We live in a totalitarian society. The universities created this totalitarian society. The universities are running this planet. This planet is run by evil people with university degrees. The universities control who is allowed to attain a university degree. The universities own the justice system. There is no justice to enforce the right to attend university. Universities discriminate against admitting people with Autism. The universities teach that Autism is a psychological disorder. Universities don't acknowledge people with Autism to be equal human beings with equal human rights.

I tried to file criminal complaints against Lehigh university for discrimination, and harassment. My right to file complaints against Lehigh University was ignored, and I got arrested.

This is the video of me getting arrested:
https://www.facebook.com/mycats66/videos/10210700568482895/

I am an education rights activist. I will go to college and I will get arrested just for going to college.


Court:
I am criminally charged for harassing Moravian College and Lehigh University. I am representing myself. I'm representing myself because I have to present my case based on education being a right. The court doesn't recognize education to be a right. Rights aren't given. Rights have to be demanded.

I don't expect the judge to allow me to represent myself. If I try to tell a judge education is a right, the judge will respond education is not a right and instruct the jury to strike my comment about education being right. I will respond to the judge, "I am not a criminal. Education is a right. You expressed your biased opinion. You have to strike your comment from the jury. You gave your ruling. This goes to the supreme court."

People perceive me to be different. People don't see my uniqueness. People see my weirdness.

People think I have a psychological disorder. People who think that about me have a psychological disorder because when they see different, they can't see my uniqueness. They can only see weird and immediately think I have a psychological disorder.

I believe I have high intelligence. Medical science cannot prove this. Medical science can only diagnose me with a psychological disorder that voids me to be an equal human being. Education is a right for humans. The qualification to be accepted to college is to be a human. When I am diagnosed with a psychological disorder, I am not a human being. I don't qualify for college admission because I don't meet the criteria to be a human being.

I am stuck in a Twilight Zone episode. There are several episodes I can relate to.

Twilight Zone - Eye of the Beholder
(Remake - 2003)
https://www.youtube.com/watch?v=MFhKp-xi2DY

This episode speaks for anyone who is different and doesn't fit in. This episode challenges the definition of "normal" I like this episode because I am different. I don't fit in with the "normal" majority

I have always been different and don't fit in. I have always been told there is something wrong with me. The typical human thinks they fit into whatever they think normal is. I am not like the typical human. People treat me like there is something wrong with me. But there is something wrong with people who treat me like that.

I am in a bizarre situation. I believe I am intelligent, but this cannot be proven with medical science because medical science does not research intelligence in the human brain. Psychology doesn't use any real medical science. Psychology ignores assessing my intelligence. Without assessing my intelligence, psychology assesses my intelligence to be mental illness.

The closest thing I fit into is Asperger Syndrome / Autism.

Here is one description: "Another common symptom is an inability to understand the intent behind another person’s actions, words and behaviors."

What I am observing is that goes both ways. The Autistic person is accused of having a disorder for not understanding the so called "normal" human. The Autistic person isn't being understood. The Autistic person gets saddled with the disorder of not understanding people. The Autistic person doesn't get understood because "normal" humans cannot admit they have a disorder when they are not understanding people who are different.

Another quote:
"For these reasons, social interactions can seem confusing and overwhelming to individuals with Asperger syndrome. Difficulties in seeing things from another person's perspective can make it extremely difficult to predict or understand the actions of others."

The Autistic person gets the blame for not understanding others. The Autistic person wants to be understood. The "normal" human cannot admit this projection they place on Autistic people to be true about themselves being that they are not understanding people who are different.

Another Quote:
"Some individuals with Asperger syndrome have a peculiar manner of speaking. This can involve speaking overly loud, in a monotone or with an unusual intonation."

It is OK to request to another to not be loud. Autistic people can be sensitive to loud noise. Autistic people make this request to others to be quiet.

The criticism of speaking monotone or unusual intonation. The definition of intonation is "the rise and fall of the voice in speaking."

What?? Autistic people are criticized for speaking monotone? And then when they don't speak monotone they are criticized for not correctly demonstrating intonation. And if Autistic people somehow master intonation, they are blamed for being too loud.

People tell me they don't like my presentation. What do they expect, Power point?

College won't let me think outside of the box. I took a class "Introduction to Special Education" I have good ideas. My ideas are to not have the right to education end at age 21. Let the right to education continue so that adults with special needs can have the accommodation of special education in college all the way through college. I wrote this in a paper. I wrote the paper from an autobiographical perspective and to give the students a voice. The professor hated my paper and gave me an F. I filed a complaint about the grade. I got thrown out of school.


AUTISTIC LIBERATION

Autism is not a psychological disorder.

Autism is not an illness to be treated.

We must confront the psychiatrists.

It's time for us to fight back.

I am not a criminal.

WE WILL NOT BE SILENT ANY LONGER!


15 February 2017:
LCCC told me not to attend class or else if I did, they threatened that they will call the police.

I am taking Introduction to special education. I had a paper due on 6 February 2017. I submitted my paper on time. I wrote the paper from my perspective having been in special education and having Asperger Syndrome and Autism. I have a lot to say coming from this perspective. My guess is my paper was not well received.

I got an F for an assignment. I disagree with that grade. I began the process of filing a complaint against the professor. This reulted with on 15 February 2017, being told to stay away from the college.

Introduction to Special Education Professor Eileen Dowling

6 February 2017:
The assignment was due on this date. A paper. A report from observing special education.

13 February 2017: On this date, I got the grade of an F for the assignment. This was also the date to submit my proposal of what I want to do a research paper on. I believe my paper that I submitted on 6 February 2017, was extensive enough that I sufficiently covered a topic of interest for a research paper. I expect that I will get a return of that grade on 20 February 2016, and that grade will be an F.

I have to be given an Assignment in writing. I will follow the assignment exactly how it is stated in writing. The assignment is described in the syllabus. The exact quote is "Students may choose to do their observations in rural/or urban special education classrooms or at recreational special events for this assignment.

I have to follow exactly what the assignment says in writing. The assignment literally says "special education classrooms." Taken literally, there are classrooms in college. Professor Dowling told me orally, "There is no special education in college". I asked her "why isn't there special education in college?" Her response, "We don't do that". That is not a sufficient answer. When a child asks "Why", that is the answer that is given to a child. Professor Dowling didn't give a real answer to my question. It shouldn't matter whether there is or isn't special education in college. For the assignment, I want to observe students with special needs attending college.

On 13 February 2017, the day I received the grade back as an F, this came accompanied with a written note. I want to quote this note verbatim.

"You seem to lack clarity of this assignment. You were supposed to actually observe a classroom with students with disabilities as outlined in syllabus p. 8-9."

It is possible for me to follow this written instruction to the letter by observing students with disabilities in college.

It was never put into writing that I am required to observe children with disabilities in grade school. The only time that was ever said is when professor Dowling said it orally. Orally is off the record. I have no proof of oral communication.

If I am to follow the oral instruction to oberve children with disabiltieis in a classroom in grade school. I can't just walk into any grade school and do an observation. I can't just make a claim to any grade school that I have to do a classroom observation for a college class.

Professor Dowling has to verify to a school that I in fact have this assignment. Professor Dowling did not fulfill her responsibility. Professor Dowling delegated this responsibility to Michelle Mithchell. This is not Mitchell Mitchell's responsibility. It is the responsibility of professor Dowling to communicate with a school to verify to the school that I have this assignment. Professor Dowling did not carry out her responsibility. This is grounds for her to be dismissed from her job.

I submitted a paper to the best of my ability without having done the classroom observation. Professor Dowling did not clear it with a school that I have this assignment. Professor Dowling gave me an F. I believe I submitted an A Paper regardless.

The following is the paper I submitted.

Special Needs and Continued Special Education Through College.

Special Education observation assignment paper Due: 6 February 2017

Student: Michael Katz

Intro to Special Education (13881-201710) [EDU-105-51-13881-201710]

Eileen Dowling, M.Ed.
610-799-1716
[email protected]


First day of class 16 January 2017

My IQ has never been professionally certified. Regardless of whatever my specific IQ number is, I need to apply my intelligence in college.

I am writing this paper to say how people with special needs must be accommodated in college. I know what I am talking about because I am saying how I must be accommodated in college.

This will be the only time I will make a declaration of my political affiliation. I Googled if it is possible to be a democrat AND pro-life. Yes it is. I found my tribe. The point is I have to have my unusual combination of beliefs and fit into this world.

A baby can be observed in the womb with ultra sound and MRI. Based on this, a doctor can make a recommendation to terminate pregnancy. This recommendation can turn out to be wrong. The baby can turn out "normal". What is "normal"? What if the baby turns out not "normal". A person with special needs can live a functional life with the proper accommodations.

Pro life and pro choice. Two sides of an issue. There is a third side of this issue. Pro choice? Whose choice? The Mother? The third side of this issue is the choice of the baby. The baby in the womb is a person who has a choice. The baby can't speak. The automatic decision is the baby should exist.

There is a point to me bringing up this issue. The point to this is a right to life after birth. There has to be more than a right to life. There has to be a right to a lifelong quality of life. The right for people with special needs to have a life. This is about the rights to have proper accommodations so that they can have a life.

There is more to pro life than just being born. The issue doesn't end with birth. The person with special needs made it through birth. That was the first battle to precede a lifetime of battles. We can't assume a person with special needs has equal opportunity and neglect them to have to fend for themselves in this unfair world.

College isn't fair for people with developmental disabilities. People with developmental disabilities are denied admission into college. In their absence, everything colleges are teaching about how to treat people with developmental disabilities is all about denying any of their human rights and that these people are less than equal human beings.

The right to education should not be given to children and then be taken away just because they reach a certain age. That means no age limit for the right to education. The right to Education doesn't expire at age 21. People with developmental disabilities have a right to college and university.

I need accommodations to be accommodated in class. I need to express what specific accommodations I need and the accommodations will be provided without any argument. I have rights. I have to be guaranteed certain rights as a college student.

When an assignment is given, I require that the assignments be explained in class and that the explanation of the assignments be put in writing. I will not be required to follow any oral instructions for assignments if they are not backed up in writing. To the best of my ability, I will follow the written instructions of the assignments. I will not be reqired to follow any oral instructions for assignments if I don't see those instructions verified in writing.

To the best of my ability I will carry out the assignments as explained in writing on the syllabus. If Professor Dowling appends the syllabus with any extra instructions, it will be up to my discretion to decide if I choose to carry out those instructions.

The first written assignment is due on 6 February 2017. I am reading the written instructions on the Syllabus. I will submit a paper based on following the written instructions written in the syllabus.

The assignment is Special Education classroom Observation Assignment. The assignment is to do an Observation and submit a report about it to Professor Dowling who is teaching this class I am taking "Introduction to special education"

23 January 2017 was the due date to declare where I will do this observation assignment and what disability will be observed. There was a Nor'easter that day. If it had been colder it would have been a severe snowstorm. There was heavy rain all day. Still a severe rain storm not to travel in.

I think the deadline to declare the observation was extended to 30 January 2017. A sheet was passed around the class. In the space for disability to be observed I wrote Asperger Syndrome and Autism.

There was a space to write in where this observation will take place. This is where things start to get complicated.

The first day of class was 16 January 2017. The original deadline to declare the classroom observation site was 23 January 2017. This is a span of 7 days.

It is expected to observe special education in a grade school up to grade 12. Find a school. Request to do a classroom observation of special education. Get permission to observe. Declare this location in 7 days. For me, this is synonymous to finding a job in 7 days. I am expected to present myself as a professional and successfully establish a classroom observation site in 7 days. I am graded on my ability to present myself as a professional. I appear to have a developmental disability. If I fail to find a classroom observation, I get all of the blame. I will be discriminated by the people running the schools. I get the blame. The people running the schools discriminate against me. They get away with it and are never held responsible for discriminating.

There is this assumption that special education is only in grade school and that a classroom observation must be done in grade school. I have to challenge these assumptions. I am taking this class in Lehigh Carbon Community College. I want to observe a peer student with Asperger Syndrome and Autism attending Lehigh Carbon Community college. If I cannot find the existence of any such student attending Lehigh Carbon Community College then I will write this paper as autobiographical observing myself going to college.

This assignment is due 6 February 2017.

I want to observe a high school student. I want to do more than just observe. I want to interact with the student and get their feedback on everything. I want to write a paper that gives the student a voice. The special education student in high school is getting close to the end of the provision of special education. I want to talk to the student and get their feedback on that.

The problem with education is that everything is wrong because the students have no say about anything. All of the rules of education were all made without any input from the students.

I have to be given an assignment in writing. I will follow the written assignment. I have to put my own unique creativity into doing the assignment.

There are 21 days to do this assignment from the point of the first day of class when the assignment was first mentioned. I welcome the challenge of class work. I want to take action and do an assignment and get it done. The obstacle is this assumption that I must observe special education in a grade school that provides children's education. Their are obstacles to finding a grade school in which to observe special education. It is unfair to be graded on social networking skills to accomplish this task. I have to write this paper to document what is wrong with this system.

I should not be graded based on the skills I don't have. I have to use the skills that I do have and be graded on how I use my skills.

I am following what is written in the written explanation of the assignment. The written assignment does not specifically give any requirement to observe children in grade school.

I can compete in college and in work if it is a level playing field. This is not an equal level playing field if I have to ask for permission to do an observation in a grade school. I have to have an assignment so that I just simply do the assignment. My grade has to depend on my success of being allowed to do the assignment. I don't agree with that kind of illogical thinking.

In this class I have to be graded based on social networking skills to ask to do a special education observation. I should just do and be graded on the results of doing. I shouldn't be graded on my effectiveness of asking to do.

Yoda said;
"You must unlearn what you have learned." "Try not. Do. Or do not. There is no try."

I have to do. I shouldn't have to ask to do. I should just do.

Asking to do is insane. One must just do. There is no ask. I don't need permission to do. I just go ahead and do.

I am pre-judged before I do. People won't let me do. I must do and show the results. Figuratively speaking I can walk on water. People aren't impressed. People are pissed off that I didn't ask. The answer is "no" if I ask. Because people hate to be outdone. And the rules of society dictates to swim like everyone else.

John Lennon said:
"They hate you if you're clever and they despise a fool
Till you're so fucking crazy you can't follow their rules"

I am graded on the social skills to ask to do? The answer is "no." People discriminate against me. I don't have social skills because I can't convince people to say "yes." That is the assumption. People who discriminate don't have social skills.

On page 128 of the textbook, it says "IQ testing is not an exact science." That can make sense if a person tests with a result of 70 IQ and below. It makes sense in that scenario to say that IQ testing is not an exact science. The IQ result could not be accurate. We have to look at the whole person. We have to see how the person performs. But people first have to be given the right and the opportunity to perform. There should not be pre-judging that a person is denied the opportunity to show what they can do.

If a person has a gifted IQ. If a person can take IQ testing and show they have a gifted IQ. For people who have a gifted IQ, then IQ testing must be an exact science. When a person has a gifted IQ higher than everybody else, then everybody else with the lower intelligence aren't intelligent enough to recognize that an intelligent person is intelligent. Then IQ testing must be an exact science so that intelligent people with a high IQ can prove scientifically that they are gifted and have a gifted IQ. People are going to say "IQ isn't everything". It's not nothing either. IQ shouldn't be ignored when a person actually has a high IQ. Why should an intelligent person ever have to prove they are intelligent in the first place? People with an IQ of 130 and above are in a 2% minority. This is a human rights issue. This is a 2% minority battling the 98% majority. It's not just about having a high IQ. Its about what the person does with it. Intelligent people should not ever have to ask the less intelligent majority for permission to use their giftedness. There has to be the right to have the opportunity to apply their intelligence. Intelligent people have to have the right to just do. See the results. The less intelligent majority is never satisfied with the results. The less intelligent people pre-judge and say to not to do. And then when the intelligent people do, they are blamed for doing. The majority are just perpetually pissed off and bully the intelligent people.

Paragraph 1

Setting Information:
This is the paragraph 1 that is to be the paragraph 1 that the assignment says to be the paragraph 1. I have to choose to do my observation at Lehigh Carbon Community College because of the complications that exist with all of the red tape getting into a grade scool special education setting. Lehigh Carbon Community College is a community college with campuses in Schneksville, and Allentown. Those are the two campuses I attend. There may be other campuses I am not aware of. I am still unaware of any Autistic support and inclusion settings. There is usually 1 professor teaching class. Students will vary per class. I would estimate 15 to be a good average of students per class. Age range of students will begin at age 18. There can be the possibility of young gifted students in any college. High end of age range could be no limit. Statistically more females are going to college. Male and female proportions depends on the major. The education field appears to be a field that a lot of women go into.

paragraph 2


Observation of Staff Roles: At some point I would like to report on this from observing a school. At LCCC, I went to the career office and I proposed this exact statement/question. I want to work with adults with developmental disabilities. Right now I believe I am capable of at first specializing in Asperger Syndrome and Autism. I want to accommodate adults with special needs to go to college and university. This office doesn't have an answer to give. It is suggested I ask the disabilities support at LCCC.

Paragraph 3


Collaboration between staff members: I cannot write a report on the collaboration of staff members until I do an observation in a school and observe the staff members. But this is what I can do. I can report on the dysfunction that is occurring when it is a huge obstacle for me to set up an observation in a grade school.

Paragraph 4


Examples of assertive technology: I have an app on a tablet and a smartphone in which I can type what I want to say. The app utilizes the entire screen area to show what I typed in large lettering so people can easily read it when I hold the device up. The app allows customization of the text and background colors. There are some font choices.

Paragraph 5
Best Practices:


If there are any best practices in special education that is worth doing, then those best practices should be done for adults with special needs to attend college and university. A good practice is that Education continues to be a right without ending at age 21.

Paragraph 6. Self Reflection:

If I am to do an observation, I would choose high school. I would like to interact with the special education students in high school and ask them what they have to say about that the system has no plan to protect their rights to education beyond age 21 so that can be assured that they can continue to receive special education accommodations so that they can complete college and university.

Exceptional Children Textbook 10th edition P.464-465

Girl in kindergarten said: "I can read already"

Teacher says "that's nice, but in kindergarten we will learn to read right. Please sit down now."

"The first step to underachievement

Maria will have learned to keep quiet about her abilities."

I want to work with adults with developmental disabilities. I think I can work with adults with developmental disabilities.

Michelle Mitchell in the disabilities department told me I have to learn in college how to do it the right way.

I already know the right way to do it. The right to education up to age 21 is wrong. Get rid of that rule. Enforce the right to education for life. The guaranteed opportunity for adults with developmental disabilities to get in the door. To get in the classroom as equal students earning college credit that goes towards a real university degree.

I'm taking 2 classes this semester. I should have peer support with another student with special needs. I'll be friends with them first. Then I'll see how I could help them in college. I can say how I need help. I can't say how to help other adults with special needs until I listen to them and see what they need help with.

The work I really want to do is work with adults with special needs. I want to do this job in college helping adults with special needs to attend college. I want to do special education in college.

================================

NEXT PAPER

Possibly due 20 February 2017

This email is not the typical email communication. This is to fulfill a possible assignment that may be due on 20 February 2017

Professor Dowling's responsibility is to clear me to do a classroom observation in a grade school. Professor Dowling did not fulfill her responsibility to clear me to do an observation in grade school. There is no point in having to repeat myself. I am just waiting for Professor Dowling to clear me to do an observation in a grade school. I want to do the observation in a high school. I want to observe if students with special needs are taking the classes where the grades matter for admission to college. In order for them to get the grades, they have to be in the classes in which to get the grades.

This paper is being submitted 20 February 2017. 13 February was the due date to submit a proposal for a research paper topic. In the paper I submitted 6 February 2017, I believe I covered what I want to do a research paper on.

I don't want to be a special education teacher for children in K-12. I want to continue special education where it drops off. I want to do special education in the college environment for adults with special needs to attend college.

Michelle Mitchell's responsibility is to arrange peer support with other students with special needs in LCCC. I want to be introduced to other people with special needs, Asperger Syndrome, Autism in college. First I have to be a peer friend with another student attending college. I have to listen to the student and observe what they need help with in college. I would observe them in class by attending the class with them. I would blend in by sitting in class and taking notes. I would write my observation paper from what I observe in the classroom of a student with special needs attending LCCC. I can say more how to help students with special needs in college after I see their situation while they are attending college.

I want to choose the subject of my research paper to research the end of special education. And to research the void of the right to education for adults with special needs attending college.

I want to research transition. Transition means the end of education. I want to propose transition to be the continued right to education and continued special education for adults with special needs to attend college.

I don't want to be a special education teacher in a grade school. I want to do special education in college. This has to require the absolute right to go to college. Do away with the 21 age limit for education. Professors teach the classes. The job I want to do is accommodate adults with special needs to be in the classroom.

This introduction to special education class isn't about providing special education to adults with special needs in college. I want to do the observation in college.


Michael Katz
[email protected]