1 00:00:00,420 --> 00:00:05,910 [Music] 2 00:00:09,920 --> 00:00:15,759 First of all, we're still remembering 3 00:00:12,240 --> 00:00:18,960 how to do this each year. So, this is 4 00:00:15,759 --> 00:00:24,640 Jack's cup for the last session. Jack, 5 00:00:18,960 --> 00:00:26,480 could you please Hooray! Amazing. 6 00:00:24,640 --> 00:00:29,599 Okay. And now I'll introduce the next 7 00:00:26,480 --> 00:00:31,679 session. Uh, Maddie is a mentor at the 8 00:00:29,599 --> 00:00:33,600 lab, a safe and supportive space for 9 00:00:31,679 --> 00:00:35,920 autistic teenagers with an interest in 10 00:00:33,600 --> 00:00:37,440 technology. Maddie helps these teens 11 00:00:35,920 --> 00:00:39,520 gain confidence and build independence 12 00:00:37,440 --> 00:00:41,360 as they experiment with various tools. 13 00:00:39,520 --> 00:00:43,440 She's also an active member of the girls 14 00:00:41,360 --> 00:00:45,680 programming network and works as a 15 00:00:43,440 --> 00:00:47,360 developer for Kumo study. She has many 16 00:00:45,680 --> 00:00:49,280 hats. U Maddie will share her 17 00:00:47,360 --> 00:00:50,960 reflections on creative and inclusive 18 00:00:49,280 --> 00:00:54,360 learning environment. Can we welcome 19 00:00:50,960 --> 00:00:54,360 Maddie please? 20 00:00:56,160 --> 00:01:00,879 Hello, PyCon. I'm Maddie Mackey, as 21 00:00:58,640 --> 00:01:03,600 you've heard. Um, and I work with an 22 00:01:00,879 --> 00:01:06,080 organization called The Lab to provide 23 00:01:03,600 --> 00:01:08,400 weekly sessions in a maker space at a 24 00:01:06,080 --> 00:01:11,200 public library for autistic teenagers 25 00:01:08,400 --> 00:01:13,520 who love technology. At the lab, things 26 00:01:11,200 --> 00:01:15,680 run a little bit differently to a 27 00:01:13,520 --> 00:01:17,520 traditional classroom or a workshop. The 28 00:01:15,680 --> 00:01:19,759 way we set up the room, structure the 29 00:01:17,520 --> 00:01:22,159 session, interact with the students is 30 00:01:19,759 --> 00:01:23,600 all decided through the lens of creating 31 00:01:22,159 --> 00:01:25,840 an autism inclusive learning 32 00:01:23,600 --> 00:01:27,200 environment. So, I'll be sharing with 33 00:01:25,840 --> 00:01:29,680 you some of the things that we consider 34 00:01:27,200 --> 00:01:31,680 when running a lab session as well as my 35 00:01:29,680 --> 00:01:33,600 experiences. Hopefully, this will give 36 00:01:31,680 --> 00:01:35,360 you some ideas to take into your own 37 00:01:33,600 --> 00:01:38,720 learning spaces that will make it easier 38 00:01:35,360 --> 00:01:40,479 for neurodeiverse students. So, let's 39 00:01:38,720 --> 00:01:42,960 start off with uh some of the facts 40 00:01:40,479 --> 00:01:45,040 about autism. Autism spectrum disorder 41 00:01:42,960 --> 00:01:46,960 or ASD is a complex neuro 42 00:01:45,040 --> 00:01:49,119 neurodedevelopmental condition which 43 00:01:46,960 --> 00:01:51,920 impacts a person lifelong. The symptoms 44 00:01:49,119 --> 00:01:54,960 are varied and uh can affect different 45 00:01:51,920 --> 00:01:57,520 individuals to different degrees. The uh 46 00:01:54,960 --> 00:02:00,719 they are characterized by difficulties 47 00:01:57,520 --> 00:02:02,640 in social interactions, communication, 48 00:02:00,719 --> 00:02:05,360 atypical patterns of behaviors or 49 00:02:02,640 --> 00:02:06,960 activities, a focus on details, and 50 00:02:05,360 --> 00:02:09,360 unusual reactions to different 51 00:02:06,960 --> 00:02:11,520 sensations. Some examples of these 52 00:02:09,360 --> 00:02:13,680 behaviors include a difficulty 53 00:02:11,520 --> 00:02:16,000 transitioning between tasks, restricted 54 00:02:13,680 --> 00:02:18,080 or repetitive behaviors and interests, 55 00:02:16,000 --> 00:02:21,440 or oversensitivity or under sensitivity 56 00:02:18,080 --> 00:02:23,200 to sounds or smell or touch. This can 57 00:02:21,440 --> 00:02:24,879 lead to heightened emotional responses 58 00:02:23,200 --> 00:02:27,360 to changes in their environments and 59 00:02:24,879 --> 00:02:29,040 also behavioral challenges. 60 00:02:27,360 --> 00:02:32,080 According to the Australian Bureau of 61 00:02:29,040 --> 00:02:36,080 Statistics, there were 290 62 00:02:32,080 --> 00:02:39,120 uh,000 recorded diagnosises um of a 63 00:02:36,080 --> 00:02:40,800 autistic Australians in 2022. That is 64 00:02:39,120 --> 00:02:44,720 41.8% 65 00:02:40,800 --> 00:02:46,480 increase from the 205,000 in 2018. This 66 00:02:44,720 --> 00:02:50,560 increase in diagnosis is most prominent 67 00:02:46,480 --> 00:02:52,640 in age groups under 25. In 2022, 4.3% of 68 00:02:50,560 --> 00:02:55,440 kids under 14 have been diagnosed with 69 00:02:52,640 --> 00:02:57,360 autism. Thanks to the improved access to 70 00:02:55,440 --> 00:02:58,959 vaccinations, we're seeing a rise in the 71 00:02:57,360 --> 00:03:00,560 number of children diagnosed with 72 00:02:58,959 --> 00:03:02,400 autism. 73 00:03:00,560 --> 00:03:04,400 This being thanks to the decreased rates 74 00:03:02,400 --> 00:03:06,239 of child mortality and due to better 75 00:03:04,400 --> 00:03:08,400 understanding of neurodeiversity and 76 00:03:06,239 --> 00:03:10,080 diagnosis of it and not some 77 00:03:08,400 --> 00:03:12,640 unscientific correlation between 78 00:03:10,080 --> 00:03:15,680 vaccines and a perfectly healthy 79 00:03:12,640 --> 00:03:18,400 evolutionary variation. 80 00:03:15,680 --> 00:03:20,720 But I'm not here to qualify the um 81 00:03:18,400 --> 00:03:22,879 reasons why we have improved awareness 82 00:03:20,720 --> 00:03:24,720 and understanding of autism. Autism 83 00:03:22,879 --> 00:03:26,800 always has and always will continue to 84 00:03:24,720 --> 00:03:28,640 exist in our communities. And one of the 85 00:03:26,800 --> 00:03:30,480 benefits of that is that as our 86 00:03:28,640 --> 00:03:31,840 understanding of autism grows, our 87 00:03:30,480 --> 00:03:33,440 understanding of how we can better 88 00:03:31,840 --> 00:03:37,760 support the needs of autistic people 89 00:03:33,440 --> 00:03:39,840 also grows. So the lab, this is a 90 00:03:37,760 --> 00:03:41,680 nonprofit nationwide initiative that 91 00:03:39,840 --> 00:03:44,000 provides a welcoming environment for 92 00:03:41,680 --> 00:03:46,959 autistic teenagers who love technology. 93 00:03:44,000 --> 00:03:50,239 It consists of unstructured sessions um 94 00:03:46,959 --> 00:03:51,440 in a welcoming environment and gives 95 00:03:50,239 --> 00:03:53,519 them the chance to hang out with 96 00:03:51,440 --> 00:03:55,599 like-minded peers and have access to 97 00:03:53,519 --> 00:03:58,000 mentors with professional experience in 98 00:03:55,599 --> 00:03:59,840 technology. The lab where I am a mentor 99 00:03:58,000 --> 00:04:02,080 is hosted in a maker space at a public 100 00:03:59,840 --> 00:04:03,519 library in roads in Sydney. And by 101 00:04:02,080 --> 00:04:05,120 holding our lab sessions in the maker 102 00:04:03,519 --> 00:04:06,959 space, we are able to provide 103 00:04:05,120 --> 00:04:09,360 participants access to tools like 3D 104 00:04:06,959 --> 00:04:12,159 printing, laser cutting, and die cutting 105 00:04:09,360 --> 00:04:13,680 as well as general crafting resources. 106 00:04:12,159 --> 00:04:16,320 And all of these are free for our 107 00:04:13,680 --> 00:04:17,919 attendees to use. The lab's goal is to 108 00:04:16,320 --> 00:04:19,919 provide a safe space where young people 109 00:04:17,919 --> 00:04:22,560 on the autism spectrum can develop these 110 00:04:19,919 --> 00:04:24,560 skills, both social and technical, gain 111 00:04:22,560 --> 00:04:27,120 confidence, and pursue their technical 112 00:04:24,560 --> 00:04:29,280 and creative passions. Each location 113 00:04:27,120 --> 00:04:31,120 that the lab is run at will vary on what 114 00:04:29,280 --> 00:04:33,600 resources and what type of session they 115 00:04:31,120 --> 00:04:36,639 provide, um, as well as the approach to 116 00:04:33,600 --> 00:04:38,800 how they run it in general. 117 00:04:36,639 --> 00:04:40,880 At my location, uh, the other mentors 118 00:04:38,800 --> 00:04:43,360 and I view it as a social club first and 119 00:04:40,880 --> 00:04:45,280 foremost. So we set our main focus on 120 00:04:43,360 --> 00:04:47,280 prioritizing the group interacting with 121 00:04:45,280 --> 00:04:48,560 one another and having fun over the 122 00:04:47,280 --> 00:04:51,120 educational elements which are 123 00:04:48,560 --> 00:04:52,639 secondary. And this is the first of the 124 00:04:51,120 --> 00:04:54,800 considerations that I make when making 125 00:04:52,639 --> 00:04:56,479 an autism inclusive environment. 126 00:04:54,800 --> 00:04:58,000 Throughout the session, I am constantly 127 00:04:56,479 --> 00:04:59,120 scanning the room and talking to the 128 00:04:58,000 --> 00:05:01,120 participants to make sure that each 129 00:04:59,120 --> 00:05:02,880 individual is having fun. And the 130 00:05:01,120 --> 00:05:05,280 easiest way to help a participant who 131 00:05:02,880 --> 00:05:06,880 isn't having fun is by knowing what they 132 00:05:05,280 --> 00:05:09,280 like and integrating it into the 133 00:05:06,880 --> 00:05:11,039 session. The challenge here lies in them 134 00:05:09,280 --> 00:05:12,560 feeling comfortable enough to open up to 135 00:05:11,039 --> 00:05:15,360 us in the first place and let us know 136 00:05:12,560 --> 00:05:18,240 what they enjoy. So, what do we do to 137 00:05:15,360 --> 00:05:20,000 build trust? Well, whenever we have a 138 00:05:18,240 --> 00:05:21,919 new participant, the first thing we do 139 00:05:20,000 --> 00:05:23,520 is check their sign up form and look at 140 00:05:21,919 --> 00:05:24,880 what their interests are based on what 141 00:05:23,520 --> 00:05:26,880 they've what the notes are in their 142 00:05:24,880 --> 00:05:28,160 application. Um, it's probably a good 143 00:05:26,880 --> 00:05:30,639 time to mention that we actually run two 144 00:05:28,160 --> 00:05:33,680 labs um a week. One of them is for 145 00:05:30,639 --> 00:05:35,360 participants aged 15 plus and ha ones 146 00:05:33,680 --> 00:05:37,120 that have interests better suited for a 147 00:05:35,360 --> 00:05:39,280 maker space environment such as 148 00:05:37,120 --> 00:05:41,280 electronics, crafting, and 3D printing. 149 00:05:39,280 --> 00:05:43,680 And the second one we run is for 150 00:05:41,280 --> 00:05:45,680 participants aged 10 plus or that have 151 00:05:43,680 --> 00:05:47,919 interests in video games like Minecraft 152 00:05:45,680 --> 00:05:49,520 and Roblox. By having two different 153 00:05:47,919 --> 00:05:51,360 groups with focuses on different 154 00:05:49,520 --> 00:05:53,120 technologies, we're able to help the 155 00:05:51,360 --> 00:05:54,960 participants um be in a place where they 156 00:05:53,120 --> 00:05:56,400 know they all have shared interests. 157 00:05:54,960 --> 00:05:58,000 This also means that they go into the 158 00:05:56,400 --> 00:05:59,440 lab with the mentors already having a 159 00:05:58,000 --> 00:06:01,919 bit of an insight into the things that 160 00:05:59,440 --> 00:06:04,639 they find fun. But parents don't always 161 00:06:01,919 --> 00:06:06,400 exactly know what their kids like. So we 162 00:06:04,639 --> 00:06:08,240 find that the most effective way to 163 00:06:06,400 --> 00:06:10,880 figure this out is to sit down and talk 164 00:06:08,240 --> 00:06:12,720 to the kid at the start of a new session 165 00:06:10,880 --> 00:06:14,160 with a new participant. We'll start them 166 00:06:12,720 --> 00:06:16,000 off by giving them a little tour of the 167 00:06:14,160 --> 00:06:17,440 space. And we find that this is a great 168 00:06:16,000 --> 00:06:19,039 time to gauge if they're interested in 169 00:06:17,440 --> 00:06:21,280 trying any of the tools or creating 170 00:06:19,039 --> 00:06:23,199 certain things. And we have a section in 171 00:06:21,280 --> 00:06:25,120 the maker space with example projects 172 00:06:23,199 --> 00:06:26,960 from other programs that have we have 173 00:06:25,120 --> 00:06:28,960 examples of laser cut or 3D printed and 174 00:06:26,960 --> 00:06:31,360 created things. And sometimes this helps 175 00:06:28,960 --> 00:06:32,960 to plant a seed of inspiration. After 176 00:06:31,360 --> 00:06:34,479 showing them around, we'll give them a 177 00:06:32,960 --> 00:06:36,240 seat and encourage them to get set up 178 00:06:34,479 --> 00:06:37,840 with their own device or offer to let 179 00:06:36,240 --> 00:06:39,840 them use the ones that we provide at the 180 00:06:37,840 --> 00:06:41,440 library and just tell them to make 181 00:06:39,840 --> 00:06:43,600 themselves comfortable. As an 182 00:06:41,440 --> 00:06:45,600 unstructured program, we don't have a 183 00:06:43,600 --> 00:06:47,280 strict agenda for the sessions and we 184 00:06:45,600 --> 00:06:49,600 encourage the participants to use the 185 00:06:47,280 --> 00:06:52,560 technology in the space for well 186 00:06:49,600 --> 00:06:55,600 whatever they've brought really the lab 187 00:06:52,560 --> 00:06:57,199 is participantled where they have a 188 00:06:55,600 --> 00:06:58,720 agency over what they spend their time 189 00:06:57,199 --> 00:07:01,199 doing. 190 00:06:58,720 --> 00:07:02,720 Sometimes they'll play games uh 191 00:07:01,199 --> 00:07:04,960 sometimes they'll do school work and 192 00:07:02,720 --> 00:07:07,759 sometimes they'll just work on projects 193 00:07:04,960 --> 00:07:09,840 or chill out and chat to their friends. 194 00:07:07,759 --> 00:07:11,919 We give them a freedom that students 195 00:07:09,840 --> 00:07:14,400 don't often get in organized social 196 00:07:11,919 --> 00:07:16,400 groups. And this not only builds trust 197 00:07:14,400 --> 00:07:18,160 but also helps to give us a chance to 198 00:07:16,400 --> 00:07:21,039 see what they like to do when given that 199 00:07:18,160 --> 00:07:22,800 freedom with about one mentor to every 200 00:07:21,039 --> 00:07:24,560 four to six students along with the 201 00:07:22,800 --> 00:07:26,319 unstructured approach to the sessions. 202 00:07:24,560 --> 00:07:28,160 It means that we can focus on the 203 00:07:26,319 --> 00:07:29,919 individual needs of each participant. 204 00:07:28,160 --> 00:07:32,000 We'll move throughout the room and in 205 00:07:29,919 --> 00:07:33,919 any given session and talk to the 206 00:07:32,000 --> 00:07:35,919 participants, ask them about their day 207 00:07:33,919 --> 00:07:36,960 and what they're up to. And this is one 208 00:07:35,919 --> 00:07:38,560 of the ways we learn about their 209 00:07:36,960 --> 00:07:40,720 interests. 210 00:07:38,560 --> 00:07:42,400 Many autistic people also experience 211 00:07:40,720 --> 00:07:44,240 depression, anxiety, and other mental 212 00:07:42,400 --> 00:07:45,919 health conditions, which can make it 213 00:07:44,240 --> 00:07:47,759 extremely daunting and difficult to open 214 00:07:45,919 --> 00:07:49,360 up. And a lot of the time, we will find 215 00:07:47,759 --> 00:07:51,199 that participants aren't immediately 216 00:07:49,360 --> 00:07:53,120 forthcoming or trusting of us, 217 00:07:51,199 --> 00:07:55,039 especially with us being the adult or 218 00:07:53,120 --> 00:07:56,639 authority figure in the room. That's 219 00:07:55,039 --> 00:07:58,639 where the lab being a social group 220 00:07:56,639 --> 00:07:59,919 really gets to shine. Many of the 221 00:07:58,639 --> 00:08:02,479 participants come to the lab because 222 00:07:59,919 --> 00:08:04,080 they want to meet new people, uh, learn 223 00:08:02,479 --> 00:08:06,160 about more technology, develop their 224 00:08:04,080 --> 00:08:07,599 social skills, make friends, and talk to 225 00:08:06,160 --> 00:08:10,240 people who are interested in those same 226 00:08:07,599 --> 00:08:11,840 things as them. So, as a mentor guiding 227 00:08:10,240 --> 00:08:13,759 the session, we will center the 228 00:08:11,840 --> 00:08:15,759 conversation around technology such as 229 00:08:13,759 --> 00:08:17,360 by joining them in playing games they 230 00:08:15,759 --> 00:08:20,160 love like Roblox and Minecraft and 231 00:08:17,360 --> 00:08:22,000 Jackbox games. And this joint play in a 232 00:08:20,160 --> 00:08:23,840 creative virtual environment helps to 233 00:08:22,000 --> 00:08:26,000 build trust between the attendees and 234 00:08:23,840 --> 00:08:29,120 each other as well as the mentors and 235 00:08:26,000 --> 00:08:30,240 the attendees. Over time, we see that 236 00:08:29,120 --> 00:08:32,080 our participants will start to 237 00:08:30,240 --> 00:08:34,240 collaborate more and more either by 238 00:08:32,080 --> 00:08:36,880 talking about the games that they enjoy 239 00:08:34,240 --> 00:08:38,159 or by playing and building and 240 00:08:36,880 --> 00:08:42,159 adventuring together. During the 241 00:08:38,159 --> 00:08:44,399 session, we've had even participants uh 242 00:08:42,159 --> 00:08:46,640 join Minecraft worlds together and share 243 00:08:44,399 --> 00:08:49,040 the Minecraft mods that they've made. Uh 244 00:08:46,640 --> 00:08:51,839 share games they've built using Python 245 00:08:49,040 --> 00:08:54,320 and Pygame and share websites that 246 00:08:51,839 --> 00:08:56,160 they've built. The shared play and 247 00:08:54,320 --> 00:08:58,160 information exchange that is driven by 248 00:08:56,160 --> 00:08:59,920 these activities is particularly 249 00:08:58,160 --> 00:09:01,760 important given the large number of 250 00:08:59,920 --> 00:09:03,440 students who are homeschooled as well as 251 00:09:01,760 --> 00:09:04,800 those who have a hard time building 252 00:09:03,440 --> 00:09:07,200 friendships with their neurotypical 253 00:09:04,800 --> 00:09:09,120 schoolmates. The emphasis that we place 254 00:09:07,200 --> 00:09:10,800 on encouraging social activities 255 00:09:09,120 --> 00:09:12,240 complements our unstructured approach 256 00:09:10,800 --> 00:09:14,560 that we take when running a session of 257 00:09:12,240 --> 00:09:16,880 the lab. For kids who experience anxiety 258 00:09:14,560 --> 00:09:18,640 or who are potentially oppositional to 259 00:09:16,880 --> 00:09:20,480 being told what to do, we find that 260 00:09:18,640 --> 00:09:22,560 their confidence and trust increases 261 00:09:20,480 --> 00:09:25,040 significantly when given independence in 262 00:09:22,560 --> 00:09:26,880 an expectationfree environment. 263 00:09:25,040 --> 00:09:29,040 Participants have gone from barely 264 00:09:26,880 --> 00:09:30,880 speaking for an entire session to 265 00:09:29,040 --> 00:09:32,480 running games for the entire group like 266 00:09:30,880 --> 00:09:34,959 Dungeons and Dragons or social games 267 00:09:32,480 --> 00:09:36,399 like Mafia. and they reach a point where 268 00:09:34,959 --> 00:09:38,399 they can communicate and share their 269 00:09:36,399 --> 00:09:40,560 interests and ideas whether they be 270 00:09:38,399 --> 00:09:42,800 serious or silly knowing that they are 271 00:09:40,560 --> 00:09:44,320 welcome in that space. 272 00:09:42,800 --> 00:09:46,240 The lack of structure also has another 273 00:09:44,320 --> 00:09:48,000 benefit and that is that a participant 274 00:09:46,240 --> 00:09:49,600 can come to the lab without any 275 00:09:48,000 --> 00:09:51,680 expectation of them having to achieve 276 00:09:49,600 --> 00:09:53,200 something during that session. They will 277 00:09:51,680 --> 00:09:55,200 be welcomed in the lab on their good 278 00:09:53,200 --> 00:09:56,959 days and their bad days. And by not 279 00:09:55,200 --> 00:09:58,959 imposing a rigid structure or academic 280 00:09:56,959 --> 00:10:00,399 expectation, the lab provides support 281 00:09:58,959 --> 00:10:02,480 for its participants, no matter what 282 00:10:00,399 --> 00:10:03,519 their mood is, energy levels, or the 283 00:10:02,480 --> 00:10:05,680 experiences they've had in their 284 00:10:03,519 --> 00:10:07,760 day-to-day environments. Once we are 285 00:10:05,680 --> 00:10:10,000 able to identify what really makes a 286 00:10:07,760 --> 00:10:11,760 participant click and genuinely sparks 287 00:10:10,000 --> 00:10:14,320 their interest, that's when we come up 288 00:10:11,760 --> 00:10:16,480 with the ideas for projects and help to 289 00:10:14,320 --> 00:10:18,160 encourage them to use the technology. 290 00:10:16,480 --> 00:10:20,480 And that's where the challenge for us as 291 00:10:18,160 --> 00:10:22,399 mentors really changes. Now, it's about 292 00:10:20,480 --> 00:10:24,959 inspiring a project, kickstarting it, 293 00:10:22,399 --> 00:10:26,560 and supporting it through to completion. 294 00:10:24,959 --> 00:10:28,000 Sometimes the tour around the space is 295 00:10:26,560 --> 00:10:29,680 enough for a student to get some ideas 296 00:10:28,000 --> 00:10:31,040 of things they'd like to build, and 297 00:10:29,680 --> 00:10:32,560 other times it is the support of their 298 00:10:31,040 --> 00:10:34,800 peers and shared interests that can help 299 00:10:32,560 --> 00:10:36,160 to drive that. So, one of the few pieces 300 00:10:34,800 --> 00:10:38,160 of structure that we do provide at the 301 00:10:36,160 --> 00:10:39,920 lab is an optional showand tell platform 302 00:10:38,160 --> 00:10:41,600 at the start of each session. The 303 00:10:39,920 --> 00:10:43,519 platform is open to both participants 304 00:10:41,600 --> 00:10:45,600 and the mentors to show off things that 305 00:10:43,519 --> 00:10:46,959 they've been working on recently or 306 00:10:45,600 --> 00:10:48,959 things that might not fit into the 307 00:10:46,959 --> 00:10:51,519 regular L lab activities like playing 308 00:10:48,959 --> 00:10:53,279 games or project time. 309 00:10:51,519 --> 00:10:55,760 Sometimes it's also just because it's 310 00:10:53,279 --> 00:10:57,760 really fun to show off your work u less 311 00:10:55,760 --> 00:10:59,600 so to one person at a time and much more 312 00:10:57,760 --> 00:11:02,240 to be able to present to a big group of 313 00:10:59,600 --> 00:11:03,680 people all at once. And I can speak from 314 00:11:02,240 --> 00:11:05,519 experience practicing this speech with 315 00:11:03,680 --> 00:11:07,279 my partner yesterday does not compare to 316 00:11:05,519 --> 00:11:09,760 presenting it to all of you here at PyCon 317 00:11:07,279 --> 00:11:11,200 right now. And yeah, it uh having you 318 00:11:09,760 --> 00:11:13,920 all hang on my every word is a much 319 00:11:11,200 --> 00:11:15,279 bigger boost to my ego. 320 00:11:13,920 --> 00:11:16,399 Some of the more naturally social 321 00:11:15,279 --> 00:11:17,760 students will thrive with that 322 00:11:16,399 --> 00:11:19,120 opportunity to show everyone what 323 00:11:17,760 --> 00:11:20,640 they've been working on. No matter if 324 00:11:19,120 --> 00:11:22,959 it's coding related, musical interests, 325 00:11:20,640 --> 00:11:25,440 or their latest YouTube video, we are 326 00:11:22,959 --> 00:11:26,959 happy to boost their viewer count. But 327 00:11:25,440 --> 00:11:28,880 showand tell doesn't just give the 328 00:11:26,959 --> 00:11:30,640 students a platform to share and brag. 329 00:11:28,880 --> 00:11:32,240 It also gives the students a chance to 330 00:11:30,640 --> 00:11:34,160 get ideas from the projects that they 331 00:11:32,240 --> 00:11:35,680 all work on. And when the mentors are 332 00:11:34,160 --> 00:11:38,480 presenting, we actually use this 333 00:11:35,680 --> 00:11:40,240 opportunity to teach them by stealth of 334 00:11:38,480 --> 00:11:43,279 different things that they can learn or 335 00:11:40,240 --> 00:11:45,360 things that we can teach them. Uh it's a 336 00:11:43,279 --> 00:11:47,839 way that the mentors are not offering, 337 00:11:45,360 --> 00:11:49,760 forcing or interjecting ourselves into 338 00:11:47,839 --> 00:11:51,200 the projects uh of the participants if 339 00:11:49,760 --> 00:11:53,040 they don't want us to be there, but 340 00:11:51,200 --> 00:11:54,959 instead we open up a natural dialogue 341 00:11:53,040 --> 00:11:57,519 and potential collaboration which is 342 00:11:54,959 --> 00:11:59,440 driven by the participants. The other 343 00:11:57,519 --> 00:12:01,760 advantage of this approach is that 344 00:11:59,440 --> 00:12:03,680 everyone becomes fully aware of the many 345 00:12:01,760 --> 00:12:05,519 skills and the passions that we all as a 346 00:12:03,680 --> 00:12:07,200 group share. They learn that their 347 00:12:05,519 --> 00:12:09,519 mentors also enjoy things related to 348 00:12:07,200 --> 00:12:12,000 their interests. Um, further breaking 349 00:12:09,519 --> 00:12:13,760 down the barrier in building trust. 350 00:12:12,000 --> 00:12:15,600 Ultimately, mentor involvement in 351 00:12:13,760 --> 00:12:17,440 showandell helps to flatten the sense of 352 00:12:15,600 --> 00:12:18,639 hierarchy among the group and this is 353 00:12:17,440 --> 00:12:20,079 one of the key factors that 354 00:12:18,639 --> 00:12:22,720 differentiates the lab from a school 355 00:12:20,079 --> 00:12:24,240 environment. Our mentors are not really 356 00:12:22,720 --> 00:12:26,079 like teachers. they are there that the 357 00:12:24,240 --> 00:12:28,399 people uh that the participants can talk 358 00:12:26,079 --> 00:12:30,000 to as equals. 359 00:12:28,399 --> 00:12:32,000 So once they're inspired and want to 360 00:12:30,000 --> 00:12:33,760 work on a project or learn a new skill, 361 00:12:32,000 --> 00:12:36,639 autistic students may run into unique 362 00:12:33,760 --> 00:12:38,639 pitfalls and challenges. A common one is 363 00:12:36,639 --> 00:12:40,800 losing interest either due to being 364 00:12:38,639 --> 00:12:43,600 intimidated or the unknowns that they 365 00:12:40,800 --> 00:12:45,360 need to learn or by being unable to 366 00:12:43,600 --> 00:12:47,360 achieve a tangible result in a short 367 00:12:45,360 --> 00:12:49,440 period of time. This is especially 368 00:12:47,360 --> 00:12:51,839 noticeable due to the lab sessions only 369 00:12:49,440 --> 00:12:54,079 being 2 hours long. if they want to work 370 00:12:51,839 --> 00:12:55,120 on 3D printing something, most of that 371 00:12:54,079 --> 00:12:56,959 time is actually going to have to be 372 00:12:55,120 --> 00:12:58,399 between the sessions just due to the 373 00:12:56,959 --> 00:13:00,399 amount of time it takes to 3D print 374 00:12:58,399 --> 00:13:01,839 something. And that's not accounting for 375 00:13:00,399 --> 00:13:04,240 the time we need to spend sitting down 376 00:13:01,839 --> 00:13:05,920 and teaching them how to model. So when 377 00:13:04,240 --> 00:13:08,240 a student is tackling an ambitious 378 00:13:05,920 --> 00:13:09,760 project, the first step we take is laser 379 00:13:08,240 --> 00:13:12,320 focusing their scope and breaking it 380 00:13:09,760 --> 00:13:14,079 down into small achievable quick wins. 381 00:13:12,320 --> 00:13:15,760 It really helps to keep them motivated 382 00:13:14,079 --> 00:13:17,440 if early on that they can see the 383 00:13:15,760 --> 00:13:18,639 correlation between the prototype and 384 00:13:17,440 --> 00:13:20,800 the end product that they want to 385 00:13:18,639 --> 00:13:22,399 create. This can be especially 386 00:13:20,800 --> 00:13:24,399 challenging when a student doesn't have 387 00:13:22,399 --> 00:13:26,160 prior experience in the tools. 388 00:13:24,399 --> 00:13:27,600 Fortunately, the library has pre-made 389 00:13:26,160 --> 00:13:29,440 tutorials for all of the software that 390 00:13:27,600 --> 00:13:31,120 we provide on the library computers and 391 00:13:29,440 --> 00:13:32,160 instructions for basic projects with the 392 00:13:31,120 --> 00:13:34,399 hardware that we have in the maker 393 00:13:32,160 --> 00:13:36,800 space. These are written for gend 394 00:13:34,399 --> 00:13:39,200 general makerpace users and have the 395 00:13:36,800 --> 00:13:41,440 assumption that they have no experience. 396 00:13:39,200 --> 00:13:43,120 And all of them have a simple end 397 00:13:41,440 --> 00:13:45,440 product that can be created within 398 00:13:43,120 --> 00:13:46,880 roughly a 2-hour time frame, which is 399 00:13:45,440 --> 00:13:49,279 the length of the most of the workshops 400 00:13:46,880 --> 00:13:51,519 we run at the library. These have been 401 00:13:49,279 --> 00:13:53,120 an invaluable resource to us for 402 00:13:51,519 --> 00:13:54,720 participants at the lab as it gives them 403 00:13:53,120 --> 00:13:56,639 the chance to work on something at their 404 00:13:54,720 --> 00:13:57,760 own pace without having us as the 405 00:13:56,639 --> 00:13:59,120 mentors kind of looking over their 406 00:13:57,760 --> 00:14:01,360 shoulder and guiding them through every 407 00:13:59,120 --> 00:14:02,800 click and it always uh gives them a 408 00:14:01,360 --> 00:14:04,000 finished product at the end of it in a 409 00:14:02,800 --> 00:14:06,480 short time frame and it's very 410 00:14:04,000 --> 00:14:07,920 rewarding. We've particularly seen a lot 411 00:14:06,480 --> 00:14:10,320 of success with this with the shy 412 00:14:07,920 --> 00:14:13,120 students who maybe don't quite trust the 413 00:14:10,320 --> 00:14:14,880 mentors yet um as well as students who 414 00:14:13,120 --> 00:14:16,880 are self-driven. 415 00:14:14,880 --> 00:14:18,320 On one hand, having clear instructions 416 00:14:16,880 --> 00:14:20,160 can really help some neurodyiverse 417 00:14:18,320 --> 00:14:21,760 students, but on the other, some 418 00:14:20,160 --> 00:14:23,760 students will have a clear picture in 419 00:14:21,760 --> 00:14:26,880 mind of a unique thing that they want to 420 00:14:23,760 --> 00:14:29,199 create, something that isn't necessarily 421 00:14:26,880 --> 00:14:31,680 written down in our tutorials or 422 00:14:29,199 --> 00:14:34,079 resources. So, catering our materials 423 00:14:31,680 --> 00:14:36,160 and support per student is extremely 424 00:14:34,079 --> 00:14:37,440 important in engaging them. And one of 425 00:14:36,160 --> 00:14:40,639 the pitfalls that the latter group 426 00:14:37,440 --> 00:14:42,720 easily falls into is that a point in a 427 00:14:40,639 --> 00:14:44,320 project where you realize you don't know 428 00:14:42,720 --> 00:14:46,079 what you don't know. when you realize 429 00:14:44,320 --> 00:14:47,600 that there's a lot more to learn before 430 00:14:46,079 --> 00:14:49,839 you can do the things that you want to 431 00:14:47,600 --> 00:14:51,920 do. And this is a natural part of 432 00:14:49,839 --> 00:14:54,240 learning almost any skill, but it can be 433 00:14:51,920 --> 00:14:55,680 extremely discouraging and it kills many 434 00:14:54,240 --> 00:14:58,480 great projects before they even really 435 00:14:55,680 --> 00:15:00,000 get started. Unfortunately, overcoming 436 00:14:58,480 --> 00:15:01,279 discouraging factors like this can be 437 00:15:00,000 --> 00:15:03,199 extremely difficult for neurody 438 00:15:01,279 --> 00:15:05,120 divergent people. With executive 439 00:15:03,199 --> 00:15:06,959 dysfunction that comes with autism and 440 00:15:05,120 --> 00:15:09,760 other neurody divergence, it means that 441 00:15:06,959 --> 00:15:11,920 any hurdle can appear insurmountable. 442 00:15:09,760 --> 00:15:13,519 So during the lab session itself, we do 443 00:15:11,920 --> 00:15:15,920 our best to eliminate any of those 444 00:15:13,519 --> 00:15:17,360 blockers upfront. We do this by working 445 00:15:15,920 --> 00:15:19,199 closely with them when they are first 446 00:15:17,360 --> 00:15:21,199 exploring a new topic and providing 447 00:15:19,199 --> 00:15:22,720 pathways for any resources that they 448 00:15:21,199 --> 00:15:24,320 might need and then giving them 449 00:15:22,720 --> 00:15:26,480 resources that they can take home with 450 00:15:24,320 --> 00:15:28,320 them. All of this helps to ease the 451 00:15:26,480 --> 00:15:30,800 experiences of learning new skills and 452 00:15:28,320 --> 00:15:32,480 projects for autistic students. It is 453 00:15:30,800 --> 00:15:34,480 vital to remember that there is not a 454 00:15:32,480 --> 00:15:37,199 one-sizefits-all solution to anything 455 00:15:34,480 --> 00:15:39,680 when it comes to neurode divergence. And 456 00:15:37,199 --> 00:15:42,720 at the end, oop, sorry, I have my spot. 457 00:15:39,680 --> 00:15:44,880 Ultimately, our job is really about 458 00:15:42,720 --> 00:15:47,680 listening to the unique needs of each 459 00:15:44,880 --> 00:15:49,360 student. We help them in identifying the 460 00:15:47,680 --> 00:15:51,199 things that are impacting them and 461 00:15:49,360 --> 00:15:53,360 encouraging them to find ways that they 462 00:15:51,199 --> 00:15:55,199 can overcome these hurdles themselves. 463 00:15:53,360 --> 00:15:57,440 Whether it be by using the productivity 464 00:15:55,199 --> 00:15:59,360 or organization tools or reducing over 465 00:15:57,440 --> 00:16:01,519 stimulation in their environment or by 466 00:15:59,360 --> 00:16:04,240 having us just ask and check in on them 467 00:16:01,519 --> 00:16:06,560 every week and see how they're going. I 468 00:16:04,240 --> 00:16:08,880 cannot understate how impactful it is 469 00:16:06,560 --> 00:16:11,360 for a kid to just have an adult who 470 00:16:08,880 --> 00:16:13,440 genuinely cares and understands the 471 00:16:11,360 --> 00:16:15,360 things that they are working on. At the 472 00:16:13,440 --> 00:16:17,199 end of each session, we write up notes 473 00:16:15,360 --> 00:16:19,360 about each student, documenting if they 474 00:16:17,199 --> 00:16:21,040 faced any challenges in their day. And 475 00:16:19,360 --> 00:16:22,800 this has been incredibly helpful for us 476 00:16:21,040 --> 00:16:24,639 as mentors to stay on top of how each 477 00:16:22,800 --> 00:16:26,639 participant is going and not just for 478 00:16:24,639 --> 00:16:28,240 the project work. In the past, it's also 479 00:16:26,639 --> 00:16:30,480 been incredibly helpful for us toident 480 00:16:28,240 --> 00:16:31,920 identify antisocial behaviors and to be 481 00:16:30,480 --> 00:16:33,120 able to then take those notes and then 482 00:16:31,920 --> 00:16:35,519 talk to their parents or caregivers 483 00:16:33,120 --> 00:16:36,639 about them and find the next steps in 484 00:16:35,519 --> 00:16:38,560 supporting them in adjusting those 485 00:16:36,639 --> 00:16:40,160 behaviors. It also means that we can 486 00:16:38,560 --> 00:16:41,759 look back at previous sessions and see 487 00:16:40,160 --> 00:16:43,040 if there's any old projects or ideas 488 00:16:41,759 --> 00:16:44,720 that we haven't toyed with in a while 489 00:16:43,040 --> 00:16:46,959 that we might be able to bring back up 490 00:16:44,720 --> 00:16:48,320 to reignite. 491 00:16:46,959 --> 00:16:50,720 As I mentioned, like our other 492 00:16:48,320 --> 00:16:52,720 workshops, the lab is only 2 hours of 493 00:16:50,720 --> 00:16:54,320 time each week. So unfortunately we 494 00:16:52,720 --> 00:16:56,480 can't always help the students to 495 00:16:54,320 --> 00:16:58,160 thoroughly explore new concepts. So a 496 00:16:56,480 --> 00:17:00,000 lot of the resources that we rely on are 497 00:16:58,160 --> 00:17:02,399 digital, free to download and accessible 498 00:17:00,000 --> 00:17:04,400 over the internet. Our aim is to get 499 00:17:02,399 --> 00:17:07,600 them neck deep in the project as easily 500 00:17:04,400 --> 00:17:09,520 as possible which we do by jumping uh by 501 00:17:07,600 --> 00:17:11,039 giving them the jumping board at the lab 502 00:17:09,520 --> 00:17:12,640 and then getting them up and running as 503 00:17:11,039 --> 00:17:14,559 quickly as possible, ideally on their 504 00:17:12,640 --> 00:17:16,240 own personal device. And then by 505 00:17:14,559 --> 00:17:18,000 empowering them with the knowledge to 506 00:17:16,240 --> 00:17:21,919 find where where more resources that 507 00:17:18,000 --> 00:17:24,319 they can use at home are 508 00:17:21,919 --> 00:17:26,160 hypersensitivity to sensory inputs in 509 00:17:24,319 --> 00:17:28,319 everyday environments can be extremely 510 00:17:26,160 --> 00:17:30,320 challenging for autistic individuals. 511 00:17:28,319 --> 00:17:32,960 Specific types of changes in stimuli 512 00:17:30,320 --> 00:17:34,960 such as noise, light, texture, smells, 513 00:17:32,960 --> 00:17:37,200 and other senses can lead to discomfort, 514 00:17:34,960 --> 00:17:38,640 avoidance, reduced awareness, and 515 00:17:37,200 --> 00:17:41,360 ultimately a heightened emotional 516 00:17:38,640 --> 00:17:43,200 response. At the lab, we take a lot of 517 00:17:41,360 --> 00:17:45,039 care in making our environment as low 518 00:17:43,200 --> 00:17:47,520 sensory as possible and as comfortable 519 00:17:45,039 --> 00:17:49,520 as possible. When setting up, we dim the 520 00:17:47,520 --> 00:17:51,200 lights as low as possible. We'll often 521 00:17:49,520 --> 00:17:53,440 close the blinds as well to reduce the 522 00:17:51,200 --> 00:17:55,280 afternoon glare from the sunlight. And 523 00:17:53,440 --> 00:17:57,600 one of the common challenges that arises 524 00:17:55,280 --> 00:18:00,480 out of this is that a lot of maker space 525 00:17:57,600 --> 00:18:02,559 tools can require clear bright lighting. 526 00:18:00,480 --> 00:18:04,400 So to overcome this, we provide smaller 527 00:18:02,559 --> 00:18:06,240 desk lamps on workbenches around the 528 00:18:04,400 --> 00:18:08,880 sides of the room. So if a participant 529 00:18:06,240 --> 00:18:10,960 needs them, they can go and use them. 530 00:18:08,880 --> 00:18:12,720 Low scent and reducing smells is a 531 00:18:10,960 --> 00:18:14,640 particularly interesting challenge for a 532 00:18:12,720 --> 00:18:16,960 maker space, too. As many of the tools 533 00:18:14,640 --> 00:18:19,919 that we have produce significant odor. 534 00:18:16,960 --> 00:18:22,000 Markers, glue, soldering iron, and 535 00:18:19,919 --> 00:18:24,240 especially our laser cutter all produce 536 00:18:22,000 --> 00:18:25,840 a lingering odor that can cause 537 00:18:24,240 --> 00:18:28,480 headaches and respiratory issues at 538 00:18:25,840 --> 00:18:30,320 worst. That said, our maker space is up 539 00:18:28,480 --> 00:18:32,480 to code. We do have the proper 540 00:18:30,320 --> 00:18:34,640 ventilation and filtration required. 541 00:18:32,480 --> 00:18:37,039 However, it can still linger and stick 542 00:18:34,640 --> 00:18:38,720 around uh particularly for students who 543 00:18:37,039 --> 00:18:41,039 are particularly sensitive to those kind 544 00:18:38,720 --> 00:18:42,799 of odors. So, earlier in the year, we 545 00:18:41,039 --> 00:18:45,600 went and put a lot of effort into 546 00:18:42,799 --> 00:18:48,000 including scent absor absorbing rocks uh 547 00:18:45,600 --> 00:18:50,320 very mild scented reads in areas that 548 00:18:48,000 --> 00:18:52,480 have a bad smell. And most importantly, 549 00:18:50,320 --> 00:18:53,919 we created a policy and a schedule that 550 00:18:52,480 --> 00:18:56,480 means that we cannot use the laser 551 00:18:53,919 --> 00:18:59,039 cutter or particularly odorous uh tools 552 00:18:56,480 --> 00:19:00,799 within 2 hours before the any kind of 553 00:18:59,039 --> 00:19:02,320 session, not just the lab. And this 554 00:19:00,799 --> 00:19:04,080 gives the odors enough time to fully 555 00:19:02,320 --> 00:19:06,559 ventilate and fade and has been 556 00:19:04,080 --> 00:19:08,320 extremely successful in in improving the 557 00:19:06,559 --> 00:19:11,280 comfort for all of the participants, not 558 00:19:08,320 --> 00:19:14,000 just the lab. In terms of sounds in the 559 00:19:11,280 --> 00:19:16,080 maker space, we always set up a relaxing 560 00:19:14,000 --> 00:19:18,160 low-fi music in the background, usually 561 00:19:16,080 --> 00:19:19,760 at a very low volume. Uh we'll pick 562 00:19:18,160 --> 00:19:21,679 video game soundtracks and ask for 563 00:19:19,760 --> 00:19:23,280 recommendations from the kids as well. 564 00:19:21,679 --> 00:19:24,960 And we also provide headphones for 565 00:19:23,280 --> 00:19:28,080 students if they wish to listen to 566 00:19:24,960 --> 00:19:30,480 something else or block out the noise. I 567 00:19:28,080 --> 00:19:32,240 haven't uh I have mentioned this 568 00:19:30,480 --> 00:19:35,200 actually. I think I have. Yes. The 569 00:19:32,240 --> 00:19:37,919 younger group that we run is focused 570 00:19:35,200 --> 00:19:40,320 more on video games and we actually run 571 00:19:37,919 --> 00:19:41,760 it in a different space of the of the 572 00:19:40,320 --> 00:19:44,160 library. It's not actually run in the 573 00:19:41,760 --> 00:19:46,320 maker space itself. It's actually run in 574 00:19:44,160 --> 00:19:48,000 a bit of a larger meeting room. And one 575 00:19:46,320 --> 00:19:49,440 of the huge benefits of this is that we 576 00:19:48,000 --> 00:19:51,440 have a little corner off to the side 577 00:19:49,440 --> 00:19:54,000 that we can use where we can turn off 578 00:19:51,440 --> 00:19:56,160 the lights separately. We then create a 579 00:19:54,000 --> 00:19:58,240 low sensory corner in this area. We 580 00:19:56,160 --> 00:19:59,919 cover the ground with blankets, pillows, 581 00:19:58,240 --> 00:20:02,640 stuffed animals, and we lay out a box of 582 00:19:59,919 --> 00:20:04,799 stmming toys. And this has been 583 00:20:02,640 --> 00:20:06,480 particularly helpful for participants on 584 00:20:04,799 --> 00:20:08,000 days where they felt overwhelmed or 585 00:20:06,480 --> 00:20:10,559 needed a space to ground themselves and 586 00:20:08,000 --> 00:20:12,400 to relax. And it has avoided disastrous 587 00:20:10,559 --> 00:20:13,919 emotional reactions on more than one 588 00:20:12,400 --> 00:20:15,679 occasion. 589 00:20:13,919 --> 00:20:17,840 But this space and its resources are 590 00:20:15,679 --> 00:20:19,760 helpful in running the day-to-day lab as 591 00:20:17,840 --> 00:20:21,520 well. When we notice a participant is 592 00:20:19,760 --> 00:20:23,280 becoming overstimulated or needs an 593 00:20:21,520 --> 00:20:25,360 outlet for hyperactivity, we can use 594 00:20:23,280 --> 00:20:27,280 these resources to help them regulate. 595 00:20:25,360 --> 00:20:29,280 The first step for us as mentors is 596 00:20:27,280 --> 00:20:31,440 noticing the behavior. And this can 597 00:20:29,280 --> 00:20:33,760 include repetitive movements, increased 598 00:20:31,440 --> 00:20:35,840 volume, or heightened anxiety. When we 599 00:20:33,760 --> 00:20:37,440 notice these behaviors, ideally we want 600 00:20:35,840 --> 00:20:38,799 to help provide an outlet to them 601 00:20:37,440 --> 00:20:41,120 without distracting the rest of the 602 00:20:38,799 --> 00:20:43,280 group or drawing our attention to it. 603 00:20:41,120 --> 00:20:45,039 This is both to allow the group members 604 00:20:43,280 --> 00:20:47,440 who are sensitive or easily overwhelmed 605 00:20:45,039 --> 00:20:48,799 to maintain their calmness, but also so 606 00:20:47,440 --> 00:20:50,480 that we don't embarrass or put the 607 00:20:48,799 --> 00:20:52,320 overstimulated student on the spot. We 608 00:20:50,480 --> 00:20:53,760 don't want to single them out. So, what 609 00:20:52,320 --> 00:20:56,000 we'll do is then go grab some of the 610 00:20:53,760 --> 00:20:57,919 stmming toys from the box. These are low 611 00:20:56,000 --> 00:20:59,600 distraction toys, aren't noisy, and 612 00:20:57,919 --> 00:21:01,039 don't have any flashing lights on them. 613 00:20:59,600 --> 00:21:03,200 And then we distribute them amongst the 614 00:21:01,039 --> 00:21:05,280 whole group as well as starting to use 615 00:21:03,200 --> 00:21:06,720 them ourselves. And while the calmer 616 00:21:05,280 --> 00:21:07,840 students sometimes placed them to the 617 00:21:06,720 --> 00:21:09,919 side and just continue with whatever 618 00:21:07,840 --> 00:21:11,760 they were doing, we were able to engage 619 00:21:09,919 --> 00:21:14,240 the overstimulated students through 620 00:21:11,760 --> 00:21:16,400 inclusive group activity. This leverages 621 00:21:14,240 --> 00:21:18,400 the positive socialization of the group 622 00:21:16,400 --> 00:21:20,400 to support the particip participants who 623 00:21:18,400 --> 00:21:22,720 need it as well as normalizing it for 624 00:21:20,400 --> 00:21:25,039 everyone else which over time helps 625 00:21:22,720 --> 00:21:26,799 everyone in the group. Another issue 626 00:21:25,039 --> 00:21:29,440 that often arises out of accommodating 627 00:21:26,799 --> 00:21:31,440 sensory conditions is that it is 628 00:21:29,440 --> 00:21:33,520 possible for autistic people to have 629 00:21:31,440 --> 00:21:34,960 contradictory needs. Some people prefer 630 00:21:33,520 --> 00:21:37,360 lots of light, some people need dim 631 00:21:34,960 --> 00:21:39,039 light. And by providing the resources in 632 00:21:37,360 --> 00:21:41,360 this space that space that mean each 633 00:21:39,039 --> 00:21:44,159 participant can adjust the environment 634 00:21:41,360 --> 00:21:46,559 to their needs, it means making the 635 00:21:44,159 --> 00:21:48,880 space uh readily available for all of 636 00:21:46,559 --> 00:21:51,600 them and gives them the agency to 637 00:21:48,880 --> 00:21:53,919 participate and you universally 638 00:21:51,600 --> 00:21:56,400 normalizes accommodating for your own 639 00:21:53,919 --> 00:21:58,000 needs. We do this at the lab by having 640 00:21:56,400 --> 00:21:59,520 lamps and headphones and masks 641 00:21:58,000 --> 00:22:01,039 available, but it is something we 642 00:21:59,520 --> 00:22:04,080 constantly are working on trying to 643 00:22:01,039 --> 00:22:04,080 improve in our space. 644 00:22:04,159 --> 00:22:06,960 One of the constant through lines in 645 00:22:05,679 --> 00:22:09,120 everything I've talked about today is 646 00:22:06,960 --> 00:22:11,280 that supporting autistic students uh 647 00:22:09,120 --> 00:22:12,720 requires high awareness and empathy and 648 00:22:11,280 --> 00:22:14,000 improving our understanding of neurode 649 00:22:12,720 --> 00:22:15,840 divergence is something that we should 650 00:22:14,000 --> 00:22:17,360 all be striving to do always because it 651 00:22:15,840 --> 00:22:20,320 is something that our understanding of 652 00:22:17,360 --> 00:22:22,559 is changing always. The key to is to 653 00:22:20,320 --> 00:22:24,960 keep an open mind and to approach this 654 00:22:22,559 --> 00:22:26,400 with empathy. In that same vein, every 655 00:22:24,960 --> 00:22:28,400 neurodyiverse person is going to 656 00:22:26,400 --> 00:22:30,080 experience it differently. Some may face 657 00:22:28,400 --> 00:22:32,080 challenges with communicating but have 658 00:22:30,080 --> 00:22:33,600 no sensory issues and others might 659 00:22:32,080 --> 00:22:35,840 experience fixations but have no 660 00:22:33,600 --> 00:22:38,240 anxiety. It can vary immensely from 661 00:22:35,840 --> 00:22:40,080 person to person. Being prepared for 662 00:22:38,240 --> 00:22:42,000 unconventional ways of communicating is 663 00:22:40,080 --> 00:22:43,840 one thing we keep in mind. For example, 664 00:22:42,000 --> 00:22:46,240 difficulty with eye contact is common in 665 00:22:43,840 --> 00:22:47,440 autistic people and so if we know a 666 00:22:46,240 --> 00:22:48,720 participant struggles with this, we 667 00:22:47,440 --> 00:22:50,000 might come sit next to them and work on 668 00:22:48,720 --> 00:22:52,080 our own things when we try to engage 669 00:22:50,000 --> 00:22:54,000 with them. Some autistic people also 670 00:22:52,080 --> 00:22:56,320 struggle with communication in general, 671 00:22:54,000 --> 00:22:58,559 uh, have speech irregularities or can be 672 00:22:56,320 --> 00:23:00,559 non-verbal. So, it's important for us to 673 00:22:58,559 --> 00:23:03,440 understand that silence isn't always a 674 00:23:00,559 --> 00:23:04,880 sign of rudeness or ignoring, as they 675 00:23:03,440 --> 00:23:06,559 also might just be working really hard 676 00:23:04,880 --> 00:23:08,960 and hyperfocusing and blocking out all 677 00:23:06,559 --> 00:23:10,240 external noises. Even if I ask questions 678 00:23:08,960 --> 00:23:11,520 about the project that they're working 679 00:23:10,240 --> 00:23:13,440 on, sometimes I just don't get a 680 00:23:11,520 --> 00:23:15,520 response. In that case, I'll just give 681 00:23:13,440 --> 00:23:18,240 them some time, walk away and wait and 682 00:23:15,520 --> 00:23:20,080 observe and watch for a break and see 683 00:23:18,240 --> 00:23:22,480 when is the best time to try and talk to 684 00:23:20,080 --> 00:23:24,559 them. These sorts of barriers, 685 00:23:22,480 --> 00:23:26,559 especially in a social group, highlight 686 00:23:24,559 --> 00:23:27,919 why it is vital for us to have open 687 00:23:26,559 --> 00:23:30,159 communication with their parents and 688 00:23:27,919 --> 00:23:31,600 carers. They are often able to give us a 689 00:23:30,159 --> 00:23:33,120 deeper insight into the methods that 690 00:23:31,600 --> 00:23:35,120 they use that might also work in the 691 00:23:33,120 --> 00:23:36,880 lab. And being a social group, 692 00:23:35,120 --> 00:23:39,039 navigating interpersonal conflict 693 00:23:36,880 --> 00:23:40,799 between the participants is inevitable. 694 00:23:39,039 --> 00:23:42,240 Fortunately, these incidents are rare 695 00:23:40,799 --> 00:23:43,840 and one of the tools that we rely on to 696 00:23:42,240 --> 00:23:45,600 smooth things over is bringing back our 697 00:23:43,840 --> 00:23:47,200 focus to the shared interests. By 698 00:23:45,600 --> 00:23:49,120 relating these similarities, we're able 699 00:23:47,200 --> 00:23:51,039 to reinforce their connection. And after 700 00:23:49,120 --> 00:23:53,360 all, one per less person on the game 701 00:23:51,039 --> 00:23:54,799 server is just not as fun. Something 702 00:23:53,360 --> 00:23:56,640 else that we found helpful is having 703 00:23:54,799 --> 00:23:58,000 assigned seating. We create name tags 704 00:23:56,640 --> 00:23:59,440 for our participants using die cutters 705 00:23:58,000 --> 00:24:01,520 and encourage them to customize and get 706 00:23:59,440 --> 00:24:03,280 crafty with it. But this isn't just 707 00:24:01,520 --> 00:24:04,960 about self-expression. It also 708 00:24:03,280 --> 00:24:06,720 significantly helps to alleviate anxiety 709 00:24:04,960 --> 00:24:08,400 in the group. And for some autistic 710 00:24:06,720 --> 00:24:10,400 people, having this sort of clear social 711 00:24:08,400 --> 00:24:12,720 structure helps to relieve the social 712 00:24:10,400 --> 00:24:14,960 pressures. This is also one of the 713 00:24:12,720 --> 00:24:17,120 benefits of having dedicated mentors in 714 00:24:14,960 --> 00:24:20,559 the lab. Having adults in the room who 715 00:24:17,120 --> 00:24:23,840 are consistent and can uh can maintain 716 00:24:20,559 --> 00:24:25,279 the trust between sessions helps to put 717 00:24:23,840 --> 00:24:26,880 social structure in otherwise very 718 00:24:25,279 --> 00:24:28,320 unstructured group and it's just one 719 00:24:26,880 --> 00:24:30,240 more way we can help them to feel more 720 00:24:28,320 --> 00:24:31,760 comfortable. That said, I am extremely 721 00:24:30,240 --> 00:24:33,039 grateful to my co-workers who have 722 00:24:31,760 --> 00:24:37,039 filled in for me this week so that I 723 00:24:33,039 --> 00:24:37,039 could come to Python and do this talk. 724 00:24:37,440 --> 00:24:41,520 Now, I understand that a lot of the 725 00:24:39,120 --> 00:24:43,039 things I've spoken about today are um 726 00:24:41,520 --> 00:24:44,799 like having an instru unstructured 727 00:24:43,039 --> 00:24:46,720 session and having such a high mentor 728 00:24:44,799 --> 00:24:49,279 student ratio are things that a program 729 00:24:46,720 --> 00:24:51,200 with no curriculum can afford. A lot of 730 00:24:49,279 --> 00:24:52,400 these require long-term high investment 731 00:24:51,200 --> 00:24:53,760 commitments to the students that you're 732 00:24:52,400 --> 00:24:55,039 working with. And opening up the 733 00:24:53,760 --> 00:24:56,720 dialogue with the parents and support 734 00:24:55,039 --> 00:24:58,320 workers can help to alleviate this for 735 00:24:56,720 --> 00:24:59,679 everyone. Anything that you can do to 736 00:24:58,320 --> 00:25:01,039 make your environment more inclusive for 737 00:24:59,679 --> 00:25:02,799 autistic people is a step in the right 738 00:25:01,039 --> 00:25:04,480 direction. And building their confidence 739 00:25:02,799 --> 00:25:06,000 makes them open to trying new things and 740 00:25:04,480 --> 00:25:07,279 stepping outside of their comfort zone. 741 00:25:06,000 --> 00:25:09,200 And this can increase the effectiveness 742 00:25:07,279 --> 00:25:10,720 of their learning. All of this leans on 743 00:25:09,200 --> 00:25:12,240 trust. Build it with your students. 744 00:25:10,720 --> 00:25:14,080 Allow them to open up to you. And you 745 00:25:12,240 --> 00:25:15,919 will learn that you can personalize 746 00:25:14,080 --> 00:25:18,080 their learning objectives to make it 747 00:25:15,919 --> 00:25:19,360 more effective for them. It can be 748 00:25:18,080 --> 00:25:20,799 challenging to help support people 749 00:25:19,360 --> 00:25:22,240 through the ups and downs, but the 750 00:25:20,799 --> 00:25:24,159 payoff is worth it. And while the 751 00:25:22,240 --> 00:25:25,520 formula at the lab takes time, when our 752 00:25:24,159 --> 00:25:27,679 participants are given independence, 753 00:25:25,520 --> 00:25:29,039 trust, and support, they will feel a 754 00:25:27,679 --> 00:25:31,039 sense of belonging. And this will 755 00:25:29,039 --> 00:25:32,400 snowball into improving their confidence 756 00:25:31,039 --> 00:25:34,080 and their ability to connect with 757 00:25:32,400 --> 00:25:35,440 others. The lab has been running for a 758 00:25:34,080 --> 00:25:37,039 few years now and in that time we've 759 00:25:35,440 --> 00:25:39,039 seen a few participants come and go and 760 00:25:37,039 --> 00:25:40,880 come out of their shells. And one parent 761 00:25:39,039 --> 00:25:42,880 commented that the lab is much more than 762 00:25:40,880 --> 00:25:44,720 mentorship with technology. That it is a 763 00:25:42,880 --> 00:25:46,240 place where a child can feel safe to be 764 00:25:44,720 --> 00:25:48,480 themselves, something that is essential 765 00:25:46,240 --> 00:25:49,600 for our young neurodeivergent community. 766 00:25:48,480 --> 00:25:51,039 And while it is sad to see our 767 00:25:49,600 --> 00:25:52,400 participants eventually age out of the 768 00:25:51,039 --> 00:25:53,840 program and leave the nest when they 769 00:25:52,400 --> 00:25:55,360 feel ready, it's rewarding to know that 770 00:25:53,840 --> 00:25:58,000 these kids can now go out into the world 771 00:25:55,360 --> 00:25:59,600 with tools better to handle it. By 772 00:25:58,000 --> 00:26:01,279 reflecting on how our educational 773 00:25:59,600 --> 00:26:03,120 environments can accommodate people with 774 00:26:01,279 --> 00:26:05,120 different needs and abilities, we foster 775 00:26:03,120 --> 00:26:07,760 a neurode divergent friendly learning 776 00:26:05,120 --> 00:26:09,840 environment with improved accessibility 777 00:26:07,760 --> 00:26:11,600 for learning for not just autistic 778 00:26:09,840 --> 00:26:13,520 people, but for people who may not have 779 00:26:11,600 --> 00:26:15,360 even previously realized that they work 780 00:26:13,520 --> 00:26:18,080 better with different accommodations for 781 00:26:15,360 --> 00:26:20,790 their comfort. After all, accessibility 782 00:26:18,080 --> 00:26:27,740 for one is accessibility for all. 783 00:26:20,790 --> 00:26:27,740 [Applause]