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  • Translator: Joseph Geni Reviewer: Morton Bast

    翻訳: Mami Kawade 校正: Ayumi Narita

  • I always wanted to become a walking laboratory of social engagement:

    いつも思っていました

  • to resonate other people's feelings, thoughts, intentions, motivations,

    社会につながる活動を 実地に研究し

  • in the act of being with them.

    人々に寄り添い その感情や思考-

  • As a scientist, I always wanted to measure that resonance,

    意思 欲求に共感したいと

  • that sense of the other that happens so quickly,

    科学者としては ずっと その共感を測定したいと願っていました

  • in the blink of an eye.

    「他者と共にいる」という-

  • We intuit other people's feelings;

    瞬時に生まれる感覚

  • we know the meaning of their actions even before they happen.

    人の気持ちは直感でわかります

  • We're always in this stance

    人の行為の意味は

  • of being the object of somebody else's subjectivity.

    あらかじめ わかってしまいます

  • We do that all the time. We just can't shake it off.

    我々は常に

  • It's so important that the very tools we use to understand ourselves,

    他者の主観の対象という立場に置かれています

  • to understand the world around us,

    途切れることなく 避けることもできません

  • are shaped by that stance.

    大変重要なことで

  • We are social to the core.

    自分や周りの世界を-

  • So my journey in autism really started

    理解する手段はまさにその立場から形づくられます

  • when I lived in a residential unit for adults with autism.

    人は 骨の髄まで 社会的です

  • Most of those individuals had spent most of their lives

    自閉症の探求の出発点は

  • in long-stay hospitals.

    成人の自閉症者用の施設でした

  • This is a long time ago.

    昔の事ですが そこの人達は

  • And for them, autism was devastating.

    人生の大半を 病院で過ごしてきた人ばかり

  • They had profound intellectual disabilities.

    彼らにとって 自閉症は 災いでした

  • They didn't talk.

    深刻な知的障害を持ち

  • But most of all,

    口も利けない でも最悪なのは-

  • they were extraordinarily isolated from the world around them,

    極めて孤立していたこと

  • from their environment

    自分たちを取り巻く 世界や環境や

  • and from the people.

    人から孤立しているのです

  • In fact, at the time, if you walked into a school

    当時の自閉症者の学校は

  • for individuals with autism,

    騒がしく 落ち着きがなくて

  • you'd hear a lot of noise,

    何かしている人がいても その人達は決まって

  • plenty of commotion, actions, people doing things.

    独りぼっちでした

  • But they're always doing things by themselves.

    天井の照明を見つめたり

  • So they may be looking at a light in the ceiling,

    部屋の隅に引きこもったり

  • or they may be isolated in the corner,

    何の意味もない 自己刺激運動を

  • or they might be engaged in these repetitive movements,

    延々と繰り返すのに 夢中だったり

  • in self-stimulatory movements that led them nowhere.

    非常に根の深い孤立です

  • Extremely, extremely isolated.

    自閉症とは このように

  • Well, now we know that autism is this disruption,

    他者への共感が 断絶した状態だと

  • the disruption of this resonance that I am telling you about.

    今は分かっています

  • These are survival skills.

    共感は 数十万年の

  • These are survival skills that we inherited

    進化の歴史の中で

  • over many, many hundreds of thousands of years of evolution.

    人類が受け継いできた

  • You see, babies are born in a state of utter fragility.

    生存の為の知恵です

  • Without the caregiver, they wouldn't survive,

    赤ん坊は無力なので 生き延びるには 誰かに-

  • so it stands to reason that nature would endow them

    世話をしてもらいます

  • with these mechanisms of survival.

    彼らに共感能力が

  • They orient to the caregiver.

    あるのは自然な事なのです

  • From the first days and weeks of life,

    赤ん坊は世話をする人の方を向きます

  • babies prefer to hear human sounds,

    産まれた日や最初の数週間から

  • rather than just sounds in the environment.

    ただの物音より 人の立てる音を

  • They prefer to look at people rather than at things,

    好むのです

  • and even as they're looking at people, they look at people's eyes,

    彼らは物よりも

  • because the eye is the window to the other person's experiences,

    人を見るのを好み

  • so much so that they even prefer to look at people

    特に人の目を見つめます

  • who are looking at them rather than people who are looking away.

    目は 他人の経験に通じる 窓だからです

  • Well, they orient to the caregiver.

    だから 彼らは

  • The caregiver seeks the baby.

    自分を見ている人の事を 見るのです

  • And it's out of this mutually reinforcing choreography

    世話をする人を

  • that a lot that is of importance to the emergence of mind --

    その逆も言えます

  • the social mind, the social brain -- depends on.

    互いに与えあう このダンスこそ

  • We always think about autism

    社会的な精神 頭脳が

  • as something that happens later on in life.

    誕生するのに 極めて重要な事なのです

  • It doesn't; it begins with the beginning of life.

    自閉症は

  • As babies engage with caregivers, they soon realize that, well,

    もっと大きくなってから発症するものと 考えられてきましたが

  • there is something between the ears that is very important --

    それは間違いです 生まれつきのものなのです

  • it's invisible, you can't see it, but it's really critical.

    世話をする人と交流し 赤ん坊は気付く

  • And that thing is called attention.

    「両耳の間には何かがあるな」

  • And they learn soon enough,

    重要なもの

  • even before they can utter one word,

    目には見えないが とても大事なもの

  • that they can take that attention and move somewhere

    「注目」です

  • in order to get things they want.

    赤ん坊はたちどころに学びます

  • They also learn to follow other people's gazes,

    言葉を話す前から

  • because whatever people are looking at is what they are thinking about.

    欲しいものを得るには この「注目」をとらえて動かせばいいのです

  • And soon enough, they start to learn about the meaning of things,

    人の視線を追う事も学ぶ

  • because when somebody is looking at something

    人が見る物 それは

  • or somebody is pointing at something,

    頭に思い浮かべている物ですから

  • they're not just getting a directional cue.

    そしてすぐ 物の意味を

  • They are getting the other person's meaning of that thing,

    学び始めます 何故なら 人は-

  • the attitude.

    何かを見たり指差す時

  • And soon enough, they start building this body of meanings,

    ただ方向を示すだけでなく

  • but meanings that were acquired within the realm of social interaction.

    その物が持つ意味を

  • Those are meanings that are acquired

    他人に対して示しているからです

  • as part of their shared experiences with others.

    赤ん坊はすぐ この意味のシステムを築き始めます

  • Well, this is a 15-month-old little girl,

    でも 交流なしには

  • and she has autism.

    「意味」を学ぶことはできません

  • And I am coming so close to her that I am maybe two inches from her face,

    体験を共有して

  • and she's quite oblivious to me.

    初めて 物の「意味」を 学ぶ事ができるのです

  • Imagine if I did that to you, came two inches from your face.

    この小さな女の子は 1歳3カ月で

  • You'd do probably two things, wouldn't you?

    自閉症です

  • You would recoil. You would call the police.

    顔から5センチまで 近づいても

  • (Laughter)

    全然私に気付いていません

  • You would do something,

    もし5センチまで

  • because it's literally impossible to penetrate somebody's physical space

    顔を近づけられたらどうします?

  • and not get that reaction.

    たぶん 二つに一つ

  • We do so, remember, intuitively, effortlessly.

    後ずさりするか 警察を呼ぶか (笑)

  • This is our body wisdom;

    何かはするでしょう

  • it's not something mediated by our language.

    領域を侵されると 人は

  • Our body just knows that.

    必ず反応するのです

  • And we've known that for a long time.

    本能的に 自然に そうするのです

  • And this is not something that happens to humans only.

    これは体の働き

  • It happens to some of our phyletic cousins,

    言葉に関係なく 体はそう動くものです

  • because if you're a monkey, and you look at another monkey,

    ずっと昔からそうなのです

  • and that monkey has a higher hierarchy position than you,

    人間だけではありません

  • and that is considered to be a signal or threat,

    人間に近い動物たちもです

  • well, you are not going to be alive for long.

    あなたが猿で

  • So something that in other species are survival mechanisms,

    他の猿を見ていて

  • without which they wouldn't basically live,

    その猿があなたより 地位が高ければ

  • we bring into the context of human beings,

    合図 または威嚇とみなされ

  • and this is what we need to simply act, socially.

    あなたの命はそこまでです

  • Now, she is oblivious to me and I'm so close to her,

    他の動物にとっては不可欠の-

  • and you think, maybe she can see you,

    生き残る為の知恵ですが

  • maybe she can hear you.

    人間にとっては単に

  • Well, a few minutes later,

    社会的活動に必要な事 というだけです

  • she goes to the corner of the room,

    こんな近くにいれば

  • and she finds a tiny little piece of candy, an M&M.

    私が見えたり

  • So I could not attract her attention,

    声が聞こえたりすると思います

  • but something -- a thing -- did.

    数分後 この子は

  • Now, most of us make a big dichotomy

    部屋の隅に行き ちっちゃなキャンディを見つけます

  • between the world of things and the world of people.

    彼女の「注意」は私には向かなくても

  • Now, for this girl, that division line is not so clear,

    何か物には向くのです

  • and the world of people is not attracting her

    ほとんどの人にとって

  • as much as we would like.

    「物の世界」と「人の世界」があります

  • Now, remember that we learn a great deal by sharing experiences.

    この子にとって その境界は 定かでなく

  • What she is doing right now is that her path of learning is diverging,

    人の世界に対する興味は 期待されるほど

  • moment by moment,

    強くありません

  • as she is isolating herself further and further.

    「体験の共有」を通じて

  • So we feel sometimes that the brain is deterministic,

    人は多くを学ぶことを思い出してください

  • the brain determines who we're going to be.

    彼女が今のように 自分の中に

  • But, in fact, the brain also becomes who we are,

    閉じこもれば閉じこもるほど

  • and at the same time that her behaviors are taking away

    学びの道からどんどん 外れていくのです

  • from the realm of social interaction,

    脳の将来の姿は決まっていて

  • this is what's happening with her mind,

    その脳がどんな人になるか決めると思いがちです

  • and this is what's happening with her brain.

    実は脳も私達自身になる

  • Well, autism is the most strongly genetic condition

    この子の行動が 社会的交流から

  • of all developmental disorders.

    切り離される時 精神や脳にも

  • And it's a brain disorder.

    そういう事が起こっているのです

  • It's a disorder that begins much prior to the time

    自閉症は あらゆる発達障害の中で 一番強く

  • that the child is born.

    遺伝的条件に支配されるものであり

  • We now know that there is a very broad spectrum of autism.

    脳の障害なのです

  • There are those individuals who are profoundly intellectually disabled

    子供が生まれるより

  • but there are those that are gifted.

    ずっと前から始まっています

  • There are those individuals who don't talk at all;

    自閉症スペクトラムは 幅広く

  • there are those individuals who talk too much.

    重い知的障害の人も

  • There are those individuals that if you observe them in their school,

    才能のある人もいます

  • you see them running the periphery fence all the school day if you let them,

    全く口を利かない人

  • to those individuals who cannot stop coming to you

    しゃべりすぎる人も

  • and trying to engage you repeatedly, relentlessly,

    止められなければ

  • but often in an awkward fashion,

    学校のフェンス沿いに一日中

  • without that immediate resonance.

    走っている人もいます

  • Well, this is much more prevalent than we thought at the time.

    人のところに来て

  • When I started in this field,

    繰り返し 執拗に

  • we thought there were four individuals with autism per 10,000 --

    気を惹こうとするけれど

  • a very rare condition.

    他人の心をはかり知ることができない人も います

  • Well, now we know it's more like one in 100.

    かつて思われたよりも症状を持つ人は ずっとたくさんいました

  • There are millions of individuals with autism all around us.

    この分野で働き始めたとき自閉症は稀で-

  • The societal cost of this condition is huge,

    1万人中4人程度だと

  • in the US alone, maybe 35 to 80 billion dollars.

    考えられていました

  • And you know what?

    現在の研究では 割合は100人中1人

  • Most of those funds are associated with adolescents and particularly adults

    数百万の自閉症者がいる 計算になります

  • who are severely disabled,

    関連する社会保障費は 莫大で

  • individuals who need wraparound services --

    米国だけで350~800億ドル

  • services that are very, very intensive.

    この費用の大半は

  • And those services can cost in excess of 60,000 to 80,000 dollars a year.

    深刻な障害を持ち

  • Those are individuals who did not benefit from early treatment,

    総合的で徹底的な

  • because now we know that autism creates itself

    ケアを必要とする

  • as individuals diverge in that pathway of learning that I mentioned to you.

    若者や大人のための

  • Were we to be able to identify this condition

    一年で6~8万ドルかかる ケアです

  • at an earlier point, and intervene and treat --

    早期療育の恩恵にあずからなかった 人たちです

  • I can tell you, this has been probably something that has changed my life

    お話した通り 自閉症は 学習の道筋から

  • in the past 10 years,

    逸れていくことで 重症化すると

  • this notion that we can absolutely attenuate this condition.

    判明しています

  • Also, we have a window of opportunity,

    もし 早い段階で

  • because the brain is malleable for just so long,

    症状に気付き 療育を受けさせるとどうなるか

  • and that window of opportunity happens in the first three years of life.

    ここ10年の 私の人生に

  • It's not that that window closes; it doesn't.

    影響を与えた事なのですが

  • But it diminishes considerably.

    早期療育によって 我々は症状を-

  • And yet, the median age of diagnosis in this country

    軽減できるのです

  • is still about five years,

    チャンスはあります

  • and in disadvantaged populations,

    脳が柔軟な時期は 充分長い

  • the populations that don't have access to clinical services,

    産まれてから3歳までが

  • rural populations, minorities,

    その時期です

  • the age of diagnosis is later still,

    その後も改善の可能性は 閉ざされません

  • which is almost as if I were to tell you

    ただ効果は大幅に減るのです

  • that we are condemning those communities to have individuals with autism

    米国で自閉症と診断される-

  • whose condition is going to be more severe.

    平均年齢は5歳

  • So I feel that we have a bioethical imperative.

    田舎に住む人や

  • The science is there.

    マイノリティーは 医療サービスを受けにくく

  • But no science is of relevance

    診断される年齢は更に上がります

  • if it doesn't have an impact on the community.

    こんなことを言うとまるで

  • And we just can't afford that missed opportunity,

    そういうコミュニティーに対して

  • because children with autism become adults with autism.

    自閉症の人がいて

  • And we feel that those things we can do

    その症状はこれから さらに悪化すると告げているみたいです

  • for these children, for those families, early on,

    生命倫理上 責任を感じます

  • will have lifetime consequences --

    科学の存在は

  • for the child, for the family, and for the community at large.

    社会の役に立たなければ意味がない

  • So this is our view of autism.

    だから私達は 療育のチャンスを

  • There are over a hundred genes that are associated with autism.

    逃してはならない

  • In fact, we believe there are going to be

    成長しても彼らは自閉症です

  • something between 300 and 600 genes associated with autism,

    この子達や その家族の為 もっと早くに-

  • and genetic anomalies, much more than just genes.

    何かできたなら

  • And we actually have a bit of a question here,

    子どもや家族や地域には

  • because if there are so many different causes of autism,

    決定的な変化が起こるでしょう

  • how do you go from those liabilities to the actual syndrome?

    これが我々の見解です

  • Because people like myself,

    自閉症に関連する遺伝子は

  • when we walk into a playroom,

    現在100を超え

  • we recognize a child as having autism.

    やがてその数は 300~600になると

  • So how do you go from multiple causes

    信じられています

  • to a syndrome that has some homogeneity?

    ここで疑問が一つ 出てきます

  • And the answer is what lies in between,

    自閉症の原因因子が 数多いなら

  • which is development.

    それらの障害からどのようにして

  • And in fact, we are very interested in those first two years of life,

    実際の症候群になるのでしょうか

  • because those liabilities don't necessarily convert into autism.

    専門家は遊び場に行けば

  • Autism creates itself.

    自閉症の子が見分けられます

  • Were we to be able to intervene during those years of life,

    数ある原因因子から-

  • we might attenuate for some, and God knows, maybe even prevent for others.

    共通点のある症候群が発生するのはなぜか

  • So how do we do that?

    因子と症候群を結ぶ物

  • How do we enter that feeling of resonance,

    それは発達です

  • how do we enter another person's being?

    因子は必ずしも自閉症へと

  • I remember when I interacted with that 15-month-old,

    発展するわけではないので

  • the thing that came to my mind was,

    2歳になるまでが重要なのです

  • "How do you come into her world?

    自閉症は自己強化します

  • Is she thinking about me? Is she thinking about others?"

    2歳になる前に診断・療育等 医療が介入できれば

  • Well, it's hard to do that,

    症状を緩和したり

  • so we had to create the technologies.

    未然に防ぐ事さえ可能かもしれません

  • We had to basically step inside a body.

    でもどうすればよいのでしょうか

  • We had to see the world through her eyes.

    どうすれば 彼らの感情を呼び覚まし

  • And so in the past many years,

    他者に共感させることができるでしょうか

  • we've been building these new technologies

    先程の15か月の女の子とふれあった時も

  • that are based on eye tracking.

    彼女の身になって

  • We can see, moment by moment, what children are engaging with.

    考えるのは難しいことでした

  • This is my colleague, Warren Jones,

    「彼女は私や他人の事を 考えるのか?」と

  • with whom we've been building these methods, these studies,

    だから方法を編み出しました

  • for the past 12 years.

    要するに彼女の中に入りこんで

  • And you see there a happy five-month-old,

    彼女の目で世界を見られれば良いのです

  • a five-month little boy who is going to watch things

    視線を追いかける新技術を

  • that are brought from his world:

    長い年月をかけて開発しました

  • his mom, the caregiver,

    子供が何に注目しているのか

  • but also experiences that he would have were he to be in his daycare.

    秒単位で見る事ができます

  • What we want is to embrace that world and bring it into our laboratory,

    同僚のウォレンと私は

  • but in order for us to do that,

    開発に12年かけました

  • we had to create these very sophisticated measures,

    この生後5か月の赤ん坊は

  • measures of how people, how little babies,

    母親や周りの人々等

  • how newborns, engage with the world, moment by moment.

    彼の世界にあるものを 見ています

  • What is important and what is not.

    でも彼はそれだけではなく

  • Well, we created those measures,

    託児所で経験する事も

  • and here, what you see is what we call a funnel of attention.

    目にするのです

  • You're watching a video --

    我々はその世界を捉えて 研究室に

  • those frames are separated by about a second --

    持っていきたい

  • through the eyes of 35 typically developing two-year-olds.

    その為には

  • And we freeze one frame,

    非常に精緻な技術が必要でした

  • and this is what the typical children are doing.

    大人や幼児 新生児達が

  • In this scan pass, in green here, are two-year-olds with autism.

    世界にどう注目するのか

  • So on that frame, the children who are typical are watching this,

    刻々ととらえます

  • the emotion of expression of that little boy

    何が重要で 何が重要でないか

  • as he's fighting a little bit with the little girl.

    それを示す指標を作りました

  • What are the children with autism doing?

    「注目のじょうご」と呼びます

  • They are focusing on the revolving door,

    自閉症でない2歳児に

  • opening and shutting.

    フレームが約1秒区切りの-

  • Well, I can tell you that this divergence that you're seeing here

    ビデオを見せた時の目の動きです

  • doesn't happen only in our five-minute experiment.

    フレームを

  • It happens moment by moment in their real lives,

    停止すると そういう子達は

  • and their minds are being formed and their brains are being specialized

    目をこう動かします

  • in something other than what is happening with their typical peers.

    緑色の部分は 自閉症の子です

  • Well, we took a construct from our pediatrician friends,

    つまり 自閉症でない子が

  • the concept of growth charts --

    フレームの中に見るのは

  • you know, when you take a child to the pediatrician,

    女の子とけんか中の-

  • and you have physical height and weight.

    男の子の感情表現ですが

  • Well, we decided we were going to create growth charts

    自閉症の子はと言うと

  • of social engagement.

    回転ドアが開閉する様子に

  • We sought children from the time they're born.

    注目しています

  • What you see here on the x-axis

    今 お見せした

  • is two, three, four, five, six months and nine,

    違いは

  • until about the age of 24 months.

    この実験中だけでなく

  • This is the percent of their viewing time

    生活の中で常に発生しています

  • that they're focusing on people's eyes,

    そして彼らの精神と脳は

  • and this is their growth chart.

    自閉症でない人の精神や脳とは

  • They start over here -- they love people's eyes --

    異なるものになるのです

  • and it remains quite stable.

    小児科の友人から

  • It sort of goes up a little bit in those initial months.

    「発育曲線」の概念を

  • Now, let's see what's happening with babies who became autistic.

    拝借しました

  • It's something very different.

    小児科では 子供の

  • It starts way up here, but then it's a free fall.

    身長・体重を 曲線に表す事ができます

  • It's very much like they brought into this world the reflex

    我々は社会との関わりを

  • that orients them to people, but it has no traction.

    曲線にするのです

  • It's almost as if that stimulus -- you --

    誕生時から観察を始めます

  • you're not exerting influence on what happens

    横軸は月齢です 2か月、3か月、4か月、5か月、

  • as they navigate their daily lives.

    6か月、と 大体24か月まで続けます

  • Now, we thought those data were so powerful, in a way,

    縦軸は子供が人の目を

  • that we wanted to see what happened in the first six months of life,

    見つめた時間の割合です

  • because if you interact with a two- and a three-month-old,

    これがその発育曲線

  • you'd be surprised by how social those babies are.

    始まりはここ 人の目が好きで

  • And what we see in the first six months of life

    それはほぼ変わりません

  • is that those two groups can be segregated very easily.

    最初の数か月は わずかに上昇するようです

  • And using these kinds of measures and many others,

    自閉症の症状がある

  • what we found out is that our science could, in fact,

    子供達の場合は

  • identify this condition early on.

    全く違う曲線になる

  • We didn't have to wait for the behaviors of autism

    始まりはここですが 急激に下降する

  • to emerge in the second year of life.

    生まれつきの反射で 人を見ますが

  • If we measured things that are, evolutionarily, highly conserved,

    そこには 惹きつけられません

  • and developmentally very early-emerging --

    あなたがいたからといって

  • things that are online from the first weeks of life --

    彼らが日常生活を送る中での

  • we could push the detection of autism

    出来事には影響しないのです

  • all the way to those first months,

    こんなにはっきりしたデータが得られるなら

  • and that's what we are doing now.

    生後6か月経過するまでに

  • Now, we can create the very best technologies

    何が起きるのか見てみたいと考えました

  • and the very best methods to identify the children,

    2~3か月の子は

  • but this would be for naught if we didn't have an impact

    驚くほど社交的なものですから

  • on what happens in their reality in the community.

    生後6か月未満の子どもでも

  • Now we want those devices, of course,

    自閉症とそうでないグループは とても簡単に区別できます

  • to be deployed by those who are in the trenches --

    この種の評価法を使い

  • our colleagues, the primary care physicians, who see every child --

    我々の科学的手法で実際に 自閉症の症状を

  • and we need to transform those technologies

    早期に特定できるとわかりました

  • into something that is going to add value to their practice,

    自閉症特有の行動が現れる-

  • because they have to see so many children.

    1歳以後まで待つ必要もありません

  • And we want to do that universally so that we don't miss any child.

    進化によって高度に保持され 発達の面では

  • But this would be immoral

    生後数週間という 極めて早い段階から

  • if we also did not have an infrastructure for intervention, for treatment.

    現れてくる徴候を計測すれば

  • We need to be able to work with the families, support the families,

    自閉症の発見を

  • to manage those first years with them.

    生後数か月まで 早める事ができるでしょう

  • We need to be able to really go

    今取り組んでいることです

  • from universal screening to universal access to treatment,

    子供達の自閉症診断の為の

  • because those treatments are going to change

    最も適した技術と方法の 完成です

  • these children's and those families' lives.

    でも 彼らの社会生活に

  • Now, when we think about what we [can] do in those first years,

    変化がなければ無駄になります

  • I can tell you, having been in this field for so long,

    勿論 この診断法を

  • one feels really rejuvenated.

    最前線にいる人々 つまり-

  • There is a sense that the science that one worked on

    あらゆる子供に会う-

  • can actually have an impact on realities,

    かかりつけ医に 実践してほしいと願います

  • preventing, in fact, those experiences

    この技術を活かし

  • that I really started in my journey in this field.

    多くの子供に会う彼らの

  • I thought at the time that this was an intractable condition.

    診断の価値を高めなければなりません

  • No longer. We can do a great deal of things.

    見逃がしのないよう

  • And the idea is not to cure autism.

    徹底してほしいのです

  • That's not the idea.

    ただ 介入し治療するための-

  • What we want is to make sure

    環境が整っていなければ この診断はモラルに

  • that those individuals with autism can be free

    反します

  • from the devastating consequences that come with it at times,

    必要なのは 自閉症児の-

  • the profound intellectual disabilities, the lack of language,

    家族を助け 最初の数年を乗り切る事

  • the profound, profound isolation.

    「誰でも診断を受けられる」 から

  • We feel that individuals with autism, in fact,

    「誰でも治療を受けられる」 まで進めるべきです

  • have a very special perspective on the world,

    療育は自閉症児だけでなく

  • and we need diversity.

    家族の人生も 変えるのですから

  • And they can work extremely well in some areas of strength:

    研究の初期にできなかった いろいろなことを

  • predictable situations, situations that can be defined.

    振り返ってみると

  • Because after all, they learn about the world

    こう思います

  • almost, like, about it,

    長年続けてきたことで

  • rather than learning how to function in it.

    この分野は盛んになってきたと感じます

  • But this is a strength if you're working, for example, in technology.

    取り組んできた科学を基に

  • And there are those individuals who have incredible artistic abilities.

    状況を変えられるようになったという 手ごたえもあります

  • We want them to be free to do that.

    自閉症に関わり始めた頃のように

  • We want that the next generations of individuals with autism

    どうする事もできない状態だなどと

  • will be able not only to express their strengths,

    感じることははなくなりました

  • but to fulfill their promise.

    状況は変化し 多くの事が可能になりました

  • Well, thank you for listening to me.

    「自閉症を治す」という

  • (Applause)

    考え方ではありません

Translator: Joseph Geni Reviewer: Morton Bast

翻訳: Mami Kawade 校正: Ayumi Narita

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