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CONTEXT-BASED INFORMATION ABOUT AUTISM
Our Context-Based information is presented in basic family orientation to intermediate provider practice guides, and advancing scholorship. Texts are organized, in this way on each page link, to meet the needs of our wide and diverse Autism community audience. The goal of this integrated approach is to provide an information system that can help us have a holistic map of how we each may or may not be aware of what we all do and do not know about Autism. This creates a use-able community knowledge brokerage for us all.
The purpose of our CONTEXT-BASED page links is to attempt to open up a generative space to introduce and discuss able group issues about our human diversity. From this Autism information location we seek to understand the more collective needs of groups of people with and without Autism in relation to each other. Here we can help us begin to describe the situations of those of us who must live, work, and cope within and between our diverse life worlds in the most inclusive way possible. Here we construct room to explore Able Realities, Maps as Models, Safer Providership Principles, Survivorship realities of Autism, and our review of three primary Behavioral, Eclectic, Developmental Model Approaches to Best Practice Interventions. Within these texts, we may learn about our collective situations and our knowing about our identities, status and power in new ways. Here we can build community-based centers of research and practice, as participants in our family and service providerships as people who belong to may diverse biosocial communities.
The goal of this third area of information is then, to provide and discuss an emergent and more historical worldview of Autism. The more spatial nature of our human journeys within, and situations in relation to each other as, groups of people with and without Autism can sit in their true realities. Our family and service provider clients have reported, and we have observed, that becoming and staying aware of our adult provider roles and ranks in relation to each other requires an ongoing growth of mutual understanding. Here our between-groups learning becomes a real part of the historical base of knowledge about Autism. This can actually helps us all be together, as much as learning new ways to do something about the losses of Autism can help us all. From this place we become able to gain transformative kinds of knowledge, awareness, skills, and abilities as we come to fully understand Autism. In this space we must remember to empathize with, and learn to better meet the needs of those of us who are in this life of loss and the work of helping people realize their potentials.
All our new families and novice service providers without Autism, may suddenly find ourselves in the unfamiliar world of people with Autism as a strange space. People with Autism who are able to read this page, may have never been identified before. We may learn they have Autism only when stumble across such information, or when our own child is diagnosed with the condition. All of us feel as if we have been thrown overboard into an internally stormy and externally high seas. Our feeling lost is no mere emotional state of mind, and it will most often involve a long stage of recovery from our BEING lost in Autism. Moreover, we may have to work to realize that we have become a member of a particular community with a long history that always influences our family outcomes.
Context-based knowledge about Autism is grounded in two dual realities. The first is the nature of how biological losses impact our own and each others' mutual functioning, and the shared nurturing of the kinds of social spaces and need-meeting resource bases we may or may not access to, due to those same able losses. However, our current life reality of Autism is also linked in very complex ways to the lived history and biosocial situations of all people with Autism. Therefore, context-based information can help us describe and record the able diverse worlds of people with and without Autism in relation to each other in our past, present and future timeframes. Contextual studies also let us look at the broader issues of the presence or lack of practice ethics and leadership in humanistic treatment guidelines. All these relevant topics come into play in contextual studies about and services forpeople with and without Autism across our homes, schools, workplaces, and communities. How leaders and groups with social control over access and resources will construct or deny authentically inclusive spaces. Truthfully exploring these realities becomes a critical contextual research challenge. It is time to leap into these questions.
There are several forms of contextual research designs that seek to use formal models of both objective and subjective research designs in order to capture our human realities and situations in relation to Autism. Contextual research can help us design applied research testing grounds for other forms of research and Autism practice information. Contextual research provides is with ways to describe our communities realities and how they compare and contrast to the world of people without Autism. This kind of research work can be constituted from other research studies and constructed in direct relation to our community members in action research projects designed to increase our mutual understanding of each other and our learning from each other in daily life. Contextual research helps us capture our collective wisdom and histories, without diminishing our individual integrity at all. When used in combination with fact-based, concept-based, and individually-based research, contextual studies can help us construct the Big Picture we must face over our life spans. Our website seeks to afford us this broader Autism knowledge brokerage platform.
*The Four Dimensional Model of Information which has been applied in the design of Threshold's knowledge brokerage has been used with the permission of Dr. Robert Silverman of the Fielding Graduate Institute. Scholarly Sources below:
Silverman, R. (2003). The professional use of substantive knowledge--Assessing one's compentencies. Retrieved October, 2003, from http://www.fielding.edu/private/hod/CUR/KA/profsilv03.htm
Honold, L., & Silverman, R. J. (2003). Organizational DNA--Diagnosing your organization for increased effectiveness. Palo Alto, CA: Davis Black Publishers.
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