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In today’s society, neurodevelopmental disorders (NDDs) have been researched in different areas of life. However, what has yet to be explored broadly is the correlation between the characteristics of various neurodevelopmental disorders and their possible impact on a primary school student’s language learning, speaking development, and inclusivity in the English as a Foreign language (EFL) classroom. Additionally, the term neurodiversity is introduced as a shift in viewing disorders as solely deficits, but rather from a practical aspect that should be attended to positively. This secondary data analysis aims to focus on what particular beneficial and problematic characteristics students with NDDs might experience. As well as, how these characteristics might affect language learning and speaking development in an EFL classroom. Since neurodevelopmental disorders is an abstract term with different disorders and characteristics, this analysis chose to further research Autism Spectrum disorder (ASD). This thesis attempts to answer and observe the impact Autism Spectrum disorder characteristics have in an EFL classroom. The results will provide three key findings. The first finding presents the strengths and challenges of ASD in English language learning. The second finding analyzes useful tools to help students with communication. The third and last finding will discuss the perception regarding the disorder and its effects in the inclusive classroom. Furthermore, the correlation between the research and the Swedish school institution, its laws, its curriculum, teachers’ impact, and a useful theoretical approach can be seen. Lastly, a thorough discussion regarding bilingualism, multilingualism, and its benefits will be delved into.

This study aimed to examine how children's autism and parental maltreatment are described in court rulings involving child protection cases under § 2 of the Swedish Care of Young Persons Act (LVU). A qualitative approach was adopted, analyzing court rulings from the Administrative Court and the Court of Appeal. The study utilized a norm-critical perspective and thematic analysis to explore how societal norms influence the assessment of parental abilities and children's behaviors. Key findings indicate that social services often fail to consider autism as an explanatory factor for certain behaviors, instead attributing these behaviors to parental deficiencies. This misinterpretation highlights a lack of neurodiversity awareness within social services. Additionally, the study revealed that parents of children with autism are held to higher caregiving standards due to their children’s special needs, which often leads to the justification of compulsory care on grounds that may not be entirely objective. The results suggest a need for improved understanding and support from social services to better address the unique needs of families with children with autism.

The purpose of our thesis is to highlight the perceptions of neurodiverse and neurotypical employees of collaboration within neurodiverse teams. Our objective is to illustrate employees' perceptions of Neurodiversity within the workplace, thereby enhancing overall comprehension of the concept of Neurodiversity.

Inclusive and quality education is essential in the learning process of students with different abilities. Conventional educational models emphasize in the difficulties that occur in autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia and Down syndrome (DS). The objective of this article is to address these conditions from the Neurodiversity paradigm, emphasizing in the potential rather than the alteration. An approach is proposed that goes beyond diagnosis and calls for the use of flexible, creative and innovative strategies in the classroom that facilitate the communication, the acquisition of new knowledge and the development of skills, abilities and potential of students who learn in a different way., La educación inclusiva y de calidad constituye un aspecto esencial para aprendizaje de los estudiantes con capacidades diferentes. Los modelos educativos convencionales enfatizan en las dificultades que se presentan en el trastorno del espectro autista (TEA), el trastorno por déficit de atención con hiperactividad (TDAH), la dislexia y el síndrome de Down (SD). El objetivo de este artículo es abordar estas condiciones desde el paradigma de la Neurodiversidad, haciendo énfasis en el potencial más que en la alteración. Se propone un abordaje que va más allá del diagnóstico y convoca al uso de estrategias flexibles, creativas e innovadoras en el aula que facilitan la comunicación, la adquisición de nuevos saberes, así como el desarrollo de las capacidades, habilidades y potencialidades de los estudiantes que aprenden de una manera diferente.

Autism spectrum disorder (ASD) has been considered by the medical-clinical model as a neurodevelopmental disorder. From the paradigm of Neurodiversity, autism is not a mental disorder, but a manifestation of natural cognitive differences in human beings. The different perspectives seem to be located in dichotomous positions, each defending its postulates. The objective of this article was to integrate the postulates of the medical-clinical model with those of the Neurodiversity paradigm around autism or ASD, generating contributions for the clinical and educational contexts that favor the development of people with this condition. Documentary research was carried out based on scientific, academic, governmental and Internet texts. The studies from the medical-clinical model were predominantly quantitative and focused on the alterations identified in ASD, while those carried out from the Neurodiversity paradigm were mainly qualitative and focused on the person, as well as on their abilities and strengths. It is essential to promote dialogues between both models, generating a more integrative view of autism and its implications in the different scenarios of life in society., El trastorno del espectro autista (TEA) ha sido considerado desde el modelo médico-clínico como un trastorno del neurodesarrollo. Desde el paradigma de la Neurodiversidad, el autismo no es un trastorno mental, sino una manifestación de las diferencias cognitivas naturales en los seres humanos. Las diferentes miradas parecen ubicarse en posiciones dicotómicas, defendiendo cada una sus postulados. Este artículo tuvo como objetivo integrar los postulados del modelo médico-clínico con los del paradigma de la Neurodiversidad en torno al autismo o TEA, generando aportes para los contextos clínico y educativo que favorezcan el desarrollo de las personas con esta condición. Se realizó una investigación documental a partir de textos científicos, académicos, gubernamentales y de circulación en Internet. Los estudios desde el modelo médico-clínico fueron predominantemente cuantitativos y enfocados en las alteraciones identificadas en el TEA, mientras que los realizados desde el paradigma de la Neurodiversidad fueron principalmente cualitativos y enfocados en la persona, así como en sus capacidades y fortalezas. Es fundamental promover diálogos entre ambos modelos, generando una mirada más integradora del autismo y de sus implicaciones en los diferentes escenarios de la vida en sociedad.

La convergencia entre el diseño arquitectónico y las necesidades del espectro autista es un proceso en constante evolución, que demanda flexibilidad conceptual y práctica. La adaptabilidad, la concienciación y la interdisciplinariedad son los pilares que sustentan una arquitectura verdaderamente inclusiva y accesible para personas en el espectro autista. Al abrazar estos principios, podemos aspirar a un entorno construido que no solo refleje la diversidad, sino que también facilite una participación plena y enriquecedora para todos. La belleza reside en la diversidad, y la arquitectura debe ser planificada de forma individual, reconociendo que cada ser humano es único., The convergence between architectural design and the needs of the autism spectrum is an ever-evolving process that demands conceptual and practical flexibility. Adaptability, awareness, and interdisciplinary collaboration are the pillars that support truly inclusive and accessible architecture for individuals on the autism spectrum. By embracing these principles, we can aspire to a built environment that not only reflects diversity but also facilitates full and enriching participation for everyone. Beauty lies in diversity, and architecture should be planned individually, acknowledging that each human being is unique.

La convergencia entre el diseño arquitectónico y las necesidades del espectro autista es un proceso en constante evolución, que demanda flexibilidad conceptual y práctica. La adaptabilidad, la concienciación y la interdisciplinariedad son los pilares que sustentan una arquitectura verdaderamente inclusiva y accesible para personas en el espectro autista. Al abrazar estos principios, podemos aspirar a un entorno construido que no solo refleje la diversidad, sino que también facilite una participación plena y enriquecedora para todos. La belleza reside en la diversidad, y la arquitectura debe ser planificada de forma individual, reconociendo que cada ser humano es único., The convergence between architectural design and the needs of the autism spectrum is an ever-evolving process that demands conceptual and practical flexibility. Adaptability, awareness, and interdisciplinary collaboration are the pillars that support truly inclusive and accessible architecture for individuals on the autism spectrum. By embracing these principles, we can aspire to a built environment that not only reflects diversity but also facilitates full and enriching participation for everyone. Beauty lies in diversity, and architecture should be planned individually, acknowledging that each human being is unique.

Children born prematurely (<37 weeks gestation) have an increased risk for chronic health problems and developmental challenges compared to their term-born peers. The threats to health and development posed by prematurity, the unintended effects of life-sustaining neonatal intensive care, the associated neonatal morbidities, and the profound stressors to families affect well-being during infancy, childhood, adolescence, and beyond. Specialized clinical programs provide medical and developmental follow-up care for preterm infants after hospital discharge. High-risk infant follow-up, like most post-discharge health services, has many shortcomings, including unclear goals, inadequate support for infants, parents, and families, fragmented service provisions, poor coordination among providers, and an artificially foreshortened time horizon. There are well-documented inequities in care access and delivery. We propose applying a life course health development framework to clinical follow-up for children born prematurely that is contextually appropriate, developmentally responsive, and equitably deployed. The concepts of health development, unfolding, complexity, timing, plasticity, thriving, and harmony can be mapped to key components of follow-up care delivery to address pressing health challenges. This new approach envisions a more effective version of clinical follow-up to support the best possible functional outcomes and the opportunity for every premature infant to thrive within their family and community environments over their life course.

Mobility within the community is a necessary part of urban life for enhancing personal well-being and happiness. However, autistic individuals may not be the natural players in this context and have risks of using public transport, including getting disoriented, meltdown or shutdown, and being discriminated against in motion. This can be attributed to their difficulties in social communication and cognitive abilities brought about by autism. However, autistic individuals’ lived experience is rarely explored in the field. Thus, this study aims to examine their personal experiences and pay attention to how autism is enacted in public transport settings, and various encounters in a material environment. A two-month ethnographic study was used from the perspective of a micro-lens of a specific autistic adult individual. Through a narrative analysis of “key events” happening in the process of movements, the materiality of mobility by taking public transport for autistic individuals’ ordinary life was presented. The findings and analysis are unfolding from three oriented dimensions. Firstly, I point out that as a material practical form of moving, encounters of the autistic participant with other passengers in a public moving space are merely a temporary gathering, shaping a relationship that avoids communication. Additionally, risks exist including information overload and being disoriented that show how autism is enacted in public transportation settings. Secondly, I suggest that as the material basis of the movements of taking public transport, the outside landscape presents the materialistic appearance of the modern city, bringing a sense of security as well as a channel for the autistic participant to learn new things, but at the same time the de-naturalization and modernity exacerbates the autistic one’s negative relation to the urban environment. Last, I demonstrate how the coercive nature of the technological objects intervenes in the originally pure tension betw

Neurodivergent individuals, including a range of conditions impacting neurological function, are at an increased likelihood of poor life outcomes, such as in functional adaptation, mental health, and well-being. Yet, many live meaningful and fulfilling lives. Resilience may provide some explanation for the heterogeneity in outcomes observed in neurodivergent populations. We conducted a scoping review embedded in a neurodiversity-affirmative approach to provide an understanding of resilience in neurodivergent populations. A total of 176 articles were included in this review and were synthesized using a two-phased process. First, findings were synthesized narratively to examine how resilience has been conceptualized and explored in neurodivergent populations. Second, to identify the bio-psycho-social factors important for resilience in neurodivergent individuals, we converted concepts identified in articles to the nomenclature of the World Health Organizations' International Classification of Functioning, Disability and Health (ICF) using a standardized linking process. We find considerable variability in how resilience is conceptualized and measured in neurodivergent populations. We identified 83 unique ICF categories representing resilience factors, of which only 20 appeared in more than 5% of the articles. Identified ICF categories highlight the importance of support systems such as families and friends, community participation and acceptance, and individual capabilities for resilience.

Neurodivergent individuals, including a range of conditions impacting neurological function, are at an increased likelihood of poor life outcomes, such as in functional adaptation, mental health, and well-being. Yet, many live meaningful and fulfilling lives. Resilience may provide some explanation for the heterogeneity in outcomes observed in neurodivergent populations. We conducted a scoping review embedded in a neurodiversity-affirmative approach to provide an understanding of resilience in neurodivergent populations. A total of 176 articles were included in this review and were synthesized using a two-phased process. First, findings were synthesized narratively to examine how resilience has been conceptualized and explored in neurodivergent populations. Second, to identify the bio-psycho-social factors important for resilience in neurodivergent individuals, we converted concepts identified in articles to the nomenclature of the World Health Organizations' International Classification of Functioning, Disability and Health (ICF) using a standardized linking process. We find considerable variability in how resilience is conceptualized and measured in neurodivergent populations. We identified 83 unique ICF categories representing resilience factors, of which only 20 appeared in more than 5% of the articles. Identified ICF categories highlight the importance of support systems such as families and friends, community participation and acceptance, and individual capabilities for resilience.

Neurodivergent individuals, including a range of conditions impacting neurological function, are at an increased likelihood of poor life outcomes, such as in functional adaptation, mental health, and well-being. Yet, many live meaningful and fulfilling lives. Resilience may provide some explanation for the heterogeneity in outcomes observed in neurodivergent populations. We conducted a scoping review embedded in a neurodiversity-affirmative approach to provide an understanding of resilience in neurodivergent populations. A total of 176 articles were included in this review and were synthesized using a two-phased process. First, findings were synthesized narratively to examine how resilience has been conceptualized and explored in neurodivergent populations. Second, to identify the bio-psycho-social factors important for resilience in neurodivergent individuals, we converted concepts identified in articles to the nomenclature of the World Health Organizations' International Classification of Functioning, Disability and Health (ICF) using a standardized linking process. We find considerable variability in how resilience is conceptualized and measured in neurodivergent populations. We identified 83 unique ICF categories representing resilience factors, of which only 20 appeared in more than 5% of the articles. Identified ICF categories highlight the importance of support systems such as families and friends, community participation and acceptance, and individual capabilities for resilience.

Godkänd;2024;Nivå 0;2024-09-02 (hanlid)

Neurodivergent individuals, including a range of conditions impacting neurological function, are at an increased likelihood of poor life outcomes, such as in functional adaptation, mental health, and well-being. Yet, many live meaningful and fulfilling lives. Resilience may provide some explanation for the heterogeneity in outcomes observed in neurodivergent populations. We conducted a scoping review embedded in a neurodiversity-affirmative approach to provide an understanding of resilience in neurodivergent populations. A total of 176 articles were included in this review and were synthesized using a two-phased process. First, findings were synthesized narratively to examine how resilience has been conceptualized and explored in neurodivergent populations. Second, to identify the bio-psycho-social factors important for resilience in neurodivergent individuals, we converted concepts identified in articles to the nomenclature of the World Health Organizations' International Classification of Functioning, Disability and Health (ICF) using a standardized linking process. We find considerable variability in how resilience is conceptualized and measured in neurodivergent populations. We identified 83 unique ICF categories representing resilience factors, of which only 20 appeared in more than 5% of the articles. Identified ICF categories highlight the importance of support systems such as families and friends, community participation and acceptance, and individual capabilities for resilience.

Denna studie undersöker erfarenheter hos autister, som identifierar sig som antingen trans eller ickebinära, i relation till olika sammanhang. Genom att genomföra semistrukturerade intervjuer ämnade vi att studera hur deltagarna i studien upplever en känsla av sammanhang (KASAM) i olika sammanhang. Vi använde tematisk analys för att analysera deltagarnas berättelser, vilket resulterade i tre teman: Sammanhang, Identitet och "mötet med normativitet". Vi använde även semantiska tolkningar av berättelserna för att undvika att appropriera deltagarnas berättelser. Baserat på våra analyser av deltagarnas berättelser har vi kommit fram till att deltagarna känner sig mer bekväma i miljöer och sammanhang som de själva valt, och när de känner obehag vänder de sig ofta till maskering. Det finns också en känsla av att vilja bryta ner cis- och neuronormativa standarder för att på så sätt skapa utrymme för mångfald. Sammanfattningsvis är detta ett område som behöver ytterligare forskning, då det är ett relativt nytt fält som hittills är nästan helt outforskat., This study examines the experiences of autistic people who identify as either trans or nonbinary, in relation to different contexts. By doing semi-structured interviews we aimed to study how the participants in the study experience a sense of coherence (SoC) in different contexts. We subjected the participants' narratives to thematic analysis which resulted in us finding three three themes: Context, Identity and “meeting normativity”. We also made semantic interpretations of the narratives given, so as not to appropriate their stories. Based on our analyses of the participants' stories we have found that the participants are more comfortable in environments and contexts of their own choosing, and when uncomfortable, they often turn to masking and that there is a sense of wanting to dissipate gender- and neuronormative standards, so as to make room for diversity. In conclusion, this is a field that needs further research, being a relatively new field that is, as of yet, almost completely unexplored.

Individuals that are diagnosed with a neurodiverse condition (including, among other things, ADHD, autism, dyslexia, and Tourette syndrome) are not feeling included in organizations in today’s society. The feeling of not being included stems from experiencing discrimination, from bullying and harassment, and not given the same opportunities regarding succeeding at work. The discrimination experienced by neurodiverse individuals in work environments is partly a result of the managers' limited knowledge about the various neurodiverse conditions and how to include them in organizations. In Sweden between 10-15% have a neurodiverse condition, 3% of adults have ADHD, 1-2% have autism, 0,5% have Tourette’s syndrome and 5-8% have dyslexia which indicates that the problem with including neurodiverse individuals is affecting a portion of the population as well as the organizations themselves. This study’s purpose is to examine what managers’ ideas are about how to promote inclusion for neurodivergent employees in Swedish organizations. To conduct this research a literature review was carried out to gather knowledge about neurodiversity and the conditions the term entails, inclusion and the problems of employment for individuals with neurodiversity and it guided the research to a gap in previously written studies. An interview guide was created to use during the semi-structured interviews, a total of five interviews were performed both through online video chats and in person to gather relevant, in-depth information to answer the research question. The results indicated that managers are on the right track in progressing towards promoting inclusion of neurodivergent individuals during the stages of attracting, orientation and familiarization, and in training. However, the interviews also indicated that managers could devote more efforts in adapting towards neurodivergent individuals in the stages of recruitment process, performance tracking, progression plans, and in evaluati

Mobility within the community is a necessary part of urban life for enhancing personal well-being and happiness. However, autistic individuals may not be the natural players in this context and have risks of using public transport, including getting disoriented, meltdown or shutdown, and being discriminated against in motion. This can be attributed to their difficulties in social communication and cognitive abilities brought about by autism. However, autistic individuals’ lived experience is rarely explored in the field. Thus, this study aims to examine their personal experiences and pay attention to how autism is enacted in public transport settings, and various encounters in a material environment. A two-month ethnographic study was used from the perspective of a micro-lens of a specific autistic adult individual. Through a narrative analysis of “key events” happening in the process of movements, the materiality of mobility by taking public transport for autistic individuals’ ordinary life was presented. The findings and analysis are unfolding from three oriented dimensions. Firstly, I point out that as a material practical form of moving, encounters of the autistic participant with other passengers in a public moving space are merely a temporary gathering, shaping a relationship that avoids communication. Additionally, risks exist including information overload and being disoriented that show how autism is enacted in public transportation settings. Secondly, I suggest that as the material basis of the movements of taking public transport, the outside landscape presents the materialistic appearance of the modern city, bringing a sense of security as well as a channel for the autistic participant to learn new things, but at the same time the de-naturalization and modernity exacerbates the autistic one’s negative relation to the urban environment. Last, I demonstrate how the coercive nature of the technological objects intervenes in the originally pure tension betw

The neoliberal and biomedical ‘good caregiver’ discourse neglects the many facets of everyday information work that parents of children with specialneeds are required to do as they seek, receive and shareinformation concerning their children’s health andwellbeing. Along with time and skills, one such neglected facet is emotion work, the management of feelings in relation to societal norms. The purpose of this article is to explore emotion work, as a facet in parental health information work in the care and education sector, among mothers of neurodivergentchildren. Our analysis draws on interviews with 50 Swedish mothers of neurodivergent children. We present three primary insights. 1. Emotion work, on theself as well as on others, is pivotal to the information work that the mothers carry out in the education and care sector as they strive to ameliorate their children’ssituation. 2. Contested diagnoses, such as diagnoses associated with neurodivergent conditions, result in intense parental information and emotion work. 3. Fragmented and complex education and care systems, alongside traditional gender structures, compel mothers to undertake extensive information andemotion work.

Neurodivergent individuals, including a range of conditions impacting neurological function, are at an increased likelihood of poor life outcomes, such as in functional adaptation, mental health, and well-being. Yet, many live meaningful and fulfilling lives. Resilience may provide some explanation for the heterogeneity in outcomes observed in neurodivergent populations. We conducted a scoping review embedded in a neurodiversity-affirmative approach to provide an understanding of resilience in neurodivergent populations. A total of 176 articles were included in this review and were synthesized using a two-phased process. First, findings were synthesized narratively to examine how resilience has been conceptualized and explored in neurodivergent populations. Second, to identify the bio-psycho-social factors important for resilience in neurodivergent individuals, we converted concepts identified in articles to the nomenclature of the World Health Organizations' International Classification of Functioning, Disability and Health (ICF) using a standardized linking process. We find considerable variability in how resilience is conceptualized and measured in neurodivergent populations. We identified 83 unique ICF categories representing resilience factors, of which only 20 appeared in more than 5% of the articles. Identified ICF categories highlight the importance of support systems such as families and friends, community participation and acceptance, and individual capabilities for resilience.

Individuals that are diagnosed with a neurodiverse condition (including, among other things, ADHD, autism, dyslexia, and Tourette syndrome) are not feeling included in organizations in today’s society. The feeling of not being included stems from experiencing discrimination, from bullying and harassment, and not given the same opportunities regarding succeeding at work. The discrimination experienced by neurodiverse individuals in work environments is partly a result of the managers' limited knowledge about the various neurodiverse conditions and how to include them in organizations. In Sweden between 10-15% have a neurodiverse condition, 3% of adults have ADHD, 1-2% have autism, 0,5% have Tourette’s syndrome and 5-8% have dyslexia which indicates that the problem with including neurodiverse individuals is affecting a portion of the population as well as the organizations themselves. This study’s purpose is to examine what managers’ ideas are about how to promote inclusion for neurodivergent employees in Swedish organizations. To conduct this research a literature review was carried out to gather knowledge about neurodiversity and the conditions the term entails, inclusion and the problems of employment for individuals with neurodiversity and it guided the research to a gap in previously written studies. An interview guide was created to use during the semi-structured interviews, a total of five interviews were performed both through online video chats and in person to gather relevant, in-depth information to answer the research question. The results indicated that managers are on the right track in progressing towards promoting inclusion of neurodivergent individuals during the stages of attracting, orientation and familiarization, and in training. However, the interviews also indicated that managers could devote more efforts in adapting towards neurodivergent individuals in the stages of recruitment process, performance tracking, progression plans, and in evaluati

In today’s society, neurodevelopmental disorders (NDDs) have been researched in different areas of life. However, what has yet to be explored broadly is the correlation between the characteristics of various neurodevelopmental disorders and their possible impact on a primary school student’s language learning, speaking development, and inclusivity in the English as a Foreign language (EFL) classroom. Additionally, the term neurodiversity is introduced as a shift in viewing disorders as solely deficits, but rather from a practical aspect that should be attended to positively. This secondary data analysis aims to focus on what particular beneficial and problematic characteristics students with NDDs might experience. As well as, how these characteristics might affect language learning and speaking development in an EFL classroom. Since neurodevelopmental disorders is an abstract term with different disorders and characteristics, this analysis chose to further research Autism Spectrum disorder (ASD). This thesis attempts to answer and observe the impact Autism Spectrum disorder characteristics have in an EFL classroom. The results will provide three key findings. The first finding presents the strengths and challenges of ASD in English language learning. The second finding analyzes useful tools to help students with communication. The third and last finding will discuss the perception regarding the disorder and its effects in the inclusive classroom. Furthermore, the correlation between the research and the Swedish school institution, its laws, its curriculum, teachers’ impact, and a useful theoretical approach can be seen. Lastly, a thorough discussion regarding bilingualism, multilingualism, and its benefits will be delved into.

The cultural and political milieu in the Anglophone Global North signals increasingly bleak outcomes for autistic lives. Both institutionally and interpersonally, one can observe a mounting tendency to utilise pathological biomedical renderings of autism to justify gender essentialist and transphobic discourses. Such trends not only evidence harmful reversals of gender equality and equity, but also have significant implications for autistics. Medical deficit models of autism similarly rely on gender essentialism, whether via an ‘Extreme Male Brain’ theory or the increased adoption of a so-called ‘female autism phenotype’. Such framings homogenise and erase the intersectionality and diversity of autistic subjectivities, whilst also denying autistics epistemic agency. Any claim about gender norms and/or identity are viewed within this construction as deficit, rather than as intersection. This project responds to this milieu from an interdisciplinary perspective, informed by literary studies, disability studies, and (neuro)queer theory. It departs from earlier studies of autism in literature, which have prioritised cultural stereotypes, life-writing by family members of autistics, and reading autistic lives with a pathologizing lens. Rather, I join the nascent field of enquiry in the health humanities, critical neurodiversity studies. I investigate how autistics ‘own’ literatures, as valuable autoethnographic interventions and creative praxes, subvert neuronormative and cisheteronormative authorings of neuro/gender entanglements, and ameliorate the epistemic and literal harm to autistic lives. Whilst literature harbours a multitude of creative and political potentialities, it is also subject to as much external surveillance and interference as autistic bodyminds themselves. Consequently, I develop neuroqueer(ing) as concept and theoretical tool in a literary context, to argue that its potentialities in political and creative praxis faci

The purpose of this transcendental phenomenological study was to examine the perceptions of self-efficacy among neurodiverse students in STEM programs at four-year universities. Albert Bandara’s social cognitive theory (SCT) guided this study as it relates to the influence of environment, social interaction, and communication on learning development and academic mastery. Improving academic self-efficacy among neurodiverse students in STEM programs in higher education begins with understanding how these students encounter the academic world. SCT provided the framework for this study to answer the central research question and sub-questions: (1) What are the self-efficacy experiences of neurodiverse students currently enrolled in a STEM program at four-year institutions in the United States? (2) How do autistic students in STEM-related fields of study experience the social campus environment? (3) How do autistic students in STEM-related fields of study perceive the academic support and accommodations they receive? This study reviewed the background of diversity and inclusion in higher education, research related to the experience of autistic and other neurodiverse students, and the need for a pedagogical approach in STEM programs that accommodates the varied needs of neurodiverse students. The study involved eleven autistic students currently enrolled in STEM-related majors who have completed at least one year of higher education. The research took place at two four-year institutions in the United States: Greenwood University (pseudonym), a state-sponsored institution in the Northeast, and Hightower University (pseudonym), a private research institution in the South. Additional participants were identified through snowball sampling. Data were collected by individual interviews, anecdote discussions, and a focus group. Data analysis followed Moustaka’s modification of Van Kaam’s method of phenomenological analysis.

The purpose of this quantitative, correlational study was to explore the relationship between teachers’ knowledge of dyslexia and their confidence in teaching those with dyslexia, as these factors impact teachers’ ability to provide proper interventions and accommodations for students with dyslexia. A lack of knowledge or overconfidence in a teacher’s abilities can negatively impact educational outcomes for these students. The population for this study consisted of 117 public-school teachers in rural Ohio within the Appalachian region. The Knowledge and Beliefs About Developmental Dyslexia Scale and the Teaching Students with Disabilities Efficacy Scale were utilized to collect data in a digital questionnaire format. A multiple linear regression analysis found a significant predictive relationship between three facets of dyslexia knowledge and confidence, and general knowledge of dyslexia was discovered to be the best predictor of teachers’ confidence in teaching those with dyslexia. The findings of this study suggested that teacher training should focus on the complex aspects of dyslexia to further increase teachers’ confidence and competencies. Future research should focus on replicating this study with other populations, investigating additional variables, and implementing different instrumentation to measure dyslexia knowledge as well as conducting qualitative research to gain a deeper understanding of teachers’ confidence in their abilities.

Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers' experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.

Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers' experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.

Historically, echolalia has been defined as the repetition of words, phrases, sounds and noises. In practice, echolalia has predominantly been siloed within the fields of speech pathology and behavioural psychology. This form of speech has been frequently reported in Autistic school-aged children (and is observed in other conditions such as Downs Syndrome, certain speech aphasias, dementia, and Giles De La Tourettes, amongst others) but has also been observed to occur in adulthood. Within the literature are two paradigms that have sought to examine echolalia. One paradigm, termed “developmentalism”, understands echolalia to hold important communicative and non-communicative functions. This perspective seeks to develop communicative echolalia towards more self-generated speech while maintaining that non-communicative echolalia holds important emotional-regulatory purposes. The alternative paradigm, termed “behaviourism”, perceives echolalia to be non-communicative and seeks to supress or abate echolalia. Behaviourism also seeks to modify instances of echolalia for emotional-regulatory purposes because of the perceived negative social factors. These paradigms, which are clinically orientated and academically constructed, have created a dichotomous literature. That is to say, the literature has given little consideration to any alternative perspectives that may exist. So, too, is the literature relatively silent on those who experience echolalia across a variety of different environments and contexts, such as parents, teachers, and other caregivers. Practice wise, clinicians, largely guided by literature, come to approach echolalia through either one of the two paradigms. Ironically, parents, who arguably have the greatest exposure to the echolalia of their children and who are intimately involved in intervention programs, have rarely been asked their perspectives in a research context to contribute to inform policy and practice. This research sought to step outside of

This article aims to present an employee contract proposal for neurodivergent people, who deserve to see covered their human right to decent employment. Also safeguarding their right to health, to an adequate standard of living and to non-discrimination. In this sense, this paper is developed under deductive method, beginning with the delimitation of neurotypical workers, followed by the analysis of the problems that surround neurodiverse people when they face traditional forms of productivity. At the end with offered the proposal with some elements to be considered in this kind of special employment contracts. Keywords: neurodiversity, employee contract, human rights., El objetivo del presente trabajo es presentar una propuesta de contratos especiales para las personas neurodivergentes, que merecen ver cubierto su derecho humano al empleo decente; salvaguardando además su derecho a la salud, al nivel de vida adecuado y a la no discriminación. En ese tenor, el presente trabajo se desarrolla bajo el método deductivo, a través de la delimitación de las personas trabajadoras neurotípicas seguido del análisis de la problemática que envuelve a las personas neurodiversas cuando se enfrentan a las formas tradicionales de productividad para finalizar con la propuesta de elementos a considerar dentro de los contratos especiales de trabajo. Palabras clave: neurodiversidad, contrato especial, trabajo, derechos humanos.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them., Lay abstract When researchers and professionals talk about autism, they commonly point out problems and risks with autism or being autistic. Several interventions are based on the idea of the problems and risks of autism. Another way of talking about autism is to point out autistic people’s strengths and strategies which they use to handle barriers and problems in their lives in order to live good lives on their own terms. In this article, the researchers explore how autistic young adults formulate their own difficulties, strengths and support needs in order to get right support from support people. To be able to formulate this, autistic people need to get to know oneself and one’s own way of functioning. Autistic own self-knowledge must be central when formal support people, such as social workers, formulate support and interventions aimed at helping autistic people, in order for the support/intervention to be helpful.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them., Lay abstract When researchers and professionals talk about autism, they commonly point out problems and risks with autism or being autistic. Several interventions are based on the idea of the problems and risks of autism. Another way of talking about autism is to point out autistic people’s strengths and strategies which they use to handle barriers and problems in their lives in order to live good lives on their own terms. In this article, the researchers explore how autistic young adults formulate their own difficulties, strengths and support needs in order to get right support from support people. To be able to formulate this, autistic people need to get to know oneself and one’s own way of functioning. Autistic own self-knowledge must be central when formal support people, such as social workers, formulate support and interventions aimed at helping autistic people, in order for the support/intervention to be helpful.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them.

During my master program in acting 2021-23 at Stockholm University of the Arts I coined the term deneurotypicalize and a definition of art as ART to guide my now and future work of trying to deneurotypicalize acting technique and understand what the ART of the SoMe Actor might be and do and and if there is or should be a difference between a neurotypical and neurodiverse way of applying oneself and communicate with said audience on said platform(s)? This all resulted in over 150 pages of written words, and a great deal more written documentation; a performance lecture on the 2nd of May 2023 with a Q&A, several short films and Social Media interactions, 3 Surveys about ADHD-acting and art, 3 events on Scenkonstbiennalen (2022); and this master thesis and a research catalogue page with a more general documentation, too. ADHD, ART, Social Media and acting is more connected than I first realised, maybe because ADHD-actors have an affinity for ARTing which can be, and not be, an asset during ARTistic-processes. Lots of further research is needed, and in larger quantities. The ADHD relation to the arts might seem obvious because the out of the box thinking, hyperfocus, hyperfixation and only being able to follow your strongest passions and interests but it can also be because the rest of the society isn’t built for ARTing or ADHD-people which makes the field of arts so alluring. And maybe more often than we’d like to admit: also a very all consuming — especially if all the ARTistic-processes are based upon neurotypical standards — energy draining (and worst case scenario a death) trap., Under mitt masterprogram i skådespeleri 2021-23 vid Stockholms konsthögskola myntade jag termen deneurotypicalize (avneurotypikalisera) och en definition av konst som ART för att vägleda mitt nu- och framtida arbete med att försöka avneurotypikalisera skådespeleritekniken och förstå vad the ART of/ADHD Socialamedie-skådespelarkonsten är och kan vara och göra och och om det finns någon skillnad eller borde vara skillnad mellan ett neurotypiskt och neurodiverst sätt att applicera sig och kommunicera med nämnda publik på nämnda plattform(ar)? Allt detta resulterade i över 150 sidor med skrivna ord och mycket mer skriftlig dokumentation; en performanceföreläsning den 2 maj 2023 med en Q&A, flera kortfilmer och sociala medier interaktioner, 3 undersökningar om ADHD-skådespeleri och konst, 3 evenemang på Scenkonstbiennalen (2022); och denna masteruppsats och en forskningskatalogsida med mer allmän dokumentation. ADHD, ART, sociala medier och skådespeleri hänger mer ihop än jag först insåg, kanske för att ADHD-skådespelare har en fördel när det kommer till att kontsta (ARTing) som kan vara, och inte vara, en tillgång under KONSTnärliga processer (ARTistic-processes). Det behövs mycket mer forskning, och i större mängder. ADHD-relationen till konsten kan tyckas uppenbar på grund av out of the box-tänkande, hyperfokus, hyperfixering och bara kunna följa dina starkaste passioner och intressen, men det kan också bero på att resten av samhället inte är byggt för att konsta (ARTing) eller ADHD-människor som gör konstområdet så lockande. Och kanske oftare än vi skulle vilja erkänna också: en väldigt allförbrukande - speciellt om alla konstnärliga processer är baserade på neurotypiska standarder - energitömmande (och värsta scenariot en dödsfalls-) fälla., Since this is an artistic work there was an IRL examination of my performance lecture on the second of May 2023 and also an examination of this master thesis of 127 pages on the 26th of May 2023 that both were passed by Ulrika Malmgren. And, also a research catalouge page https://www.researchcatalogue.net/view/1398260/1398261 that will be published at the same time as this thesis: all three is a part of Alexander Lindman's IDP at Stockholm University of the Arts. All interlinked; all stand alone.

Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers’ experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.

Intervention and education programs for autistic individuals have been greatly informed by the medical model of disease/disability. Under this model, autism is seen as something to be fixed or remediated, and interventions have often focused on reducing autistic traits in an effort to get the autistic person to appear more “typical.” Autistic advocates have denounced this, and there is still much debate on what kind of interventions are best for autistic individuals. A viable alternative to the medical model is the neurodiversity approach, where neurological differences such as autism are seen as a valuable contribution to human diversity and should be accepted. Though it has been argued that early intervention can in fact be compatible with the neurodiversity approach, the field still has much work to truly become neurodiversity-affirming. This dissertation discusses three ways to ensure interventions move toward being more neurodiversity-affirming: considering intervention social validity (i.e., acceptability) from the autistic perspective, gathering feedback on interventions from autistic adults, and assessing professionals’ attitudes toward neurodiversity. The first paper herein is a systematic review of social validity assessment in Pivotal Response Treatment research, with an emphasis on assessment of the autistic point of view. The second is a qualitative investigation of 214 autistic adults’ feedback on common intervention goals for young autistic children. The third paper presents the development and validation of an instrument designed to measure professionals’ attitudes toward neurodiversity. Findings from the first two studies suggest that autistic perspectives need to be included much more frequently when designing and implementing interventions, and that professionals need to consider the importance of developing autistic identity, autonomy, and self-advocacy skills. Finally, the neurodiversity attitudes questionnaire (NDAQ) presents a valid way of mea

In this digital graphic novel, a neurodivergent teenager’s underwater journey through Monterey Submarine Canyon reveals that sensory differences are powerful adaptations, exploring how her sensitivities to light, noise, and touch correspond to deep sea conditions such as darkness, quiet, and pressure. The graphic novel is hosted online as a website, which also includes a fully narrated, sound mixed, and captioned video version of the underwater journey.See media created for this project here: https://swimdown.neocities.org

Neurodivergent people consistently face less optimal outcomes than neurotypical people in education, their careers, and other areas of life. Anecdotally, personal knowledge management (PKM) is a useful tool for neurodivergent individuals. However, there is sparse research involving the information practices of neurodivergent adults in the field of library andinformation science (LIS). A survey with both close-ended and open-ended questions, partially based on Dervin's Sense-Making Methodology (Dervin, 1992, 2000), was distributed online and received over 300 self-identifying neurodivergent participants. The results indicated that neurodivergent people use PKM most heavily in the Learning, Job, and Everyday domains for the purposes of Managing Tasks and Projects, Building Knowledge, Creating, and Self-Improvement. Common PKM activities engaged included Storing Information and Using It Later, Remembering What Needs to be Done, Understanding and Ideating, and Planning and Prioritizing. The most helpful benefits of PKM that were described were Connecting Ideas, Improving Thinking, and Having Fun. Overall, key themes regarding neurodivergent individuals’ PKM usage included Reducing Stress, Memory, and Externalizing. These findings provide a foundation for a much-needed LIS research agenda exploring the PKM practices of neurodivergent adults.

Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers' experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.

This letter notifies you of the resolution of the compliance review of Spectrum Academy (the Academy) initiated by the Office for Civil Rights (OCR) of the U.S. Department of Education (the Department) on January 29, 2019. OCR's review examined whether the Academy's use of restraint and seclusion during the 2017-2018 and 2018-2019 school years (the Review Period) denied students with disabilities a free appropriate public education (FAPE) in violation of Section 504 of the Rehabilitation Act (Section 504), 29 U.S.C. § 794, and its implementing regulation, 34 C.F.R. Part 104, and Title II of the Americans with Disabilities Act of 1990 (Title II), 42 U.S.C. § 12131, and its implementing regulation, 28 C.F.R. Part 35. Section 504 prohibits discrimination on the basis disability under any program or activity receiving Federal financial assistance, and Title II prohibits discrimination on the basis of disability by public entities. Because the Academy receives Federal financial assistance from the Department and is a public entity, the Academy must comply with Section 504, Title II, and their regulations.

Spectrum Academy (the Academy) agrees to resolve the above-referenced compliance review initiated by the U.S. Department of Education (Department), Office for Civil Rights (OCR) by voluntarily entering into this Resolution Agreement (Agreement) to address the violations and compliance concerns set forth in the accompanying letter of resolution. In this compliance review, OCR investigated whether the Academy's use of restraint and seclusion denied its students with disabilities a free appropriate public education (FAPE), in violation of the Academy's obligation to comply with Section 504 of the Rehabilitation Act of 1973 (Section 504), 29 U.S.C. § 794, and its implementing regulation, 34 C.F.R. Part 104, and Title II of the Americans with Disabilities Act of 1990 (Title II), 42 U.S.C. § 12101 et seq., and its implementing regulation, 28 C.F.R. Part 35. The Academy agrees to take the actions in this Agreement to ensure compliance with the requirements of Section 504 and its implementing regulation, 34 C.F.R. Part 104, and Title II and its implementing regulation, 28 C.F.R. Part 35, which prohibit discrimination on the basis of disability by recipients of federal financial assistance and public entities, respectively.

The U.S. Department of Education's Office for Civil Rights (OCR) resolved a compliance review of Spectrum Academy in Utah to ensure that the Academy's restraint and seclusion policies and practices do not deny students with disabilities their civil rights in violation of Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (Title II), and their implementing regulations. OCR's investigation revealed that the Academy failed to hold required Individualized Education Program (IEP) meetings for specific students with disabilities to evaluate the impact on the students of repeated use of restraint and seclusion and failed to consider the need for compensatory services for these students.

Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio-emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self-esteem and mental health in the context of dyslexia. One-to-one semi-structured interviews with 17 children with reading difficulties (aged 9–14 years; 16 with a diagnosis of dyslexia) and their mothers (interviewed separately) were analysed using Braun and Clarke's reflexive thematic analysis approach with a neurodiversity lens. We developed three themes to address the research aim: (1) Different in a good/bad way; (2) Exhausted and overwhelmed; and (3) It takes a community: Family school connections. Children discussed having “worries” and experiencing school-related stress and embarrassment. Mothers perceived children's internalising and externalising behaviour (meltdowns), school refusal, and homework resistance as emotional responses to children's school struggles due to poor “person-environment fit.” Our analysis highlights the particular importance of parent support, friendship, and school-connectedness for the wellbeing of children with dyslexia.

Introduction: Parents of children with dyslexia may be at elevated risk for parenting stress and mental health concerns. Our aim was to explore the emotional experience of growing up with dyslexia in Australia from parents' perspectives. In so doing, we also developed an understanding of parents' own mental health and support needs informed by their lived experience. Methodology: Seventeen interviews with mothers of children (9–14 years; 16 with a diagnosis of dyslexia) were analysed using Braun and Clarke's reflexive thematic analysis approach. Analysis: Five themes were developed to address our aim: Theme 1: Years in the wilderness: Life before diagnosis; 2: “I struggle at times to see her struggle”; 3. School struggles: Advocating for our children and managing distress; 4. “It's a full-time job” and a “long slog”; 5: Care for the carer: Social support and coping strategies. Conclusions: Our analysis suggests that mothers of children with dyslexia may be at elevated risk for mental health concerns. Specifically, chronic worry and stress, secondary distress, challenges to parenting self-efficacy, and lack of support and understanding (feeling isolated) were highlighted as plausible risk factors. Mothers described coping strategies at the community level (e.g., school connectedness) and at the individual level (e.g., “acceptance”) as protective.

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 pupilsas 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.

Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers' experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.

Autistic people have historically been described as incapable of developing a deeper sense of self-awareness, and autistic understandings of self-awareness have been largely disregarded. The aim of this study is to explore the way young autistic adults try to understand their functionality and who they are, or to develop their sense of self-awareness, in work and in private life contexts. In 12 qualitative interviews conducted with four autistic adults without learning difficulties, we identified a rich set of reflections on knowing and accepting oneself. The overarching theme of self-knowledge has three subthemes: learning from previous experiences, learning about oneself by securing the support of others, and understanding and accepting autistic functionality. The strategy of self-knowledge was used by these young adults to help them achieve functional lives in the work and private domains. Our results show that young autistic adults both actively explore and develop their self-awareness. We suggest that it is important for practitioners and employers working with autistic individuals to engage with their journeys of self-awareness as a vital part of understanding and supporting them.

During my master program in acting 2021-23 at Stockholm University of the Arts I coined the term deneurotypicalize and a definition of art as ART to guide my now and future work of trying to deneurotypicalize acting technique and understand what the ART of the SoMe Actor might be and do and and if there is or should be a difference between a neurotypical and neurodiverse way of applying oneself and communicate with said audience on said platform(s)? This all resulted in over 150 pages of written words, and a great deal more written documentation; a performance lecture on the 2nd of May 2023 with a Q&A, several short films and Social Media interactions, 3 Surveys about ADHD-acting and art, 3 events on Scenkonstbiennalen (2022); and this master thesis and a research catalogue page with a more general documentation, too. ADHD, ART, Social Media and acting is more connected than I first realised, maybe because ADHD-actors have an affinity for ARTing which can be, and not be, an asset during ARTistic-processes. Lots of further research is needed, and in larger quantities. The ADHD relation to the arts might seem obvious because the out of the box thinking, hyperfocus, hyperfixation and only being able to follow your strongest passions and interests but it can also be because the rest of the society isn’t built for ARTing or ADHD-people which makes the field of arts so alluring. And maybe more often than we’d like to admit: also a very all consuming — especially if all the ARTistic-processes are based upon neurotypical standards — energy draining (and worst case scenario a death) trap., Under mitt masterprogram i skådespeleri 2021-23 vid Stockholms konsthögskola myntade jag termen deneurotypicalize (avneurotypikalisera) och en definition av konst som ART för att vägleda mitt nu- och framtida arbete med att försöka avneurotypikalisera skådespeleritekniken och förstå vad the ART of/ADHD Socialamedie-skådespelarkonsten är och kan vara och göra och och om det finns någon skillnad eller borde vara skillnad mellan ett neurotypiskt och neurodiverst sätt att applicera sig och kommunicera med nämnda publik på nämnda plattform(ar)? Allt detta resulterade i över 150 sidor med skrivna ord och mycket mer skriftlig dokumentation; en performanceföreläsning den 2 maj 2023 med en Q&A, flera kortfilmer och sociala medier interaktioner, 3 undersökningar om ADHD-skådespeleri och konst, 3 evenemang på Scenkonstbiennalen (2022); och denna masteruppsats och en forskningskatalogsida med mer allmän dokumentation. ADHD, ART, sociala medier och skådespeleri hänger mer ihop än jag först insåg, kanske för att ADHD-skådespelare har en fördel när det kommer till att kontsta (ARTing) som kan vara, och inte vara, en tillgång under KONSTnärliga processer (ARTistic-processes). Det behövs mycket mer forskning, och i större mängder. ADHD-relationen till konsten kan tyckas uppenbar på grund av out of the box-tänkande, hyperfokus, hyperfixering och bara kunna följa dina starkaste passioner och intressen, men det kan också bero på att resten av samhället inte är byggt för att konsta (ARTing) eller ADHD-människor som gör konstområdet så lockande. Och kanske oftare än vi skulle vilja erkänna också: en väldigt allförbrukande - speciellt om alla konstnärliga processer är baserade på neurotypiska standarder - energitömmande (och värsta scenariot en dödsfalls-) fälla., Since this is an artistic work there was an IRL examination of my performance lecture on the second of May 2023 and also an examination of this master thesis of 127 pages on the 26th of May 2023 that both were passed by Ulrika Malmgren. And, also a research catalouge page https://www.researchcatalogue.net/view/1398260/1398261 that will be published at the same time as this thesis: all three is a part of Alexander Lindman's IDP at Stockholm University of the Arts. All interlinked; all stand alone.

The neurodiversity paradigm has raised from autism rights movement and advocates for the acknowledgment of variations in cognition and behavior as diversities and not disorders. Addressing a wide range of sensory, behavioral, and cognitive variations such as ASD (Autism Spectrum Disorder), SPD (Sensory Processing Disorder), and ADHD (Attention Deficit Hyperactivity Disorder), the neurodiversity paradigm engages with a social understanding of these variations as (dis)abilities by emphasizing on the importance of recognizing them as different ways of being, while at the same time foregrounding the pain of the neurodivergent community in navigating a world which does not accommodate their sensitivities. ‘Sensitivity’, at sensory and emotional levels and to various stimuli, is one of the main nodes that connect such different variations. Interestingly, (hyper)sensitivity has as well been a popular characterization tool for the creation of more-than-human characters in works of speculative fiction that address the climate crisis. A notable example, and the focus of this paper, is Lauren Olamina, the main character in Octavia E. Butler’s celebrated novel, Parable of the Sower: a character who can feel the pain of the others, a trait which is shared by many neurodivergent people in their experiences of over-empathizing. In this paper, I will look at the different materializations of this character in the novel as well its adaptations, particularly its comics adaptation by Damian Duffy and John Jennings (2020), with a neurodivergent lens, to put in dialogue the two narratives of climatic apocalypse and neurodiversity. Doing so, I vouch for foregrounding ‘sensitivity’ in the discourses around climate justice and I argue that acknowledging the knowledge and perception of neurodivergent communities can lead to a better understanding of new forms of life and existing futures.

Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers’ experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.

In recent years, there have been increasing discussions surrounding the appropriate terminology to talk about autism. Initially, this debate revolved around the use of person-first language (e.g. person with autism) versus identity-first language (IFL; e.g. autistic person) but has recently expanded to other autism-related terms (e.g. deficits). However, to date, studies investigating autism-related language preferences have been limited to English-speaking countries, and little is known about preferences in other languages. This study addresses this gap by investigating the language preferences of French-speaking autistic adults., SCOPUS: ar.j, info:eu-repo/semantics/published