Q1：

我们了解爱丁堡公爵奖需要学生完成户外探险和许多自我挑战。你能跟我们说说这次关爱自闭症慈善活动是如何支持DofE的锻炼目标呢？

 Mr.Rudd: 

爱丁堡公爵奖的锻炼目标分为5个部分，志愿者行动、体育锻炼、技能、探险旅行、当地体验活动，根据奖项级别的不同，需要完成的目标也有所差异。目前我们的大多数学生在争取完成铜奖和银奖，而少数学生将挑战自我争取金奖。

DofE要求参与者必须完成一个志愿服务项目，他们将自己的时间投入到社区服务中，为社会做出积极的贡献并学会承担社会责任。学生需要将其服务进度和时长记录在线上平台，一旦达到DofE相应级别的所需时长，即完成该项任务。

5月16日举行的自闭症慈善活动为我们的学生再次提供了一个回馈当地社区的机会，他们在帮助弱势儿童学习和玩乐的同时，也进一步掌握了体育技巧和沟通技巧。

Q1: We understand that Duke of Edinburgh Award scheme involve expeditions and students challenging themselves. Can you explain how the Autism event today supported the aims of DofE?

A: The Duke of Edinburgh’s Award is split into 5 sections depending on the level of the Award. The majority of our students attempt to complete Bronze and Silver levels, with a select few really challenging themselves and push for Gold.

Within all levels, students must complete a voluntary service section, where participants dedicate their time to their communities, making a positive contribution to society and demonstrating social responsibility. Students log their progress on their online record book and when the required number of hours have been achieved, the participant completes their desired level. 

The Autism event held on the 16th May gave our students the chance to give their time back to the local community and help a number of disadvantaged children with sports and communication skills, whilst also learning and having fun.      

Q2：

学生们是如何参与志愿服务活动的组织、策划与执行过程的？

 Mr.Rudd: 

我们在每周日都会定期举行DofE会议，讨论议题便是如何为社会做贡献。其实，受新冠疫情影响，这项活动的落地已经拖了很长时间，去年我们只能把志愿活动开展的区域限制在校内，今年终于可以和外部进行合作，所有人都非常期待。

我们学生们一直以来都才思敏捷，乐于助人。去年12月举行的“教老师说中文”活动、与小学部学生的晚间共读计划、帮助学院工作人员计划等，这些活动想法都是学生自己提出的，他们也十分热情地参与其中，收获了满满的成就感。

此外，我们一直与 “林文镜慈善基金会”紧密合作，过去曾与他们合作举行过许多活动，现在仍在积极寻找未来的合作机会，为下一场活动做准备，相信我们的学生能够从这些活动中获得丰富的体验。

Q: How do students participate in the organization, planning and execution of voluntary service activities?

A: We hold regular DofE sessions on Sundays and as a group, discuss ways in which we can dedicate our time to the benefit of the community. We’ve been very restricted of late due to coronavirus, so this event has been a long time in coming. Last year, we could only limit the areas where volunteer activities were carried out within the school. This year, we can finally cooperate with the outside world.Everyone is looking forward to it.

Our students have always been creative and helpful. A teach-the-teachers event which was held in December last year, and reading to the junior school students in the evening, giving our hardworking boarding staff a helping hand，these activity ideas are all put forward by the students themselves, and they are also very enthusiastic to participate in them and gain a sense of accomplishment.

We work very closely with our partner charity, The Lin Wen Jing foundation, and have held a number of events with them in the past. We’re always in touch looking ahead and planning for our next event as both sets of students get so much out of these experiences. 

Q: What kind of training did the students conduct for the smooth holding of the event? Why are these trainings necessary?

A: 

Students received a number of Autism Spectrum Disorder awareness training sessions delivered by myself with the help of Anna Chen, our wonderful grade 12 student who has been very active in working with the charity. 

For our students, most of them may have never had the experience of contacting children with disabilities, and autism spectrum disorder training is an important way to help them prepare and build confidence. In the training, students learn positive behaviors and ways to get along with children with autism, and learn how to help children with autism participate in activities as comfortably and happily as possible.

Q: What comment misconceptions are there of autism?

A: There are a number of misconceptions of autism, the first that stands out for me is that all people on the Autism Spectrum Disorder are the same. I am lucky enough to have completed a course with the University of California Davis (which one of our amazing grade 12 students has been offered a place at for next year!) which really modified some of the misconceptions I previously had. With regards to the one-size-fits-all misconception, ASD refers to a group of developmental disorders, each with a wide range of symptoms. Although most people with autism share common difficulties when it comes to socializing, communicating and repetitive behaviors, they can still have vastly different disabilities and importantly, skills. Interventions and support are designed on an individual level and what may benefit one child may not be the right support for another. 

A second common misconception is that people with ASD are mentally disabled. In fact they often have normal to high IQ levels. Medical distinction between the two conditions remains hard to define, however, in part because most genes associated with autism are also present with intellectual disabilities. People who have ASD tend to struggle with communication and learning behaviours and as a result, the two conditions are often mistaken for one another.

 Q：For you, what were the highlights of the day?

 A：The smiles on the faces of everyone involved. It’s impossible to explain this in writing, so I’ll sum up the day with this fabulous photo…

 Q1: You have been heavily involved supporting autistic children and trying to change people opinions about the condition. Can you share the story you experienced in the process?

 A: 

According to what I have been doing to help, thanks to the opportunities we had in RQSS, Xin Qi Hang autism organization has come to our school four times since 2019, the first time was done by lecture, from which we gained the basic knowledge of what is autism, followed by the football match together with the autistic children, that practical experience gave us a deeper understanding of how their ways of seeing the world differs from us.

The second time we had together with autistic children was during the Christmas period.During the process of accompany a child who is busy in decorating the Christmas tree, I asked him what do you want to be when you grow up. He thought for a while and said: ‘I want to be a Christmas tree.’ Like the one he was decorating, full of gifts and presents. After a while, I asked him the same question, but he responded with a different answer：“I want to be the Santa Claus, who can bring gifts and happiness to others.”

Autistic children are also called the children of the stars, with kind and happiness in their hearts. I've heard that when they receive information, they are selective and only interested in what they are interested in. 

On April 1st 2021, one day before the World’s Autism Awareness day, I took part in their ceremony activity as a volunteer, the show gave autistic children a chance to perform to the public. On the stage, they waved excitedly to their families and friends. As an audience, I feel that because of the symptoms of autism, they can't control their movements well, but they showed their efforts and progress, as well as their positive attitude towards life, which moved all the audience.

Q2: Before the event started on May 16, how did you help other students develop training on autism?

A: Prior to Sunday 16th May, Our Doe organizer Mr. Rudd had prepared a presentation to us sharing the knowledge about autism and the things we can do to help and the correct way to support them. I also shared with the class with my experience of accompany autistic children. From that session, we learnt that people with autism don’t like the place with too much noise and usually have stereotyped behaviour patterns. This has built a conceptual framework for our next week's practical experience.

Q3: What do you want everyone to know about autism and autistic children?

A: According to statistics, the probability of children with autism is about 1 to 50, I hope that more people can increase their understanding of autism and break the prejudice, people with autism can be better accepted by the public. They are not different from us, just unique in their ways of looking at the world. If we can give autistic people more understanding and respect, so as they can continue their pursuit and love of the world, and also help them to achieve their values. 

Q4: How do you feel the event benefited you?

A: Since I came into contact with autistic children, I have also felt my changes, and the way I handle things has become more tolerant and open.The environment we live in has become colorful because of the diversity. 

During my time as a volunteer, I have a deeper understanding of the four words "growth together". Around the autistic patients, there are always paying attention to their parents, community collective help, and more volunteers like us. Everyone is working hard for the autistic group to have a better life.

In the process of becoming a volunteer, my value was recognized, and I realize that it is much more fulfilling and meaningful to help others to overcome their challenges so they can succeed. 

Q1: Has your perception of children with autism changed before and after you interacted with them?

A: Before this event, I knew very little about autism. I just knew it was a kind of mental illness, which was serious, even affecting daily life. I haven't really  communicated with them, and I feel very nervous.

In fact, they are just like us, just a group of normal children. They are not as portrayed in prejudice and misunderstanding in the past，such as they do not speak and are not close to others.They just can’t understand something very hard for them, they need us to help them patiently.

Q2: What impressed you most about this event?

A: What impressed me most was a boy who was in my group. He had a little difficulty following the instructions, and needed me to guide him. At the beginning of the event, we always failed, but finally, he followed the instruction and achieved the target. He knew the finish of his task, and showed his happiness and excitement, and high five with me.

After the autism event, I didn't want those lovely students to leave our school. They changed the concept of the word “autism” in my heart. They are a group of children who can laugh, can play and who are from the stars.

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