MBTIs as Disability Bloggers

• NT Types
• ENTJ: I will do research and analyze the disability community as a whole so I can lead and unite them with my ideas. After all, I was made to be a leader. The world needs MY perspective and MY ideas. I want to devise more efficient ways to deal with disability and not waste time on emotional posts. People need information to make progress, not fuzzy feeling fodder. Everyone has their part to play in carrying my visions into fruition. I'm always finding a way--or making one.
• ENTP: Hmm. Let's debate this issue. It looks like it will spark some good discussions. If we discuss this issue enough, someone will resolve it. That person could be me. Well, I might as well start this or else no one will. Ugh, why is everyone just parroting each other's opinions? Come on, DEBATE!!!! Nothing will get done if you all fumble around trying to please everyone. 
• INTJ: I have conducted extensive analysis of the disability community and a few its sub-divisions. Now, I will post my findings because this topic is not analyzed nearly enough. I will write something very long to make sure every detail gets mentioned and use technical terms rather copiously. Some of these ideas really need to be challenged. I hope someone finds my findings informative and useful for application. 
• INTP: We need to approach this issue with logic. Idealistic posts are nice, but what good are they with no practical application? Oh, I like this idea! I've haven't seen anything like it. It is a nice balance of the pragmatic and the idealistic. Still, it needs more from the pragmatic side. This theory needs clarification. I can do that. I'm just going to do my own thing and hope someone says something without trying to control me or make me control them.
• NF Types
• ENFJ: Oh, hi! I love your guys. I don't like robotic doctors. Do they even realize that we are human beings and not just sets of numbers? I don't like how people are pigeonholed and put into boxes when there is so much more to them! People should really be nicer to each other. I found this issue about how we interact. Remember to #JustActNaturally. What do you think, everyone? I welcome your opinions.
• ENFP: Hello there!!! Tell me your ideas, but make it quick. I don't want too many details. I bet we can do this if only we try to make the world a better place for everyone. We can all get along, can't we? Here's a feel-good story to help you get through your day. I don't know why some people think everything needs to have a practical application. People like that are so...cold and calculated. It makes me uncomfortable.
• INFJ: I will carry this idea into fruition. I hope I didn't accidentally hurt anyone with what I said! That would utterly destroy me. I must stick to my values if I am going to make the world a better place. I always try to do the right thing. Is everyone okay? I sure hope so. I'd hate to hurt someone by saying the wrong thing, so I'll stick to my values and adjust them as needed to accommodate everyone.
• INFP: Welcome to my blog! Have a cup of hot chocolate while you're at it.I'll try to understand where you're coming from, but I'd hate to develop the wrong idea of you. My values are a means of preserving my sanity, but I can adapt them if they hurt you. I'll try to make everyone feel welcome as long as you respect my values. If you ask for help, I'll give it to you. I can adapt to pretty much anyone, so come on by and I'll make you welcome.
• SP Types
• ESTP: Welcome, everybody! I will give you slices of my life because I like to live in the moment. Come here if you want to have fun and learn something new about me! I am a true "people person" and so full of zest and life I just had to start a blog! If I like your idea, I'll promote it and make sure everyone sees it. I just don't like a lot of details and other boring stuff. Anyway, I've got more friends to make! Bye!
• ESFP: HI!!!!! You're my best friend...and so is that person...and that person...and also that person! Why analyze everyone when you can have fun and be friends? All you need is a little bit of common sense and a lot of moments to navigate through life. To me, there is no tomorrow and yesterday is just a blur. I love being the center of attention and the life of the party! So come on, share the joy with me!
• ISTP: I'm working on this new project. Would you like to see it? My blog isn't particularly special, but, if that's what you're looking for, that's nice. I see things as they are and want to make sure that no one gets so wrapped up in their personal beliefs that they lose sight of objective realities. I'll get my hands dirty for a cause that appeals to me, but don't count on me to create some convoluted theory, okay?
• ISFP: I love art and it loves me back, so I want to share the love with a blog. I don't like to make waves or anything, just to be creative and take in the world. You can count on me to see something beautiful in everything--and I expect you to do the same. I am a very original and creative person and like to create things that appeal to the senses. You just need to do stuff moment by moment, you see? Don't try too hard.
• SJ Types 
• ESTJ: I draw the lines and make sure everyone can understand. Can't understand the latest theory? I can make it a tradition that everyone can understand. I like being part of a community, so that's why I blog! I want to make sure everyone is heard, so I'll put in a lot of effort to listen and make sure others do the same. My blog is full of traditions because I love them so. Gather around, everyone, and help me build this community! 
• ESFJ: Want a pat on the back or someone to put your baggage on? I'm your person. I love caring for everyone. I'm always looking for a way to help and will be active if I am pushed enough. I get everything done, perhaps because I don't do much, but I really love to do things for others. If you need anything, E-mail me and just ask. I love to make sure that everyone is well. 
• ISTJ: I like to take blogging one post at a time. My visions are logical, clear, and based on long-held traditions. I don't like the impractical theories of others. We need to use tried-and-true methods, ones that we know to work rather than ones we don't know work. I'm a practical person and I like to plan things out and have clear boundaries. Here are my blog rules. I expect that you comply.
• ISFJ: H-hi.... I don't think you'd notice me, but I'm forever at your service. My blog is nothing special, but, if that's what you're looking for, I'm glad that you like it. I'm blogging because there's no reason I would let a worthwhile cause like adding to the voice of the largest minority go unnoticed. I'd like to connect with you, so leave a comment. But please don't be brash in your approach. I don't like to be threatened....
• Discussion Questions
• What do you think is the most common MBTI (or MBTI group) among disability bloggers? The least common?
• Is there a hated MBTI or MBTI group among disability bloggers? Why do you think so (or not)? 
• Are there bloggers you think fit specific MBTIs? Who fits what MBTI and why? 
• What is your MBTI? How do you reflect that while writing?

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How To Teach an Autistic Band Student

Disclaimer: This is from a student's perspective and entirely based on my experiences. 

This article was written assuming the autistic student in question chose band voluntarily as a pursuit and is committed to some degree to the subject. 

Beginning Students

1. Let the student choose their instrument. I have read an article in which an autistic student that chose flute was switched to trumpet because the director thought the flute was "too hard." This resulted in the student's dissatisfaction and frustration. A student will be more likely to succeed playing the instrument of their choice because, with their instrument, they choose the trials that come with such an instrument. 
• Never, under any circumstances, give a student a broken or defunct instrument. It is hard enough to learn an instrument without having it not work properly. Frustration is more intense in an autistic student. If they cannot figure out the problem with the instrument, they will melt down and be discouraged with band. 
2. Do not automatically lower your expectations. Not only is this fatal to musical growth, but it lowers the student's self-esteem. Setting low standards creates a toxic train of thought that leads to the student settling for less than their absolute best. Adjusting standards is one thing, but completely lowering them is another. Regardless of the student's disability/ies, current skill level, or other factors, having condescendingly low expectations is not acceptable.
3. Do not set standards too high. Setting quixotic standards leads to the same toxic train of thought mentioned above. This applies to all students as well. A continuous cycle of disappointment in band will be broken one of two ways: by quitting band with a residual hatred of performance left over 
4. Assess the student as an individual. Any good teacher knows that no two students respond to the same stimulus in exactly the same way for exactly the same reasons. Autistic students are no different. Two such students might, in fact, be foils to each other in the way they receive sensory input from the band. For example, one student may plug their ears during loud sections in the music while another will relish the swells in the music. 
5. Accommodate the student as needed--and only as needed. Making a few exceptions to the concert attire rules to accommodate tactile sensitivities, permitting the wearing of headphones, and allowing the student to quietly fidget onstage can be the difference between a successful performance and a meltdown. If you absolutely cannot accommodate a need, explain why. Take care that low expectations do not manifest as over-accommodating, so, if you are ever unsure, just ask. 
6. Let the student move at their own pace. Most students have some variability in their learning paces. An autistic student's variabilities will be intensified. It might take them five days to learn how to change between two notes in the initial stages, but music might be smooth sailing from there. 
7. Treat the student as you would any member of the ensemble. Expect them to practice at home, balance and blend with the others, be in tune, and hold them to the standards others are held to where there is no need for adjustment. 

Intermediate and Advanced Students

1. Offer the opportunity of extracurricular ensembles and music festivals as you would to any other student, but do not force or coerce. As with any group of students, there are a passionate select few always scanning the world for opportunities to pick up their instrument. Withholding such opportunities from a passionate student will be detrimental to their music growth as well as their self-esteem. If a student is active in band to the extent they choose to be, they will love it and may increase in activity later. 
2. Emphasize personal improvement over chair position. Asking "Why are you still in X chair?" rather than "Where were you last, where are you now, and where do you want to be?" is not conducive to healthy musical growth in any musician. It might produce a short term response, but emphasis on chair position over personal improvement promotes egotism and a hostile ensemble environment.  
3. Accept the reason the student is in band. Some students are in band because they are serious and passionate about music; such students may pursue it as a career. Others simply like the people in band enough to pursue the subject as a hobby. Use this reason to your advantage in order to promote growth and improvement. 
4. Adjust as needed. As a student goes through band and, ultimately, life, their needs change. Band fulfills many needs at once: for society, cognitive development, and for motivation. The satisfaction the student derives from band can change over time. 
5. Assist in problem-solving as requested/needed. Generally, autistic students to not respond well to eye-rolling and sarcasm. If they are still out of tune, offer tips that will help with them staying in tune rather than scoffing "You're still out of tune?". Problems with communication can prevent the student from saying "I need assistance with X." Offer your assistance, but do not force it. Most people resent being "helped" without their permission and would rather make their own successes rather than get dragged into them.

Other Tips

1. Let meltdowns run their course. Do not try to resolve them or teach during a meltdown. In these emotional explosions, one's IQ can decrease by 30 points. They are not the same as tantrums because they are not in any way controlled or a means to achieve one's whims and desires. Only use restraint if their or another student's immediate safety is at risk. Restraint and cornering will only make it worse.
• Never call the police during a meltdown. Many autistic people die or are traumatized at the hands of law enforcement.
2. Remember that behavior is communication. Rarely do autistic people display belligerence simply for the sake of doing so. They might be tired, overwhelmed, hungry, or just plain having a bad day when acting out.
3. Never, ever enforce "quiet hands" policies despite what the "specialists" and "experts" say. Autistic people stim as a means of staving off sensory and/or emotional overload, self-expression, and meeting their needs. Redirection to an alternative should take place if the stim is harmful or disruptive--and only if it is harmful or disruptive.
4. Emphasize individual assets. Though self-esteem varies widely by the individual and their temperament, autistic people tend to have lower self-esteem than their neurotypical counterparts. Offer affirmation regularly and specifically. We get tired of hearing a trite, infantile "Good job" and want to specifically hear what we did well. Whether lower self-esteem is the sensing of being different or a temperamental trend I am not sure, but keep this in mind when giving feedback. 
5. Embrace the student's learning method. Every learning style has a way to yield desired results. Your teaching methods may conflict with the student's learning methods, so this creates the need for one person to adapt. Whether the student or the teacher is required to adapt depends on the particular pairing, but one must yield to unsure success. 

These tips are meant to accommodate a variety of abilities, temperaments, backgrounds, experience levels, and other variations.

Image Descriptions Policy

From this point on, all image descriptions will be at the bottom of posts. This is to ensure the visual continuity of my posts is not disrupted with rambling, hard to read captions. Images will be numbered in the order they appear and, as usual, the descriptions will be italicized. 

1. A white panel atop a black panel. The white panel features a square peg using a saw to modify a round hole so it fits. The black panel reads "ENTJ" on the top and "The hole has to adapt, not me" on the bottom.

Keirsey Types and Disability-Related Roles

Each of Keirsey's four temperaments usually plays a distinct role in the disability community. Temperament is the basic framework for someone's actions, responses, and perception, which can affect the role one plays in life.

 Steadfast, dependable Guardians  (_S_JSensing and Judging MBTI or Phlegmatic) often fall into roles as nurses, caregivers, aides, and PCAs (Personal Care Assistants). They work slowly and steadily within the system, careful not to "rock the boat" (cause disturbances in the situation at hand) and like to provide for other people. Guardians readily adapt to their circumstances, but are unwilling to change them unless they are in extreme circumstances. They can be unaccommodating due to their strict adherence to time-honored traditions and formalities with little willingness to modify or completely forgo them. Guardians do the "little" things that are indispensable to the survival of our kind.

Fun-loving, inspiring Artisans (_S_PSensing and Perceiving MBTI or Sanguine) play their parts as occupational or music therapists, the fun teachers, case workers, and group leaders. Artisans are bold, artistic, social, and spontaneous. They motivate, persuade, and uplift others with fun and humor. They make bold PSAs (Public Service Announcements), start campaigns, and speak publicly while they befriend the people they work with and flexibly adapt to the needs of others. Though others envy the Artisan, this temperament is not without its set of faults and foibles. For one, Artisans have difficulty planning due to their "here and now" train of thought. They do not like to waste their time with things that are not fun or stimulating and get bored easily. Artisans stimulate others and live in the moment. They keeping others on their toes and looking on the bright side.

Thoughtful, conscientious Idealists (/_NF_Intuitive Feeler MBTI or Melancholic) take up their responsibilities as physical therapists, the organized teachers, counselors, resource teachers, and authors. Idealists pride themselves in being kindhearted, authentic, and giving. They focus on "what could be" rather than "what is". Most likely, the person behind a blog is an Idealist typing their heart out. The Idealist strives for interpersonal harmony and is diplomatic, considerate, and look to the future hoping that their visions will come into fruition. While the Idealists' striving towards goals can allow them to push through tough times, if an Idealist sets too many goals for someone or sets their standards too high, that person may end up resenting said Idealist. An Idealist's focus on "what could be" rather than "what is" can leave them in a vicious cycle of grief, frustration, and disappointment. When these are overcome, Idealists' musings coupled with their kindness creates quiet, empathetic, and diligent listeners.

Analytical, decisive Rationals (_NT_Intuitive Thinker MBTI or Choleric) fill their functions as doctors, surgeons, coaches, assistive technology engineers, and researchers. Rationals are intelligent and objective, always looking for potential problems and solving them accordingly. Others hate the Rationals saying that they preach doomsday when they are simply informing others of the worse that can happen, but may not. These pragmatic, even-tempered, and strategic people, with their innovations and inventions, enhance the health of others, find problems in the system, and allow further advancement into integration and inclusion. This analytical eye, however, leads to another  They often rely on data and terminology too much and fail to see others as something other than a spreadsheet or see too many problems, thus sending their clients into depressive states of grief. This is a common complaint among people of other temperaments when dealing with Rationals. Though Rationals' impersonal ways make them seem uncaring, many people owe their lives and/or the quality of their lives to Rationals. If Rationals did not value disabled lives, they would not bother with inventing assistive technology.
 
Each of these types has an integral role in the life of a disabled person. If one of them were eradicated, the support system would collapse. We need Rationals to invent the systems, Guardians to work within them, Artisans to inspire, and Idealists to empathize. Neither one temperament is more important than the other, though biases towards or against certain temperaments may make it seem like so.

Tooltip Test

One of my readers suggested the use of tooltips to improve blog accessibility. Your item text ... Hover over the text to see if I am successful.

Trial 1: Unsuccessful..  Hover over this text.Hi! Can you see me? Trial 2: Unsuccessful. Put your cursor here, but DO NOT CLICK. Hi, there! I'm a tooltip. Trial 3: Successful. I will find out a way to improve the tooltip appearance later. This will have to do.

Accessibility Survey

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My Geisha Costume

Just So You Know
 
Geisha is a job, not a stereotype. Geisha are Japanese hostesses trained in dance, entertaining, tea ceremony, and traditional instruments. Training can start as young as middle school age and debuting occurs at age 15 or 18 depending on location.

This costume is not totally accurate. For one, I am missing an obi. I used the sash that came with the robe, which I could not tie correctly. I also used Halloween store face paint instead of authentic geisha makeup and I am missing several minute details.

Me in a red robe with cherry blossom detailing and scenes of geisha casually talking with my hair in a bun, white face paint, and red lipstain. I am coyly posed as if I were a real geisha.