(no subject)
I've just been informed by my mother that "Asperger's is no excuse to be rude."
I didn't even say that explicitly. What I'm trying to figure out is how not doing something that I really should have done, is rude, when attempting to do it with the cognitive resources I had available and (lack of) speech scripts I had prepared, would have resulted in a meltdown. I don't consider forcing people to be in a room with me during a meltdown (especially people who aren't familiar with autism and would likely do things like touching me or bombarding me with verbal input, therefore exacerbating the situation) any less rude, in fact, I would find it worse for both of us.
I'm quitting piano lessons, for reasons that I can't find a verbal translation for, but that have something to do with executive functioning and inability to practice even under the best circumstances, even if I *want* to practice. The problem is, I haven't been able to communicate this to my instructor at all. If I was able to receive his e-mail address, I'd contact him, but it's expected that I'll do it through speech. And since I only have one more lesson after the one I had this week, I really should have let him know.
However, as I tried to script this out, I could get to the "I just wanted to let you know that I'm stopping piano lessons after our next lesson" part, but beyond that, in the (probable) situation in which he asked why, I could prepare absolutely no scripts or vocabulary sets. I mentioned above what happens when I try to speak with no word sets.
My speech has gotten less and less reliable since I was 12 or so. It was never particularly strong, and I'm now realizing just how much of what I did as a kid was so I could use as little speech as possible. (I was able to pass it off as more reliable though, and it's not always obvious that I have trouble speaking even now.) I can rarely initiate now - it's like I can't speak until I can grasp onto the patterns of speech from hearing someone else, even though I can still use text easily. One of the other things this conversation would have required was a level of initiation that I can't do, and I also didn't know what context this should fit into, or at which point in the lesson I should bring it up.
But, since I absolutely have to handle this, and it would be very rude to not show up next week and not tell him, (I've been rude enough already) how am I supposed to come up with stuff, and deal with this situation in a way that won't result in meltdown? I really wish I could find this instructor's e-mail address on the web, as attempting to call is a whole other cognitive disaster. (Moggy's comment at Ballastexistenz's post on what it takes to make a phone call is a pretty good descriptor of why that's not exactly feasible.)
I didn't even say that explicitly. What I'm trying to figure out is how not doing something that I really should have done, is rude, when attempting to do it with the cognitive resources I had available and (lack of) speech scripts I had prepared, would have resulted in a meltdown. I don't consider forcing people to be in a room with me during a meltdown (especially people who aren't familiar with autism and would likely do things like touching me or bombarding me with verbal input, therefore exacerbating the situation) any less rude, in fact, I would find it worse for both of us.
I'm quitting piano lessons, for reasons that I can't find a verbal translation for, but that have something to do with executive functioning and inability to practice even under the best circumstances, even if I *want* to practice. The problem is, I haven't been able to communicate this to my instructor at all. If I was able to receive his e-mail address, I'd contact him, but it's expected that I'll do it through speech. And since I only have one more lesson after the one I had this week, I really should have let him know.
However, as I tried to script this out, I could get to the "I just wanted to let you know that I'm stopping piano lessons after our next lesson" part, but beyond that, in the (probable) situation in which he asked why, I could prepare absolutely no scripts or vocabulary sets. I mentioned above what happens when I try to speak with no word sets.
My speech has gotten less and less reliable since I was 12 or so. It was never particularly strong, and I'm now realizing just how much of what I did as a kid was so I could use as little speech as possible. (I was able to pass it off as more reliable though, and it's not always obvious that I have trouble speaking even now.) I can rarely initiate now - it's like I can't speak until I can grasp onto the patterns of speech from hearing someone else, even though I can still use text easily. One of the other things this conversation would have required was a level of initiation that I can't do, and I also didn't know what context this should fit into, or at which point in the lesson I should bring it up.
But, since I absolutely have to handle this, and it would be very rude to not show up next week and not tell him, (I've been rude enough already) how am I supposed to come up with stuff, and deal with this situation in a way that won't result in meltdown? I really wish I could find this instructor's e-mail address on the web, as attempting to call is a whole other cognitive disaster. (Moggy's comment at Ballastexistenz's post on what it takes to make a phone call is a pretty good descriptor of why that's not exactly feasible.)