shoutout to autistics with taboo special interests
shoutout to autistics whose si’s are things like warfare, diseases (hi!), serial killers, etc
shoutout to autistics who are told their si’s are “gross” or “sick”
shoutout to autistics who get in trouble for talking about their si’s
shoutout to autistics who are afraid their si’s make them a bad person
you’re cool and your si’s don’t have anything to do with your worth or morality
Raúl Esparza drawing Nr. 89: Philip Sallon from Taboo. ❤️
Good lord, this one was a true challenge. 😅 Hope you like it. I am tempted to try the sack of lemons outfit too one day. We’ll see.
Next is another Barba. Haven’t decided yet, but it might be a b&w for a change.
“They have something to prove, and they want my son to be the guinea pig in their experiment.”
Through in-depth reporting, Alia Wong explores a highly controversial topic: segregated, specialized education. In her story Escaping the Disability Trap, Wong asks the pressing question: What’s the best way to prepare special-needs students for the workforce?
Historically, specialized programs faced scrutiny for separating disabled students from their peers, a practice that fueled emotional, often bitter, debates over how to best educate kids with unique and complex learning needs. Through the early 1970s, many students with disabilities were denied access to regular public schools and forced into special schools—a practice known as “institutionalization.” Broader stigmas also developed around vocational academies, which, American RadioWorks’s Emily Hanford has reported, were perceived as “a kind of dumping ground for kids who weren’t succeeding in the traditional academic environment.”
By the 1990s, the pendulum had swung in the other direction: Institutionalization had become a taboo word in special education, and “inclusion”—the integration of special-needs students into mainstream classrooms as much as possible—became the gold standard. “Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all,” a UNESCO report on special education proclaimed. Even children in special schools, the report contended, shouldn’t “be entirely segregated.”
Specialized and completely segregated programs never disappeared completely, however—and neither did those emotional, bitter debates over inclusion. Vociferous opposition to the idea has challenged the movement since it took hold. “This is about the Special Education Department’s philosophy of inclusion,” Mary Andrews, whose mentally disabled son a Chicago high school for special-needs students, told the Readerin 1994 in response to district plans to close the school down. “They have something to prove, and they want my son to be the guinea pig in their experiment.”