Number (3) has better explanatory powers than (1).
However, for the purpose of assessing social and family impact, it is rendered to (1). Both schools and state (US) programs use (1) to assess if a child qualifies for support. This is not always related to how to parent or educate the child.
Fortunately, the US school system with IEP (individualized educational plans) are developed along (3). (Source: two of my kids have ASD)
None of that necessarily helps in informal social contexts or in professional workplace settings. I think the American Disabilities Act covers reasonable accommodations for people with autism spectrum disorders, though I am not sure if it requires legal disabled status.
Lastly: I met a Native (Navajo) family with a child that seems to me, have some developmental disabilities — but I think they take a very different approach. For one, they don’t seem to have the usual social stigma associated with this, and are baffled why I would suggest getting state support for early childhood intervention. If anything, I would not be surprised if they thought I was, yet again, someone unthinkingly pushing a colonialist worldview.
I don't think it's quite the same as calling yourself or someone else a "friend of Dorothy". People who say they are into trains usually precisely mean they are into trains.
Within the community it's a bit of an in-joke. It's not a coded message or anything, just an acknowledgement that autistic people are disproportionately into trains.
Strictly my anecdotal observation but, as someone who attends train shows regularly, they definitely, absolutely are.
Not an ounce of complaint to be clear. Honestly seeing them flip out and flap around and giggle excitedly is delightful. I'm glad they're having a good time and I'm also glad that all of these experiences have not involved some self-involved asshole leering, criticizing or yelling at them for being happy.
> Also, it is known thing or are "trains" a euphemism now like "friend of Dorothy"?
I meant it only as a reference that one of the common characteristic symptoms of autism is a deep focus on some topic of special interest. In boys with autism, trains, cars, or other machines are a common one.
(1), (2) and (3) aren't mutually exclusive either. It can be disjoint sets and a spectrum, which is modelled by (3), and (1) is a special case of (3) where the other axes are fixed to a constant. But you're right that (3) is the most powerful.
I like this answer, it’s concise and comprehensible, and among these options, (3) exceeds all others. I’d argue (4), (5), (6) and so on are even better, if not all always readily available.
However, for the purpose of assessing social and family impact, it is rendered to (1). Both schools and state (US) programs use (1) to assess if a child qualifies for support. This is not always related to how to parent or educate the child.
Fortunately, the US school system with IEP (individualized educational plans) are developed along (3). (Source: two of my kids have ASD)
None of that necessarily helps in informal social contexts or in professional workplace settings. I think the American Disabilities Act covers reasonable accommodations for people with autism spectrum disorders, though I am not sure if it requires legal disabled status.
Lastly: I met a Native (Navajo) family with a child that seems to me, have some developmental disabilities — but I think they take a very different approach. For one, they don’t seem to have the usual social stigma associated with this, and are baffled why I would suggest getting state support for early childhood intervention. If anything, I would not be surprised if they thought I was, yet again, someone unthinkingly pushing a colonialist worldview.