourth:

But she says I can comment on stuff and send back because she knows this isn't her field so I'm doing that and she helped me figure it out! Looks like I was close, but I actually want 分岔 for divergence instead of 岔开 that I tried, and it was a parts of speech issue (I was fine on connotations.) 分岔 is apparently a noun, while 岔开 is a verb, to make neurodivergence, a noun, either want "adjective neurology" or "neurology noun". I was right about adding a 的 to change between divergence and divergent. There's still some language and expression stuff she's helping me with, but it's not neurodiversity paradigm specific "how do I translate this word that's never been translated before" anymore. Those are taken care of, so I should be good for tomorrow. [If it comes down to it, I'm OK with a professor of cross-cultural communication at a university focusing on foreign language seeing that my Chinese isn't perfect. I'm not OK with bad translations of neurodiversity terms being my fault.]

从自闭症走出来？无意义的概念。

Here, have a thing I wrote in Chinese. It came about partially from my thoughts still running around after my new tutor suggested that I'd "walked out of autism" (I think that's their equivalent of "emerged from autism") and partially from a new phrase we learned in class: 非此即彼=either/or, two choice.

(No, I have no clue how the tutor came up with the idea that I was somehow recovered or whatever, considering that I was not capable of speech at the time and therefore typing to him instead. But he didn't argue when I explained at the time why the idea made no sense and was a bad idea.)

I don't know if/when I'm going to translate this one into English, because I've said all the content before just maybe not in these exact words. If I do, I'll edit to link here. Title means "Walking out of autism? A meaningless concept."

我们为什么还在谈“从自闭症走出来”这样的话题？“自闭的”及“开心的”不是非此即彼的问题，自闭症者的开心不靠“从自闭症走出来”而需要了解自己的能力，对自己的能力和需要帮助的地方池接纳的态度。如果一个人是自闭地出生，让他像没有自闭症的一个人不是让他更开心，也不是让他更有成功，就是让他化居多能力做有悖于自然的事。而且，这些有悖于我们自然的事不一定有好处！为什么需要用口说出来？为什么不要打字？为什么要看着别人的眼睛？为什么不应该一边听，一边动来动去？

这样也不是说我们不需要教育，不是说我们不应该提高我们的能力。我谈的事教育的内容，也是态度。我是自闭症者。自闭症不是外壳，自闭症不是让我走不了的圈套。我不需要从（根本不存在的）“圈套”走出来，而要使用适合我自闭的大脑学新的事。我不需要改变自己的自然，而要使用我自然给出的优点做我要做的事。

在缺点呢？我肯定愿意承认自闭症有缺点。什么大脑（什么身体，什么人）的设计都有缺点，现代社会包括很多方式帮助大部分的人需要帮助的部分。我的区别不一定是更多地方需要帮助，而是不同的地方需要帮助。因为这些需要帮助的地方被称为“特殊”所以很多人认为不应该帮我，而应该“修”我。这就是我不同意的地方。人们都需要一些帮助。我需要帮助的事情跟很多别人的不一样，但是这不是好事或者坏事。这就是我的自然。我是自闭症者。就是这样。

Chinese Neurodiversity Paper "In Progress"

It's not the paper I really wanted to write, and so I only got to bits of it, mostly the ones closer to what I wanted to write. I'm not really finishing it. I'm really tabling it until after I finish my paper on the erasure of Queer Autistic people, by which time I will probably be in China. Then I will grab what I can from this to use in the paper I actually want to write.

Trigger Warnings for suicide and abuse if you read Chinese.
下面的文章谈到自杀。

神经多样性

神经多样性是什么？这个问题没有简单的回答；神经多样性是看神经异常的模仿，也是文化的运动。在神经多样性的模式中，神经异常是一个应该被尊重的独特个性，不是一个人们尝试治疗的障碍（Nciku，）。这个想法是自闭症的成人提出的，后来有别的神经分岔的(neurodivergent)人也用神经多样性看他们自己的差异，也有一些老师和父母用这个模式（介绍神经多样性，）。现在，提议神经多样性的人大多也是提议自闭症权利的人，提议自闭症接纳的人，或提议残疾人权利的人。上面是因为神经多样性的模式是从残疾人权利的说法里开始的，特别是从盲人和耳聋的人的说法里开始的。在下面，作者将会讨论自闭症的人的生存状况和残疾人权利及这两件事情跟自闭症的人权利的关系。最后，作者会讨论以上几点跟神经多样性的关系。

介绍自闭症

自闭症是一种发育障碍。如果一个人患有自闭症，那么三岁以前能看到自闭症的症状（现在，有一些医生能诊断十八个月大的小孩！）因为很多人不太清楚自闭症是什么，所以还有很多自闭症的人不知道自己是自闭的。

自闭症主要有三种障碍：在社交，在沟通，在灵活思维上都有障碍。每一个自闭症的人在这三个方面都有自己具体的问题。例如，很多自闭症的人三岁后才开始说话，或者长大后也不能说。另外一些自闭症的人有时候能说，有时候只能打字，甚至有什么时候都能说话的自闭症的人。除了说话的问题以外，别的沟通问题常常包括明白笑话与讽刺的问题。社交问题包括因为不明白别人，所以不能跟别人讲话。因为社交很难，所以让自闭症的人很累，不太愿意社交，及看不懂表情和身体语言。在灵活思维的方面，自自闭症的孩子闭症的人常对一个题目非常感兴趣，可能对别的什么都不感兴趣。有时候，自闭症的人在这个题目上的知识能跟专家一样深。每天要吃一样的菜，做一样的事情也是自闭症的人从僵化思维来的特征。

自闭症的人生存状况，社会对自闭症的看法

如果要谈自闭症的人生存状况，那么也要谈诊断的情况。在美国，医生大多知道自闭症，父母也知道自闭症。自闭症专家很多。如果孩子的发育有什么不正常，父母很快把孩子带去看医生。如果医生认为可能是自闭症，他告诉父母要带孩子去看专家。诊断会很慢，但是因为很早开始，所以孩子很小的时候已经知道他是自闭的。现在，18个月大的小孩就能被诊断。

中国诊断自闭症的情况完全不一样。很多父母相信晚一点说的小孩后来是很聪明的人，不知道这是自闭症的特点。因为不知道自闭症，父母也不知道孩子别的自闭行为真的是自闭症的特点。而且，只能生一个孩子，一方面让父母没有自己的孩子或兄弟姐妹的孩子比较，另一方面让残疾孩子更难被父母的接纳。因此，父母往往不带孩子去看医生或者等到很晚才带孩子去。WE EDITED TO HERE。

自闭症的孩子看医生也不一定被诊断，知道自闭症的医生比较少，专家更少。这是因为医生往往没有修过心理课，只能从别的知道自闭症的医生那里学习自闭症到底是什么。如果没有父母带他们自闭的孩子去医院看医生，那么医生就根本不知道自闭症的存在。如果没有懂得自闭症的医生，看医生没用，孩子不能被诊断。

还有很多医生说孩子“有自闭症的症状,”或“跟自闭症有一点类似”，不说孩子是自闭的。这样的情况是从几方面来的。

第一，自闭症是精神残疾，跟所有精神残疾一样受到偏见。医生可能因为不愿意让孩子受到这样的偏见，所以不愿意给自闭症的诊断，又可能相信孩子的障碍没有真正的自闭症那么严重。

第二，知道自闭症的医生比较少。不知道自闭症的医生又不能诊断自闭症。

第三，Aspergers自闭症是不常诊断的。很多医生不知道能说话的人也可能是自闭的。

第四，在中国，自闭症的评价只有半个小时。对神经典型(neurotypical)的医生来说，半个小时不够确定孩子是不是自闭的。（有一些自闭症的人能几分钟以内就确定，而神经典型人不能。）

诊断后，自闭症的人都面临很大的问题。

中美两国人对自闭症的了解完全不一样。美国人常不清楚自闭症是什么，但是听说过。在路上问的中国人大概没听说过自闭症。美国老师都知道自闭症,医生都知道。他们可能不太清楚自闭症的人是什么样人，最好怎么帮助自闭症的人，而他们知道自闭症的人有几个障碍。中国老师却常以为自闭症的孩子只是胡作非为。

虽然中美两国对自闭症的了解有很大的差别，但是两国自闭症的人有很多一样的问题。例如，教育是自闭症的人常面对的问题。在美国，老师都知道自闭症是什么，而不一定知道怎么最好帮助自闭症的孩子。自闭症的孩子的个别化教育计划常有问题：比如老师以为让自闭症的孩子学好“固定手势”是对他们好。再比如当别的孩子上学术课程时，自闭症的孩子却被迫去上社交课程。这样自闭症的孩子渐渐地在学术课程就落后了。进而，自闭症的孩子被认为什么都学不会，所以不被允许上学术课程。还有，一些不会说话的自闭症的人不得不用一些交流替代品，比如电脑语音软件或iPad进行交流。有些老师因为不理解，所以没有教会自闭症的人怎么使用这些替代品。还有一些老师甚至禁止他们使用。

在教育问题上，美国的自闭症的孩子大多上学，问题就是在什么学校上学，老师让他们学什么内容。（这就是Henry的问题。他想跟别的14岁的学生一起读书，学一样的内容。学校认定因为他不能说话，只能打字，所以不行。半年后学校才愿意让他上学，这个月开始跟他朋友一起上课。）-EXPLAIN THE STORY. Who is he? Why do we care?

在中国，公立学校平常不愿意接纳自闭的学生，所以父母送孩子去上残疾人的学校或不送他上学。中国的＂随班就读＂不是强制性的，不够提供自闭症的孩子和重度残疾儿的教育。因为中国医生所知道的自闭症是儿童自闭症，所以高功能自闭症的孩子不被诊断。没有诊断让这些自闭症的人没有特别的帮助，但是没有自闭症的诊断让学校容易接纳他们。没有诊断的自闭症的人大概有好一点儿的生存状况。如果没有诊断，别人会认为只是胡作非为，也会认为很奇怪。如果有诊断，不好的事情可能真的会发生。2012年，媒体报道了两次其它学生父母对学校说如果学校让自闭症的孩子继续上学，他们就“不客气了。”第一次在深圳的某中学：学校就不让自闭症的孩子上学。学校不让他上学，他就偷偷地进去。然后，学校把他的桌子拿走，他就站在教室后面听课。最后，学校终于把他拒之门外。几天后，他自杀了。

固定手势="quiet hands"

The Neurodiversity Committee

A while back, there was an "Open Space Conference" at my university. It was supposed to be on a general theme of diversity. I got in line, grabbed a microphone, and announced that I would run a room talking about neurodiversity. I hoped to get a few people, educate a few people.
I got more people than I expected. One came from Disability Services.
We talked about stuff related to neurodiversity. It was good. Universal design came up, different ways of running classrooms that make it so that some of the things we currently see as accommodations wouldn't be accommodations anymore was mentioned. (Seriously. Just have a note-taker be a standard position for classes where the teacher doesn't make their own notes, and that takes care of needing it as an accommodation. Make the files you upload be screen-readable. Include transcripts for audio files by default. It will mean less work for people whose needs are documentable and save the academic hides of those who don't have documentation for whatever reason. Different methods of assessment being available, choose some number minimum out of the total ways that are to count. It's going to help everyone, and it could save someone's academic hide.)
Action points were brought up. Getting a working definition was one of them, doing some education for the campus, was another. And we put them up on a wall. Everyone was allowed to vote on which ones would get committees and get worked on. (There were something like 20 presentations given over the course of the day, 10 were going to get worked on.) I missed the vote because I had a class and a lab, but Neurodiversity did get voted for. Apparently Universal Design and Inclusive Pedagogy also got voted for. I think that Neurodiversity should be talking to both of these groups, but Inclusive Pedagogy seems pretty focused on racial inclusion and I don't want to derail them. I do have my own committee, after all. Talking about the intersectional stuff would be nice, though. Things like issues that people of color face in the diagnostic system, issues in disability services, how to have Inclusive Pedagogy stuff be inclusive for multiply marginalized people, how Inclusive Pedagogy is useful for Neurodiversity and how Neurodiversity fits in with them. For Universal Design, though, I really, really think that's a collaboration that can and should happen. A lot of the things that would make the school more neurodiversity-friendly also fall under Universal Design, and that part of things we could work on together.
Anyways, the committee has action points and things it needs to present. We've got a working definition of neurodiversity, though the disability services person on the committee is convinced that something about the legal frameworks belongs in the definition of neurodiversity. I... don't think so. Neurodiversity is a paradigm, we're not defining "what disability services does," we're defining "the lens we're looking through."
We're also hoping to get some training stuff for faculty back up and running. There apparently used to be one, and it did talk specifically about Aspergers. Which is about to not be a thing under DSM-5, plus there is the issue of there being people on campus who are neurodivergent in ways other than just Aspergers. It needs to be more inclusive. (Also, Disability Services needs to get it through their heads that properly accommodated Autistic people can and do go to college, and are just as qualified as everyone else. AAC devices do not mean incapable of college, they just mean that AAC works better than oral speech at least some of the time. They keep talking like it's just people with Aspergers who would be coming to college. To an Autistic person who isn't Aspergers.)
So that's kind of what's going on there. It's bureacracy, and it's slow, and the people need a decent bit of education. But they are willing to learn, and they think the idea of looking at this stuff through the idea of diversity rather than of being broken or wrong makes sense. Oh, and they liked the whole "Add neurodiversity to Diversity Week" idea. Which means I might actually participate in Diversity Week stuff once I get back from China.

自闭症者是/自閉症者是

简体字在上面，正体字在下面
簡體字在上面，正體字在下面


别的都是英文，但是有很多人在写“自闭症者是”的博客。

自闭症者是：
我们的朋友，
我们的同学，
我们的老师，
我们的父母，
作者，
图书管理员，
商人，
歌手，
演员，
科学家，
教授，
酒保，
厨师，
裁缝，
医生，
律师，
工程师，
水管工，
人。

自闭症者跟所有的人一样各种各样的。


別的都是英文，但是有很多人在寫“自閉症者是”的博客。

自閉症者是：
我們的朋友，
我們的同學，
我們的老師，
我們的父母，
作者，
圖書管理員，
商人，
歌手，
演員，
科學家，
教授，
酒保，
廚師，
裁縫，
醫生，
律師，
工程師，
水管工，
人。

自閉症者跟所有的人一樣各種各樣的。

《大声手：自闭人，谈话》

正體字在下面

《大声手：自闭人，谈话》

《大声手：自闭人，谈话》(Loud Hands: autistic people, speaking)是自闭症自我提倡网络提出的第二本书，世界第一次有自闭的人一起写书谈神经多样性，自我提倡，及我们被别人做的事。在这本书，你能看到二十九个自闭的人，都写他们自己的看法，他们自己的故事，他们自己的诗等。在290叶的书，每一词都是自闭的人自己说的，写的，或打的。作者包括大学生，教授，自闭的自我提倡网络的主席, 索引,自闭儿自闭的父母,及不能说话，必须靠别人住自闭的人。我们面临的问题有时候完全不一样，有时候没有什么差别。在这本书里有一篇文章：我看了，不知道这篇的作者能不能说话。看了后，我还不清除－作者是什么样的人？他肯定是自闭的，但是我不知道：能不能说话？能不能一个人住？能不能工作？

只能看他写的，不会说他一定能说，也不会说话他一定不能说话。

《大声手：自闭人，谈话》分为几部分：最上面是一篇介绍，然后几篇谈神经多样性，自闭症权利，及自闭症自我提倡的历史。历史后，另外一些自闭人谈这方面现时的情况，然后自闭人被别人做的事情。这一部分包括Julia Bascom的《静手》(Quiet Hands)。《静手》的题目是应用行为分析－她的治疗师让她别皮瓣手，别躁动。

他写：“在语言障学生的教室，最常用的短语是一个比喻：“静手！””治疗师做他们做的，说“静手！”就是因为他们（很多人）认为自闭症肯定是坏的。因为自闭人自然用我们自己的身体就是自闭症，所以这是不行的。他们认为看像正常人一样是最重要的。如果自闭症是自闭人最大的问题，那么让他们看像正常人，做正常人做的就好了，对吗？

Julia说：“不对”。E, Jim, Amanda, April, Ari, 我，等， 我们都说：“不对！”Amy说功能标签没用，及April说尊重自闭人重要而让自闭人跟正常人就是害得自闭的人。Jim说自闭人还在，自闭人的父母不应该悼他们。如果他们想要悼没来的正常孩子，不是跟我们在一起的时候要做。无论你做什么，找我们里面的“正常”人就找不到。我们没有“正常”的自己，只有自闭的自己。

我们被别人做的后，有人谈修辞。在这一部分，自闭再说功能标签没用，甚至给自闭人害。我们写叫一些人“正常，”说自闭人等是异常的，混乱的为什么害得我们。因此，我们就交他们是“神经典型的”(neurotypical)。这样，什么样的人都有标签。说话的时候，这个区别很小，而在修辞里语言的小区别非常重要。如果你要换到别的模式（从病理的模式换到神经多样性的模式，）你不许找新的语言谈新的假设和想法。在一次模式的转变，新词包括“神经典型的”和“神经分岔的”(neurodivergent。)

修辞后，作者谈“表达能力”及从这里，提议神经多样性者要做的事。这一本书是大声手的开始。大声手也有机会写别的书及写信给刚才诊断的自闭人和他们的父母。

《大聲手：自閉人，談話》

《大聲手：自閉人，談話》(Loud Hands: autistic people, speaking)是自閉症自我提倡網絡提出的第二本書，世界第一次有自閉的人一起寫書談神經多樣性，自我提倡，及我們被別人做的事。在這本書，你能看到二十九個自閉的人，都寫他們自己的看法，他們自己的故事，他們自己的詩等。在290葉的書，每一詞都是自閉的人自己說的，寫的，或打的。作者包括大學生，教授，自閉的自我提倡網絡的主席, 索引,自閉兒自閉的父母,及不能說話，必須靠別人住自閉的人。我們面臨的問題有時候完全不一樣，有時候沒有什麼差別。在這本書裡有一篇文章：我看了，不知道這篇的作者能不能說話。看了後，我還不清除－作者是什麼樣的人？他肯定是自閉的，但是我不知道：能不能說話？能不能一個人住？能不能工作？
只能看他寫的，不會說他一定能說，也不會說話他一定不能說話。
《大聲手：自閉人，談話》分為幾部分：最上面是一篇介紹，然後幾篇談神經多樣性，自閉症權利，及自閉症自我提倡的歷史。歷史後，另外一些自閉人談這方面現時的情況，然後自閉人被別人做的事情。這一部分包括Julia Bascom的《靜手》(Quiet Hands)。 《靜手》的題目是應用行為分析－她的治療師讓她別皮瓣手，別躁動。
他寫：“在語言障學生的教室，最常用的短語是一個比喻：“靜手！ ””治療師做他們做的，說“靜手！”就是因為他們（很多人）認為自閉症肯定是壞的。因為自閉人自然用我們自己的身體就是自閉症，所以這是不行的。他們認為看像正常人一樣是最重要的。如果自閉症是自閉人最大的問題，那麼讓他們看像正常人，做正常人做的就好了，對嗎？
Julia說：“不對”。 E, Jim, Amanda, April, Ari, 我，等， 我們都說：“不對！”Amy說功能標籤沒用，及April說尊重自閉人重要而讓自閉人跟正常人就是害得自閉的人。 Jim說自閉人還在，自閉人的父母不應該悼他們。如果他們想要悼沒來的正常孩子，不是跟我們在一起的時候要做。無論你做什麼，找我們裡面的“正常”人就找不到。我們沒有“正常”的自己，只有自閉的自己。
我們被別人做的後，有人談修辭。在這一部分，自閉再說功能標籤沒用，甚至給自閉人害。我們寫叫一些人“正常，”說自閉人等是異常的，混亂的為什麼害得我們。因此，我們就交他們是“神經典型的”(neurotypical)。這樣，什麼樣的人都有標籤。說話的時候，這個區別很小，而在修辭里語言的小區別非常重要。如果你要換到別的模式（從病理的模式換到神經多樣性的模式，）你不許找新的語言談新的假設和想法。在一次模式的轉變，新詞包括“神經典型的”和“神經岔開的”(neurodivergent。)
修辭後，作者談“表達能力”及從這裡，提議神經多樣性者要做的事。這一本書是大聲手的開始。大聲手也有機會寫別的書及寫信給剛才診斷的自閉人和他們的父母。

Writing About Neurodiversity in Chinese

I haven't really said anything about it here, but I've been talking about it on Facebook for a couple days now:
I have to write a 4000-5000 character research paper in Chinese. I decided to write it about the Neurodiversity movement. There is just one small problem. According to Google Scholar, there are only two articles that reference it, one of which is in traditional characters.
But this is me.
I'm not going to switch topics over something small like that!
Ok, my teacher really, really wishes I would.
That's at least partially because Neurodiversity has nothing to do with any of my majors.
It's also partially because of this resources issue.
So she suggested that I switch my topic to autism in general.
Nope. I'm not going to talk about autism like most of the research people do about it is acceptable and useful when it's often neither. Autism is home of way too much bad science. I would know. I have the whole Journal of Autism and Developmental Disorders on a flash drive, remember?
I am supposed to stick to resources that are in Chinese or that have already extant translations in Chinese. However, there is one way I can get around this- my teacher has told me that I can use a resource that is written in English is I either translate it or write a one page summary in Chinese. (Hmm... I can think of some posts from my "Translating YOUR Posts" page that I might be able to use for that...)
And that is basically going to take over my life. If you don't have your own blog but have something you want to say, now's a great time to hand me a guest post (assuming that it's something I'd actually publish and all, of course.)
These are some papers I am looking for, if anyone knows where to find them, btw, and this list may be updating with time. If you have a version that is in simplified characters instead of traditional, that is even better. (Or a paper on a similar topic that is in simplified characters.)

林宏熾(2003)。美國身心障礙者自我決策與轉銜實務。特殊教育季刊，88，1－15。

許銘容(2004)。高職特教班教師對學生學習自我決策態度與實施狀況之調查（未出版碩士論文）。國立臺灣師範大學特殊教育學系，臺北市。

張瑋珊(2006)。成為生涯掌舵者：提升中途障礙者生涯發展之自我決策能力。特教園丁，22(2)，34－40。

http://ericdata.com/tw/detail.aspx?no=72699

That's really what I've got, for now.

介绍神经多样性

今天我要参加一届汉语演讲比赛，这是我要说的：

神经多样性是什么呢？就是认为神经异常不一定是问题，不应该治疗这样的神经异常。神经多样性是自闭的人提出的一个想法。很长时间，没有人相信这个想法，但是慢慢的有诵读困难，运用障碍，多动的人等开始相信这种说法。我认为神经多样性的重要性是从几方面来的：

一）现在，我们不知道自闭的人为什么是自闭的。如果我们根本不知道神经障碍是怎么来的，怎么会治疗呢？治疗神经障碍是现在不能做的，可能是勉为其难。因为现在不会治疗神经障碍，最好尊重有神经障碍的人，认为他们是一个社会中的一类，没什么特别的人。

二）有好多个自闭的人，诵读困难者等认为他们的神经障碍真的是他们个性的一部分。尊重他们包括尊重这个看法！治疗有这样看法的人是害了他们。

三）无论你认为这样的不同是好的或者坏的，对人说：“因为你有神经障碍，所以你不能做什么”对这些人不好，也对社会不好。自闭的人会快乐，不一定认为他们自己的生活是可怜的。告诉他们：“你的生活肯定不好”不会对他们好。让他们什么好的都不做不会对他们好，也不会对社会好。让他们做会做的，尊重他们的想法又对他们好又帮助社会。

如果你要开始帮助有这些障碍的人，相信神经多样性是一个好办法。

翻译到英文：

Today,  I am participating in a Chinese speech contest. This is what I plan to say:

What is neurodiversity? It's the idea that neurological differences are not inherently bad, that we don't need to cure them. The neurodiversity movement started with autistics, and it has slowly grown to include dyslexics, dyspraxics, people with ADHD, and other neurological differences. (Sometimes even family members, though I didn't say so in the speech) I think neurodiversity is important for several reasons:

1. Right now, we don't even really know why autistic people are autistic. If we don't know where neurological differences come from, how would we cure them anyways? Right now, we can't, and it may just be impossible. We still need to respect the people who have them, and we should still consider them a part of society, not some completely separate and different group.
2. There's plenty of autistics, dyslexics, etc who think their neurological differences are a fundamental part of who they are. Respecting them includes respecting that opinion, and curing them would be hurting them.
3. Regardless of what you think of neurological differences, saying "Because you have a neurological difference, you can't do anything" to someone is bad for the person and bad for society. Autistic people can be happy- they don't have to think their own lives are tragedies. Saying to them: "Your life must be horrible," will not help them. Keeping them from doing anything good will not help them, nor will it help society. Letting them do what they can and respecting their opinions helps both them and society.

If you want to help people with neurological differences, neurodiversity is a good way to start.

And if anyone wants the PinYin (phonetics in our alphabet) of the speech, here it is:

Shénjīng duōyàng xìng shì shénme ne? Jiùshì rènwéi shénjīng yìcháng bù yīdìng shì wèntí, bù yìng gāi zhìliáo zhèyàng de shénjīng yìcháng. Shénjīng duōyàng xìng shì zì bì de rén tíchū de yīgè xiǎngfǎ. Hěn cháng shíjiān, méiyǒu rén xiāngxìn zhège xiǎngfǎ, dànshì màn man de yǒu sòngdú kùnnán, yùnyòng zhàng'ài, duō dòng de rén děng kāishǐ xiāngxìn zhè zhǒng shuōfǎ. Wǒ rènwéi shénjīng duōyàng xìng de zhòngyào xìng shì cóng jǐ fāngmiàn lái de:
Yī) xiànzài, wǒmen bù zhīdào zì bì de rén wéi shén me shì zì bì de. Rúguǒ wǒmen gēnběn bù zhīdào shénjīng zhàng'ài shì zěnme lái de, zěnme huì zhìliáo ne? Zhìliáo shénjīng zhàng'ài shì xiànzài bùnéng zuò de, kěnéng shì miǎnwéiqínán. Yīnwèi xiànzài bù huì zhìliáo shénjīng zhàng'ài, zuì hǎo zūnzhòng yǒu shénjīng zhàng'ài de rén, rènwéi tāmen shì yīgè shèhuì zhōng de yī lèi, méishénme tèbié de rén.
Èr) yǒu hǎoduō gè zì bì de rén, sòngdú kùn nàn zhě děng rènwéi tāmen de shénjīng zhàng'ài zhēn de shì tāmen gèxìng de yībùfèn. Zūnzhòng tāmen bāokuò zūnzhòng zhège kànfǎ! Zhìliáo yǒu zhèyàng kànfǎ de rén shì hàile tāmen.
Sān) wúlùn nǐ rènwéi zhèyàng de bùtóng shì hǎo de huòzhě huài de, duì rén shuō:“Yīnwèi nǐ yǒu shénjīng zhàng'ài, suǒyǐ nǐ bùnéng zuò shénme” duì zhèxiē rén bù hǎo, yě duì shèhuì bù hǎo. Zì bì de rén huì kuàilè, bù yīdìng rènwéi tāmen zìjǐ de shēnghuó shì kělián de. Gàosu tāmen:“Nǐ de shēnghuó kěndìng bù hǎo” bù huì duì tāmen hǎo. Ràng tāmen shénme hǎo de dōu bù zuò bù huì duì tāmen hǎo, yě bù huì duì shèhuì hǎo. Ràng tāmen zuò huì zuò de, zūnzhòng tāmen de xiǎngfǎ yòu duì tāmen hǎo yòu bāngzhù shèhuì.
Rúguǒ nǐ yào kāishǐ bāngzhù yǒu zhèxiē zhàng'ài de rén, xiāngxìn shénjīng duōyàng xìng shì yīgè hǎo bànfǎ.

功能标签

这是我的《Functioning Labels》文章被翻译到中文。
This is a translation into Chinese of my "Functioning Labels" post. 

我参加了叽叽喳喳的2012年5月2日的 #autismchat。那时候，我说：“高功能的意思是你需要的帮助被忽视，低功能的意思就是你的优势被忽视。”我不是第一个人用这样的说法：Autistic Hoya 写了谈功能标签的卡通，及 Just Stimming 写的跟我说的差不多。另外，每一次有人说：“你写博客，所以你肯定是高功能自闭的或阿斯珀格氏综合的，”有人问高功能跟低功能的差别根本是什么。他们问因为谁都没有好的回答。

我已经留学了，在外国一个人流行。会作这样没有“不是真的自闭人”的意思。我留学了只告诉你我会去外国流行。如果你用非语言沟通告诉我什么事，我大概不知道你要说什么，甚至可能不知道你要对我说！非语言沟通不是我的强技能。如果我面临的情况就是我必须用公共交通去一个地方，我就没问题。看起来我肯定是高功能的。如果我面临的情况是一个好挤的晚会，我可能会跟别人聊天儿，可能一句话也不会说。回家后，我不会做什么因为社交的负担对我过重。那么，我们怎么最好给“高功能”和“低功能”定义？

是“如果能一个人自己住是高功能的，不能是低功能”这样地给功能标签吗？（如果没有原因一个人自己住，那么算功能标签？）

是根据地方A到地方B一个人去的能力决定吗？（如果你在家里工作，什么地方都不必一个人去呢？）

是根据开车的能力吗？（我还没学会怎么开车，但是自闭症不是没学会的原因！如果自闭症跟不能开车的情况没有什么关系呢？）

是根据参加社交的能力吗？（如果一个人真的不在乎呢？）

是根据说话的能力吗？（打字/手语/AAC 呢？除了说话以外，还有几个可以跟别人沟通的方式。）

是根据写博客的能力吗？（写博客和说话，一个人住，开车，工作等是几件没有什么关系的事情！）

是根据这个人有没有危险的行为或自伤的行为给标签吗？（一些人觉得我的一个行为就可以叫自伤。。。）

是根据什么时候开始说话吗？（开始说话后，你不能看/听人说就知道什么时候开始说话！）

是根据孤独的行为的历史吗？（但是孩子张大，行为会变。而且，有些孤独的行为不会害得谁，只是习惯的。）

是根据智商给标签吗？（智商真的有用吗？）

是根据“社会认为人应该做的”跟“真的做的”的差点吗？（别人认为我因改做的跟我自己认为我应该做的没有那么大的相似。。。）

那么，是根据我们自己认为我们应该会做跟我们真的忽做的差点给功能标签吗？（但是，每一个人不同意应该会做什么！而且，别人不太愿意听我们说的话。因为这是我们的生活，所以应该注意听，但大多不听。）

所以，功能标签根本是什么？人人都有强点和缺点。如果我是高功能的，你就把我需要的帮助忽视。如果我是低功能的，你就把我会做的事情忽视。无论给什么标签，结果就是我们被伤害。（而且是不听自闭症者说的辩解）