Deviance

Kim Cooney (K.Cooney who-is-at edn.gu.edu.au)
Tue, 1 Oct 2097 10:58:13 +1000

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It occured to me that online we discuss what 'people' do. These =
people, it seems to me are taken to be 'typical' people. E.g. in our =
discussions of signs/symbols or the survival of settings it seems to =
me that we assume the relationship of these 'typical' people to settings =
etc. Discussions about the use of the internet and identity, again, may =
not have considered how 'non-typical' people relate to this medium of =
communication. I enclose a clipping from another list that I subscribe =
to as a special educator with an interest in the field of autism. =
Hoping this will stimulate a discussion.

Regards,

Kim Cooney
Brisbane
Australia=20

The following article appeared recently in the New York Times, written =
by
Harvey Blume. Martijn Dekker allowed him to be subscribed to some of the
forums on InLv, with the full knowledge of the participants.

> > June 30, 1997
> >
> > CONNECTIONS / By HARVEY BLUME
> >
> > Autistics Are Communicating in Cyberspace
> >
> > [D] espite the diverse accounts of autism in books like
> > Oliver Sacks' "An Anthropologist on Mars: Seven
> > Paradoxical Tales" (Knopf), the prevailing image of the
> > autistic today is probably still that of the rocking
> > child, prone to tantrums and averse to touch, or of an
> > adult like the character Dustin Hoffman played in the
> > movie "Rain Man," who can instantaneously multiply large
> > numbers in his head, but cannot connect with other
> > people or take care of himself.
> >
> > Yet anyone who explores the subject on the Internet
> > quickly discovers an altogether different side of
> > autism. In cyberspace, many of the United States'
> > autistics are doing the very thing the syndrome
> > supposedly deters them from doing -- communicating --
> > often in celebration of the medium that enables them to
> > do so.
> >
> > "Long live the Internet," one autistic recently exulted
> > in an online discussion, where "people can see the real
> > me, not just how I interact superficially with other
> > people."
> >
> > Another explained why she prefers online to face-to-face
> > interaction: "Ordinarily," she wrote to other members of
> > her e-mail forum, "the giving of support involves being
> > with someone, and that's always draining for me. If
> > someone does give me support in person, I will have to
> > spend some time recovering from the experience of
> > receiving that support."
> >
> > Both writers subscribe to Independent Living, a suite of
> > e-mail forums created by and almost exclusively for
> > autistics.
> >
> > Topics addressed by Independent Living include jobs,
> > hobbies, "sexuality and being different," and the
> > recurrent question of how to relate to what the
> > autistics refer to as neurologically typical people --
> > or "NTs" in the community's parlance.
> >
> > In a sense, autistics are constituting themselves as a
> > new immigrant group online, sailing to strange
> > neurological shores on the Internet, and exchanging
> > information about how to behave upon arrival. They want
> > to be able to blend in, to pass, and are intently
> > studying the ways of the natives in order to do so.
> >
> > One recent Independent Living discussion, for example,
> > was devoted to figuring out when NTs look into each
> > other's eyes during conversation. The consensus was the
> > that the usual thing is to make eye contact when
> > beginning speech and when concluding, but that eye
> > contact in between is optional.
> >
> > Yet in trying to come to terms with an NT-dominated
> > world, autistics are neither willing nor able to give up
> > their own customs. Instead, they are proposing a new
> > social compact, one emphasizing neurological pluralism.
> >
> > The consensus emerging from the Internet forums and Web
> > sites where autistics congregate (a good starting point
> > is the On The Same Page site) is that NT is only one of
> > many neurological configurations -- the dominant one
> > certainly, but not necessarily the best.
> >
> > As a rule of thumb, it might be said that what NTs do
> > intuitively, autistics can accomplish only with great
> > effort, if at all -- and vice versa. For example,
> > neurologically typical people assess each other's mental
> > states by noting small changes in voice, eyes and facial
> > expressions. Yet this is as nonintuitive an activity for
> > most autistics as, say, long multiplication is for most
> > NTs.

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 It occured to me that online we discuss what 'people' = do.  =20 These people, it seems to me are taken to be 'typical' people.  = E.g. =20 in our discussions of  signs/symbols  or the survival of = settings it=20 seems to me that we assume the relationship of these 'typical' people to = settings etc.  Discussions about the use of the internet and = identity,=20 again, may not have considered how 'non-typical' people relate to this = medium of=20 communication.  I enclose a clipping from another list that I = subscribe to=20 as a special educator with an interest in the field of autism.  = Hoping this=20 will stimulate a discussion.

Regards,

Kim Cooney
Brisbane
Australia

  The following article appeared recently in the New York Times, = written=20 by
Harvey Blume. Martijn Dekker allowed him to be subscribed to some = of=20 the
forums on InLv, with the full knowledge of the=20 participants.



>=20 >          June 30, = 1997
>=20 >
> >         =20 CONNECTIONS / By HARVEY BLUME
> >
>=20 >          Autistics Are = Communicating in Cyberspace
> >
>=20 >          [D] espite = the=20 diverse accounts of autism in books like
>=20 >           &nb= sp; =20 Oliver Sacks' "An Anthropologist on Mars: Seven
>=20 >          Paradoxical=20 Tales" (Knopf), the prevailing image of the
>=20 >          autistic = today is=20 probably still that of the rocking
>=20 >          child, prone = to=20 tantrums and averse to touch, or of an
>=20 >          adult like = the=20 character Dustin Hoffman played in the
>=20 >          movie = "Rain=20 Man," who can instantaneously multiply large
>=20 >          numbers in = his head,=20 but cannot connect with other
>=20 >          people or = take care=20 of himself.
> >
>=20 >          Yet anyone = who=20 explores the subject on the Internet
>=20 >          quickly = discovers an=20 altogether different side of
>=20 >          autism. In=20 cyberspace, many of the United States'
>=20 >          autistics are = doing=20 the very thing the syndrome
>=20 >          supposedly = deters=20 them from doing -- communicating --
>=20 >          often in = celebration=20 of the medium that enables them to
>=20 >          do = so.
>=20 >
> >         =20 "Long live the Internet," one autistic recently = exulted
>=20 >          in an online=20 discussion, where "people can see the real
>=20 >          me, not just = how I=20 interact superficially with other
>=20 >          = people."
>=20 >
> >          = Another=20 explained why she prefers online to face-to-face
>=20 >          interaction:=20 "Ordinarily," she wrote to other members of
>=20 >          her e-mail = forum,=20 "the giving of support involves being
>=20 >          with someone, = and=20 that's always draining for me. If
>=20 >          someone does = give me=20 support in person, I will have to
>=20 >          spend some = time=20 recovering from the experience of
>=20 >          receiving = that=20 support."
> >
>=20 >          Both writers=20 subscribe to Independent Living, a suite of
>=20 >          e-mail forums = created=20 by and almost exclusively for
>=20 >          = autistics.
>=20 >
> >          = Topics=20 addressed by Independent Living include jobs,
>=20 >          hobbies,=20 "sexuality and being different," and the
>=20 >          recurrent = question of=20 how to relate to what the
>=20 >          autistics = refer to as=20 neurologically typical people --
>=20 >          or = "NTs" in=20 the community's parlance.
> >
>=20 >          In a sense, = autistics=20 are constituting themselves as a
>=20 >          new immigrant = group=20 online, sailing to strange
>=20 >          neurological = shores=20 on the Internet, and exchanging
>=20 >          information = about how=20 to behave upon arrival. They want
>=20 >          to be able to = blend=20 in, to pass, and are intently
>=20 >          studying the = ways of=20 the natives in order to do so.
> >
>=20 >          One recent=20 Independent Living discussion, for example,
>=20 >          was devoted = to=20 figuring out when NTs look into each
>=20 >          other's eyes = during=20 conversation. The consensus was the
>=20 >          that the = usual thing=20 is to make eye contact when
>=20 >          beginning = speech and=20 when concluding, but that eye
>=20 >          contact in = between is=20 optional.
> >
>=20 >          Yet in trying = to come=20 to terms with an NT-dominated
>=20 >          world, = autistics are=20 neither willing nor able to give up
>=20 >          their own = customs.=20 Instead, they are proposing a new
>=20 >          social = compact, one=20 emphasizing neurological pluralism.
> >
>=20 >          The consensus = emerging from the Internet forums and Web
>=20 >          sites where = autistics=20 congregate (a good starting point
>=20 >          is the On The = Same=20 Page site) is that NT is only one of
>=20 >          many = neurological=20 configurations -- the dominant one
>=20 >          certainly, = but not=20 necessarily the best.
> >
>=20 >          As a rule of = thumb,=20 it might be said that what NTs do
>=20 >          intuitively,=20 autistics can accomplish only with great
>=20 >          effort, if at = all --=20 and vice versa. For example,
>=20 >          = neurologically=20 typical people assess each other's mental
>=20 >          states by = noting=20 small changes in voice, eyes and facial
>=20 >          expressions. = Yet this=20 is as nonintuitive an activity for
>=20 >          most = autistics as,=20 say, long multiplication is for most
>=20 >         =20 NTs. ------=_NextPart_002_0004_022CEBD1.3C29F680-- ------=_NextPart_001_0003_022CEBD1.3C29F680 Content-Type: image/gif Content-Transfer-Encoding: base64 Content-ID: 0001022ceb7d$6a193140$c1c0ea84 who-is-at kim R0lGODlhZABkAPcAAAAAAAEBAQICAgMDAwQEBAUFBQYGBgcHBwgICAkJCQoKCgsLCwwMDA0NDQ4O Dg8PDxAQEBERERISEhMTExQUFBUVFRYWFhcXFxgYGBkZGRoaGhsbGxwcHB0dHR4eHh8fHyAgICEh ISIiIiMjIyQkJCUlJSYmJicnJygoKCkpKSoqKisrKywsLC0tLS4uLi8vLzAwMDExMTIyMjMzMzQ0 NDU1NTY2Njc3Nzg4ODk5OTo6Ojs7Ozw8PD09PT4+Pj8/P0BAQEFBQUJCQkNDQ0REREVFRUZGRkdH R0hISElJSUpKSktLS0xMTE1NTU5OTk9PT1BQUFFRUVJSUlNTU1RUVFVVVVZWVldXV1hYWFlZWVpa WltbW1xcXF1dXV5eXl9fX2BgYGFhYWJiYmNjY2RkZGVlZWZmZmdnZ2hoaGlpaWpqamtra2xsbG1t bW5ubm9vb3BwcHFxcXJycnNzc3R0dHV1dXZ2dnd3d3h4eHl5eXp6ent7e3x8fH19fX5+fn9/f4CA gIGBgYKCgoODg4SEhIWFhYaGhoeHh4iIiImJiYqKiouLi4yMjI2NjY6Ojo+Pj5CQkJGRkZKSkpOT k5SUlJWVlZaWlpeXl5iYmJmZmZqampubm5ycnJ2dnZ6enp+fn6CgoKGhoaKioqOjo6SkpKWlpaam pqenp6ioqKmpqaqqqqurq6ysrK2tra6urq+vr7CwsLGxsbKysrOzs7S0tLW1tba2tre3t7i4uLm5 ubq6uru7u7y8vL29vb6+vr+/v8DAwMHBwcLCwsPDw8TExMXFxcbGxsfHx8jIyMnJycrKysvLy8zM zM3Nzc7Ozs/Pz9DQ0NHR0dLS0tPT09TU1NXV1dbW1tfX19jY2NnZ2dra2tvb29zc3N3d3d7e3t/f 3+Dg4OHh4eLi4uPj4+Tk5OXl5ebm5ufn5+jo6Onp6erq6uvr6+zs7O3t7e7u7u/v7/Dw8PHx8fLy 8vPz8/T09PX19fb29vf39/j4+Pn5+fr6+vv7+/z8/P39/f7+/v///yH5BAEAAAAALAAAAABkAGQA QAj/AP/90/dOoDiB+g4OVFhQn8CHDh9KhOgwYkGIE/VVnMixo8eCID0KvOhRI0GJDhWi/Hcx4UNx MFl+/PiO5MiGHRuarCmR58CODkFqnGjzp0iMLN+d9CmS6dGVMkVGJDpyosqDJIc+LPr0ZsapNbke VdlVa9eRKgkSLGo2KlCYEfVpezg3Z8aeSiXWPWnw4NSzgN0mFCdWYcWpGydqMwm1LlSEMPOuxXkx plGnBqmWBBw3buCOaSHGJMvxb+C8YRG+Ewf261bTFIFWFY2wNkexTc22/asxq9HZboPnbHjRJ2yp bkn3vJ2UOU+bz7eyPdoyNnPHAuv6xC4xslDgR+WW/0XIGC/u34qbjzy+nD3SlqbLo/9HOrr74Sin zzY9lzBNrmqVZNFnHqlUVFHKzbcVc0h15VtqT/ElXHfNHZfXY0Bh9t5aT3EF32NDFWbTRmQpd5CB yxEVnUE1IXYXUEP559WFz+Hm4oT02QYcZiQVR2CO4HEkI4PkDRSfdDiFd19s2lxI10waZlYacned t6BmUhZI35LZ3YabUhtxNReXEyZm2UuGdYkSaWTW1lttEFq1WVM0yobjbcrdiOZ4L7l22J7hKRhl cP5BB55nckLFFEjPHckcVr4FZqGEzS36lIxnFubWiHr+BFuaXh7V3z+OtVXhi6+1qF5DMC0mqkFz Hf+46qFBNniXqdR9Sp2G2tTVpIod2kUlbEs6qRWuSmpm3I9fOeSqdBh66N+ZRFlIpFeo2rmjlQpa 5ddrJyWmY02EdVZVUGGpemWl8w04m6w+GmkdkCi1RRaitf4WJ6qTacssYNRGxZdFCa6nLaMrnlVw e8ymVlGP5zl5mocaLVxwZU6RC2lTGWVMpa0cy+RTZdcKC3JPpmLm7rILF9ijmsIiC2WRg96EHVN/ gektiPkGi9WTN8UrYEomxqwzhdlpKE6s73C3LsijYgmYTU7jRd/CEp+lVdF3GkzqbYyFBFyTqNmG L2ihZtudXwnhe1ybU2J0Ua8h39dWuiaT1ylNj57/lVVa4c7r4Jdg7l1aRAUvrBVXJ2I4FmQtI47Z xrCJxR5vRr3dG4D0yUoVTKwROeCbxXHLdcktO+6v1qV7jZ+ECdcMV4pSBWVerg3qxlLO6wrt1WiM V8Ym3NiySN1K1WUL31DoFhQ6try/93XVlfLeuNT6cuupog7fKJb2MJ+2e9fLQfiXZRUFLG+WEXeF In5W+377fCPrVPvX+NOeIsV8qj1nye7iCPWssrjjJChrmRPPXvSSqJKpbn3IUdcAf2Qcm6QuSFFy lpIWs7XVOadIWTqX/rj3tBA+qS1zoRuMEmMq7/ENgf8KGvL+B0GPTDB5BpFZ4Wh4OPl5DnMWyYrn //gGGr+0zkhgIc23ZoIXDm3kbqbpUQDXxSF6GUk/SETKmziTJB2NEEeTOU+hxrLE3QUOczcpFwgp ky6JQUwmjnqZcMT2IQwx73DVwiB6voNHAn3Ji0kpW5BkpDuBPa10H7qRzMaFpSFZTWQvCsuxgiM2 g5HkZ6JLUWtimCiVQes+AWtJ8laTm4MFspLuc1C3QjacipUQPM47WfFek5ScMcqVfWQR3r5XLfst aERU4uW+mMjJV+7vjuArTdEi9iVKbfFq21MU0KbIFo/xkEw+GpkJyScc9xxNRasBHGCo5xR0bUp+ N5mKI+FIoBDh8EqEuZBLRHY5y/DSmMQMZBQxwv88rEVqPaahlgv9mCOSOAZCVmKM+iJHMl/1ilMj meADublKEMrweGbBJER8l0xoXfAnB7SR9CjS0W6BJZbjAV3nlFhM1RzIUK9UHy0/08FO4i5/4LKd HEmlquSdrU/z4c71Pqa6pVGkLkq03MAYCVKVkWk3rAlLgsS1zUBRMSd3sxNWmDZVU6GvO1TVEu+C qDVKMaxLrVJPzyx6yrxlEZDwW85H/0bS3ywSkAb82mBwddeWhC4ucwUWYgKkpf2ssl8bDQlZ64U0 ziCuL0B1nYCepsO04U1IFY0sNEt4IlwFTIdRstxae5InkMk0W8PzlDpTF1a5/TJYUYGLe0pELLj/ VQ6CbYKOjwj5SucV7I64hFRHeZOSxcJVUvGDliHhSBZtWhEqoyMqD3E0KAui0nc/fa5xETa+B8YS ZzSNFpZEiScMsipZz9XsueYpuKsy6J/AsudbDwgk0eLoRM2V5XFVG644+TIqhnKmYdXKObSRh751 zdakdEvgSwnPmBqFqBdbCypgSclZ/flSfhllHdvRKaK3/eK2slLFWlZpiONLjboaqJvzUWVu4IpQ LXULQxvmqFRR7CIgldJTHw3mWTamT6xeHC9glqkrD6WoavQ5kP+KJypRmx63QrKo/I4Qw475lY6Y N0WAynjJX5NkDOmIzjmh0X4SFpaVsmzVWX5Zh7r8hBsCWzZMUvnqpbDFHmw1uF/bpFkkLMVsJmfC JfY8T0h3VRjGwgnmhkntoAUilgfV9ic5QefQfXa0QbUYt1KCMNGu2d87mcUYIKt3IbKsGPHgjNz0 dFq/xzObtu54K+KBktX1xbVrYZ1Pk4W4f2arSK8iwkEWOuoyL1x1h8p5J+I+RRsBAQA7 ------=_NextPart_001_0003_022CEBD1.3C29F680-- ------=_NextPart_000_0002_022CEBD1.3C20CEC0 Content-Type: text/x-vcard; name="Kim Cooney.vcf" Content-Transfer-Encoding: quoted-printable Content-Disposition: attachment; filename="Kim Cooney.vcf" BEGIN:VCARD N:Cooney;Kim FN:Kim Cooney ORG:Alexandra Hills State High School;Learning Support Unit TITLE:Support Teacher/ESL Teacher NOTE:I am a Master Special Education Student at Griffith University, Mt = Gravatt Campus, Brisbane, Australia. TEL;WORK;VOICE:3824 4044 TEL;HOME;VOICE:041 4862 674 TEL;WORK;FAX:3824 5352 ADR;WORK;ENCODING=3DQUOTED-PRINTABLE:;;Windermere = Road=3D0D=3D0AAlexandra Hills;Brisbane;Queensland;4161;Australia LABEL;WORK;ENCODING=3DQUOTED-PRINTABLE:Windermere = Road=3D0D=3D0AAlexandra Hills=3D0D=3D0ABrisbane, Queensland = 4161=3D0D=3D0AAus=3D tralia ADR;HOME;ENCODING=3DQUOTED-PRINTABLE:;;49 Pickworth = Street=3D0D=3D0AUpper Mt Gravatt;Brisbane;Queensland;4122;Austral=3D ia LABEL;HOME;ENCODING=3DQUOTED-PRINTABLE:49 Pickworth = Street=3D0D=3D0AUpper Mt Gravatt=3D0D=3D0ABrisbane, Queensland = 4122=3D0D=3D =3D0AAustralia EMAIL;PREF;INTERNET:K.Cooney who-is-at edn.gu.edu.au END:VCARD ------=_NextPart_000_0002_022CEBD1.3C20CEC0--