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1
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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Smilges, J. Logan. "Neurotrans." TSQ: Transgender Studies Quarterly 9, no. 4 (November 1, 2022): 634–52. http://dx.doi.org/10.1215/23289252-10133831.
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Abstract This essay makes the case for neurotrans, which names the nexus of neurodivergence and trans as an epistemic source, a place from which neurotrans people think neurotrans thoughts to pursue a neurotrans world. Bringing the interwoven histories of mental disability and trans experience to bear on HIV/AIDS, the author argues that HIV has long served as a racialized weapon of the state to subjugate neurodivergent and gender variant people, especially those of color. The AIDS crisis, following the rise of antipsychotics in psychiatry, offered the medical industrial complex and the criminal punishment system a new opportunity to surveil and control disabled and trans populations. In addition to racializing gender variance and neurodivergence as threats to white supremacy, the state could now use HIV to justify incarcerating neurotrans people, although carceral spaces, such as hospitals, mental institutions, and prisons, are largely responsible for facilitating HIV transmission. Drawing on the life and activism of Black mad and trans activist Marsha P. Johnson, this essay illuminates the entanglement of mental disability and gender nonconformance and the necessity to center mental disability in trans studies, prioritize neurodivergent people in HIV prevention efforts, and advocate for the participation and leadership of neurotrans people in AIDS activism.
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Mallory, Drew B. "“Capable of much more”: The effects of vocational training on caregiver expectations for neurodivergent dependents in Thailand." PLOS ONE 19, no. 7 (July 17, 2024): e0306141. http://dx.doi.org/10.1371/journal.pone.0306141.
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Neurodivergence encompasses a spectrum of natural variations in neurological development, including autism, ADHD, and other expressions of cognitive diversity. Caregiver experiences while supporting their neurodivergent dependents critically influence the quality of life outcomes for neurodivergent dependents across life stages, including during the search for work. However, research on caregiver experiences during this stage remains scarce, especially within lesser studied developing contexts like Thailand. This study explored perspectives of Thai caregivers preparing neurodivergent dependents for employment through a focus group (n = 10) of pre-vocational training caregivers and interviews (n = 13) with post-training caregivers. Analysis revealed significant sociocultural factors introducing stigma that affected acceptance, diagnosis, interventions, and policy support. Both groups reported systemic barriers, doubts about future independence, and hopes to increase advocacy and inclusive attitudes. However, caregivers whose dependents had received the training showed marked shifts in their expectations for their dependents’ success. Tailored vocational preparation helping dependents exhibit strengths may transform societal views on neurodiversity from deficiency to natural diversity and enable more meaningful, sustainable futures. These insights elucidate caregiver challenges and aspirations, which can better inform supportive research and interventions in Thailand and other non-Western locales.
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Lang, Jason, Georgia Wylie, Caroline Haig, Christopher Gillberg, and Helen Minnis. "Towards system redesign: An exploratory analysis of neurodivergent traits in a childhood population referred for autism assessment." PLOS ONE 19, no. 1 (January 10, 2024): e0296077. http://dx.doi.org/10.1371/journal.pone.0296077.
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Background Children’s health services in many countries are moving from single condition diagnostic silo assessments to considering neurodevelopment in a more holistic sense. There has been increasing recognition of the importance of clinical overlap and co-occurrence of different neurotypes when assessing neurodivergent children. Using a cross-sectional service evaluation design, we investigated the overlap of neurodivergences in a cohort of children referred for autism assessment, focusing on motor, learning, and attention/activity level domains. We aimed to determine what proportion of children in a cohort referred for an autism assessment showed traits of additional neurodivergences, and what proportion were further investigated. Methods We evaluated anonymised medical records of children aged between two and 17 years referred for autism assessment. We used validated questionnaires to assess for neurodivergent traits. A weighted scoring system was developed to determine traits in each neurodevelopmental domain and a score above the median was considered to indicate a neurodivergent trait. Evidence of further investigations were recorded. We then examined the relationships between autism traits and traits of additional neurodivergence. Results 114 participants were included for evaluation. 62.3% (n = 71) had completed questionnaires for analysis. Of these, 71.8% (n = 51) scored greater than the median for at least one additional neurotype, indicating the presence of other neurodivergent traits, and 88.7% (n = 64) attracted a diagnosis of autism. Only 26.3% of children with evidence of additional neurotypes were further investigated beyond their autism assessment. Conclusions Our results demonstrate the extensive overlap between additional neurodivergent traits in a population of children referred with suspected autism and show that only a small proportion were further investigated. The use of standardised questionnaires to uncover additional neurodivergences may have utility in improving the holistic nature of neurodevelopmental assessments.
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Priscott, Tamsin, and Robert Anthony Allen. "Human capital neurodiversity: an examination of stereotype threat anticipation." Employee Relations: The International Journal 43, no. 5 (February 8, 2021): 1067–82. http://dx.doi.org/10.1108/er-06-2020-0304.
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PurposeThe purpose of the study was to test the assumption of similarities between neurodivergents and other minority groups regarding their reaction to stereotype threat. In addition, it aimed to identify the source of stereotype threat and the neurodivergent's response to it.Design/methodology/approachTwo studies were conducted. Study 1 employed three exercises consisting of brochures, learning sets and posters to test organisational cues, notions of intelligence and situational cues. It collected data from 53 participants to establish whether stereotype threat observed in visible difference such as race, gender and intelligence is equally relevant to neurodiversity. Study 2 consisted of interviews with 44 participants to establish stereotype threat source, reaction and effect on declaration of invisible difference.FindingsNeurodivergents, defined by their invisible difference, react similarly to those with a visible difference with respect to organisational cues and stereotype threat. They will cognisantly define their behaviours depending upon those cues and stereotype threat. In doing so, they draw upon previous personal and work experiences. After the event, they will make a comparison to their assessment. If it is similar to their assessment, it reinforces it; however, if it is dissimilar, the neurodivergent will make an adjustment to the assessment. In both cases, the experience will form part of a future threat assessment.Research limitations/implicationsThe research is limited by its interpretivist nature and sample comprising personnel within a UK government organisation.Practical implicationsThe research has practical implications for employers, providing managers with a model to understand the impact a neurodivergents' previous experiences can have on their ability to interact within the workplace. Such understanding can provide insight into how best to utilise human capital.Originality/valueThis study makes a contribution to theory by expanding knowledge of neurodiversity in the workplace and by identifying the neurodivergents' reaction to the anticipation of a stereotype threat. In addition, it offers the stereotype threat anticipation conceptual model as a representation of the cognitive decisions made by neurodivergents to conceal or reveal their invisible difference.
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Pedersen, Anne Bettina. "About falling apart and trusting the process." Kvinder, Køn & Forskning, no. 2 (February 15, 2023): 108–13. http://dx.doi.org/10.7146/kkf.v34i1.132341.
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In this essay, I give an autophenomenographical account of what it is like for me to be late-diagnosed with ADHD while in the process of writing my dissertation. I explain how ADHD is an invisible disability and how little help is offered when the medication does not work. I explore how, because of my ADHD, my brain is at the same time my most valuable resource/tool and my worst enemy. I describe the various challenges in my life, psychological as well as physical, and call for academic institutions to provide structures that allow for non-normative temporalities and ways of doing research. In this essay, I offer some snapshots of my own experiences in the hope that neurodivergent students and scholars will see themselves reflected (and accepted), as opposed to an academic article about neurodivergents written by a neurotypical scholar.
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Saunders, Pamela. "Neurodivergent Rhetorics." Journal of Literary & Cultural Disability Studies 12, no. 1 (February 2018): 1–17. http://dx.doi.org/10.3828/jlcds.2018.1.
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Wong, Bill, Greg Boheler, Sarah Selvaggi Hernandez, Katherine McGinley, An Thi Nguyen, Romina Lynn Reyes, and Zipporah Brown. "The importance of neurodivergent mentorship for the development of professional identity." Neuroscience Research Notes 6, no. 1 (March 15, 2023): 167. http://dx.doi.org/10.31117/neuroscirn.v6i1.167.
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Neurodivergent students are often under-supported in their pursuit of post-secondary education, which can negatively impact engagement and academic outcomes. There is limited research examining the potential of neurodivergent mentorship models within post-secondary education. This opinion piece presents two case studies based on the real-world experiences of neurodivergent mentors and mentees to explore the proposed benefits of neurodivergent mentorship in occupational therapy education. The experiences of neurodivergent mentors and mentees can be used to promote access, equity, inclusivity and justice within healthcare professions.
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Edwards, Emilie. "How Can Midwives And Educators Better Understand, Teach And Support Neurodivergent Students?" Practising midwife 25, no. 08 (September 1, 2022): 32–34. http://dx.doi.org/10.55975/wsqa8919.
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In this article, the authors explore the experiences of neurodivergent student midwives, defining neurodiversity and giving a spotlight to neurodivergent voices. In a midwifery climate of high attrition and with a growing number of neurodivergent students entering higher education, this article makes recommendations about how you can better understand, teach and support neurodivergent students in university and clinical placements to make midwifery education more inclusive and sustainable.
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Tószegi, Zsófia Júlia. "Neurodivergens hallgatók a felsőoktatásban." Educatio 32, no. 4 (March 12, 2024): 677–87. http://dx.doi.org/10.1556/2063.32.2023.4.10.
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A tanulmány az Inklúzió Folyamatelvű Modelljét használva mutatja be a Pécsi Tudományegyetem (PTE) speciális képzési igényű hallgatóit, fókuszba helyezve a neurodiverzitást. A Neptun Egyesített Oktatási Rendszer hallgatói adatainak (N = 47 194) tízéves idősoros elemzése során az előnyben részesített hallgatói csoportok összehasonlításakor azonosítható különbségeket vizsgálja. Elemzi a felvételi arányokat és a karok közti megoszlást a belépéskor (bemenet), a támogató tényezőket hasonlítja össze a képzés során (folyamat), és a teljesítménymutatókat nézi a programból való kilépéskor (kimenet). Eredményeinkből kiderül, hogy az előnyben részesített hallgatói csoportok között a legnagyobb arányban a neurodivergens hallgatók jelennek meg. Adatelemzésünk alátámasztja azt a meglehetősen meglepő eredményt, hogy a neurodivergens hallgatók a legnagyobb valószínűséggel végeznek sikeresen a PTE-n, és a legkevésbé valószínű, hogy tanulmányaik során féléveket halasztanak.
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Le Cunff, Anne-Laure, Vincent Giampietro, and Eleanor Dommett. "Neurodiversity and cognitive load in online learning: A focus group study." PLOS ONE 19, no. 4 (April 16, 2024): e0301932. http://dx.doi.org/10.1371/journal.pone.0301932.
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It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.
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Spaeth, Elliott, and Amy Pearson. "Reflective Analysis on Neurodiversity and Student Wellbeing." Journal of Perspectives in Applied Academic Practice 11, no. 2 (July 5, 2023): 109–20. http://dx.doi.org/10.56433/jpaap.v11i2.517.
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With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.
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Maria Szulc, Joanna, Julie Davies, Michał T. Tomczak, and Frances-Louise McGregor. "AMO perspectives on the well-being of neurodivergent human capital." Employee Relations: The International Journal 43, no. 4 (March 22, 2021): 858–72. http://dx.doi.org/10.1108/er-09-2020-0446.
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PurposeExisting management research and management practices frequently overlook the relationship between the above-average human capital of highly functioning neurodivergent employees, their subjective well-being in the workplace and performance outcomes. This paper calls for greater attention to the hidden human capital associated with neurodiversity by mainstreaming implementation of neurodiversity-friendly policies and practices.Design/methodology/approachDrawing on the ability, motivation and opportunity (AMO) framework, this conceptual paper integrates research on employee neurodiversity and well-being to provide a model of HR-systems level and human capital development policies, systems and practices for neurodivergent minorities in the workplace.FindingsThis paper illustrates that workplace neurodiversity, like biodiversity, is a natural phenomenon. For subjective individual psychological and organisational well-being, neurodivergent employees require an empathetic culture and innovative talent management approaches that respect cognitive differences.Practical implicationsThe case is made for neurodivergent human capital development and policy-makers to promote inclusive employment and decent work in a context of relatively high unemployment for neurodivergent individuals.Originality/valueThis paper extends current debates on organisational equality, diversity and inclusion to a consideration of workplace well-being for highly functioning neurodivergent workers. It calls for more equitable and empathetic approaches to investing in employees with neurodevelopmental and cognitive disabilities.
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Bhandari, Renu, and Jon Rainford. "Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support." International Journal of Educational and Life Transitions 2, no. 1 (January 24, 2023): 5. http://dx.doi.org/10.5334/ijelt.38.
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The higher education journey of any student in a distance learning university is a challenging one but this is more so for neurodivergent students. Neurodivergent students have been found to require both academic (Jackson et al. 2018; Ness 2013) and non-academic support (Gelbar et al. 2015) around them to enable to achieve and reach their academic goals. Access programs in The Open University have a widening participation agenda and enrol many Neurodivergent students with diagnoses of autism, ADHD, Dyslexia, Asperger’s syndrome, and Dyspraxia. The study focused on the following three research questions: 1. What forms of support do neurodivergent students transitioning from Access to Level 1 study value? 2. What barriers to success may the current access curriculum create for neurodivergent students? 3. How can neurodivergent students transitioning from Access to level 1 be better supported? Students from the three access modules moving to any level 1 module were included in the sample. This paper focuses on the findings from the five remotely conducted in-depth interviews and an associated photo-elicitation task. Through a thematic analysis, a number of key themes were developed: Finding their own way, Support, quality of tutor support, wider systems of support, understanding assessment, facing new systems, the jump, language of learning and referencing issues. The paper explores these with examples and highlights how these might inform future practice to improve transitions for neurodivergent students. The paper also highlights the limitations institutional focused research with these groups places upon the scope of this kind of research.
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Westby, Carol. "Chatbots and Neurodivergence." Word of Mouth 35, no. 5 (April 20, 2024): 16. http://dx.doi.org/10.1177/10483950241240557e.
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Paramitha, Melvie, Yulius Hari, Minny Elisa Yanggah, and Chitra Santi. "Community Service on Implementing Learning Media as Support Technology for Neurodivergent Children Community in Surabaya." Asian Pacific Journal of Management and Education 7, no. 2 (July 20, 2024): 87–102. http://dx.doi.org/10.32535/apjme.v7i2.3359.
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Neurodivergent children may present with conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, or other learning differences. These children often face challenges in communication, social interaction, and academic performance, necessitating tailored support within educational settings. This community service program partners with ELMO, a community for neurodivergent children. The program's goals are twofold: to develop assistive learning media in the form of eLearning modules, and to facilitate technology transfer to ensure its sustainability. The Asset Based Community Development (ABCD) technique guides the program's methodology. Information gathering utilizes questionnaires and focus group discussions to tailor the program to the specific needs of neurodivergent students. The results have demonstrated a positive impact, satisfying both our partner organization and the parents of neurodivergent children who can now track their children's progress more effectively. The positive impact on learning and parental tracking highlights the potential of such collaborations to improve educational equity for neurodivergent students. Future efforts can focus on expanding the modules and promoting wider adoption to reach more children
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White, Dave. "Journey to LD Proud to Be." Journal of Autoethnography 5, no. 2 (2024): 210–27. http://dx.doi.org/10.1525/joae.2024.5.2.210.
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In this autoethnographic essay, the author explores a wide range of personal experiences as a neurodivergent student. The author challenges the reader (students, educators, parents, whoever they may be) to self-reflect on their own experiences with the neurodivergent community to broaden the understanding of each person’s unique academic journey. The author’s hope is that readers feel inspired to recognize their own personal capacity to create real change in expanding upon what it means to be part of the neurodivergent community and beyond.
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Arysha Javid, Minahel Ahmed, and Eman Sikandar. "Breaking ground on ADHD diagnosis in Pakistan." Journal of the Pakistan Medical Association 74, no. 4 (February 11, 2024): 613. http://dx.doi.org/10.47391/jpma.10119.
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Madam, Attention-deficit hyperactivity disorder – better known as ADHD - is a prevalent childhood behavioural disorder, estimated to have a prevalence between 2-7% globally [1]. Despite this high prevalence and its rising number of annual cases, ADHD underdiagnosed, especially in adolescent females and older children [1]. Undiagnosed ADHD has adverse effects on many aspects of a person’s life, including, but not limited to, social skills, time perception, stress management, and mood disorders. Meta-analysis evidence shows that childhood ADHD confers an elevated risk for depression across clinic-referred and community-based samples (Meinzer, Pettit, & Viswesvaran, 2014) [2]. Consequently, these patients face academic underachievement, hindrance in employment, relationships troubles and in extreme cases, criminality. A study published in PLOS One established that despite early onset and greater prevalence of ADHD in young males, symptoms tend to diminish compared to that of females [3]. It is proposed that ADHD in adult males is characterised by a lesser recognised form that does not include hyperactive-impulsive symptoms and, therefore, has more chance of going undiagnosed and unrecorded. This explains why it seems as if ADHD symptoms tend to diminish in males [3]. Newer research also speculates that a subset of women might be presenting with an adult-onset form of ADHD [3], contradicting historical concepts that ADHD is a neurodevelopmental disorder that always emerges in childhood. That being said, a possibility remains that the increased number of cases in adult women might just be undiagnosed women 'catching up', supported by a review study that concluded increased ADHD identification in adult women compared to during childhood [2]. Pakistan has a severe lack of research and awareness regarding neurodivergence and ADHD. This explains why diagnosis and therapy for these patients using standardized behavioural rating scales and complete psychological evaluation is highly uncommon. The medical community of Pakistan needs to combat this by breaking the stigma surrounding neurodivergence and raising awareness about what ADHD is and what challenges it poses to undiagnosed patients. Early-on primary school screening of children can increase diagnosis and promote the provision of better opportunities to neurodivergent individuals to improve their standard of educational and work life.
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Coffey, Jane, and Emma Lovegrove. "More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study." Journal of Teaching and Learning for Graduate Employability 14, no. 2 (October 9, 2023): 1–15. http://dx.doi.org/10.21153/jtlge2023vol14no2art1790.
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All adults, regardless of neurodivergent condition, should have the opportunity to engage in meaningful and sustainable work. However, there are a range of unique barriers facing those with neurodivergent conditions which are critical to understand to successfully facilitate the career development learning (CDL) strategies that will enable job market entry and success. In this paper, we will discuss a pilot CDL program, founded on the principles of social constructivism and Students as Partners (SaP), which was developed to provide neurodivergent tertiary students with the necessary skills and information to establish meaningful careers and employment options. Through our study, findings underscored the anxiety many neurodivergent students experience around career development and the need for specialised support to build confidence. Significantly, the most impactful outcomes from the program were the ability for neurodivergent students to hear authentic and relatable stories from their peers. The opportunity to discuss both successes and obstacles through the lens of neurodiversity was a powerful mechanism within which to build a learning environment as well as a sustainable community of practice. The experiences in both designing and conducting the Students as Partners driven CDL workshops for tertiary neurodivergent students adds significant value to the existing body of literature in not only how we define and label disability but also how employability is interpreted, both from academic and industry perspectives. The observations and findings of such an approach also challenge the existing narrative embodied in many university graduate capability programs for a changing future of work landscape.
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C, Abassary. "Theory of Neuroemergent Mindset: New Paradigms of Understanding." Mental Health & Human Resilience International Journal 7, no. 1 (2023): 1–3. http://dx.doi.org/10.23880/mhrij-16000206.
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Recently, extant research has exemplified the value of multiple intelligences and the term neurodivergence has given it credence. Neurodivergence originated from neurodiversity coined by Judy Singer, who is autistic, in 1997. Neurodivergence, a non-medical term, is used to describe ADHD, autism, and dyspraxia
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Eagle, Tessa. "Exploring Collective Medical Knowledge and Tensions in Online ADHD Communities." ACM SIGACCESS Accessibility and Computing, no. 135 (January 2023): 1. http://dx.doi.org/10.1145/3584732.3584734.
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My proposed dissertation work highlights social media as digitally-mediated support for neurodivergent individuals. By adopting a critical disability theory lens, I critique the techno-solutionism currently present in digital mental health care. I argue that existing social media platforms can provide community support for neurodivergent individuals to step away from the individualistic approaches currently promoted by much digital mental health technology. These social media-based communities are providing an important service of care and collective knowledge for individuals going through similar experiences to find validation and a sense of agency regarding treatment options. My research will further explore the relationships neurodivergent individuals have had with diagnostic and care systems, as well as ongoing tensions with healthcare providers in both physical and digital spaces.
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Heasman, Brett, and Alex Gillespie. "Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding." Autism 23, no. 4 (August 3, 2018): 910–21. http://dx.doi.org/10.1177/1362361318785172.
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Autistic people are neurologically divergent, yet approaches to studying autism are framed by neurotypical definitions of being social. Using the concept of intersubjectivity, which conceptualises a variety of ways of socially relating, we investigate distinctive features of how autistic people build social understanding. A total of 30 members of a charity supporting adults with autism were video-recorded during a social activity they enjoyed, namely collaborative video gaming. Mapping the coherence, affect and symmetry of each conversational turn revealed shifting patterns of intersubjectivity within each interaction. Focussing on clusters of consistent and fragmented turns led us to identify two features of neurodivergent intersubjectivity: a generous assumption of common ground that, when understood, led to rapid rapport, and, when not understood, resulted in potentially disruptive utterances; and a low demand for coordination that ameliorated many challenges associated with disruptive turns. Our findings suggest that neurodivergent intersubjectivity reveals potential for unconventional forms of social relating and that a within-interaction analysis is a viable methodology for exploring neurodivergent communication. Future research should examine the varieties of neurodivergent intersubjectivity, with associated problems and potentials, and how those forms of intersubjectivity can be enabled to flourish, particularly in autistic-to-neurotypical encounters.
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Sayre, Dana, Marielle Duke, and Courtney Way. "Navigating disability justice in the world of drama therapy: A roundtable." Drama Therapy Review 10, no. 1 (April 1, 2024): 89–103. http://dx.doi.org/10.1386/dtr_00147_7.
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This roundtable discussion explores the lived experience of three drama therapists who identify as disabled, chronically ill and/or neurodivergent. Within this dialogue, therapist–researchers explore the impact of ableism within the field as well as the unique experience of being a disabled/chronically ill/neurodivergent therapist existing within our current healthcare system. These authors represent just three out of a myriad of experiences.
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Quadt, Lisa, Jenny Csecs, Rod Bond, Neil A. Harrison, Hugo D. Critchley, Kevin A. Davies, and Jessica Eccles. "Childhood neurodivergent traits, inflammation and chronic disabling fatigue in adolescence: a longitudinal case–control study." BMJ Open 14, no. 7 (July 2024): e084203. http://dx.doi.org/10.1136/bmjopen-2024-084203.
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ObjectivesTo test whether inflammatory processes link the expression of childhood neurodivergent traits to chronic disabling fatigue in adolescence.DesignLongitudinal case–control study.SettingWe analysed data from The Avon Longitudinal Study of Parents and Children (ALSPAC).Participants8115 and 8036 children of the ALSPAC cohort at ages 7 and 9 years, respectively, 4563 of whom also completed self-report measures at age 18 years.Primary and secondary outcome measuresWe assessed if children scoring above screening threshold for autism/attention deficit hyperactivity disorder (ADHD) at ages 7 and 9 years had increased risk of chronic disabling fatigue at age 18 years, computing ORs and CIs for effects using binary logistic regression. Mediation analyses were conducted to test if an inflammatory marker (interleukin 6 (IL-6)) at age 9 years linked neurodivergent traits to chronic disabling fatigue at age 18 years.ResultsChildren with neurodivergent traits at ages 7 and 9 years were two times as likely to experience chronic disabling fatigue at age 18 years (likely ADHD OR=2.18 (95% CI=1.33 to 3.56); p=0.002; likely autism OR=1.78 (95% CI=1.17 to 2.72); p=0.004). Levels of IL-6 at age 9 were associated with chronic disabling fatigue at age 18 (OR=1.54 (95% CI=1.13 to 2.11); p=0.006). Inflammation at age 9 years mediated effects of neurodivergent traits on chronic disabling fatigue (indirect effect via IL-6: ADHD b=1.08 (95% CI=1.01 to 1.15); autism b=1.06; (95% CI=1.03 to 1.10)). All effects remained significant when controlling for the presence of depressive symptoms.ConclusionsOur results indicate higher risk of chronic disabling fatigue for children with neurodivergent traits, likely linked to higher levels of inflammation. The implementation of transdiagnostic screening criteria to inform support strategies to counteract risk early in life is recommended.
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Runciman, Brian. "Experiences of Disability and Neurodiversity in IT." ITNOW 65, no. 2 (May 17, 2023): 27. http://dx.doi.org/10.1093/combul/bwad050.
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Abstract This year, BCS is exploring the contribution that disabled and neurodivergent people make to the profession, and what can be done to allow those groups to contribute even more. The issues disabled and neurodivergent people face not only impacts individuals but prevents people from contributing to the profession in ways that benefit the whole of society. Brian Runciman MBCS and Matthew Bellringer MBCS MBPsS want to get you involved in a new project for 2023.
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Spiel, Katta, and Kathrin Gerling. "The Purpose of Play." ACM Transactions on Computer-Human Interaction 28, no. 2 (April 2021): 1–40. http://dx.doi.org/10.1145/3432245.
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Play presents a popular pastime for all humans, though not all humans play alike. Subsequently, Human–Computer Interaction Games research is increasingly concerned with the development of games that serve neurodivergent 1 players. In a critical review of 66 publications informed by Disability Studies and Self-Determination Theory, we analyse which populations , research methods, kinds of play and overall purpose goals existing games address. We find that games are largely developed for children, in a top-down approach. They tend to focus on educational and medical settings and are driven by factors extrinsic to neurodivergent interests. Existing work predominantly follows a medical model of disability, which fails to support self-determination of neurodivergent players and marginalises their opportunities for immersion. Our contribution comprises a large-scale investigation into a budding area of research gaining traction with the intent to capture a status quo and identify opportunities for future work attending to differences without articulating them as deficit.
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Akbar, Rifqi. "POPULARIZATION OF SCIENCE FICTION: FORMULA ANALYSIS ON ELLE McNICOLL’S NOVEL SHOW US WHO YOU ARE." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 7, no. 2 (December 29, 2023): 530–37. http://dx.doi.org/10.30743/ll.v7i2.8441.
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This research is the formula analysis of popularization of science fiction in representing the neurodivergent character, Cora, in Show Us Who You Are. The novel, exposes the female autistic who would be the next hologram creation of Pomegranate’s experimentation. The method used in this study is an inductive-qualitative approach with comprehensive data collection and analysis that generate arguments and critical thinking. The material object used is the novel Show Us Who You Are written by Elle McNicoll, while the formal object is the formula put forward by Raymond Williams about conventions and inventions in the science fiction genre. The combination of science fiction and middle grade makes Elle McNicoll's work unique in reconstructing the romanticization of neurodivergent character from the neurodivergent perspective. Thus, these innovations are presented in various formulas which deconstruct the binary narrative through feminist critique in soft SF formed by the author in the delivery of an inclusive neurodiversity movement.
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Le Cunff, Anne-Laure, Vincent Giampietro, and Eleanor Dommett. "Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning: A Quantitative Research Study." Education Sciences 14, no. 5 (May 10, 2024): 516. http://dx.doi.org/10.3390/educsci14050516.
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Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived cognitive load in online learning. Neurodivergent students reported significantly higher extraneous cognitive load (ECL) in online learning compared to their neurotypical peers. However, no significant differences in perceived intrinsic and germane cognitive load were found between the two groups. Neurodiversity, and specifically ADHD, positively predicted perceived ECL in online learning. This study provides novel insights into the association between neurodiversity and cognitive load in online learning, suggesting a need for targeted support to help neurodivergent students reduce ECL in online learning environments and highlighting the importance of promoting inclusive educational practices that meet the needs of all students.
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Meads, Threasa. "The autosomamediality of neurodivergent folks’ Facebook pages." Australasian Journal of Popular Culture 11, no. 1 (December 1, 2022): 27–43. http://dx.doi.org/10.1386/ajpc_00049_1.
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This article employs life narrative scholarship to examine four neurodivergent (ND) folks’ public Facebook (FB) pages that are making important contributions to the growing representation of ND culture in online spaces and social media. It argues that the participatory, networked, digital, online space of FB facilitates autobiographical acts at the intersection of automedia and autosomatography, where the latter finds its most realized form, and where these multimodal, connected, dynamic manifestations of disabled lives are best defined by an elision of the two terms (automedia and autosomatography): autosomamedia.
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Kilmer, Elizabeth, Johnny Spangler, and Jared Kilmer. "Therapeutically applied Minecraft groups with neurodivergent youth." F1000Research 12 (February 27, 2023): 216. http://dx.doi.org/10.12688/f1000research.129090.1.
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Background: Therapeutically applied Minecraft groups are an intervention designed to support social engagement and growth in youth. The flexible interaction format and use of a popular digital game support the fit of this intervention for use with neurodivergent youth. Minecraft is leveraged to support opportunities to build authentic relationships and social confidence in an engaging, low-stakes environment with peers. The group format allows for real-world social practice with peers, while the game environment can create motivation to interact with others, and provides multiple modes for such interaction (i.e., chat, building/movement with the avatar). Methods: This article outlines the theoretical foundations of therapeutically applied Minecraft groups as well as practical considerations for implementation. The method outlined includes the justification for this method, process of creating support groups, check-in and check-out processes, and in-game activity examples for different situations. Results: Use cases are included to illustrate how the methods have been used in the past to support social growth with neurodivergent youth. Use cases include examples of different Minecraft servers, such as the habitat, and identifying stresses of social growth such as school anxiety and how the use of therapeutically applied Minecraft helped. Conclusions: Therapeutically applied Minecraft can provide opportunities for peer connection and social practice in a facilitated environment. Though the use of Minecraft and other games to support learning and social connection is prevalent in the media, the academic research in this area is sparse. This article provides general guidelines for therapeutically applied Minecraft groups as well as calls for more formal research in this area.
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Kilmer, Elizabeth, Johnny Spangler, and Jared Kilmer. "Therapeutically applied Minecraft groups with neurodivergent youth." F1000Research 12 (November 20, 2023): 216. http://dx.doi.org/10.12688/f1000research.129090.2.
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Background Therapeutically applied Minecraft groups are an intervention designed to support social engagement, confidence, and competence in youth. The flexible interaction format and use of a popular digital game support the fit of this intervention for use with neurodivergent youth. Minecraft is leveraged to support opportunities to build authentic relationships and social confidence in an engaging, low-stakes environment with peers. The group format allows for real-world social practice with peers, while the game environment can support motivation to interact with others, and provides multiple modes for such interaction (i.e., chat, building/movement with the avatar). Methods This article outlines the theoretical foundations of therapeutically applied Minecraft groups as well as practical considerations for implementation. The method outlined includes the justification for this method, process of creating support groups, check-in and check-out processes, and in-game activity examples for different situations. Use Cases Use cases are included to illustrate how the methods have been used in the past to support social growth with neurodivergent youth. Use cases include examples of different Minecraft servers, such as the habitat, and identifying stresses of social growth such as school anxiety and how the use of therapeutically applied Minecraft helped. Conclusions Therapeutically applied Minecraft groups can provide opportunities for peer connection and social practice in a facilitated environment. Though the use of Minecraft and other games to support learning and social connection is prevalent in the media, the academic research in this area is sparse. This article provides an example of Minecraft in use in a therapeutic context and calls for more formal research in this area of therapeutically applied games.
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Webber, Charlotte, Elena Santi, Katie Cebula, Catherine J. Crompton, and Sarah McGeown. "Representation of neurodivergence in fiction books: exploring neurodivergent young peoples' perspectives." Literacy, May 2024. http://dx.doi.org/10.1111/lit.12369.
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AbstractIn recent years, there has been growing awareness of the importance of representation in fiction books, to ensure all children and young people can see themselves reflected in what they read. Much of this work has focused, importantly, on increasing ethnic representation, yet there has been much less exploration of the representation of other minority experiences, such as those of neurodivergent young people, and how these are perceived by neurodivergent young people themselves. This article provides new insights into neurodivergent young people's perceptions of representation of neurodivergence in fiction books (and other text types) based on semi‐structured interviews with 16 neurodivergent young people (aged 14 to 17 year olds) from 2 high schools in Scotland. Using an inductive data‐driven thematic analysis process, three themes were identified: (1) representation of neurodivergence should be complex, realistic, and positive; (2) representation of neurodivergence should be normalised; (3) representation of neurodivergence beyond books is important. Each of these themes is explored in detail, followed by implications for future research, practice and the publishing of Young Adult fiction.
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Branicki, Layla J., Stephen Brammer, Mark Brosnan, Aida Garcia Lazaro, Susan Lattanzio, and Linda Newnes. "Factors shaping the employment outcomes of neurodivergent and neurotypical people: Exploring the role of flexible and homeworking practices." Human Resource Management, July 11, 2024. http://dx.doi.org/10.1002/hrm.22243.
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AbstractSupporting neurodivergent‐inclusive workplaces is an increasingly important consideration in Human Resource Management (HRM). While a strengths‐based approach to neurodivergence has been advocated, empirical evidence regarding the effectiveness of HRM practices that support high‐quality employment outcomes for neurodivergent people is lacking. Drawing on a nationally representative sample of over 25,000 people in the United Kingdom, we examine the influence of neurodivergence on multiple employment outcomes, including employment status, underemployment, employment precarity, job tenure, and hourly wages. We theorize and empirically examine how flexible‐ and homeworking practices moderate the effects of neurodivergence on employment outcomes. Our findings show that neurodivergent people are twice as likely to be in precarious employment and more than 10 times as likely to be in temporary employment compared to neurotypical people. Neurodivergent individuals are also significantly more likely to experience underemployment and have lower employment tenure; however, controlling for other factors, we find no significant differences in hourly wages. We find that flexible working practices can substantially improve employment outcomes for neurodivergent people, raising significant questions regarding the role of HRM in enabling more neurodiverse workplaces. We critically reflect on the implications of our findings for policy, practice, and future research.
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Syharat, Connie Mosher, Alexandra Hain, Arash E. Zaghi, Rachael Gabriel, and Catherine G. P. Berdanier. "Experiences of neurodivergent students in graduate STEM programs." Frontiers in Psychology 14 (June 15, 2023). http://dx.doi.org/10.3389/fpsyg.2023.1149068.
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IntroductionDespite efforts to increase the participation of marginalized students in Science, Technology, Engineering, and Mathematics (STEM), neurodivergent students have remained underrepresented and underserved in STEM graduate programs. This qualitative study aims to increase understanding of the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. In this analysis, we consider how common graduate school experiences interface with the invisibility of neurological diversity, thus contributing to a set of unique challenges experienced by neurodivergent students.Materials and methodsIn this qualitative study, 10 focus group sessions were conducted to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs at a large, research-intensive (R1) university. We used thematic analysis of the transcripts from these focus groups to identify three overarching themes within the data.ResultsThe findings are presented through a novel model for understanding neurodivergent graduate STEM student experiences. The findings suggest that students who identify as neurodivergent feel pressure to conform to perceived neurotypical norms to avoid negative perceptions. They also may self-silence to maintain stability within the advisor-advisee relationship. The stigma associated with disability labels contributes a heavy cognitive and emotional load as students work to mask neurodiversity-related traits, navigate decisions about disclosure of their neurodivergence, and ultimately, experience significant mental health challenges and burnout. Despite these many challenges, the neurodivergent graduate students in this study perceived aspects of their neurodivergence as a strength.DiscussionThe findings may have implications for current and future graduate students, for graduate advisors who may or may not be aware of their students’ neurodivergence, and for program administrators who influence policies that impact the wellbeing and productivity of neurodivergent students.
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Krazinski, Meaghan. "Celebrating Neurodivergence amid Social Injustice." Hypatia, December 14, 2023, 1–20. http://dx.doi.org/10.1017/hyp.2023.79.
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Abstract Burgeoning narratives of neurodivergence increase representation in media, producing an unprecedented visibility and awareness of what it means to be neurodivergent in a neurotypical world. In this article I examine the ways in which a neurodivergent subject position can provide liberatory insights into oppressive patriarchal gender structures, while exploring productive tensions of the histories and lineages of neurodivergence marked by inequities, erasure, and epistemic injustice (Catala et al. 2021). Although self-diagnosis is often accepted among communities, individuals without diagnosis face delegitimization in navigating institutions, accentuating race, class, and gender disparities. How do we honor a lineage of stories of neurodivergent individuals who could not claim this identity, and what does it mean to celebrate neurodiversity and simultaneously hold space and honor the absences marked by intersecting oppressions? Using Maria Lugones's world-traveling as a method, I reflect on these tensions via narratives of my own discovery of neurodivergence and diagnosis, contextualizing it within a larger lineage of neurodivergent family who do not identify as such, as well as my encounters with varying levels of access, privilege, and understanding. I position my autoethnographic analysis against anecdotes and discursive media of the neurodiversity movement, finding that an autistic subject position complicates both femininity and gender.
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Österborg Wiklund, Sofia, Hanna Bertilsdotter Rosqvist, Anette Bagger, and Julie Allan. "Waiting for Discovery and Support?" European Journal of Inclusive Education 1, no. 1 (October 13, 2023). http://dx.doi.org/10.7146/ejie.v1i1.135517.
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PURPOSE: In this paper, we explore and contrast the Swedish state and NGO arguments for initiating two changes in national educational degree objectives in Swedish teacher education: one regarding sex and cohabitation education, and the other regarding support for pupils with ʻneuropsychiatric difficultiesʼ such as autism and ADHD (here referred to as neurodivergent pupils). APPROACH: Using critical policy analysis, we compare the arguments from the government as well as responding bodies for introducing the two objectives, with a focus on neurodivergent pupils. RESULTS: Our findings suggest that discourses concerning sex and cohabitation education for all pupils and support for pupils with ʻneuropsychiatric difficultiesʼ respectively derive from different educational ideologies and reproduce different ideas about pupils as active citizens versus passive objects of interventions. The objective of sex and cohabitation education is framed within a norm critical discourse putting forward reflexivity and identity, and where pupils are active subjects to be involved in the process. In contrast, neurodivergence is framed within a deficit approach as neurobiological, individual impairment, and a special educational problem that should be managed by professionals. It is seen as a risk for school failure, where neurodivergent pupils are passive objects of professional discovery and support. CONCLUSION: In a Swedish educational policy landscape, stressing the importance of educating pupils in line with ideas of children as right-bearers, our exploration illustrates how ʻall pupilsʼ versus neurodivergent pupils, within teacher education, are positioned as belonging to different categories of citizens: as active subjects of rights, versus passive subjects of care. This perception of neurodivergence, we argue, hampers progress towards embracing neurodivergence as a social category, and neurodivergent pupils as political subjects.
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Bertilsdotter Rosqvist, Hanna, Monique Botha, Kristien Hens, Sarinah O’Donoghue, Amy Pearson, and Anna Stenning. "Cutting our own keys: New possibilities of neurodivergent storying in research." Autism, October 19, 2022, 136236132211321. http://dx.doi.org/10.1177/13623613221132107.
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Increasingly, neurodivergent people are sharing their own narratives and conducting their own research. Prominent individuals have integrated the ‘nothing about us without us’ slogan, used by neurodivergent and other disabled social activists, into academia. This article imagines a neuromixed academia. We consider how to work through challenges present in neuromixed encounters; to support cross-neurotype communication and pave the way for an ethos of community and collaboration. We explore how we might create a space in which neurodivergent experiences are seen as just one part of our complex and multifaceted identities. We do this through the process of ‘cutting our own keys’, to try out new possibilities of neurodivergent storying aimed at finding ourselves in our own stories about neurodivergence. This involves borrowing and developing methodological approaches formulated outside of research on different forms of neurodivergence, and to invent our own concepts based on our own embodied experiences and the social worlds we inhabit. Throughout, we mingle our own autoethnographic accounts in relation to research accounts and theories, as a way of illustrating the work with the text as a thinking about neurodivergence with each other in itself. Lay abstract A lot of people who do research are also neurodivergent (such as being autistic or attention deficit hyperactivity disorder), but neurodivergent people do not always feel welcome in research spaces which are often shaped around neurotypical people. Some neurotypical researchers lack confidence in talking to neurodivergent people, and others feel like neurodivergent people might not be able to do good research about other people who are like them without being biased. We think it is important that all researchers are able to work well together, regardless of whether they are neurotypical, autistic, or attention deficit hyperactivity disorder (or any other neurotype) – in truly ‘neurodiverse’ teams. In this article we talk about how to create better spaces for all researchers, where we feel valued for who we are and take each others’ needs into account. We do this using some approaches from other areas of research and talking about how they relate to our personal experiences of being neurodivergent researchers with our own personal stories. This article adds to a growing work on how we can work with people who are different from us, in more respectful and kind ways.
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"“Connecting The Dots”: A Prevention and Intervention Methodology Targeting Psychiatric Comorbidities in Neurodiversity." Journal of Psychology and Neuroscience, July 20, 2023. http://dx.doi.org/10.47485/2693-2490.1073.
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Globally crucial capacities of too many brilliant neurodivergent minds are lost through serious mental illness linked to struggle and trauma associated with diversity. While some neurodivergent people become highfliers, at least vocationally, others are incapacitated by psychiatric disorders comorbid with neurodivergence (including Obsessive- Compulsive Disorder, Eating Disorders and drug and gaming addiction), rendering unfathomable cost to individual, family and society. Potential is lost.
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Kelly, Clive. "The Association between Fibromyalgia, Hypermobility and Neurodivergence Extends To Families: Brief Report." International Journal of Psychiatry Research 6, no. 3 (June 30, 2023). http://dx.doi.org/10.33425/2641-4317.1164.
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Objectives: Fibromyalgia is associated with symptomatic hypermobility. People with these conditions have a higher prevalence of neurodivergent conditions. Many fibromyalgia patients with hypermobility also report similar symptoms within their family. This study explores the presence of diagnosed disorders among close relatives of patients presenting with fibromyalgia and hypermobility. Methods: All patients presenting with both fibromyalgia and hypermobility to the rheumatology clinic were invited to participate. Each of these participants reported all confirmed diagnoses of any of neurodivergence, fibromyalgia or hypermobility among their first- and second-degree relatives. Participants were invited to prepare a family tree detailing these diagnoses. We calculated the incidence of each of neurodivergence, fibromyalgia and hypermobility within these relatives and compared them to the incidence derived from families of case-control patients with osteoarthritis. Results: Among 13 index patients (all female, median age 38 years), 9 had a diagnosed neurodivergent condition (69%). Among their 163 relatives, 68 (42%) had a diagnosed neurodivergent condition, compared to 4.7% among case-control relatives (p>0.00001). The incidence of diagnosed hypermobility and fibromyalgia in relatives of index cases was 36% and 22%, compared to 8% and 4% in case-control relatives (p=0.00001, p=0.00012). Conclusion: This self-reported small case-control study confirms the association of fibromyalgia, hypermobility and neurodivergence, and suggests that close relatives also exhibit this association. Females are disproportionately overrepresented within pain populations, in contrast to neurodivergence in other settings where males predominate, perhaps due to underdiagnosis in females. Gene clustering may contribute to these associations, which extend into the community.
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Eccles, Jessica A., Lisa Quadt, Sarah N. Garfinkel, and Hugo D. Critchley. "A model linking emotional dysregulation in neurodivergent people to the proprioceptive impact of joint hypermobility." Philosophical Transactions of the Royal Society B: Biological Sciences 379, no. 1908 (July 15, 2024). http://dx.doi.org/10.1098/rstb.2023.0247.
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Emotional feelings are putatively ascribed to central representation of bodily states in the context of expectation and uncertainty in both internal state and external world. Neurodivergent people are more likely to experience co-occurring mental health challenges, although mechanistic insights underpinning this association are scarce. We therefore undertook a study to test whether imprecise processing of proprioceptive error signals may underlie the connection between neurodivergence and emotional dysregulation. In a cohort of people with complex chronic conditions, including chronic pain/fatigue, and complex trauma, and in a comparison group, we assessed presence of neurodivergence, variant connective tissue manifested through joint hypermobility, and emotional dysregulation. We present a data-informed conceptual model showing that variant connective tissue determines whether proprioceptive surprise is linked with emotional dysregulation in neurodivergent individuals. We suggest that future research in this area may have important clinical implications for the interaction of mental and physical wellbeing in neurodivergent people. This article is part of the theme issue ‘Sensing and feeling: an integrative approach to sensory processing and emotional experience’.
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Csecs, Jenny L. L., Valeria Iodice, Charlotte L. Rae, Alice Brooke, Rebecca Simmons, Lisa Quadt, Georgia K. Savage, et al. "Joint Hypermobility Links Neurodivergence to Dysautonomia and Pain." Frontiers in Psychiatry 12 (February 2, 2022). http://dx.doi.org/10.3389/fpsyt.2021.786916.
Full textAbstract:
ObjectivesAutism, attention deficit hyperactivity disorder (ADHD), and tic disorder (Tourette syndrome; TS) are neurodevelopmental conditions that frequently co-occur and impact psychological, social, and emotional processes. Increased likelihood of chronic physical symptoms, including fatigue and pain, are also recognized. The expression of joint hypermobility, reflecting a constitutional variant in connective tissue, predicts susceptibility to psychological symptoms alongside recognized physical symptoms. Here, we tested for increased prevalence of joint hypermobility, autonomic dysfunction, and musculoskeletal symptoms in 109 adults with neurodevelopmental condition diagnoses.MethodsRates of generalized joint hypermobility (GJH, henceforth hypermobility) in adults with a formal diagnosis of neurodevelopmental conditions (henceforth neurodivergent group, n = 109) were compared to those in the general population in UK. Levels of orthostatic intolerance and musculoskeletal symptoms were compared to a separate comparison group (n = 57). Age specific cut-offs for GJH were possible to determine in the neurodivergent and comparison group only.ResultsThe neurodivergent group manifested elevated prevalence of hypermobility (51%) compared to the general population rate of 20% and a comparison population (17.5%). Using a more stringent age specific cut-off, in the neurodivergent group this prevalence was 28.4%, more than double than the comparison group (12.5%). Odds ratio for presence of hypermobility in neurodivergent group, compared to the general population was 4.51 (95% CI 2.17–9.37), with greater odds in females than males. Using age specific cut-off, the odds ratio for GJH in neurodivergent group, compared to the comparison group, was 2.84 (95% CI 1.16–6.94). Neurodivergent participants reported significantly more symptoms of orthostatic intolerance and musculoskeletal skeletal pain than the comparison group. The number of hypermobile joints was found to mediate the relationship between neurodivergence and symptoms of both dysautonomia and pain.ConclusionsIn neurodivergent adults, there is a strong link between the expression of joint hypermobility, dysautonomia, and pain, more so than in the comparison group. Moreover, joint hypermobility mediates the link between neurodivergence and symptoms of dysautonomia and pain. Increased awareness and understanding of this association may enhance the management of core symptoms and allied difficulties in neurodivergent people, including co-occurring physical symptoms, and guide service delivery in the future.