Relevant bibliographies by topics / Neurodivergenz

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Neurodivergenz'

Author: Grafiati
Published: 26 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Neurodivergenz"

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Vanecek, Jana. "Neurodiversität." Psychiatrische Pflege 7, no. 4 (July 1, 2022): 7–8. http://dx.doi.org/10.1024/2297-6965/a000437.

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Im Alltag von Betroffenen wird ersichtlich, dass die Haltungen gegenüber der Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung (ADHS) in der Regel eher negativ sind. Dies bestätigt auch eine kürzlich publizierte systematische Übersichtsstudie. Einen differenzierteren und selbstermächtigenden Kontrast bietet das Konzept der Neurodiversität. Mit diesem Ansatz kann Neurodivergenz aus dem Bereich der Individualisierung von psychischen Problemen in den allgemeinen Bereich menschlicher Bedingungen und Lebensumstände überführt werden. Dies schafft mehr Verständnis und führt längerfristig auch zu besseren Lebensbedingungen für neurodivergente Personen.
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Tuena-Küpfer, Simone. "Neurodiversität an Hochschulen – gleiche Bildungschancen für alle." Schweizerische Zeitschrift für Heilpädagogik 30, no. 02 (March 12, 2024): 43–49. http://dx.doi.org/10.57161/z2024-02-07.

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Die Neurodiversität beschreibt die natürliche Vielfalt unserer neurologischen Funktionen, welche im Gehirn und Nervensystem gesteuert werden und sich von Individuum zu Individuum unterscheiden. Man kann von Neurodivergenz sprechen, wenn eine sensiblere Wahrnehmung und eine zusätzlich andere Reizverarbeitung mit individuellen Verhaltensmustern vorliegen. Im Artikel werden Empfehlungen abgegeben, wie eine flexible neurodivers-sensitive Hochschullehre gestaltet werden kann. Diese Massnahmen beinhalten auch individuelle Beratungsangebote für neurodivergente Studierende, zum Beispiel mit einer Autismus-Spektrum-Störung. Es zeigt sich, dass diese Massnahmen auch neurotypischen Lernenden zugutekommen.
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Martin, Ren, Rachael Taylor, and Clive Kelly. "Recognising the Rheumatological Needs of Neurodivergent Females: Commentary." Rheumato 3, no. 4 (November 28, 2023): 221–27. http://dx.doi.org/10.3390/rheumato3040017.

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We experience life and interact with others in a multitude of ways. The term ‘neurodivergence’ refers to variations from what is considered typical or normal. Neurodivergence influences an individual’s behaviour in social situations and is associated with atypical emotional responses. This can precipitate inequity and rejection. Neurodivergent females are especially prone to many physical and psychological health issues, and musculoskeletal disorders account for a significant proportion of these. Research and education into neurodivergent conditions in females should inform the reassessment of clinicians’ present approach to those who present with multiple unexplained symptoms. Obtaining official confirmation of a neurodivergent condition improves access to support services and helps them and their family better understand themselves and the challenges they face. This commentary highlights the increased risk of developing rheumatological disease for females with neurodivergent conditions and suggests how clinicians might increase their awareness of this.
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Cooper, Ross, and Craig Kennady. "Autistic voices from the workplace." Advances in Autism 7, no. 1 (March 24, 2021): 73–85. http://dx.doi.org/10.1108/aia-09-2019-0031.

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Purpose The purpose of this paper is to give autistic employees a voice, evaluate their work-based experiences and to disseminate the relevant recommendations of the Westminster AchieveAbility Commission report. Design/methodology/approach These experiences were identified through a questionnaire answered by 600 neurodivergent employees, including 95 autistic respondents. This allowed us to compare experiences across neurodivergent categories. Findings The overwhelmingly negative work-place experience is consistent at every stage unless managers had a good understanding of neurodivergence. This deteriorated further the more categories of neurodivergence identified with, and minority ethnicity. Few reasonable adjustments were made. Psychometric tests are experienced as disabling. No statistically significant differences were found between genders. Research limitations/implications The target group are not representative of the wider autistic population and the sample is relatively small. Further research could look at how managers come to understand neurodivergence, the utilisation of reasonable adjustments and how to promote neurodivergence awareness. Practical implications There need to be wholesale changes in recruitment and reasonable adjustments in the workplace, which will require substantial changes in attitudes. Social implications The experience of neurodivergent people in the work-place, including autistic employees, was more consistently negative than expected. It was difficult to find any autistic employees without disabling experiences. This paper hopes this will alert wider society to the issues and may serve to support more solidarity amongst neurodivergent people in relation to employment. The findings have already influenced The Advisory, Conciliation and Arbitration Service. Originality/value There is very little detailed research focussed on the work-place experience and voices of autistic employees and less research that considers the implications of neurodivergent overlaps in the workplace.
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Mellifont, Damian. "Facilitators and Inhibitors of Mental Discrimination in the Workplace: A Traditional Review." Studies in Social Justice 15, no. 1 (February 8, 2021): 59–80. http://dx.doi.org/10.26522/ssj.v15i1.2436.

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Discrimination can closely follow disclosure of neurodivergence in the workplace. This traditional review of the literature therefore aims to (a) critically explore factors that facilitate and inhibit mental discrimination in workplace environments, and (b) produce an evidence-based, anti-discrimination guide supporting neurodivergent employees. Applying content analysis to 64 scholarly articles retrieved from Scopus, ProQuest Central and PsycINFO (via OvidSP) databases, this traditional review offers three main messages which should be of value to HR policymakers and practitioners. First, the spirit of diversity and inclusion needs to be practically applied in recruitment processes so that neurodivergent applicants are not exposed to discrimination. Second, employees or prospective employees should not feel that they will be punished for disclosing their neurodivergence. Finally, sanist workplaces that refuse to be inclusive and accommodating of neurodivergent persons might experience lost productivity as a result.
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Kelly, Clive, Ren Martin, and Vadivelu Saravanan. "The Links Between Fibromyalgia, Hypermobility and Neurodivergence." Rheumatology 1, no. 1 (2022): 3. http://dx.doi.org/10.17925/rmd.2022.1.1.3.

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Fibromyalgia and joint hypermobility are common coexisting conditions among younger females that are often accompanied with additional features of autonomic dysfunction. Mental health is frequently impacted with these conditions and an association with neurodivergence has been recently established. Neurodivergence is also prevalent among close relatives. Reasons for this association are poorly understood, although genetics, adverse early life experiences and autoimmunity all contribute. Pharmacological responses may differ in neurodivergence, while psychological support requires adaptation for individual sensitivities. Screening patients with fibromyalgia and hypermobility for neurodivergent traits and vice versa may facilitate diagnosis and management.
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Bowers, Claire, and Mark Widdowson. "Transactional Analysis Psychotherapy with Clients who are Neurodivergent: Experiences and Practice Recommendations." International Journal of Transactional Analysis Research & Practice 14, no. 1 (June 30, 2023): 32–54. http://dx.doi.org/10.29044/v14i1p32.

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This qualitative research study uses Interpretative Phenomenological Analysis (IPA) (Smith, Flowers & Larkin, 2009; Smith & Nizza, 2022) to explore how Transactional Analysis Psychotherapy can be used effectively with clients who are neurodivergent. It aimed to explore the lived experiences of participants, all of whom were neurodivergent and received psychotherapy as adults but who were undiagnosed in childhood. Participants all reported a sense of frustration, sadness, and shame regarding how others have responded to their neurodivergence and neurodivergent behaviours historically. This study aimed to look beyond the outward presenting behaviours to the underlying need and consider what neurodivergent clients may need, both from their psychotherapist and from their psychotherapy. This study suggests four main psychotherapeutic needs, identifies three main traps that psychotherapists may fall into when working with neurodivergent clients, and describes eight relational affirmations which are important to consider when working with neurodivergent clients.
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Kelly, Clive, Ren Martin, Rachael Taylor, and Mary Doherty. "Recognising and responding to physical and mental health issues in neurodivergent girls and women." British Journal of Hospital Medicine 85, no. 4 (April 2, 2024): 1–12. http://dx.doi.org/10.12968/hmed.2023.0337.

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People experience life and interact with others in many ways. The term ‘neurodivergence’ refers to variations from what is considered typical. Research and education into conditions that cooccur with neurodivergence are essential in shaping clinicians’ approaches to people who may present with a wide range of symptoms. Neurodivergence may influence a person’s style of communication, learning, attitudes, and behaviour, and they often experience inequity and rejection. This review highlights the huge burden of cooccurring conditions carried by neurodivergent women and girls whose medical issues have largely gone under the radar. We suggest how clinicians might increase their awareness of diagnosis and management of their problems with mutual benefit.
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Mellifont, Damian. "COVID-19 related factors affecting the experiences of neurodivergent persons in the workplace: A rapid review." Work 71, no. 1 (January 15, 2022): 3–12. http://dx.doi.org/10.3233/wor-210811.

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BACKGROUND: Policy responses to the COVID-19 pandemic offer possibilities to advance social justice. One such prospect is to make workplaces more inclusive of neurodivergence. OBJECTIVE: This research addresses the question of, in what ways might COVID-19 affect the experiences of neurodivergent persons in the workplace? METHODS: Conducting a rapid review, the author has applied thematic analysis to a total of 50 documents comprised of journal articles, news articles, and guides as retrieved from purposive searches of ProQuest Central, ProQuest Newsstream International, Google Scholar, and Google databases. RESULTS: Research results have revealed themes of challenges and opportunities, and sub-themes of accommodating (i.e., remote working, employee recruitment, retainment or advancement and/or access); and diversity and inclusion (i.e., acceptance, empathy and/or ERGs). CONCLUSION: This study has informed a baseline COVID-19-related guide to accommodating and including neurodivergence in the workplace. The review concludes by offering possibilities as to what a COVID-19 inspired ‘new normal’ might mean for supporting neurodivergent staff (and prospective staff).
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Stanich, Allison. "All the World's a (Neurotypical) Stage: Neurodivergent Folklore, Autistic Masking, and Virtual Spaces for Discussing Autistic Identity." Journal of American Folklore 137, no. 545 (2024): 293–307. http://dx.doi.org/10.5406/15351882.137.545.02.

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Abstract In the field of folklore, there has been little attention paid to neurodivergence in relation to community despite the fact that a folkloric lens could productively be applied to aspects of neurodivergent culture(s) and neurodivergent communities. One such concept is “masking,” a conscious or subconscious act of suppressing neurodivergent traits in order to avoid stigma. Focusing on autism, this article discusses (1) masking as a performance of neurotypical identity, (2) how this type of performance can lead to autistic burnout and prevent autistic people from being authentically autistic, and (3) how social media has opened up spaces for discussions about masking, support, solidarity, and community as autistic content creators share their experiences of masking in a neurotypical world.
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Dissertations / Theses on the topic "Neurodivergenz"

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Bass, Malikai, and Scott Agusta Karen Dr Honeycutt. "Boys Like Me: Neurodivergence in the Young Adult Novel." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/203.

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Books shape our definition of the world; including, how we conceive , others, and, for young readers, even ourselves. Hitherto, for neurodivergent people , the lack of appropriate narrative representations in young adult literature disrupts this formative process. Previously, authors included neurodivergent characters only as stock characters possessing little definition aside from their disabilities and having minimal impacts on the plots and other characters within the novels. More recently, however, young adult novels featuring neurodivergent characters have developed into a popular subgenre, including stories of young people with atypical cognition, neurochemistry, or neurodevelopment such as Autism or Down Syndrome. Inspired by the emergence of the neurodiversity movement which seeks to define these variations as neutral and natural, this fiction increasingly provides representation to these previously neglected communities. This study explores the representation of neurodivergent characters within the young adult novels in contrast to the larger genre of young adult literature through the lens of neurodiversity.
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Acevedo, Epinal Sara. "Enabling Geographies| Neurodivergence, Self-Authorship, and the Politics of Social Space." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815948.

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Enabling Geographies: Neurodivergence, Self-Authorship, and the Politics of Social Space examines and co-documents the political relevance of alternative educational, vocational, and community-living strategies developed and implemented by autistic grassroots educators serving autistic and otherwise neurodivergent youth in Berkeley, California. These educators reject the conceptualization and treatment of neurodivergent embodiment and expression as a medical pathology or a charity case and, in concert with grassroots disability justice initiatives, reclaim it instead as a vibrant cultural and political experience. They so do while simultaneously calling for the emancipation and collective liberation of all disabled people. More specifically, our collaborative inquiry documents the role of autistic educators in the visioning of strategies designed to enable a creative opening of differential social spaces wherein to freely and fully embody neurodivergence. Neurodivergence is an umbrella term covering a wide range of alternative individual neurocognitive styles.

One of the main arguments of this dissertation is that disabled service providers are uniquely positioned to intervene and unsettle institutionalized ableism vis-à-vis “safety-net” programs, especially against the historical backdrop of traditional community (care) services. The term ‘transition services’ means a coordinated set of activities to facilitate a disabled person’s movement from school to post-school activities. To document these strategies, the autistic leaders in question and myself co-designed the line of inquiry, methodology, and goals of this dissertation. We held collaborative meetings, interviews, and group conferences for almost two years. Our findings are presented through activist ethnographic vignettes, oral narrative analysis, and historical-analytical frameworks emerging from disability studies, activist anthropology, critical sociology, postmodern philosophy, and critical human geography. Overall, our methodology aims at capturing the program’s dynamics and philosophy, its gains and successes, as well as the institutional barriers and limitations to developing and sustaining autistic leadership roles in disability service provision.

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Gentle, Emma. "Autonomous Expression and Creative Connection: An exploration of art-making with neurodivergent people in regional Australia." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20416.

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The historical segregation of neurodivergent people has disrupted their agency and belonging, along with society’s natural diversity. This research explores how art therapy and community arts paradigms amalgamate to create dynamic, experimental spaces where a multitude of connections form. Group art-making as a process remains under-researched. This study aims to elucidate its impact on a neurodiverse population in regional Australia. The research should contribute to the literature and practice of art therapy and community arts with groups who may face marginalisation in their day to day lives. The research was conducted with nine neurodivergent participants who access group art-making. A single case study design with participatory action research (PAR) data collection incorporated five qualitative methods. These included three focus groups, nine observations, nine mood questionnaires, nine artworks, and nine third party interviews. Nvivo7 software with thematic coding tools was utilised for the analysis of the data. Participating in group art-making led to four discernible relationships. First was their relationship to the art as an object, but also as an embodiment of identity or subject; second was relation to self; the third, relation to others within the group; and fourth was the potential for relation to the individual’s community through the showing or gifting of the artwork. The research found that facilitation can enhance how those connections are formed. These outcomes foster individual agency, a sense of belonging to the group, and connection to the community external to the group. A six-stage art facilitation model was created that can be used to guide art groups that emphasise connection throughout creative process.
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Attias, Michelle D. "Journaling in Search of the Neurodivergent Self: An Arts-based Research Project Dialoguing with Kurt Cobains Journals." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619018292032792.

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Naples, Lauren Hunter. "Neurodivergence in Early Childhood| Deriving a Dual-Factor Model of Educational Well-Being Through a Design-Based Research Pilot Program." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813592.

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There is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these investigations. Therefore, this study employed an advanced mixed methods research design, through which a convergent core was embedded within an overarching quasi-experimental framework to analyze three key outcomes in early childhood education: (a) self-identified conceptualizations of student covitality, (b) self-evaluated levels of student covitality, and (c) teacher-rated levels of executive dysfunction.

All students actively enrolled in a local partner school serving pre-Kindergarten to 2nd grade (N = 45) participated in qualitative and quantitative evaluations of covitality. Qualitative data were collected through semi-structured focus groups, and quantitative data were collected through student ratings on the Social-Emotional Health Survey-Primary (Furlong, You, Renshaw, O’Malley, & Rebelez, 2013). Qualitative findings suggested students conceptualize covitality as positive school experiences along a developmental trajectory across five themes—play activities, classroom instruction, school environmental factors, interpersonal relationships, and special programs. Quantitative results determined excellent internal reliability of the covitality scale for early elementary 1st- and 2nd-grade students (Cronbach's α = .908).

Two classrooms were randomly assigned to the waitlist control ( n = 14) or intervention (n = 10) condition—1st- and 2nd-grade, respectively. A novel positive psychology intervention was designed and tested to promote covitality. Implementation of strategically targeted practices supported the underlying factors of gratitude, zest, optimism, and persistence.

Additional quantitative data were collected through teacher ratings of cognition on the Behavior Rating Inventory of Executive Function, Second Edition (Gioia, Isquith, Guy, & Kenworthy, 2016). Intervention effects indicated a statistically significant interaction for improved executive functioning relative to the waitlist control group (p = .011). Integration of qualitative and quantitative results produced preliminary evidence of categorical advancement in a dual-factor clinical classification system and distinctions in varied and nuanced conceptualizations of well-being constructs over time. Synthesis of qualitative, quantitative, and integrated findings highlighted the value of design-based research generally, and the Student Strengths Safari© program, specifically, to establish a dual-factor model of educational well-being (EdWB) for optimal student development.

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Books on the topic "Neurodivergenz"

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Meier, Erica F. A Neurodivergent Zine. Salem, OR: the author, 2017.

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Scheiner, Marcia, and Joan Bogden. Neurodivergent Job Candidate. Taylor & Francis Group, 2021.

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Neurodivergent Job Candidate. Taylor & Francis Group, 2021.

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Okayish Journals & Notebooks. Neurodivergent Lined Journal Notebook. Independently Published, 2021.

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Clarke, Anthony, Jos Boys, and Gardner John. Neurodivergence and Architecture. Elsevier Science & Technology Books, 2022.

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Neurodivergence and Architecture. Elsevier, 2022. http://dx.doi.org/10.1016/s2589-2959(22)x0002-7.

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Clarke, Anthony, Jos Boys, and Gardner John. Neurodivergence and Architecture. Elsevier Science & Technology, 2022.

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Shaughnessy, Nicola, and Shaun May. Collection of Plays by Neurodivergent Writers. Oberon Books, Limited, 2020.

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Scheiner, Marcia, and Joan Bogden. Neurodivergent Job Candidate: Recruiting Autistic Professionals. Taylor & Francis Group, 2021.

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Scheiner, Marcia, and Joan Bogden. Neurodivergent Job Candidate: Recruiting Autistic Professionals. Taylor & Francis Group, 2021.

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Book chapters on the topic "Neurodivergenz"

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Grant, Robert Jason. "Neurodivergent Play." In The AutPlay® Therapy Handbook, 91–108. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-5.

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Grant, Robert Jason. "The Neurodivergent Child." In The AutPlay® Therapy Handbook, 31–65. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-3.

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Hulbig, Philip R. "To Be Neurodivergent." In The Pedagogy of Self-Authorship, 181–91. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41436-7_8.

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Smith, Shelda-Jane. "Dignity in care." In Neurodivergent Youthhoods, 127–37. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270034-8.

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Smith, Shelda-Jane. "Betwixt and between." In Neurodivergent Youthhoods, 94–114. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270034-6.

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Smith, Shelda-Jane. "The parentectomy." In Neurodivergent Youthhoods, 75–93. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270034-5.

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Smith, Shelda-Jane. "Introduction." In Neurodivergent Youthhoods, 1–15. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270034-1.

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Smith, Shelda-Jane. "The paraclinical workforce." In Neurodivergent Youthhoods, 115–26. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270034-7.

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Smith, Shelda-Jane. "Bridging cultures of care." In Neurodivergent Youthhoods, 16–35. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270034-2.

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Smith, Shelda-Jane. "(Neuro)scientisation." In Neurodivergent Youthhoods, 36–55. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003270034-3.

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Conference papers on the topic "Neurodivergenz"

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Nadri, Chihab, Hamza Al Matar, Spencer Morrison, Allison Tiemann, Inuk Song, Tae Ho Lee, and Myounghoon Jeon. "Neurodivergence in Sound: Sonification as a Tool for Mental Health Awareness." In ICAD 2023: The 28th International Conference on Auditory Display. icad.org: International Community for Auditory Display, 2023. http://dx.doi.org/10.21785/icad2023.7111.

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The need to build greater mental health awareness as an important factor in decreasing stigma surrounding individuals with neurodivergent conditions has led to the development of programs and activities that seek to increase mental health awareness. Using a sonification approach with neural activity can effectively convey an individual’s psychological and mental characteristics in a simple and intuitive manner. In this study, we developed a sonification algorithm that alters existing music clips according to fMRI data corresponding to the salience network activity from neurotypical and neurodivergent individuals with schizophrenia. We conducted an evaluation of these sonifications with 24 participants. Results indicate that participants were able to differentiate between sound clips stemming from different neurological conditions and that participants gained increased awareness of schizophrenia through this brief intervention. Findings indicate sonification could be an effective tool in raising mental health awareness and relate neurodivergence to a neurotypical audience.
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Xiong, Eric, and Yu Sun. "Analyzing and Personalizing the Learning Performance for Special Needs Students Usingmachine Learning and Data Analytics." In 10th International Conference on Computer Networks & Communications (CCNET 2023). Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130409.

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We design a server-client system that collects students’ engagement information and reports it to a centralized server to help teachers assist neurodivergent students in order to provide a visual representation of students’ engagement status aiming to promote an equal learning opportunity for neurodivergent students [6]. In recent years, everyone throughout the globe are all seeking higher education, either for themselves, or for their children. Students are learning an increasing amount in classes and have needed to spend a lot more effort and attention to succeed. In this race for higher education, a specific group of underrepresented minorities has been left behind. This group being the neurodivergent population, specifically high-functioning people with ASD(Autism Spectrum Disorder) [7]. These students often require more attention due to hypersensitivity, and a shorter attention span than the neurotypical populace. These students have all that's necessary to learn and understand the material, although teachers are often stuck to a faster pace curriculum that does not easily allot so much attention to a singular student. Due to this problem many teachers believe that a efficient way to passively gauge these students attentiveness would significantly benefit their education. This paper develops a server-client system that collects students’ engagement information and reports it to a centralized server to help teachers assist neurodivergent students in order to provide a visual representation of students’ engagement status aiming to promote an equal learning opportunity for neurodivergent students. We applied our application to [Class] and conducted an Evaluation of the approach based on the qualitative data collected from the students.
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McDermott, Liam G. E., and Nazeer A. Mosley. ""Academia as a whole is structured entirely without any consideration for neurodivergency," and other things neurodivergent students want you to know." In 2023 Physics Education Research Conference. American Association of Physics Teachers, 2023. http://dx.doi.org/10.1119/perc.2023.pr.mcdermott.

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Bielecki, Kazimir, and Lennie Varvarides. "What is the Neurodivergent Aesthetic?" In Proceedings of EVA London 2019. BCS Learning & Development, 2019. http://dx.doi.org/10.14236/ewic/eva2019.11.

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Damiani, Luca M. "Hyper Sensorial -- Human Computed Neurodivergent Poem." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3311779.

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Kirdani-Ryan, Mara. "Finding Neurodivergent Community in Computing Education." In SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3545947.3573344.

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Kirdani-Ryan, Mara, and Omar Ibrahim. "Finding Neurodivergent Community in Computing Education." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3626253.3635372.

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Kaur, Harkirat. "Finding resilience through music for neurodivergent children." In IDC '24: Interaction Design and Children. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3628516.3659419.

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Beckwith, Victoria. "“The Eggshell of People”: Listening to Children’s Descriptions of Dyslexia." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302008.

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Children are often underserved because of their age, academic level, and accessibility to the processes in place to develop resources, research and policies. Being neurodivergent, or living in a neurodivergent home, can augment childhood challenges. Listening to dyslexic people, including children, offers an opportunity to respectfully visit unique dyslexic lived experiences, to explore these rich contributions, and to gain fresh insights into people’s journeys. I am a dyslexic parent of a dyslexic child, and an advocate for the wider dyslexic community. I have personally found it can be challenging to articulate how dyslexia is experienced, irrespective of age, because of the difficulties dyslexic people have with expressing themselves (Lithari, 2021). This essay describes how one ten-year-old child chose to highlight dyslexia in their own words, by creating an A4 poster. Starting by looking at what is being created in thedyslexic space in Aotearoa New Zealand, the essay then discusses dyslexic lived experiences. The essay continues with a reflection on the importance of children’s ideas – for example in planning projects and neighbourhood destinations – followed by comments on how the “eggshell of people” analogy might be used by educators to open up discussions about dyslexia and encourage inclusive, and safe, learning environments. It concludes with discussion points for further thought.
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Hope Currin, Flannery. "Supporting Shy & Neurodivergent Children in Social Play." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3503800.

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Reports on the topic "Neurodivergenz"

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Jennings-Edquist, Grace, ed. How schools are failing neurodivergent students. Monash University, July 2024. http://dx.doi.org/10.54377/6971-fe47.

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Sahai, Shreyansi. How art therapy can empower neurodivergent students. Edited by Piya Srinivasan and Suzannah Lyons. Monash University, July 2024. http://dx.doi.org/10.54377/c639-f181.

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Alexander, Aileen, Tania Kapp, and Sara Nest. UQ Neurodiversity Hub: Tailoring Support for Neurodivergent Students. Journal of the Australian and New Zealand Student Services Association, October 2023. http://dx.doi.org/10.30688/janzssa.2023-2-07.

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Over the past few years, neurodivergent students have disclosed challenges they have experienced in undertaking study in a tertiary educational setting. Further to this, some students have also raised issues in relation to getting a diagnosis which, in turn, has limited their support options. In response to this feedback, members of the University of Queensland (UQ) Student Advice Team have worked towards developing a suite of programs under the umbrella of the UQ Neurodiversity Hub. The programs include support for those transitioning into tertiary education for the first time, through to all undergraduate students at any stage of their degree. In developing these programs, we have actively sought input and feedback from neurodivergent students and collaborated with other teams and staff at UQ.
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Craddock, Emma. 'You don't look autistic': Why neurodivergent women have been sidelined. Edited by Grace Jennings-Edquist. Monash University, February 2024. http://dx.doi.org/10.54377/5586-590a.

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