Being a Snob

Posted on by Astrid

Hi everyone. Today, Sadje’s Sunday Poser is all about snobbery. I’ve always thought of being a snob as something negative, but being proud of your culture or an aspect of it can be a good thing too. So am I a snob?

In the positive sense, no, not at all. I don’t have a fine taste in art or food whatsoever. I actually love going to all-you-can-eat restaurants and hardly notice that the food isn’t good quality.

With respect to art or literature, my bestie and I have this inside joke about people not having read “Multituli”. We got the joke after a semi-famous Dutch writer having said that people outside of Amsterdam never read “Multituli” and are as such quite backwards. The actual pen name of the author is “Multatuli” and I actually did read his work, Max Havelaar back in high school, but other than a few random quotes, I hardly remember the story.

This brings me to my attitude and, yes, I can be a bit snobbish about my intelligence. I remember at one point talking to my assigned staff, the one who is still a student. She told me she was learning about attachment theory in school and, even though my comment wasn’t meant as bragging at all, it did come across as such to her. I told her I probably knew more about this topic than her. I probably do and this isn’t an advantage at all, hence my not having meant it as bragging. In fact, the fact that I know more about emotional development, attachment styles etc. than most of my staff, is quite a problem for me, as I cannot apply it to my actual life.

As a teen, I was quite a horrible snob, taking pride in my intelligence and my education. Now I realize I’m truthfully quite average. In other words, mediocre. This realization does often lead me to making self-deprecating comments. Yesterday, when my bestie and I were discussing Meta AI, I said that of course I’d objected to my data being used. My bestie commented that it makes sense that I don’t want AI to steal my pictures of my polymer clay. I immediately thought this was sarcasm and explained that, while most of my works are indeed based on tutorials and not all that good, that doesn’t mean I want AI to use them. It was only later that I realized my bestie may’ve been sincere.

Parenting Advice From a Childfree Survivor of Childhood Trauma

Posted on by Astrid

Hi everyone. Today’s RagTag Daily Prompt is “parenting”. Since I’m currently recovering from meeting my parents for my birthday, I’m going to make a list of parenting advice my parents should’ve received. I realize their inability to love me unconditionally wasn’t unwillingness. In fact, the fear that I may have this same inability is one reason I’m childfree. This post is a random list and may come across a bit harsh, but so be it.

1. A family is not a business. It doesn’t have to be run efficiently. Yes, I understand you get impatient with your child’s struggles at times, but this isn’t their problem – it’s yours.

I was constantly shamed for needing too much help and my parents gave up on teaching me basic skills of daily living because I got frustrated and the task didn’t get done efficiently.

2. Challenging behavior does not make the child (especially young child) bad or manipulative. Behavior is communication, yes, but to search for hidden motives behind it, is actually quite arrogant.

I was told by my parents that, by age seven, I had come up with some idea to manipulate everyone into thinking I was different in all kinds of other ways besides blind because I didn’t accept my blindness. News flash: I am those other things.

3. Children are incredibly loyal to authority figures, be it their parents, teachers, or others. When you fight the school or healthcare system over something rather than trying to be cooperative, the child will experience a conflict of loyalty. This means that, just because they side with you eventually, it isn’t necessarily in their best interest.

My parents were constantly fighting the school over my needs, because the school denied my intelligence. Then again, my parents minimized my emotional difficulties. When an educational psychologist who saw both my intelligence and my emotional issues, nonetheless advised special education for me, my parents still weren’t happy even though they’d chosen this ed psych, because they were dead set on me being mainstreamed.

4. Your child is not an extension of your ego. For this reason, they do not have to follow an educational or career path you like. It isn’t their job to make up for your lost dreams.

See also above. From the time I was a young child on, it was clear that, by age eighteen, I’d live on my own and go to university. Interestingly, neither of my parents have a college degree and particularly my mother feels “dumb” for it even though she worked herself up to a management position that usually requires a college degree.

5. Your child doesn’t need to prove their value. They do not need to prove they were “worth raising” by being anything, be it independent, successful, or whatever. If you don’t want a disabled child, a child of a certain gender, or whatever, you shouldn’t have a child.

I have probably said this before, but my parents, particularly my father, seriously think that a child needs to prove they were worth raising by being successful in life as an adult. He didn’t mean me when he said this, “because you’re training for independent living”. Well, now that I’m in an institution with seven hours of one-on-one a day, he obviously does mean me, since the few times I’ve seen him since he’s barely acknowledged me.

6. Love your child unconditionally. This does not mean agreeing with every single decision they make, but it does mean being there for them when they need you. And this doesn’t end when they turn 21. With a few exceptions (an adult child becoming a criminal, for example), parenting is a lifelong commitment.

I am linking this post up with #WWWhimsy as well.

I Am (Not!) 154

Posted on by Astrid

Hi all. Today’s topic for Friday Faithfuls is IQ testing. This topic is very dear to my heart, as IQ tests have often been used and even more often misused to determine my entire life path.

When I was twelve, I had an IQ test administered to me. It was the verbal half of the Wechsler intelligence scale for children (the performance half can’t be administered to me because of my blindness). On this verbal IQ test, I got an overall score of 154. According to the educational psychologist writing the report, this is a sign of giftedness.

There were several problems with this assigned IQ score. For one thing, like I said, it’s just a verbal IQ score. The year prior, another ed psych had tried an intelligence test for visually impaired children which utilizes non-verbal components, but had given up on the test midway through because I got too frustrated. This ed psych had also administered the verbal half of the Wechsler scale, but her report doesn’t give an IQ number.

Another thing, which you might figure out from my previous paragraph, is the possibility of a retest effect, since I took the exact same test twice in a year. The ed psych that labeled me with an IQ of 154 did try to find out whether this had actually happened. He asked me whether I had been told when taking the test the last time which answers were correct and which weren’t. I had, in fact, with some, and besides, my father had given me extensive advice on how to answer some questions even more cleverly than I had done. However, I knew the purpose of this assessment: to get the green light for me to go into mainstream, high level secondary education rather than special ed for the blind. I wasn’t at the time really sure whether that’s what I wanted, but my parents did and I, being twelve, didn’t question their authority. So I said “no” and the ed psych concluded there was no retest effect.

I don’t doubt that I have an above-average verbal IQ. But 154, in my opinion, is probably too high. Besides, verbal intelligence is what you need to succeed in traditional schoolwork. What you need to succeed in life, is more related to performance IQ, if you ask me.

Even now though, nearly a quarter of a century later, the number 154 pops up here and there and everywhere with regards to me. Professionals keep assigning new dates to the original IQ score, calling it a total rather than verbal IQ, and making more nonsense out of these ever-intriguing three digits.

I have tried to talk to the behavior specialist about this. What I really want is to be re-evaluated. Not just with respect to (verbal) IQ, but with respect to other things too. She for now only agreed to write a note by the IQ score of 154 saying that it dates back 25 years.

You’d assume that, in intellectual disability services, it wouldn’t matter whether your IQ is 100 or 150, since it means no intellectual disability regardless. However, several of my current staff have admitted being wowed at my IQ score before they got to know me. I hate that the most, being reduced to being 154.

Visibility of People With Intellectual and Developmental Disabilities in Mainstream Society #AtoZChallenge

Posted on by Astrid

Hi everyone. I’m really late writing my letter V post in the #AtoZChallenge. I am not too excited about today’s topic either, but that might change as I write. I just came up with it two minutes before opening the new post window on WordPress. Today, I want to talk about visibility of people with intellectual and developmental disabilities in mainstream society.

Until the mid-1990s, individuals with intellectual disabilities were routinely institutionalized on grounds like mine, sheltered away from the general public. While there are advantages to this, it did mean the general population hardly saw any individuals with intellectual disabilities, especially not adults or those with more severe disabilities.

In the 1990s, institutions were often demolished altogether and individuals with even the most severe disabilities were moved into the community. This, however, did little to help society be more accepting of people with intellectual disabilities.

Now, with “suited education”, which was introduced in the mid-2010s, individuals with disabilities are encouraged to attend mainstream education if at all possible. This means that more people with mild intellectual disabilities and other developmental disabilities, who would otherwise attend special ed, are now in regular classes.

I, having been forced into mainstream education with very few accommodations, am not a fan of “suited education”. My opinions on deinstitutionalization are mixed. While I do feel that we need to be allowed to be visible in mainstream society, I do not feel that this is a case of the disabled needing to assimilate or be “normalized”. Truthfully, I do not feel that we need to prove our right to exist beyond the margins. That being said, the reality is that society doesn’t want us. At least, it doesn’t want me, a high support needs autistic and multiply-disabled person. When I still ventured out into the world on my own, I had just a little too many encounters with the police that often weren’t pleasant.

Report Cards and Progress Reports

Posted on by Astrid

Today’s topic for Throwback Thursday is report cards and progress reports. I am going to write mostly about traditional report cards in school, not the many psychological reports I had written about me during my childhood and adolescence.

Looking back, I was a good student academically, but it didn’t show on my report cards during elementary school. I attended special education and my teachers didn’t really believe I was more than just average intellectually. In fact, when I had a nationally standardized test in the sixth grade, the school’s principal called my parents in utter disbelief to tell them I had gotten a very high score. My father was like, duh, I told you so.

My behavior did get reported on. Though I had severe social and emotional challenges, I always got average ratings on those things that mattered to the teachers. I remember one day feeling disappointed when my rating on “correct behavior” had been lowered from the previous report card even though as far as I knew I hadn’t made mistakes about addressing the teachers formally.

In high school, I did get actual grades. Not letters here in the Netherlands, but numbers between one (worst) and ten (perfect). In my first year at grammar school, I got a lot of tens. These did get my classmates envious, so sometimes I’d argue for a lower grade. For instance, I had a ten on a drawing theory test and I hadn’t done any of the other drawing assignments because, well, I’m blind. Initially, I got a ten on my report card because that was the only grade I had. My classmates protested and my father and I agreed. Then the grade got lowered to an eight, reflecting the fact that I’d gotten a ten on that test and a six (barely passing) on drawing in general just for participating in the class.

Once in my third year, I was rebelling and hardly studying at all, so I did earn a few ones. One time, in my fifth year in high school (eleventh grade), I got a one in French for not doing an assignment because I’d had to do it with a partner and I hadn’t been able to find a partner, because I’d felt too anxious to ask anyone.

I wasn’t really punished harshly for failing grades or rewarded for good grades, but I did know I was expected to excel. Often, my parents made me do extra work, particularly before I was mainstreamed at grammar school.

My best subjects in elementary school were math and geography. In high school, those changed to languages, because high school math requires much more non-verbal intelligence and insight, something I don’t have. My best grade on my final high school exam was in English.

Now, as an adult, I do have an English-language blog, but I don’t think I learned to blog in high school. After all, despite the fact that grammar school is the highest level high school, I really wasn’t all that good at English after graduation. Other than English, I don’t use anything I learned in school really. I mean, during my year in special ed secondary school, textile arts was my worst subject and now I like to do macrame. Go figure.

Good Enough

Posted on by Astrid

Today’s optional prompt word for #LifeThisWeek is “Good”. Denyse takes on a cynical approach to the word, which reminds me of the many degrees of being called “good” I experienced.

In my elementary school years, my parents were in a constant fight with the schools for the blind I attended about my educational needs and my potential. According to the school, I was a good enough student. That’s the literal translation of the words that appeared on my report card often. Sometimes, when I was better than average, just “Good” appeared.
My parents thought I ought to get some more recognition. They thought I was excellent, sublime, a genius.

My schools thought I should be going to their secondary school program, which at the highest level catered to average students. My parents believed I could do far better.

I doubt, to be very honest, that my teachers truly didn’t see that academically, I was above-average. At least some of my teachers must have seen this. However, socially and emotionally, I was significantly behind. This was probably the real reason my schools recommended I continue in special education. My parents disagreed. They felt that I would be overprotected and underestimated in special ed. They might’ve been right. We’ll never know, since my parents took me from educational psychologist to educational psychologist until they had the recommendation for mainstream high level secondary education in their hands.

What I do know, is that I ended up being overestimated and underprotected. My parents would love to deny this and blame the staff in independence training for essentially setting me up for long-term care. Agree to disagree. Then again, we’ll never know, because I didn’t go into independent living and on to university right out of high school.

Sometimes, I wish I was just the average, good enough student that some of my teachers saw me as. Then at least I wouldn’t have to face the enormous challenge of both a high IQ and an emotional level comparable in many ways to an 18-month-old child. Then, I might not be writing blog posts in English, but I also might not need 24-hour care.

Then again, I enjoy writing blog posts. I like my care facility. Life is good enough for me.

Millennium: Growing Up Blind in 2000 #Blogtober20

Posted on by Astrid

I’m a bit late to publish my #Blogtober20 post today. Well, not as late as yesterday, but then I already had a post up in the afternoon. Today’s prompt is “Millennium”.

Let’s see… we’re now 20 years into the new millennium, which I realize isn’t even the “new” millennium to some adults right now, as they were born in 2000 or later. I always find it surprising that there are people who will be legally old enough to vote in next year’s national election who weren’t even born when politician Pim Fortuyn was murdered on May 6, 2002. Yeah, I’m getting old!

In 2000, I turned fourteen. I was in my first year at a mainstream grammar school. I had already decided I hated it, but my parents and teachers had decided that, if I failed, I’d fail within the first three months and those were up. Woohoo, my mainstream education was a success! Okay, it was, since I did graduate with pretty good grades in 2005, but yeah.

In January of 2000, I suffered a bad case of the flu. I rarely got the flu back then and still get it only once every five years or so, so I remember. In fact, I’m not 100% sure of this but I think it was my only time being off school sick in my entire grammar school career.

In February, my outreach teacher for the visually impaired came to talk to my classmates. They had already decided they didn’t like me one bit. In fact, when the teacher asked casually what having me, a blind student, in their class evoked in them, they didn’t think of a single positive. They started saying that I was being favored by the teachers. They also resented the need to help me get around. This instilled in me the feeling that I had to make up for my blindness in some way by being extra, well, anything.

I had read a book called Het instituut (which translates to The Institution) by blind comedian Vincent Bijlo in 1998. This book is about a boy who goes to a boarding school for the blind and his teachers constantly instill in him the idea that the “sighted school” is really hard and that he’ll need to compensate for his sight loss. For all I knew, my parents and teachers at the grammar school agreed: I was an inherent burden due to my blindness unless I showed my classmates I was more independent, nicer, more hard-working and in any way better than them. Then when I tried to work hard and got good grades, my classmates decided I must be favored by the teachers.

My idea about myself as an inherent burden on the world around me due to my blindness didn’t change till I went to an international computer camp for the blind in 2002 and discovered the English-language Internet in that same summer. It never completely disappeared though.

Later in the year 2000, my classmates started openly bullying me. Again, my parents and teachers blamed me. I was too dependent, too unsociable, too much of a burden in general. I had ruined the only friendship I had developed (which in hindsight was based on pity mostly) by getting my “friends” an only average grade in a music performance in October. Though these girls didn’t actively bully me, they mostly ignored me.

I realize, looking back, that the attitude towards people with disabilities was generally very hostile back in the late 1990s and early 2000s, when I was growing up. I mean, I bullied a girl with a visual and intellectual impairment on the special needs bus to the school for the blind in the late 1990s. Though my parents disapproved of it, both they and my teachers didn’t do much to stop me. When this girl was dying of a brain tumor, my parents even openly criticized her religious parents’ hope that the girl would miraculously survive.

I can only hope that, with more children with significant disabilities being mainstreamed nowadays, that attitudes have changed.

#Blogtober20