Autism and the Digital Workshop (theory): Mary Hart

Mary Hart created the Computing Workshop for students with special needs.  One-on-one tutors work with age 8 and up students. Most have Aspberger's Syndrome, which conceals their brilliant intelligence with an unusual social appearance. Mary arranged activities to deal with these, including the instrumental use of digital technologies, centered on their favorite topics, as well as classes where the students discover standard social rules. Three photos and artwork by students:

Student photographed by student Z.

Mary Hart, photo by student Z.

Self-portrait in variations. Student Z.

Student J. with movie headline
 he quickly created:
"Bean, the Ultimate Disaster Movie."

In-process art by student J.: 1. hand drawing,
2. scanned, 3. partially digitally colored.

Crane by student J.

For seven years, I was a tutor in her summer workshops.  At the end of each session (usually six weeks) there was a grand presentation for everyone's family members and the public!  It included Powerpoints and web pages displaying pictures they'd taken, as well as often humorous captions; games designed, a virtual reality museum of dinosaurs, and many graphics and multimedia creations.

She aims to change lives for people who were blocked from technology and falsely funneled toward low-functioning employment, like janitor work. Here's her philosophy in her own words:  "Students on the autistic spectrum (currently, 1 in 150 births) and those with other cognitive and physical differences are being left out of educational opportunities in technology areas. Traditional educational settings do not easily accommodate students with uneven learning profiles. Students who exhibit difficulties in some areas but function at a high level in others (as is the case with many students with Autism) are often educated at the level of their lowest area of functioning. Students thus targeted for low level education will lack access to high level classes, particularly in areas such as computing and technology. Often, technology is actually a strength area for such students, who may or may not require adaptations to learn the content in a traditional classroom setting. Technology may also be an area of weakness for teaching staff. The “lack of access” problem is sometimes made worse when teaching staff assume that if they do not understand content in a technical area, the 'special education' student certainly could not. Being disenfranchised from educational opportunities in technology and other areas puts the student at a great disadvantage in terms of further education and employment. Many individuals who have the ability to learn in an appropriate environment, and who may even excel in technology-related areas, are thus relegated to low-skill employment, or even a lifetime of sub minimum wage sheltered workshop participation." See the whole document here: Digital Workshop: A Hybrid Educational Institution And Technology Based Workplace Designed to meet the needs of Students and Young Adults on the Autistic Spectrum With Other Cognitive Differences With Other Obstacles to Success in School and the Transition to Employment