إليكم التسجيل الصوتي للمناقشة بين أهالي الأطفال المصابين بالتوحد وإيريك لوكاس (“أسبرجر” المدافع عن الذات التوحدي), في المقر الرئيسي لجمعية رعاية التوحد في نيبال, كاتماندو, في الثاني من مايو 2016.
واستمر الاجتماع أكثر من 3h30.
هنا 2 مايو 2016 في الأطفال المصابين بالتوحد وإريك لوكاس (“أسبرجر” المدافع عن الذات التوحدي), جمعية رعاية التوحد في نيبال, كاتماندو, को मुख्यालय मा आमाबाबुलाई बीच छलफल छ।
बैठक 3h30 भन्दा बढी लामो थियो।
Part 1 of 2 – 2 को भाग 2 (1h50’05”)
(click the links to listen in the desired language)
(इच्छित भाषामा सुन्न लिंकमा क्लिक गर्नुहोस्)
0:00:00 – Beginning – (closing the door, getting more light, switching off the fan because of the noise) – introduction – about audio recording, cards, no photos
0:02:28 – सुरु – (ढोका बन्द थप प्रकाश प्राप्त, किनभने हल्ला को प्रशंसक बन्द स्विच) – परिचय – अडियो रेकर्डिङ बारेमा, कार्ड, कुनै फोटो
0:03:53 – “I discovered that I am Asperger 3 years ago, but before this, I had many problems”
0:04:36 – “म Asperger हुँ भनी 3 वर्ष पहिले पत्ता, तर यो पहिले, म धेरै समस्या थियो”
0:05:05 – The movie ‘My name is Khan” : discovering “أسبرجر”, understanding all the difficulties, like when you switch on the lights
0:06:00 – चलचित्र ‘मेरो नाम खान छ “: खोजी” أسبرجر “, सबै कठिनाइ, समझ जब तपाईं रोशनी मा स्विच जस्तै
0:06:21 – Official diagnostic – creation of an autistics’ association in France (تحالف التوحد)
0:06:52 – आधिकारिक निदान – फ्रान्स मा एक autistics ‘सम्बद्धता सिर्जना (गठबंधन Autiste)
0:07:09 – Difference between “تحالف التوحد” (association in France) و “تحالف التوحد” (international concept)
0:07:33 – “गठबंधन Autiste” (फ्रान्स सम्बद्धता) र “Autistic गठबंधन” (अन्तर्राष्ट्रिय अवधारणा) बीच फरक
0:07:53 – “I will talk a little bit about me but mostly about autism, and you will be able to ask many questions after this”
0:08:40 – “म मेरो बारेमा तर ज्यादातर Autism बारेमा थोडा कुरा हुनेछ, र तपाईं यस पछि धेरै प्रश्न गर्न सक्षम हुनेछ”
0:09:08 – (beeing a little bit disturbed by noises and people moving – need to retrieve the thread of my thoughts)
0:09:30 – (भइरहेको थोडा शोर र मान्छे सारेर विचलित – मेरो विचार को मुद्दा पुन: प्राप्त गर्न आवश्यकता)
0:09:45 – About our association in France – our report to the Committee of the Rights of the Child at the United Nations – since then, we are consulted by our government
0:10:36 – संयुक्त राष्ट्र मा बाल को अधिकार को समितिलाई हाम्रो रिपोर्ट – – फ्रान्स हाम्रो सङ्गति बारे तब देखि, हामी हाम्रो सरकार द्वारा परामर्श छन्
0:11:18 – (disturbed by the view of a boy swinging outside) – “In my childhood, I did not go with the other children, but I was able to speak”
0:12:16 – (एक केटा झूल को दृश्य द्वारा विचलित बाहिर) – “मेरो बाल्यकाल मा, म अन्य बच्चाहरु संग जानु भयो, तर म बोल्न सकें”
0:12:42 – Rather normal schooling, but problems and suffering because being sent to a special center for children “who have problems”
0:13:31 – बरु सामान्य शिक्षा, तर समस्या र दुःख छोराछोरीलाई लागि “जसले समस्या” एक विशेष केन्द्रमा पठाइएको छ किनभने
0:14:06 – End of studies and beginning of professionnal life
0:14:35 – अध्ययन को अन्त र व्यावसायिक जीवनको सुरुवात
0:15:03 – DJ work : you have to please to people – a way of communicating without the problems of language
0:15:51 – डीजे काम: तपाईं मानिसहरूलाई खुसी पार्न छ – भाषा को समस्या बिना संचार को एक तरिका
0:16:22 – During the night, I was adapted to a kind of “micro-society” appreciating “being out of the box”, but in the daytime, I had problems with everyone
0:17:12 – राती, म “बक्स बाहिर रहेको” अधिमूल्यन “माइक्रो-समाज” को एक प्रकारको अनुकूल थियो, तर दिन मा, म सबैको साथ समस्या थियो
0:17:43 – Between the ages of 20 و 30, I started to think that maybe I had a psychological trouble, because everyone was telling me that “I had a trouble” and because actually I had problems with everyone
0:18:24 – 20 र 30 को उमेर बीच, म किनभने सबैलाई मलाई बताइरहेका थिए “म एक समस्या थियो” किनभने वास्तवमा म सबैलाई समस्या थियो, सायद म एक मनोवैज्ञानिक समस्या थियो कि सोच्न सुरु
0:18:58 – Because I am very logical, I went to a psychiatric hospital by myself (which was a big error)
0:20:02 – म धेरै तार्किक छु किनभने, म आफु एक मनोरोग अस्पताल गए (जो एक ठूलो त्रुटि थियो)
0:20:44 – (my age) – at that time, Asperger was not known – I had to control my emotions when explaining to the doctors, but they did not believe me, and they reject me
0:23:14 – (मेरो उमेर) – समय मा, Asperger ज्ञात थिएन – म जब डाक्टर बताउँदै मेरो भावना नियन्त्रण गर्न थियो, तर तिनीहरूले मलाई विश्वास थिएन, र तिनीहरूले मलाई अस्वीकार
0:24:36 – The same doctors who at first were saying that I had nothing to do in the hospital, decided after one week that I had a serious psychological trouble, and forced me to hospitalisation without consent, which lasted 15 months, which is horrible because you don’t know how much time it will last, you don’t get any justifications, you lose your self-esteem etc. – Now, I defend the “deinstitutionnalization”
0:26:11 – भयानक छ जो तपाईं डन किनभने ’15 महिना लामो नै डाक्टर पहिलो म अस्पताल मा गर्न केही थिएन भन्दै थिए, म एक गम्भीर मनोवैज्ञानिक समस्या थियो कि एक हप्ता पछि निर्णय, र सहमति बिना hospitalization मलाई बाध्य गर्ने, टी थाहा यसलाई हुनेछ कति समय, तपाईं कुनै पनि justifications प्राप्त छैन, तपाईं आफ्नो आत्म-सम्मानलाई आदि गुमाउन – अब, म “deinstitutionnalization” रक्षा
0:27:31 – Now the governmental High Health Authority is consulting me in order to make recommendations for the autistic adults
0:29:22 – अब सरकारी उच्च स्वास्थ्य प्राधिकरण को autistic वयस्क लागि सिफारिसहरू बनाउन क्रममा मलाई परामर्श छ
0:30:34 – I may not look like your children, but 1/ there are people who were non-verbal children and who now make conferences
0:31:38 – म छोराछोरीलाई जस्तो नहुन सक्छ, तर 1 / जो गैर-मौखिक छोराछोरीलाई थिए र मानिसहरू छन् जो अहिले सम्मेलन बनाउन
0:32:26 – I can often manage to guess or to find some things about the functionning of “severe” autistics, by making comparisons with my life
0:34:00 – म अक्सर मेरो जीवनको तुलना गरेर, अनुमान गर्न वा “गंभीर” autistics को कामकाज बारेमा केही कुराहरू पत्ता लगाउन व्यवस्थापन गर्न
0:34:56 – (Introduction to a little text about autism, that I wrote this morning, and that I will read now)
(you may see the full text, in various languages, here)
0:35:27 – (म यो बिहान लेखे एउटा सानो Autism बारेमा, पाठ परिचय, र म अहिले पढ्न भनेर)
(तपाईं पूर्ण पाठ, विभिन्न भाषामा, यहाँ हेर्न सक्छु)
0:35:48 –
“What is called “autism” is the characteristic of the human beings strong enough to be, from the beginning of life, not influenced by the artificiality and absurdity of the current society.”
0:36:05 –
“के भनिन्छ “توحد” जीवन को सुरुदेखि, वर्तमान समाज को बनावट र absurdity प्रभावित छैन, हुन पर्याप्त बलियो मानव जगतले को विशेषता छ।”
0:36:16 – (problem with the open door) (खुला ढोका संग समस्या)
0:36:38 –
“They keep their potential unspoiled, especially at the neurological level, which allows them to keep a naturally high sensitivity, and the original qualities of every human being at the beginning of his life (innocence, sincerity, kindness …) without being distorted and perverted by the social environment and its stupid conventions.”
0:37:11 –
“तिनीहरू सम्भावित unspoiled को आफ्नो जीवन (निर्दोष, निष्कपटता, दया …) को सुरुमा हरेक मानव को मूल बिना गुणहरू विकृत भइरहेको विशेष गरी, जुन उनलाई एक स्वाभाविक उच्च संवेदनशीलता राख्न अनुमति दिन्छ को स्नायविक स्तर, मा, राख्न, र र सामाजिक वातावरण र यसको मूर्ख सम्मेलन द्वारा पतित। “
0:38:06 – (little problems of noise with some autistic children present, and the door not always closed) (वर्तमान केही autistic बच्चाहरु संग हल्ला सानो समस्या, र सधैं बन्द छैन ढोका)
0:38:21 –
“They are of course not interested in the absurdity (nonsense) and concerns of today’s society, which is artificial and “lost”, and secondly they feel that the more they will be in contact with it, the more they will lose their authenticity and integrity, being “polluted” و “corrupt”,” …
0:38:58 –
“हराएको “तिनीहरूले absurdity (बात) र कृत्रिम र जो आजको समाज, को चिन्ता रुचि छैन पाठ्यक्रम हो” “, र दोश्रो तिनीहरूले थप संग उनि सम्पर्क हुनेछ भन्ने महसुस, अधिक उनि आफ्नो प्रामाणिकता हार र निष्ठा, हुनुको “प्रदूषित” र “भ्रष्ट”, “…”
0:39:38 – (explanations)
…”which is contrary to their essence.”
0:40:02 – (व्याख्या)
… “आफ्नो सार विपरीत छ।”
0:40:32 – (explanations)
0:40:47 – (व्याख्या)
0:41:02 –
“That is why there is no desire to reach out to others, and that is why there are blockings in the communication, which are in fact a kind of “self-protection”. “
0:41:14 –
आत्म-सुरक्षा “त्यो त्यहाँ अरूलाई अघि बढ्न कुनै इच्छा छ, र त्यहाँ जो वास्तवमा एक प्रकारको हो संचार मा blockages, किन हो किन छ” “।”
0:41:44 –
“When an autistic still communicates with this society, it is in an “emulation” mode, أو “simulation of a normal person”, but retaining (keeping) anyway their own personal referential and thought system, which explains misunderstandings and unsuitabilities.”
0:42:06 –
“अनुकरण “एक autistic अझै पनि यो समाज संग संचार, यो एक छ” “मोड, वा” सामान्य व्यक्तिको सिमुलेशन “गलत अर्थ र unsuitabilities बताउँछन् जो जसरी आफ्नै व्यक्तिगत referential र विचार प्रणाली, तर retaining (पालन गरेमा)।””
0:42:56 – (explanations about the sentence and the difficulties to explain it – the sentence itself is an example of what is explained in the sentence (communication difficulties))
0:43:49 – (को वाक्य बारेमा व्याख्या र कठिनाइको यो व्याख्या गर्न – को वाक्य नै पनि वाक्यमा व्याख्या छ के को एक उदाहरण हो (संचार कठिनाइ))
0:44:24 – (explanation about the apparent complexity, due to the difference of referentials)
0:44:48 – (को वाक्य बारेमा व्याख्या र कठिनाइको यो व्याख्या गर्न – को वाक्य नै पनि वाक्यमा व्याख्या छ के को एक उदाहरण हो (संचार कठिनाइ)
0:45:14 – (question by a parent about something written by Temple Grandin – more explanations about the different referentials, for instance in humor)
0:46:55 – (प्रश्न मन्दिर Grandin द्वारा लिखित कुरा बारे अभिभावक द्वारा – विभिन्न सन्दर्भहरू बारेमा थप व्याख्या, हास्य मा उदाहरणका लागि)
0:47:29 – (funny example of different referentials, with trousers and backpack at airport)
0:49:23 – (विभिन्न referentials को हास्यास्पद उदाहरण, विमानस्थलमा सुरुवाल र झोला संग)
0:49:54 – (प्रश्न अभिभावक द्वारा – स्पष्टतः मलाई जस्तै “उच्च कामकाज” autistic बीच क्षमता को फरक बारेमा, र “कम कामकाज” वाला)
0:50:18 – (question by a parent – apparently about the difference of potentials between a “high functionning” autistic like me, و “less functioning” ones)
0:50:48 – (“You should be happy to have an autistic child ; there are always possibilities to learn how to be adapted”)
0:51:16 – (“; त्यहाँ सधैं छाँटकाँट गर्न कसरी सिक्न सम्भावनाहरू छन् तपाईंले autistic बच्चा छ आनन्दित हुनुपर्छ”)
0:51:35 –
“We are constantly assaulted by all sorts of aggressions, that we feel through the neurological system (with the senses and the brain). These aggressions are coming almost always, from the others, from a society victim of its own system.”
0:52:15 –
“हामी निरन्तर हामी स्नायविक प्रणाली (होश र मस्तिष्क संग) मार्फत महसुस भनेर आक्रामकता को सबै प्रकार, द्वारा assaulted छन्। यी आक्रामकता लगभग सधैं, अरु देखि, आउँदै छन् यसको आफ्नै सिस्टम को एक समाज सिकार देखि।”
0:52:36 –
“Consequently, we will be irritated, but not the others, since, for them, the nonsense and inconsistencies are “طبيعي” and since they are less sensitive, due to their formatting and their limitations, which makes that they don’t see anything of what we are seeing and which is aggressing us.”
0:53:00 –
“फलस्वरूप, हामी रिसले हुनेछ, तर अरू देखि, तिनीहरूलाई लागि, बात र inconsistencies छन्” सामान्य “र तिनीहरू कारण तिनीहरूले केहि देख्नुहुन्न कि बनाउँछ जो आफ्नो ढाँचा र आफ्नो सीमितता, गर्न, कम संवेदनशील भएकोले के हामी देख्दै हुनुहुन्छ र जो हामीलाई aggressing छ। “
0:53:29 –
“The irritation and the inability to communicate, to find solutions and a relief will inevitably, sooner or later, generate a nervous breakdown and, only it is at this time, that the others will realize that there is a problem.”
0:53:46 –
“द जलन र नसक्नुको समाधान खोज्न, कुराकानी गर्न र एक राहत अनिवार्य, ढिलो होस् वा चाँडो, एक स्नायु बिरामी उत्पन्न र, हुनेछ मात्र यो अरूलाई एउटा समस्या छ भन्ने महसुस हुनेछ, यो समय छ।”
0:54:12 –
“As they do not see the problems that we face, they think that the problem is internal to us, and they call it “troubles”.”
0:54:22 –
“तिनीहरूले हामीले सामना समस्याहरूलाई हेर्न छैन, तिनीहरूले समस्या हामीलाई आन्तरिक छ भन्ठान्छन् र तिनीहरूले कल” समस्याहरूको “।”
0:54:45 –
“Instead of providing solutions and accommodations to the things that make us suffer, and that they refuse to see because they are formatted by the “normalitaristic” majority system, they want to “cure” us, and then we suffer all kinds of injustices and nonsense treatments (such as forced hospitalization, medicines), not to mention, otherwise, bullying, exploitation, segregation, etc.”
0:55:20 –
normalitaristic “बरु किनभने तिनीहरूले द्वारा ढाँचामा छन् हेर्न इन्कार भनेर हामीलाई दुःख, र कुराहरू समाधान र आवास प्रदान” “बहुमत प्रणाली, तिनीहरूले चाहनु” उपचार “हामीलाई, र त्यसपछि हामी अन्याय सबै प्रकारका दुःख र बात उपचार उल्लेख छैन, अन्यथा, बदमासी, शोषण, अलगाव, आदि (जस्तै बाध्य hospitalization, औषधीको रूपमा) “
0:55:56 –
“Then this makes us sad, depressed, embittered, desperate, sometimes suicidal, and more irritable and frustrated over the years.”
0:56:09 –
“त्यसपछि यो हामीलाई, दुःखी निराश, embittered, लागिपरेको, कहिलेकाहीं आत्महत्या, र थप पिन्चे र वर्ष निराश बनाउँछ।”
0:56:35 –
“Given that the doctors, who are formatted by the system to be doctors, do not understand anything in all that (apart from some rare exceptions),”
0:56:45 –
“प्रणाली द्वारा ढाँचामा छन् जो डाक्टर, डाक्टर हुन कि (केही दुर्लभ अपवाद अलग्गै) सबै कि केही बुझिन दिइएको,”
0:56:56 –
“they see us as persons “having a psychological problem”.”
0:57:00 –
एक मनोवैज्ञानिक समस्या भएको “हामीलाई व्यक्ति रूपमा हेर्न” “।”
0:57:08 –
“And since they see us as “sick”, and they consider themselves superior and allowed to take care of us, then they are not bothered by the fact that they do not understand us, “
0:57:21 –
बिरामी “अनि तिनीहरूले हामीलाई रूपमा हेर्न देखि” “, र तिनीहरूले त्यसपछि तिनीहरूले वास्तवमा द्वारा पाऱ्यो छैन हामीलाई नबुझेका, श्रेष्ठ र हामीलाई हेरचाह गर्न अनुमति आफूलाई विचार,”
0:58:02 –
“and instead of questioning themselves and their inability to understand, they just think that they if do not understand us it’s simply because we have “a problem in the head”, which, in the best case, they call “autism” .”
0:58:32 –
“जो, उत्कृष्ट मामला मा, तिनीहरूले कल,” टाउको मा एक समस्या “र सट्टा आफू र बुझ्न आफ्नो नसक्नुको सोधपुछ को, तिनीहरू केवल यदि तिनीहरूले हामीलाई बुझ्न हामी छ किनभने यो केवल छ भन्ने लाग्छ”توحد “।
0:58:53 – (now it is the time for “open discussion”)
0:59:04 – (अब यसलाई “खुला छलफल” को लागि समय छ)
0:59:27 – (question about adolescence) “My son wants to express some things but we don’t understand ; he is more irritated…”
– (answer) “It is a very difficult part of life… (bad personal memories)”
– (precisions about the question) “When it is the time of puberty, what phases do they go through, and how can we help ?”
1:02:05 – (answer) “The teenager will be irritated mostly because he can’t be understood – usually we have explanations and justifications foe what we do, but it is ignored, blocked, not accepted by the others (“it is bad / it is wrong / you should not do that / you should do like everyone does…”) – they don’t believe us – even when they believe, they don’t care – there is the frustration about the primary problem, but also the frustration about the inability to communicate”
1:03:46 – (other questions from parents, rather similar – children unable to communicate – what are the problems that they face during adolescence – when the child gets aggressive, what should be done ?)
1:05:17 – (answer) Primary frustration (being blocked or annoyed), secondary frustration (unability to be understood) – the inconsistencies, things not logical, not fair – example of the irritation because a solar shower bag was not folded 3 times (to prevent leaks) – very important : the very high sensitivity to the injustices
1:08:11 – (जवाफ) प्राथमिक निराशाले (अवरुद्ध वा नाराज भइरहेको), माध्यमिक निराशाले (unability बुझेका गर्न) – को inconsistencies, कुरा तार्किक छैन, निष्पक्ष छैन – को जलन को उदाहरण एक सौर शवर झोला 3 पटक (को लिक रोक्न जोडेको थियो किनभने ) – धेरै महत्वपूर्ण: अन्याय गर्न धेरै उच्च संवेदनशीलता
1:09:47 – Things which are looking like very little details for you may be very important for us
1:10:03 – कुरा तपाईं को लागि धेरै सानो विवरण जस्तै देख रहे जो हाम्रो लागि धेरै महत्वपूर्ण हुन सक्छ
1:10:23 – The first inconsistency in this example
1:11:10 – यो उदाहरण पहिलो inconsistency
1:11:50 – The other inconsistency or unfair thing : the feeling of being not respected
1:12:47 – अन्य inconsistency वा अन्याय कुरा: सम्मान छैन भइरहेको को भावना
1:13:17 – There is also the question of the different referentials (the justifications, which are rarely analyzed or expressed)
1:14:49 – विभिन्न referentials (को justifications, शायद विश्लेषण वा व्यक्त जुन) को प्रश्न पनि छ
1:15:42 – Our irritations are always caused by neurological aggressions (sensory, or mental)
1:16:51 – हाम्रो irritations सधैं स्नायविक आक्रामकता कारण छन् (संवेदी, वा मानसिक)
1:17:15 – The different phases in what is called “troubles” : 1/ we receive an aggression (sensory or mental, or both)
1:18:21 – के भनिन्छ “समस्याहरूको” मा विभिन्न चरणहरु: 1 / हामी एक आक्रमण प्राप्त (संवेदी वा मानसिक, वा दुवै)
1:18:50 – (follow-up) We are the only ones seeing the problem, and of course we want to stop it, to find solutions
1:19:22 – (फलो-अप 1 / ل) हामीले समस्या देखेर मात्र हुन्छन्, र पाठ्यक्रम हामी समाधान खोज्न, यसलाई बन्द गर्न चाहनुहुन्छ
1:19:58 – (live example with the door rarely closed) I can’t feel comfortable with the door open, because anyone can enter anytime, “in the middle of what I’m saying” and make me “lose the thread of my thought” – and many autistics would feel not respected or offended, with such situations (not being taken into account)
1:21:59 – “म भन्दै छु के को बीचमा” (शायद बन्द ढोका संग उदाहरण बाँच्न) म, खुला ढोका संग आराम महसुस गर्न सक्दैन कसैले कुनै पनि समयमा प्रविष्ट गर्न सक्नुहुन्छ किनभने, र मलाई “मेरो विचार को मुद्दा गुमाउन” बनाउन – र धेरै autistics महसुस सम्मान हुनेछ वा आहत, त्यस्तो परिस्थितिको (खातामा लिएको भइरहेको छैन)
1:23:01 – There is the “environmental problem” (uncomfortable open space), and the “social problem” (being not understood, feeling of being not respected, neglected…)
1:23:40 – त्यहाँ “पर्यावरण समस्या” (असहज खुला ठाउँ), र “सामाजिक समस्या” छ (भइरहेको बुझिएन, सम्मान छैन भइरहेको को भावना, उपेक्षित …)
1:24:10 – (this was the phase 1/)
– Phase 2/ : When you cannot fix the problem by yourself, then you have to ask to others, and then the problems are starting…
1:25:15 – (यो चरण 1 थियो /)
– चरण 2 /: जब तपाईं आफैलाई समस्या समाधान गर्न सक्दैन, त्यसपछि तपाईं अरूलाई सोध्नु छ, र त्यसपछि समस्या शुरू गर्दै छन् …
1:25:48 – The others (which can be the family) don’t understand the problem because they don’t FEEL it – if they were experiencing the problem themselves, they would already have taken measures to fix it
1:26:28 – तिनीहरूले पहिले नै यसलाई ठीक गर्न उपाय लिएको थियो, तिनीहरूले समस्या आफूलाई अनुभव थिए भने – अरूलाई (जो परिवार हुन सक्छ) समस्या बुझ्न तिनीहरूले महसुस किनभने गर्छन् छैन
1:26:52 – The new problem is that the others don’t believe you, or they think that you are exaggerating – therefore, they don’t want to cooperate, they will not help you – then you continue to suffer from the original problem, but now you suffer also from the denial of help – it is very frustrating, irritating, and sometimes saddening
1:27:48 – तपाईं त तपाईं मूल समस्या ग्रस्त जारी, तर अब – तिनीहरूले मदत गर्नेछ तपाईं, यसकारण तिनीहरू सहयोग गर्न चाहँदैनन् – नयाँ समस्या अरूलाई विश्वास नगर्नुहोस्, वा तिनीहरूले तपाईं exaggerating भन्ठान्छन् मद्दत को इन्कार देखि पनि ग्रस्त – यो धेरै, निराशा रिस, र कहिले काँही saddening छ
1:28:31 – You have the two problems (the sensory / physical one, and the “social” / injustice one) – you focus on the problems, then you feel the problems deeper – you have bad thoughts and memories about such problems – and then all this makes an enormous problem in the head
1:30:31 – तपाईं दुई समस्या (संवेदी / शारीरिक एक, र “सामाजिक” / अन्याय एक) छ – तपाईं यस्तो समस्या बारेमा खराब विचार र सम्झनाहरु छन् – – र त्यसपछि यो सबै बनाउँछ तपाईं समस्या ध्यान केन्द्रित, त तपाईं समस्या गहिरो महसुस टाउको मा एक भारी समस्या
1:32:05 – It is a vicious circle – my neurological mental system will be irritated, then I will feel more acutely the initial problem (sensory), and so on, it will grow and grow until an “explosion” (a crisis) which will come sooner or later
1:33:08 – यो एक भीषण सर्कल छ – मेरो स्नायविक मानसिक सिस्टम रिसले हुनेछ, त्यसपछि म प्रारम्भिक समस्या (संवेदी) महसुस हुनेछ थप acutely, र यति मा, यो बढ्न र बढ्नेछ एक “विस्फोट” सम्म (एक संकट) ढिलो हुनेछ जो वा पछि
1:33:55 – The crisis will come, and then the people will start to notice you – they don’t understand all the problems described above, and they see only the crisis – they will just make a relation between “aggressivity” (or shouting etc) with autism
1:34:47 – संकट आउनेछ, र त्यसपछि मानिसहरू याद गर्न सुरु हुनेछ – तिनीहरूले माथि वर्णन सबै समस्या बुझ्न र तिनीहरूले मात्र संकट देख्न – तिनीहरूले केवल “aggressivity” बीच एक सम्बन्ध गर्नेछ (वा कराउन आदि) Autism संग
1:35:24 – It would be good if you could analyse the situations (like I do) with your children, not with the light of the “normal system”
1:36:09 – तपाईं छैन “सामान्य सिस्टम” ज्योति संग, छोराछोरीलाई संग परिस्थिति विश्लेषण भने (म के जस्तै) यो राम्रो हुनेछ
1:36:45 – Try to understand the thoughts of your child, and allow him to try to explain, instead of condemning or reproaching immediately, otherwise he will not even bother to try – you have to be open and humble, and you will see that the situation is not what you thought at first
1:37:57 – खुला र नम्र हुन तपाईं-छ, र que ला स्थिति छैन देख्नु हुनेछ – आफ्नो बच्चा को विचार _him_ बुझ्न, र अनुमति अन्यथा त्यो पनि प्रयास गर्न चिन्ता छैन, बरु आलोचना वा तुरुन्तै समय reproaching को, व्याख्या गर्न प्रयास गर्ने प्रयास गर्नुहोस् के पहिलो तपाईं लाग्यो
1:38:42 – (question) “Can you explain more deeply about these situations” – (answer) “Yes, I can”
1:39:05 – (problem of the children who don’t talk) – Try to analyze with ALL the details and the history of the problem, and detect (like a police work) the little inconsistencies – Example of the folded blanket
1:41:07 – (कुरा नगर्ने को बच्चाहरु को समस्या) – सबै विवरण र समस्या को इतिहास संग विश्लेषण गर्न प्रयास गर्नुहोस्, र पत्ता लगाउन (जस्तै एक प्रहरी काम) साना inconsistencies – यो जोडेको कम्बल उदाहरण
1:42:40 – You have to look for the “environmental details” (like label itching, temperatures, colors etc.) and also for the “social details” (things that could be seen as unfair) – try to change or correct many things, until you find
1:44:07 – के तपाईं “पर्यावरण विवरण” को हेर्नु र aussi को “सामाजिक विवरण” को लागि (त्यो कुरा अन्याय रूपमा देख्न सकिएन) (खुजली, तापमान, रंग, आदि जस्तै लेबल) – सम्म, तपाईं फेला, उचित धेरै कुराहरू आदान प्रदान गर्न वा प्रयास
(cut)
1:45:25 – Example about the things that I have to glue, in order to prevent people from moving them – the most important is to try to adapt, to reach the kid – the environment is very important : no aggressions
1:47:24 – कुराहरू उदाहरण एम सार्दा देखि रोकथाम मान्छे रोक्न क्रममा गोंद गर्न, म-छ त्यो – सबैभन्दा महत्वपूर्ण बच्चाहरु पुग्न भिज्न, प्रयास छ – वातावरण धेरै महत्त्वपूर्ण कुरा, कुनै आक्रामकता छ
1:49:16 –
(someone answers “yes” by doing a sign with his head meaning “no” in the european culture, و “yes” in the nepalese culture, and it is very difficult to get used to this…)
(break for 10 minutes)