Spectrumpunk Emojis & Text

Copy & Paste Spectrumpunk Emojis & Symbols 𝖳𝖮 𝖢𝖧𝖠𝖭𝖦𝖤 𝖳𝖧𝖤 𝖶𝖮𝖱𝖫𝖣 pt. 8Sequel to

𝖳𝖮 𝖢𝖧𝖠𝖭𝖦𝖤 𝖳𝖧𝖤 𝖶𝖮𝖱𝖫𝖣 pt. 8 Sequel to Autism And All by NeuroFabulous https://emojicombos.com/autism-and-all Read the Autism And All one first! By the next week, Plankton's completely recovered from the wisdom teeth ordeal. And Chip's now ready to attend the new school. The first day of school is a flurry of nerves and excitement. Chip puts on his best smile, his backpack bulging with supplies. Plankton's in the kitchen, his usual self, rambling about his latest invention. Karen's voice floats from the hallway. "Remember, Chip. If you see someone who's different, don't stare or make fun. Just be kind." Chip nods before heading out the door. At school, Chip notices a boy in his class, Timmy, who flaps his hands and makes noises during storytime. Chip feels a pang of recognition—his dad does that too when he's excited. He watches as Timmy's classmates giggle, whispering behind their hands. Chip's heart squeezes with a mix of empathy and sorrow. He approaches Timmy at lunch. "Hi," he says, his voice tentative. Timmy looks up, his eyes wide. "You're new," Timmy says, his voice high-pitched. "Yes," Chip replies with a small smile. "My name's Chip." Timmy bobs his head, his hands still moving. "What's wrong with your hands?" Chip asks, his voice soft. Timmy looks down, his cheeks flushing. "I'm sorry, I didn't mean to be rude," Chip adds quickly. But Timmy smiles, showing a gap in his teeth. "It's okay," he says. "I have autism." Chip's eyes widen, his mind racing back to his dad's stims. "It's just how I show I'm happy." Timmy's words resonate with Chip, and he feels a sudden connection. "My dad has autism too," he confides. Timmy's eyes light up. "Really?" He asks, his movements ceasing for a moment. "Yeah," Chip says, taking a seat next to Timmy. "Sometimes it's hard, but he's pretty cool. But it's also really tough for him." Timmy nods, his hands resuming their gentle flapping. "It's not easy," he says. "But us autistics are like superheroes, you know? Our brains just work a bit differently." Chip can't help but smile at the analogy. "Yeah," he says, "like you guys have special powers." Timmy's face lights up. "Exactly!" He exclaims. "And sometimes, our powers can be really helpful. Like, I'm really good at math and remembering stuff." He beams with pride. Chip feels a twinge of understanding, remembering his dad's obsession with the Krabby Patty formula. "My dad's good at inventions," he says. "But sometimes, his brain can get really, really overwhelmed." Timmy nods. "Some days, my head does too," he says. The bell rings, signaling the end of lunch. Chip and Timmy quickly exchange numbers, promising to talk more. As Chip heads to his next class, his mind is a whirlwind. He's always known his dad was different, but seeing someone his age with the same challenges brings a new perspective. In the classroom, he can't concentrate. Plankton's words echo in his mind: "I'm not enough. I'll never be enough." He feels guilty for his earlier frustrations, for not understanding the depth of his dad's struggle. During recess, Chip finds Timmy alone. Timmy's eyes scan the playground, his hands still. "You okay?" Chip asks. Timmy looks up. "Yes. Hey you know what helps me?" Timmy asks, his voice hopeful. "I make fun of my autism, like it's a superpower. It makes me feel better when people laugh with me." Chip looks confused. "How do you mean?" Timmy grins. "I pretend my flapping hands are like wings, or my loud noises are like sonic booms. It makes the other kids laugh, and it helps me feel like I made them happy. And one called me 'Stimmy' instead of 'Timmy' which is okay, because it's a part of me! I also like it when people ask me about it. It makes me feel seen. Make it like a game, or something.." Timmy says. Chip thinks about this, his heart racing. He's never considered turning his dad's stims into something fun or cool. It's always been a thing to just ignore. But now, seeing Timmy's joy, he wonders if maybe there's another way. He makes a mental note to ask his dad about his favorite superheroes, thinking maybe they can find a way to make his stims more like superpowers. Timmy smiles. "For my birthday I got this book.. I've another copy!" Timmy says, interrupting himself as he gives Chip a book. "It's a fictional story about a guy like me, but he's got superpowers because of his autism. Maybe your dad will like it." Chip looks at the book titled "AUSOME AUsomeness" and smiles, his curiosity piqued. "Thanks, Timmy," he says, tucking it into his bag. "I'll show it to him." Timmy nods, his eyes bright with excitement. "You know, sometimes when I feel sad or overwhelmed, I just pretend I'm that hero. It helps me." Chip nods, his mind racing with ideas. He's never seen autism as a superpower before. Could this be a way to help his dad feel more like the hero he's always been to him? When Chip gets home, he finds Plankton in the living room. He sets his bag down by the couch as he greets his dad, and Karen, who's in the kitchen. "Hi, Mom; Hi, Dad!" Plankton's eye lights up at the sight of him. "How was school?" He asks, curious as to how Chip's first day went. "It was ok," Chip says, his mind still racing with thoughts of Timmy and his own father's autism. "I met a kid like you, Dad." Plankton's face falls slightly. "What do you mean?" He asks. "I mean," Chip starts, his voice shaky. "He had what you... I'll just show you the book!" He pulls out "AUSOME AUsomeness" from his bag, handing it to Plankton with excitement. Plankton looks at the cover, his eye narrowing as he opens it. "See, Dad?" Chip says, pointing to a part where the character uses his hand flapping to take flight. "It's like you w---" But Plankton's face is a mask of anger and hurt. "What's wrong?" Chip asks, his heart racing. Plankton slams the book shut. "Don't you dare," he says, his voice low and dangerous. "Don't you dare patronize me, Chip." He stands up, his hands shaking. "I'm not some comic book character to be made fun of or turned into a joke!" His voice echoes through the house, the pain in it palpable. Karen rushes in, alarmed by the sudden outburst. "Plankton, what's wrong?" She asks, her eyes darting between the two. "This," Plankton says, waving the book. "This is what you think of me?" The anger in his voice is sharp. "How could you, Chip?" He asks, his voice trembling. "How could you think I'd want to be seen like some unrealistically childish hero?" The room is tense, the air thick with emotions. Karen's eyes dart between her husband and son, trying to gauge the situation. Chip's face falls, the joy from his new friendship with Timmy dissipating. Timmy's autistic and loved it, so why doesn't Chip's autistic father.. "I'm sorry," he stammers, his voice small. "I just thought...it might help." But Plankton's anger doesn't waver. "You thought turning me into a caricature would make it better?" He asks, his voice laced with sarcasm. "Is that what you think of me?" Chip's eyes fill with tears as he watches his dad's pain unfold. "Dad, I don't underst--" "No," Plankton cuts him off. "You DON'T understand. You think it's fun to play pretend with something that's a daily struggle for me?" His voice breaks. "You think making it a game will just make it go away?" He throws the book across the room, where it hits the wall with a thud. Chip's eyes follow the book, his heart sinking. He didn't mean to make his dad feel this way. "But a new friend of mine said--" "I don't care what some stranger said!" Plankton interrupts, his voice rising. "This is my life, Chip! My struggle!" His hands are shaking as he clutches the back of the couch. Karen steps in. "Let's talk this out," she says, her voice a gentle whisper. "We're all on the sa-" "No!" Plankton snaps, cutting her off. He turns to Chip, his eye boring into his son's. "You think my autism is a game? You think I can just pretend it's a superpower and poof, everything's fine?" His voice cracks with each word. "You don't get it. You don't get what it's like to have a brain that fights you every second of every day." His hands are in fists now, his knuckles white. Chip feels like he's been punched in the gut. "Dad, please," he whispers, his voice shaking. "I just wanted to...I don't know, make it better. Make you feel...happy." Plankton sits back down, his shoulders slumped. "Happy?" Plankton repeats. "You think making a joke out of it makes me happy?" Chip feels like he's walking on eggshells. "No, Dad," he says, his voice barely above a whisper. "I just...wanted to share something that made us feel better." He looks down at his own hands, which are now trembling. "I just want you to be happy too."
Dysgenesis in the brain can be a factor in autism spectrum disorders (ASD): Dendritic spine dysgenesis Atypical numbers and structures of dendritic spines in the central neurons of people with autism. This cellular pathology is also found in experimental mouse models of ASD. Cerebral cortical dysgenesis A malformation of the cerebral cortex that can occur when neural migration is defective during gestation. Symptoms include a thickened cortex, high neuronal density, and poor boundaries between the grey and white matter. Olfactory bulb dysgenesis A dysgenesis or agenesis of the olfactory bulbs and projection zones in the brain may contribute to ASD. Other neuroanatomical abnormalities in autism include: Agenesis of the superior olive, Dysgenesis of the facial nucleus, Reduced numbers of Purkinje neurons, and Hypoplasia of the brainstem and posterior cerebellum. ASD is a chronic condition with a wide range of symptoms, including difficulty with communication and social interactions, repetitive behaviors, and obsessive interests.

Related Text & Emojis

💙 Most kids with ASD are either hypersensitive or hyposensitive to stimuli like noises, lights, touch, etc. If someone has Autism and/or PTSD, he/she may be more prone to sensory overload and startle more easily. That means there’s not much information about how typical treatment methods can or should be adjusted for patients with ASD. According to this article, a nurse could… Offer home-based services Use more visual aids, such as gradient scales to describe degrees of emotion Keep appointment times regular and predictable as much as possible Provide sensory toys or allow children to bring their own Emphasize the possibility of a “happy ending” after trauma―​“this correlates well with the documented effectiveness of social stories, narratives and role-playing in therapy involving individuals with ASD” Be mindful of how often society dismisses the emotions of autistic people Involve other trusted caregivers …and more. Essentially, the therapist should keep the child’s unique strengths and limitations in mind at each step and be open to flexibility. Remember to… Not take behavior personally Be willing to listen without pressuring him/her to talk Identify possible triggers and help him/her avoid them Remain calm and understanding when he/she is emotional Let him/her make age-appropriate choices so he/she feels in control of his/her life Be patient 💙
Hi, friends! I like emojicombos.com because it’s easy for me to use, being public domain. I also like to express myself through writing, as an author with Autism. So thank you Emoji combos and keep it up!
Why autistic people are like cats: - We are highly sensitive. - We don't like loud or sudden noises. - We are easily spooked and startled. - Especially because we are zoning out, like, all the time. - We love to be held and touched and petted and cuddled bUT ONLY IF IT WAS OUR IDEA! - We're picky eaters. - Easily distracted. - Solitary creatures. - Takes us a while to warm up to people and be comfortable around them. - Our idea of being "social" is just hanging around the vicinity or in the same room as other people but not necessarily interacting with them. - We are finicky, particular, meticulous creatures of habit and we have a comfort zone we will defend with our lives. - If we deem you worthy, you will be allowed into our comfort zone. - Gaining our love and trust is super rewarding because it is not easily done. Be flattered. - If you touch us unexpectedly we will flinch or jump. - We are awesome predators and get super intense about stuff one nickname for the ADHD gene is "the hunter gene") - We are cute and lovable and have a lot of personality. - Many autistic children love to feel enclosed and secure and so love secret hiding places and cubby holes (i.e., "if I fits, I sits") - We sometimes appear to freak out at nothing and scamper away for no reason but really it's because we can hear things you can't and some sounds bother us. - Because we have such hyper-sensitive senses, any snuggles you give us will be a million times more rewarding for you because you'll know and appreciate just how intensely we're enjoying them. - Please give us food or we will boop your nose in your sleep.
😷 Before beginning trauma-focused therapy it is important to stabilise the individual with emotional coping strategies and creating feelings of safety. Support strategies that have been found to be helpful in the general population include: mindfulness and grounding in the present moment creating feelings of safety (for example an object/picture that symbolises safety) sensory soothing Autistic people may require: a greater number of sessions a longer or shorter duration to each session regular breaks. 😷
😷 Treatments should be appropriately adapted for autistic people and their individual needs. (Rumball et al. 2020) and Kerns et al. (2022) suggest a number of other events that autistic people found traumatic: abandonment by/loss of a loved one (for example a family member, pet or support staff) sensory experiences (for example fire alarms) transitions and change (for example school transitions, routine changes with the seasons, unpredictability in day to day life) social difficulties and confusion (for example difficulties interpreting social cues, misunderstandings and conflicts) events related to one’s own mental health difficulties (for example psychotic experiences). Autistic people may also be more likely to find these experiences traumatic due to autistic characteristics such as: sensory sensitivities communication and social interaction differences distress around changes to routines distress if prevented from taking part in repetitive and restricted behaviours such as stimming. Some theories suggest that other factors associated with being autistic, may mean an increased risk of developing or maintaining PTSD symptoms But just because symptoms aren’t crippling doesn’t mean you're not affected. 😷
😷 https://about.kaiserpermanente.org/health-and-wellness/our-care/exploring-the-promise-of-at-home-cervical-cancer-screening 😷
Here are some idioms that use the word "chip": Chip on your shoulder An informal expression that means someone feels inferior or believes they've been treated unfairly. For example, "You will never make friends if you go around with a chip on your shoulder". Chip off the old block A person who resembles one parent in appearance or behavior. For example, "His son is just a chip off the old block". Chip in To contribute money, time, or advice to a cause or fund. For example, "Every member of the team chipped in to help pay for the coach's surgery". Cash in your chips To sell something, such as investments, to raise money. It can also be used as slang to mean to die. Bargaining chip Something that can be used to gain an advantage when trying to make a deal or an agreement. For example, "The workers used the threat of a strike as a bargaining chip in their negotiations". Blue chip A term that comes from poker, where chips used in gambling have different colors to represent different dollar amounts. A blue chip is typically the one with the highest value. call in (one's) chipscall in your chipscash (one's) chips incash incash in (one's) chipscash in chipscash in one's chipscash in your chipscheap as chipschipchip (away) at (something)chip and dipchip atchip awaychip buttychip inchip in for (something)chip in on (something)chip in with (something)chip in with (something) for (something)chip offchip off the old blockchip off the old block, achip on one's shoulderchip on one's shoulder, to have achip on shoulderchip shotchip upchipschips and dipchips are down, thechips with everythingcow chipcow chipsget a chip on (one's) shoulderhand in (one's) chipshas had its chipshave a chip on (one's) shoulderhave a chip on your shoulderhave had (one's) chipshave had your chipsin the chipsin the moneylet the chips fall (where they may)let the chips fall where they maymint chocolate chippass in (one's) chipspiss on (someone's) chipsput a chip on (one's) shoulderput all (of) (one's) chips on the tablespit chipsthe chips are downwhen the chips are down "All that and a bag of chips"---this phrase is usually a slam against someone who is conceited or arrogant. Perhaps the phrase originates in the concept of completeness; a meal complete with a "bag of chips".Aug 11, 2014
ℑ𝔪 𝔧𝔲𝔰𝔱 𝔟𝔢𝔦𝔫𝔤 𝔪𝔶 𝔞𝔲𝔱𝔦𝔰𝔱𝔦𝔠 𝔰𝔢𝔩𝔣. 💀
😷 https://neurodivergentinsights.com/misdiagnosis-monday/ptsd-and-autism 😷
🔪☆⋆。𖦹°‧★ sprinkling some fairy dust on the feed for my mentally ill & disabled girlies who may be struggling or having a hard time rn ༺♡༻ /)__/) Ƹ̵̡\( ˶• ༝ •˶) /Ʒ o ( ⊃⊃) *⛥*゚・。*.ੈ ♡₊˚•. ˚₊· ͟͟͞͞➳❥ # 🔮
🌈🧠🤷🏼‍♀️
💙 https://neurodivergentinsights.com/misdiagnosis-monday/ptsd-and-autism 💙
| ̄ ̄ ̄ ̄ ̄ ̄ ̄ ̄ ̄ ̄ ̄| | I love my friends a lot, | | I just suck at talking | | to them regularly | |___________| (\__/) || (•ㅅ•) || /   づ
"disabilities aren't aesthetic" Yes, but you don't need to say this under the posts of disabled people showing off cute mobility aids, decorated med organisers, a cute bed set up, the art piece that represents their disabilities, etc. Whether theyre your fellow disabled folk or especially so if you're able-bodied/neurotypical, allow disabled people freedom of expression and the little joys they can. People cope with their disabilites in diverse ways, and sometimes that means you will see a disabled person romanticizing their life, or making their aids aesthetic. Someone existing and expressing themselves, making their lives more comfortable and enjoyable, should not be seen as ”glorifying” anything. I’m not telling anyone to go make themselves disabled, nobody should take their health for granted.
Info tips for practitioners w/ autism and/or sensitivities First, thank you for caring. Not trying to question your expertise in health. Now, Autism is a spectrum. It’s not something one can turn off. It’s not a choice. Most of us are not trying to be demanding. If any thing, we’re afraid of being seen as childish, picky, high maintenance, bossy, rude, etc. We can easily get overwhelmed. We want to compromise with you. If we ask for another nurse to do something or if we know we cannot handle a procedure without certain accommodations, it’s not personally attacking against you. You have the power to provide the care and provide us any options; individuals know their own personal tolerance and needs. We do not ever want to start arguments. We do not want to inconvenience you over something, as we do not feel entitled. Having sensitivities not by choice, as it is more than inconvenience but also painful. We always feel when you do your best. We’re both human, autistic or not. It is not a choice.
"𝖮𝗁 𝗃𝗎𝗌𝗍 𝖽𝖾𝖺𝗅 𝗐𝗂𝗍𝗁 𝗂𝗍.." 𝖣𝖾𝖺𝗅 𝗐𝗂𝗍𝗁 𝗂𝗍? 𝖳𝗁𝖺𝗍 𝗌𝖺𝗒𝗂𝗇𝗀 𝖼𝖺𝗇 𝗐𝗈𝗋𝗄 𝖿𝗈𝗋 𝗒𝗈𝗎, 𝖻𝗎𝗍 𝖨 𝖿𝖾𝖾𝗅 𝗂𝗇𝗏𝖺𝗅𝗂𝖽𝖺𝗍𝖾𝖽 𝗐𝗁𝖾𝗇 𝗌𝖺𝗂𝖽 𝗍𝗈 𝗆𝖾. 𝖸𝗈𝗎 𝖽𝗈𝗇'𝗍 '𝖽𝖾𝖺𝗅' 𝗐𝗂𝗍𝗁 𝗇𝖾𝗎𝗋𝗈𝖽𝗂𝗌𝖺𝖻𝗂𝗅𝗂𝗍𝗂𝖾𝗌. 𝖸𝗈𝗎 𝗅𝗂𝗏𝖾 𝗐𝗂𝗍𝗁 𝗂𝗍, 𝗒𝗈𝗎 𝗌𝗎𝗉𝗉𝗈𝗋𝗍 𝗂𝗍, 𝗒𝗈𝗎 𝗅𝗈𝗏𝖾 𝗂𝗍. 𝖡𝗎𝗍 𝗒𝗈𝗎 𝖽𝗈𝗇'𝗍 𝖽𝖾𝖺𝗅 𝗐𝗂𝗍𝗁 𝗂𝗍 𝗅𝗂𝗄𝖾 𝗂𝗍'𝗌 𝖺 𝗉𝗋𝗈𝖻𝗅𝖾𝗆 𝗍𝗈 𝖻𝖾 𝖿𝗂𝗑𝖾𝖽. ( emojicombos.com/neurofabulous )
“Neurodivergent Umbrella”* Beneath the umbrella, it lists: ADHD DID & OSDD ASPD BPD NPD Dyslexia CPTSD Dyspraxia Sensory Processing Dyscalculia PTSD Dysgraphia Bipolar Autism Epilepsy OCD ABI Tic Disorders Schizophrenia Misophonia HPD Down Syndrome Synesthesia * non-exhaustive list
𝑠ℎ𝑜𝑤 𝑘𝑖𝑛𝑑𝑛𝑒𝑠𝑠 𝑡𝑜 𝑦𝑜𝑢𝑟 𝑏𝑜𝑑𝑦 𝑏𝑦 𝑏𝑒𝑖𝑛𝑔 𝑐𝑜𝑚𝑝𝑎𝑠𝑠𝑖𝑜𝑛𝑎𝑡𝑒 𝑎𝑛𝑑 𝑝𝑎𝑡𝑖𝑒𝑛𝑡 ౨ৎ
BENEFITS TO EMBRACING NEURODIVERSITY IN Schools @MeS. SPEECHIEPO CREATES INCLUSIVE LEARNING ENVIRONMENTS Neurodiversity affirming teaching strategies allow ALL students, regardless of neurotype to be accepted, valued, and supported. IMPROVES ACADEMIC AND LEARNING OUTCOMES Neurodivergent students often excel academically when their individual learning styles are accommodated and their strengths are nurtured. ENHANCES SOCIAL INTERACTIONS Neurodiverse i.e. BOTH Neurotypical and Neurodivergent) students have opportunities to interact with peers of varying neurotypes, fostering social skills and relationships, empathy, understanding, and acceptance. REDUCES BULLYING AND STIGMA Directly teaching about differences and embracing neurodiversity reduces bullying and stigma, creating a safer and more welcoming school environment for ALL students. PROMOTES A VARIETY OF STRENGTHS AND INTERESTS Schools can identify, promote, and celebrate the talents, strengths, and interests of ALL students, whether in academics, arts, or other areas to make everyone feel valued, respected, and accepted. OMeS SPEECHIEPO
Going into Hospital When you are suddenly needing to go into hospital it can be scary, and the last thing people want to do is think about what they need to take with them. For this reason we have compiled this list to help you prepare. Comfortable/ Loose fitting clothing Several pairs of underwear Thick socks Ipad/Tablet/ Ipod w/ earphones Money Sanitary pads Mobile phone and charger Food to snack on Books/ CD’s/ Magazines Toiletries/ face wipes/hairbrush Own Pillow Clothing for going home Dressing gown and slippers An overnight bag is a good idea (although you may not need this) Heating pad
"disabilities aren't aesthetic" Yes, but you don't need to say this under the posts of disabled people showing off cute mobility aids, decorated med organisers, a cute bed set up, the art piece that represents their disabilities, etc. Whether theyre your fellow disabled folk or especially so if you're able-bodied/neurotypical, allow disabled people freedom of expression and the little joys they can. People cope with their disabilities in diverse ways, and sometimes that means you will see a disabled person romanticizing their life, or making their aids aesthetic. Someone existing and expressing themselves, making their lives more comfortable and enjoyable, should not be seen as ”glorifying” anything. I’m not telling anyone to go make themselves disabled, nobody should take their health for granted.
For Employers w/ disabled workers If a person who has a disability wants to work they might have difficulty getting jobs. There are different types of disabilities to varying degrees. First, inform them the expectations of the job. Make sure they know how to do the job as you train. Give warnings (and explain why behind the warning) before resorting to termination, as some people might not under stand what they did wrong. Even if the disability is confidential, explain to coworkers not to give the employee a hard time, without divulging. Don’t touch the employee or their belongings (including any mobility aids) without asking them first. Allow the employee extra time if necessary so as to not overwhelm them. Monitor the surroundings to make sure no harassment takes place, possible barriers to accessibility, etc. Try not to get frustrated if they do something differently than what others might do, such as note reminders, etc.
What’s disabilities? Being disabled can have various meanings. Physical disabilities are usually more visible. Even so, it might not be readily apparent. One individual can have more than one disability. But it’s not by choice, even in an elective amputation, mental disorders, ptsd vía warfare, etc. Some disabilities are more invisible, if internal or having to do with mentality. No matter what disability, it’s important to not have unreachable standards whilst at the same time not be patronising. Some disabilities are from congenital, meaning they were born with it or had their whole life. Some disabilities are acquired later in life such as an external injury they got.
💉 https://news.vanderbilt.edu/2011/09/21/bloodwork-toolkit/ 💉
😷 https://www.findatopdoc.com/Parenting/When-a-Child-with-Autism-Refuses-Treatment 😷
💙 An Autism Specific Care Plan helps families give hospital staff important information. It tells them how to communicate and interact with the child and keep them safe. Families who use Autism Specific Care Plans feel happier with their care and feel that health care providers are better at working with their child or teen with autism. Hospitals and emergency rooms can also think about making changes to help patients with autism. Small changes can all help lower anxiety for kids and adults with autism. Some of these changes include keeping wait times short, creating a calm space, and playing a movie in the waiting area. Making sure parents are part of all medical care and treated as experts on their child can help both families and staff. Finally, hospital staff can try communicating in the way the patient prefers (talking vs. typing, etc.). 💙
😷 https://www.psychologytoday.com/us/blog/autism-and-anxiety/201904/medical-visits-and-autism-better-way 😷
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