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Books on the topic 'Neurodiversitet'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Pollak, David, ed. Neurodiversity in Higher Education. John Wiley & Sons Ltd., 2009. http://dx.doi.org/10.1002/9780470742259.

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Kapp, Steven K., ed. Autistic Community and the Neurodiversity Movement. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-8437-0.

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3

The politics of neurodiversity: Why public policy matters. Lynne Rienner Publishers, 2011.

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4

Whitfield, Petronilla. Teaching Strategies for Neurodiversity and Dyslexia in Actor Training. Routledge, 2019. http://dx.doi.org/10.4324/9780429458590.

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5

Kapp, Steven K. Autistic Community and the Neurodiversity Movement: Stories from the Frontline. Springer Nature, 2020.

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6

Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Da Capo Lifelong, 2010.

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7

Armstrong, Thomas. Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Da Capo Lifelong, 2010.

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8

Rosqvist, Hanna Bertilsdotter, Nick Chown, and Anna Stenning. Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.

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9

Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.

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10

Rosqvist, Hanna Bertilsdotter, Nick Chown, and Anna Stenning. Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.

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11

Rosqvist, Hanna Bertilsdotter, Nick Chown, and Anna Stenning. Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.

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12

Rosqvist, Hanna Bertilsdotter, Nick Chown, and Anna Stenning. Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.

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13

Dean, Richard. Neurodiversity and the Rejection of Cures. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812876.003.0008.

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The neurodiversity movement emphasizes the idea that autism (and some other neurologically influenced conditions) should not be seen as a medical problem or a defect, but as just an alternative form of neurological organization. A natural corollary of this position is that people with autism do not need to be “cured.” But many members of the general public find it difficult to understand this claim, even if they are receptive to the need for increased acceptance, recognition, and inclusion of people on the autism spectrum. Although this chapter’s tentative conclusions about the rejection of cu

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14

NeuroDiversity: The Birth of an Idea. Judy Singer, 2017.

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15

Pollak, David. Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences. Wiley & Sons, Incorporated, John, 2009.

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16

David, Pollak, ed. Neurodiversity in higher education: Positive responses to specific learning differences. Wiley, 2009.

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17

Neurotribes: The Legacy Of Autism And The Future Of Neurodiversity. Avery, 2015.

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18

Silberman, Steve. Neurotribes: The Legacy of Autism and the Future of Neurodiversity. Avery, 2016.

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19

The Power Of Neurodiversity Unleashing The Advantages Of Your Differently Wired Brain. Da Capo Lifelong Books, 2011.

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20

Publishing, Pun. Neurodiversity: Journal / Notebook / Diary Gift - 6 X9 - 120 Pages - White Lined Paper - Matte Cover. Independently Published, 2020.

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21

author, Fizzano Pati, Reitman Rebecca author, and Marino, Gordon Daniel, 1952- author of foreword, eds. Aspertools: The practical guide for understanding and embracing Asperger's, autism spectrum disorders, and neurodiversity. 2014.

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22

Masataka, Nobuo. The Origins of Language Revisited: Differentiation from Music and the Emergence of Neurodiversity and Autism. Springer, 2020.

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23

Masataka, Nobuo. The Origins of Language Revisited: Differentiation from Music and the Emergence of Neurodiversity and Autism. Springer, 2020.

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24

MS, Sari Solden, Michelle Frank PsyD, and Ellen Littman PhD. A Radical Guide for Women with ADHD: Embrace Neurodiversity, Live Boldly, and Break Through Barriers. New Harbinger Publications, 2019.

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25

Beaulieu, Mathieu. C'est l'histoire d'un asperger: La neurodiversité peut être une chance, à nous d'en faire une force. AFNIL, 2020.

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26

Baker, Dana Lee, Laurie A. Drapela, and Whitney Littlefield. Law and Neurodiversity: Youth with Autism and the Juvenile Justice Systems in Canada and the United States. University of British Columbia Press, 2020.

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27

Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD, 2012.

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28

Jack, Jordynn. Conclusions. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038372.003.0007.

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This concluding chapter argues that by developing and circulating new characters, rhetoric scholars can enact social and political change. By forwarding alternative characters—autistic people who are capable self-advocates, parents who are accepting of their children's differences—individuals can shift public perceptions and gain a voice in decision making. Those involved in other kinds of rights movements—such as women's rights or civil rights—have had to generate alternatives to the often stereotyped, demeaning characters used to limit their opportunities and to justify oppression. Autistic

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29

Brugha, Traolach S. Development of behaviour and functioning (with hindsight). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198796343.003.0003.

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This chapter begins with sections covering several different perspectives on early psychological development ranging from the phenomenological perspective to underpinning laboratory research. Research methods and designs used are described briefly. Theories of abnormal psychological development discussed include underlying cognitive theories, including theory of mind, central coherence, and executive functioning abilities, followed by underpinning biological science including neurobiology. Concepts mentioned include the idea of disability, neurodiversity versus disability, leading to the intro

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30

Straus, Joseph. Autism and Postwar Serialism as Neurodiverse Forms of Cultural Modernism. Edited by Blake Howe, Stephanie Jensen-Moulton, Neil Lerner, and Joseph Straus. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199331444.013.44.

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From their shared beginnings in the mid-1940s on the East Coast of the United States, people classified as autistic and musical works identified as serial or twelve-tone have been described and stigmatized in strikingly similar ways. Both are understood as excessively isolated or alone, with each entity self-contained and self-enclosed. Both are understood as uncommunicative, or communicating in atypical ways, with an excess of private meanings and self-references, and as demonstrating an unproductive preference for routines and rituals. Similar descriptive metaphors have accreted around each,

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31

Hacking, Ian. On the ratio of science to activism in the shaping of autism. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198725978.003.0038.

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Chapter 38 covers how the “internal” and the “external” factors that have shaped autism substantially overlap. Autism activists have done much of the shaping, and not scientific inquiry—except that for a critical period in the shaping of autism, many of the scientists were also activists. The most influential and effective experts were often involved in autism in their personal lives. That is, many of those who have shaped our current concept of autism have been PCA—personally connected to an autistic person. Other themes explored in this essay include: (1) the increasingly popular “neurodiver

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32

Bakan, Michael B. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190855833.003.0001.

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How do autistic people make, experience, and find meaning in music? And why does it matter to them that they do? These are the guiding questions put forth at the beginning of the introductory chapter, which establishes the book’s purpose, conceptual framework, and significance. The widely recognized talents and affinities for music that many autistic people exhibit have historically been a focus of therapeutic interventions aimed at ameliorating autistic symptoms. In that context, autism is regarded as a disorder and autistic people as individuals in need of treatment. In this book, however, t

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33

Lutz, Amy S. F. We Walk. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501751394.001.0001.

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In this collection of essays, the author writes openly about her experience as a mother of a now twenty-one-year-old son with severe autism. The author's human emotion drives through each page and challenges commonly held ideas that define autism either as a disease or as neurodiversity. The book is inspired by the author's own questions: What is the place of intellectually and developmentally disabled people in society? What responsibilities do we, as citizens and human beings, have to one another? Who should decide for those who cannot decide for themselves? What is the meaning of religion t

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34

Bakan, Michael B. Speaking for Ourselves. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190855833.001.0001.

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Since the advent of autism as a diagnosed condition in the 1940s, the importance of music in the lives of autistic people has been widely observed and researched. Articles on musical savants, extraordinary feats of musical memory and pitch recognition, and music-based therapies and interventions abound in the autism literature. Meanwhile, music historians have posited autism-centered explanatory models to account for the unique musical artistry of everyone from Glenn Gould to “Blind Tom” Wiggins. Given all of this attention, it is surprising how infrequently autistic people have been asked to

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35

Fein, Elizabeth. Living on the Spectrum. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479864355.001.0001.

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Autism is a deeply contested condition. To some, it is a devastating invader, robbing families of their children and sufferers of their personhood. To others, it is a form of neurodiversity, a fundamental and often valued aspect of identity that is more similar to race or gender than to disease states. How do young people coming of age with an autism spectrum diagnosis make sense of this conflict in the context of their own developing identity? The book addresses this question through sustained ethnographic engagement, informed by both clinical psychology and anthropology, within communities w

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36

Bakan, Michael B. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190855833.003.0012.

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In the concluding chapter, it is proposed that while dialogue, music, poetry, and storytelling—collectively the lifeblood of this work—should by no means be regarded as substitutes for progressive public policy or impactful legislation in the ongoing struggle for autistic rights, they are nevertheless valuable in their own right and can pave the way toward new policies and laws that make a real, positive difference. Conversation, in particular, is singled out for its capacity to help us “find common ground from which to move forward in common purpose toward the common good” while distancing us

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