Autism – Justice, Ethics, and Morality

Autism – Justice, Ethics, Autism – Justice, Ethics, and Moralityand Morality

Luke BeardonSenior Lecturer in Autism

The Autism CentreSheffield Hallam University

Luke Beardon, The Autism Centre

Thought for the day...

Why can't I go to the

pub on my own without getting beaten up???


So...• Who is responsible for ensuring the

individual with an ASD is fully (and preventatively) supported?– Parents?– Education?– Social Services?– Health?– The real triad!


The Nature of Autism

• Areas of developmental difference

• Qualitatively different cognitive processes

• Spectrum 'condition' of neurodiversity

• Duality of individuality within a prescribed population

• If autism is not understood then bad practice will prevail


The Dual Nature of Autism

• There are some facts about autism that are attributable to all those with an appropriate diagnosis, e.g.– there is no cure– individuals will all share common areas of

difference– autism is a (highly) complex pervasive

developmental disorder (is it a disorder?)

• Any yet...people with autism could not be more individual...?!?


Why Did Joe 'attack' his staff?

• Boredom?

• Avoiding social interaction?

• Resistance to change?

• Structure – executive functioning?

• Gaining attention – communication?

• Garlic


Why the Contradiction?

• People with autism are people first, with their own personalities and unique individuality

• The learning process is key to understanding autism

• Direct learning versus indirect learning• Areas of indirect learning include, for example:

– Theory of Mind– social interaction– non verbal communication– the sensory system– understanding sequences


Why is Autism so Unique and Individual?

• Sensory issues• Different ways of learning• Processing information is markedly different for

most people• Each area of difficulty is diverse in the extreme,

and the effects are very individual• The permutations of the combination of the

effects means that each person will be unique


So.........

• People with ASDs will all be unique and individual

• May share similar behaviours – BUT we must not assume that causality of behaviour is the same for each individual

• Will always have autism – BUT the way in which the individual copes with daily life will change, dependent on, for example:– setting– environment– support– time


YOU CAN NOT CHANGE YOU CAN NOT CHANGE SOMEONE'S AUTISM, SOMEONE'S AUTISM,

BUT YOU CAN CHANGE BUT YOU CAN CHANGE THE WAY IN WHICH THE WAY IN WHICH THE INDIVIDUAL IS THE INDIVIDUAL IS

ABLE TO COPE WITH ITABLE TO COPE WITH IT


So How Can We Learn and Support?

• The 'Triad of Support':

Time withTime with the Individualthe Individual

Theory intoTheory intoPractisePractise

Theory of Theory of AutismAutism


Autism and Ethical Considerations

• Autism does not necessarily mean disability – I think that the many people with autism are highly intelligent, even those with a 'label' of learning disability

• There are many positive world contributions made by people with autism

• The vast majority of problems encountered by people with autism are because of everybody else!

• People with autism can help us to understand – if we only let them


Further Considerations

• Why are people with ASDs regarded as being 'impaired'?

• Sensory differences

• How big is your willy?

• Honesty

• Focus

• Attention to detail


Autism and Crime – personal research

• Some people with autism break the law

• Some individuals could be regarded as criminals

• But should all individuals with ASDs be considered as criminals


Example Case Study 1

• Crime: selling drugs

• Verdict: guilty

• Diagnosis: Asperger Syndrome

• Adult, male, aged 22

• Outcome: AS not taken into consideration, branded as a criminal


The Real Story• Desperate to make friends• Understands that to do so it is a good idea to

agree to things• Agrees to sell drugs in return for friendship of

local gangs• Autism specific elements:

– Theory of Mind– literal interpretation– poor social understanding– Dysexecutive functioning– Weak central coherence


Example Case Study 2• Crime: 'Sexual' offender

• Verdict: guilty

• Diagnosis: autism

• Adult male

• Outcome: branded as paedophile


The Real Story• Complex autism condition• obsessive desire to understand gender disparity• Lack of prior education• Logical solution to problem• Autism specific elements:

– Lack of Theory of Mind– Rigidity of thought process– No social awareness– No understanding of consequences


Issues• Clearly justice is not being done in many

cases

• People with ASDs should have appropriate education to prevent possible problems

• A reduction in crime rates benefits all

• Lack of understanding and recognition of ASDs causes real problems


Diagnostic Issues• Autistic 'traits'• Asperger Syndrome is not a 'mild form of

autism'• A diagnosis is not a label• Misdiagnosis/no diagnosis is discrimination• Lack of diagnosis leads to no/poor support which

can lead to potential crises• Positive diagnosis can be the most positive

aspect of an individual's life


Parent Issues• Lack of professional understanding can

lead to:

✓ frustration✓ patronisation✓ bad practice✓ allegations of neglect/abuse/MSBP


Going Too Far• Not recognising the very real problems that

autism/AS present for the individual can mean a lack of appropriate support

• A lack of learning disability is not synonymous with a lack of need for support

• Support should be positive for the individual, not necessarily in line with neurotypical value systems

• 'Normalisation' is unethical and discriminatory• Rights for the individual mean recognition of

need and the right to appropriate support


Ethics, Morality, and Ethics, Morality, and NormalisationNormalisation

It is essential that individuals with ASDs are treated with

respect for their way of thinking and behaving, and that ‘normal’

value bases are not enforced upon them


The Way Forward• Better understanding and recognition of

the need for a better understanding

• Better practice in diagnostic clinicians

• Doing away with global policies that are generic and of little relevance

• Paradigm shift in societal values and expectations


Luke Beardon, Senior Lecturer in Autism

The Autism Centre

Faculty of Development and Society

Sheffield Hallam University

Collegiate Crescent

Sheffield

S10 2BP

0114 – 2255645

[email protected]

ContactContact

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Autism – Justice, Ethics, and Morality

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