Yesterday I posted about an autistic blogger named Jonathan Mitchell who wrote an article on his site urging other autistic persons and persons with an interest in autism to reject ND ideology to Just Say No to neurodiversity. I received a heated, and somewhat confused, response from someone who identified himself as "Robert Montgomery" although he provided no email address, link or url to confirm that name and I learned for the first time that autistic persons who disagree with the ND ideology are dismissed by neurodiversity adherents as "house autistics". They are also, apparently, dismissed as being liars about their past.
This particular "Robert Montgomery" seemed very upset that I had posted a comment about an autistic individual, Jonathan Mitchell, who dared reject the neurodiversity ideology. In fact he was so upset he posted his comment in response to the wrong article, posting incorrectly under my CNTNAP2 Gene And The Unravelling Of Autism Spectrum Disorders article. This alleged Robert Montgomery accuses Mr Mitchell of being a "house" autistic and declares that "sadly, like most house autistics, they lie about their past."
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Robert Montgomery said... There's one serious flaw to Jonathan's argument. Not many special education opportunities were available in the 1960's. I think Jonathan needs to change his story. The majority of students with recognized disabilities, and I would presume feces smearing would have been considered a disability even in the 1960's, were in segregated institutions. The IDEA wasn't passed into law until Jonathan would have been 22 years of age. Nice try though Jonathan.
This is from the Georgetown University Press:
As the United States entered the 1960s, American public schools faced challenges in several areas. Discussions regarding social and economic inequality led to intense national soul-searching, with the sweeping implications of the Supreme Court’s 1954 Brown vs. Board of Education of Topeka decision affecting developments in law, politics, social policy, and certainly education. The federal government under President John F. Kennedy determined that much greater involvement on its part was necessary to stimulate action and ensure the enforcement of law, the protection of civil rights for all Americans, and the fulfillment of the promise of public schooling. Among educational professionals, questions about the rigor and direction of curriculum and instruction dominated educational discourse after the launch of the Sputnik satellite by the Soviet Union in 1957, leading to reform efforts in the teaching of most subject areas, science and mathematics. As deliberations about the appropriate purposes, character, and methodology of education intensified, special education found itself linked, directly and indirectly, to changes in the teaching of content and subject matter, the organization and structuring of schools, and the classification and categorization of students.
From 1960 through 1968, special education would continue its dramatic evolution, encountering significant challenges to its assumptions, structures, and operations. It maintained its remarkable expansion in terms of its number of programs offered and students served, even while special educators constantly maintained that an unacceptably low percentage of students who needed special education services were actually receiving them. The introduction and solidification of learning disabilities as a recognized category of disability rearranged and expanded the identified population of children with disabilities; the linking of disability with poverty, cultural deprivation, and minority status substantially altered views on the etiology and diagnosis of disability, especially in the area of mental retardation, shifting the ways in which discussions of special education services and purposes were framed. The number of people with disabilities housed in residential institutions kept increasing, leading to severely overcrowded conditions and serious charges that care and treatment of the residents all too frequently was cruel and inhumane. Such developments took place in the context of rapidly expanding federal involvement as well as heated debate about the propriety of segregated schools and settings, including those for students with disabilities.
Harold, really, a cursory knowledge of the disability movement in the US would have tipped you off that this man could have never spent 8 years in special education.
But like John Best, your not really interested in facts and I my guess would be that this comment too will never be posted on your website. That's ok, because I'm taking screen shots of them to show the world that your a dishonest person not interested in truth.
I'm sure you think your clever because you found a "house" autistic who supports your hatred of autism and autistic people who disagree with you. But sadly, like most house autistics, they lie about their past.
I have long known of, and been on the receiving end of, the heated nature of many internet autism debates. Mr. Montgomery's post though seems beyond the pale even by those standards. Hopefully his views of Mr. Mitchell and any other autistic person who presume to disagree with Neurodiversity doctrine are not shared by other Neurodiversity adherents.
autism
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