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The notion that autistic individuals suffer from empathy deficiencies continues to be a widespread assumption, including in many areas of philosophy and cognitive science. In response to this, Damian Milton has proposed an interactional approach to empathy, namely the theory of the double empathy problem. According to this theory, empathy is fundamentally dependent on mutual reciprocity or salience rather than individual, cognitive faculties like theory of mind. However, the theory leaves open the question of what makes any salient interaction empathic in the first place. The aim of this paper is to integrate core tenets of the theory of the double empathy problem specifically with classical, phenomenological descriptions of empathy. Such an integration provides further conceptual refinement to the theory of the double empathy problem while recognizing its core tenets, but it also introduces important considerations of neurodiversity to classic, phenomenological descriptions of empathy. Points of interest: Dominant autism research continues to claim that autistic individuals lack empathy in some form or other. Critics of such claims argue that empathy is a two-way street where problems can emerge because of different people's social experiences and expectations. In philosophy, the tradition known as phenomenology has long studied empathy by examining how empathy is experienced. Insights from phenomenology further clarify when and how empathy can break down between autistic and non-autistic people. By including autistic and other diverse perspectives, phenomenological studies of empathy stand to benefit significantly in nuance and depth. [ABSTRACT FROM AUTHOR]

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting studentteachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers' abilities to cultivate inclusive and effective learning environments. [ABSTRACT FROM AUTHOR]

Purpose: There is increasing interest in the UK in developing environments that support people who are neurodiverse. This paper aims to report on a project to develop a cognitively supportive environmental assessment tool to improve the design of health centres, where the majority of National Health Service consultations take place, for all users, including people living with dementia and those who are neurodiverse. Design/methodology/approach: A three-stage process was used: a literature review; the development of a matrix of key design features for people living with dementia, autism and other neurodiverse conditions; and the development of an environmental assessment tool and guide for users, which included easy-to-read versions to maximise service user involvement. Findings: The overarching concepts of dementia-friendly design can be adapted to create designs for everyone, including those who are neurodiverse. Research limitations/implications: There is a paucity of research in environmental design for primary care from the patient's perspective, and, more generally, further research on design for adults with learning disabilities and autism is needed. Practical implications: The tools are free to download. With adaptation, they have potential applicability across health and care settings. Originality/value: This project has confirmed that the principles of dementia-friendly design are applicable, with modifications, to a wider group of neurodiverse people. Critically, each person's response to sensory stimuli is individual rather than determined by their condition. [ABSTRACT FROM AUTHOR]

This study reports feasibility, fidelity and acceptability of a pilot of START; a 12‐week parent‐toddler, group‐based, neurodiversity‐affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or ADHD, in groups of 6 and 7. Sessions were audio‐recorded and rated by practitioners and researchers regarding the extent to which programme and session aims were met. Practitioners' reflections on strengths and challenges in session delivery, adaptations to the session plan and researchers' observations from the audio recordings were probed in weekly debrief calls, and one‐to‐one interviews at programme end‐point. Recruitment and retention were monitored. Parent participants were asked to complete a feedback questionnaire after each session. Results show recruitment to the programme is feasible, but a large minority of parents experience barriers to regular attendance, which is a challenge for achieving exposure targets. Practitioners delivered the programme to a high quality and at least partially met programme and session‐specific aims in every session. The most significant barrier to fully meeting session aims was families' late arrival. Parents reported regularly engaging with the suggested activities at home and found the sessions useful, although not all parents responded each week. Overall, the results of this small‐scale pilot indicate START is feasible and acceptable as a parent‐mediated programme to support toddlers at elevated likelihood of autism or ADHD to thrive. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to educate speech-language pathologists (SLPs) on the role of neuro-affirming care in voice and upper airway interventions. This publication provides an introduction and background for neuro-affirming care, rationale for its inclusion in the areas of voice and upper airway, current limitations in providing neuro-affirming care in traditional voice centers, and case scenarios to provide examples of neuro-affirming practices in voice interventions (Appendix B). Conclusions: Given that neurodivergence often co-occurs with myriad conditions, it is likely SLPs across scope of practice, including voice and upper airway, will encounter neurodivergent individuals with voice and communication needs and will require greater awareness of neuro-affirming care to adequately serve these populations. Descriptions of neuro-affirming care principles, limitations and adaptations needed for neuro-affirming care in traditional voice settings, and case scenarios illustrating implementation of certain principles are provided. Future directions for neuro-affirming care in voice and upper airway should include neurodivergent researchers and clinicians in the investigation and implementation of these interventions. [ABSTRACT FROM AUTHOR]

Purpose: This article aims to raise clinical awareness of (a) the barriers and forms of oppression that transgender and gender-expansive (TGE) people face, (b) the ways in which discrimination can subconsciously be enacted by practitioners and institutions, and (c) to provide actionable steps for providing gender-affirming voice care (GAVC) services. Method: This article draws on empirical evidence of inequitable access/barriers to resources and the heightened risk to well-being for TGE people, as well as the theoretical foundations from the field of psychology that lead to culturally responsive care of the voice. It clarifies and expands the tenets of genderaffirming practice and trauma-informed care and identifies action steps for practical application in this specialized area of voice. It highlights the need for greater self-reflection and ongoing education when providing GAVC services, particularly as it relates to the practitioner's understanding of the intersections of racism, transphobia, neurodivergence, and disability justice. Conclusions: In addition to having strong voice skills, practitioners who are lifelong learners, remain pliable to learning new ideas, and have a strong and sincere desire to provide GAVC are needed to work with this population. Those providing GAVC are recommended to first deepen their self-reflection skills and understanding of their own identities, as well as acquire a humble understanding of the 2SLGBTQIA+ community, especially in terms of the intersections of race and gender expression. The authors recommend personal and professional work through a justice, equity, diversity, and inclusion (JEDI) journey. This includes increasing one's counseling skills in order to provide tailored support that is specific to the client's needs. This article aims to provide a concrete entryway for the practice of gender-affirming care as it applies to the voice, while acknowledging that maintaining ethical gender-affirming practices requires a lifelong commitment to continuing education. [ABSTRACT FROM AUTHOR]

This study evaluated the effectiveness of neurodiversity training modules from a mental health literacy program for primary school staff offered over a three-year period (2013–2015), entitled 'Teaching and Mental Health'. Using archival data, this study aimed to identify how much teachers learned, how confident they were about using this newly acquired knowledge, and how well the training met the teachers' learning needs. This study also aimed to explore the relationship between knowledge and confidence, and how satisfaction indicators affected this relationship. Key ethical considerations of neurodiversity training and outcome measurement are discussed. A pre-test and post-test survey design was conducted with 99 primary school teachers from the Brisbane region in Australia. Analyses included three paired-samples t-tests, descriptive statistics, a linear regression analysis, and a mediation analysis. Significant increases of knowledge and confidence were found compared to baseline, and mean satisfaction ratings were high. Knowledge was a significant predictor of confidence, and mental health presenter ratings partially mediated this relationship. It is proposed that future delivery of the program should invest in improving presenter effectiveness. [ABSTRACT FROM AUTHOR]

Understanding and addressing the needs of diverse demographics is critical for creating sports products or technologies that can enhance the enjoyment, safety, or performance for more inclusive populations. This perspective article has identified opportunities for innovative sports engineering research by considering factors such as sex, socioeconomic background, culture, religion, age, ethnicity, or neurodiversity when developing research studies. The importance of considering diverse study populations, appropriate data collection methods, and ethical considerations to avoid biases is addressed and supported by research. [ABSTRACT FROM AUTHOR]

The article presents a narrative analysis on two autobiographies by women writers diagnosed with autism as adults. We analyse the issues related to neurodivergent identity development, masking, and educational trajectory combining performativity theory and cultural psychology.1 The analysis highlights three main themes: the early life challenges; the diagnosis as a turning point; and the new sense of self involving reflections of the meaning and significance of autistic identities. We claim that the complexity and intersectionality of the neurodivergent identity cannot be reduced to a single trait, and the process of construction happens through a dynamic tension between social suggestions and personal agency. [ABSTRACT FROM AUTHOR]

The practice of self-diagnosing, amplified by the spread of psychiatric knowledge through social media, has grown rapidly. Yet, the motivations behind this trend, and, critically, its psychological repercussions remain poorly understood. Self-ascribing a psychiatric label always occurs within a broader narrative context, with narratives serving as essential interpretive tools for understanding oneself and others.In this paper, we identify four principal motivators for people pursuing self-diagnosis, pertaining to 1. waiting time and cost of mental health resources, 2. recognition, 3. identity formation, and 4. destigmatization. We compare these motivators against the backdrops of psychiatric narratives, including DSM-based (operationalism), bio-medical, and Neurodiversity narratives, to evaluate the psychological implications of self-ascriptions. We show that while self-ascription aligns with many motivations, it also carries the risk of essentialism across all analyzed narratives, which can over-simplify and sometimes misrepresent people’s attempts to find meaning through psychiatric labels. Essentialism makes narratives less comprehensive, responsive, and resourceful.We contend that self-ascriptions are not inherently problematic; instead, they show the need for greater focus and understanding in psychiatric practices and the importance of incorporating people’s experiences and perspectives in clinical settings. However, both the narratives and the social climate from which they emerge may need adjustments to make self-ascriptions meaningful, comprehensive, and resourceful tools. [ABSTRACT FROM AUTHOR]

The definition of autism continually changes over time in line with the growth of autism studies and the influences of the neurodiversity movement. The current paper aims to present the ongoing changes in the definition and diagnostic criteria of Autism as well as to introduce the autistic and neurodiversity movement happening globally. It traces back histories of Autism from myths and legends, cases in history possibly related to autism, Kanner’s and Asperger’s pioneered works on autism, and the ongoing transformation of Autism diagnostic criteria presented by all versions of DSM. The contribution of adults with Autism organisations to the DSM-5 diagnostic criteria is highlighted and future studies aimed to confirm the effectiveness of the newly revised criteria of DSM-5-TR are suggested. Subsequently, the current paper also discusses the brief history and principles of the autistic and neurodiversity movements that are growing globally and reviews the evolving definition of autism. The possible impact caused by the changes in the definition on the well-being of individuals with Autism is presented as well as future predictions of Autism’s definition are discussed. [ABSTRACT FROM AUTHOR]

Background: Although group work is increasingly used in STEM courses and may lead to improved academic outcomes, there is evidence that some implementations of group work may lead to unintended barriers for certain students' learning. Despite the growing number of neurodivergent undergraduate students, there is limited research on neurodivergent students' experiences with group work in STEM courses. To address this knowledge gap, the current research investigated the experiences of 22 neurodivergent undergraduate students with group work in STEM courses at a range of institution types and in a variety of STEM disciplines. Participants shared experiences with in-class and out-of-class group work assignments for lecture and laboratory courses. Results: Through inductive thematic coding of semi-structured interview transcripts, we identified seven themes impacting participants' experiences. Three themes were individual level: personal characteristics that participants associated with their neurodivergence; strategies for academic success (with subthemes of organization/time management, adaptive communication, and self-advocacy); and beliefs on group work's value. Four themes were group level/classroom level: group dynamics; role in group (including leadership roles); the competitive culture within STEM; and recommendations for instructors. Through a social-relational perspective on disability, we proposed a model showcasing how group and classroom factors serve as supports or barriers to neurodivergent students' full participation in group work, as well as to their sense of belonging. Using the seven themes we articulated, we outlined a set of practices for designing group work assignments. In addition, we propose how pairing inclusive assignment design with instructor reflection and articulating anti-ableist values can support neurodivergent student belonging by disrupting discourses of normalcy in STEM. Conclusions: As one of the first studies exploring the impact that group work in STEM courses has on neurodivergent undergraduates, this work may inform reimaginations of group work practices to better address the needs of neurodivergent STEM students and support a more inclusive culture in STEM classrooms. In addition, our conceptual model may serve as the basis for future research regarding interactions between individual-level and group-level factors associated with neurodivergent students' learning through group work and other active learning practices. [ABSTRACT FROM AUTHOR]

In 1969 Joseph Bogen, a colleague of Roger Sperry and the neurosurgeon who performed commissurotomy on Sperry's "split-brain" study participants, wrote an article subtitled "The Corpus Callosum and Creativity." The article argued for the critical role of the corpus callosum and hemispheric specialization in creativity. Building on a four-stage model of creativity (learning, incubation, illumination, refinement) and Sperry's innovative studies, the Bogens posited that in the intact brain, creativity relies on two opposing functions of the corpus callosum: (a) interhemispheric inhibition to facilitate simultaneous and independent activity of uniquely-specialized processing centers during learning and incubation and (b) interhemispheric facilitation to support the increased bi-hemispheric integration and coordination which produces illumination. This article revisits the Bogens' theory considering scientific discoveries over the past 50 years. We begin by reviewing relevant findings from split-brain studies, and then briefly consider findings from studies that examine the association of creativity with callosal structure and function in neurotypical participants. Finally, we provide an in-depth discussion of creativity in persons with agenesis of the corpus callosum (ACC)--the congenital absence of the corpus callosum. These three lines of inquiry strongly support the theory suggested by Bogen and Bogen in 1969 and provide further clarification regarding the critical and unique role of the corpus callosum in creative cognition. [ABSTRACT FROM AUTHOR]

The return to school following the significant disruption to education during the COVID‐19 pandemic presents challenges for students, teachers, and parents. In the English context, education leaders have expressed serious concerns about the significantly increased levels of anxiety and school absenteeism among students of all ages, particularly those with special educational needs (SEND). This article reports on the findings of a study with 10 parents of children with neurodiversity, anxiety, trauma, and attachment difficulties. The parents' views were solicited using innovative participatory tools, such as Community Asset Mapping, Blob Trees, and Unfinished Sentences, over the course of a year. The use of these tools is particularly significant as it introduces a novel approach to gathering insights in this field. The parents proposed various ways for teachers and schools to develop more inclusive practices for children with SEND. These suggestions are organised under the categories of Children, Parents, and Processes. [ABSTRACT FROM AUTHOR]

The representation of time depends heavily on spatial skills. Saj et al. (Psychological Science, 25(1), 207–214, 2014) established that left-hemispatial neglect leads to a selective deficit in remembering past items, i.e., the left side of mental timeline. The current study extends the line of research to neurotypical individuals to explore how individual differences in spatial ability affect the memory of items and temporal information associated with the items. In this study, 76 neurotypical participants completed (1) Saj et al.'s memory task (2014), where they learned and remembered lists of items a man liked (i.e., past items) or will like (i.e., future items), and (2) the measures of spatial ability (Mental Rotation Test and Line Estimation Task). Our findings indicate that higher spatial ability predicted better memory performance in both the recall and recognition tests for time. To conclude, our study is among the first to demonstrate how individual differences in spatial ability may impact time representation and memory that rely on a mental timeline. Future studies are encouraged to further explore the influence of individual differences on time representation. [ABSTRACT FROM AUTHOR]

Autistic people often camouflage, i.e. they adopt certain behaviors in order to fit in in neurotypical environments. Autobiographical accounts suggest that autistic trans people experience camouflaging in a unique, more complex and often heightened way than cis autistic people, and this has not been studied. They have autistic traits to mask, as well as gendered traits, in a hostile neuronormative and cisnormative world. This intersection of experience is worthy of exploration, not least because this group of people are typically misunderstood and silenced, as well as being particularly at risk of the mental distress that can come from camouflaging. In this paper I discuss autistic trans people’s accounts of camouflaging and begin a preliminary phenomenological analysis. I draw primarily from Simone de Beauvoir’s concept of “doubling”, whereby (cis) women experience being both oneself and the image of oneself, under patriarchal objectification. One can argue that autistic people are similarly “doubled” when camouflaging, experiencing their neurodivergent selves as well as their more neurotypical presentation. Going beyond de Beauvoir, it can be further argued that many trans people experience “tripling” and therefore that trans autistic people experience being at least “quadrupled” if not “quintupled”. [ABSTRACT FROM AUTHOR]

AbstractDespite the documented benefits of nature-based learning (NBL), research around the use of NBL with autistic children from a strengths-based perspective remains sparse. To understand how practitioners perceive the experience of engaging in NBL with autistic children, we interviewed 14 practitioners from the United States, United Kingdom, and Canada. Using reflexive thematic analysis and framed through the neurodiversity paradigm, we developed three themes: ecology of affordances, practitioners undertake complex roles, and trust as a foundational building block. These themes emphasize the active role practitioners play in affirming and supporting autistic children in their NBL and play. Our analysis also acknowledges the challenges experienced by both practitioners and learners, suggesting that NBL will not be the right fit for all autistic children. [ABSTRACT FROM AUTHOR]

Background: Festivals play an important role in improving death and grief literacy, enabling members of the public to engage with these often-sensitive topics. Good Grief Weston festival was co-designed and delivered with the community in Weston-super-Mare, a coastal town in South-West England with high levels of socioeconomic disadvantage but rich community assets. It was held in person over 8 days in May 2023. Objectives: To evaluate the reach and impact of Good Grief Weston festival and gather data to inform future festivals. Design: Mixed methods evaluation (survey and focus groups). Methods: Online and paper surveys assessing participants' characteristics and experiences were administrated during and after the festival. Survey participants who indicated their willingness to participate were invited to attend a focus group. Focus groups were recorded, transcribed and analysed using thematic analysis. Data were collected by trained community co-researchers. Results: Approximately 3000 people attended the festival. Of 204 completed surveys, 64.5% were from women, age range ⩽15 to ⩾75 years; 88.2% identified as White; 14.9% deaf, disabled/with a chronic condition; 18.9% neurodivergent; 9.0% gay, bisexual or queer. Festival participants were entertained (70.9%), inspired (68.5%), felt part of a like-minded community (54.3%), talked to someone new (49.2%), learnt about grief/bereavement (34.3%), shared or expressed experiences (30.3%) and found out about local support (19.7%). 71.3% reported that they felt more confident talking about grief after attending. Median experience rating was 5 (IQR 0; possible range 1 = poor to 5 = excellent). In free-text comments, participants expressed appreciation for the festival and described benefits in attending. Two focus groups were conducted (n = 8 participants, all women), lasting c.1.5 h. Focus groups added rich descriptions of the festival's value, and data to inform the next festival. Conclusion: Findings suggest festivals of this nature can play a central role in a public health approach. Plain language summary: What was the impact of Good Grief Weston festival? Why was the study done? Previous studies have shown that many people feel unsupported by their community after the death of a loved one. We designed a festival to improve knowledge and support for bereaved people. We did this study to assess how the festival affected the people who attended. What did the researchers do? The team included researchers and people and organisations from the local community. Together, we designed and ran a festival on the topic of death, grief and bereavement in Weston-super-Mare, a coastal town with areas of high deprivation. The festival took place over an eight-day period in May 2023 and included creative, interactive and educational events. The team collected feedback on attendees' experiences of the festival. We did this using online and paper feedback forms, postcards, and focus groups to collect as many opinions as possible. What did the researchers find? We found that a wide range of people attended the festival. Most people who took part in the research rated the festival as 'excellent'. They told us they learnt about grief and bereavement and found out about local support services. Attendees met new people, shared their experiences, and felt that the festival built community spirit. They also made suggestions to improve any future festivals. What do the findings mean? The findings show that in-person festivals can effectively engage the public on the topic of death, grief and bereavement. They can also help develop connections between people and organisations in communities. These connections and learning opportunities may help communities to support their members through bereavement. [ABSTRACT FROM AUTHOR]

There is limited published data on how harmful sexual behaviour (HSB) by male adolescents diagnosed with Autism Spectrum Disorder (ASD) may differ from their neurotypical peers. This study examines a population of male adolescents who had engaged in HSB and were referred for assessment to a New Zealand (NZ) regional treatment centre. Autistic individuals were compared to a control group who had no mental health or neurodivergent diagnosis or presented with only depression or anxiety on characteristics of the HSB. It was found that the autistic adolescents performed HSB against a greater mean number of victims. Although the two groups harmed similar mean numbers of victims by engaging in contact HSB, the ASD group harmed a significantly greater mean number of victims by engaging in non-contact HSB. This study provides novel findings and highlights the need for further research relating to autistic male adolescents who have engaged in HSB. [ABSTRACT FROM AUTHOR]

IntroductionMethodFindingsDiscussionThis qualitative study examined the perceptions and contribution of music to the everyday lives of autistic women. It draws on the neurodiversity paradigm and feminist theories of disability. The first author’s autistic lived experience may have influenced these perspectives, but it also provides a more profound and nuanced understanding of these women’s experiences and culture.A constructivist qualitative paradigm appropriate for research involving sensitive or underexplored populations was implemented. Semi-structured in-depth interviews were conducted with nine Israeli autistic women aged 25–55 from various social backgrounds. The data were analyzed according to the Interpretative Phenomenological Analysis (IPA) approach.Four superordinate themes were developed from the data analysis: music throughout life, music as a facilitator of participation in society, music as an expression of diversity and normalization, autistic masking and the loss of musical identity.The findings suggest that the participants perceived music as highly significant, as it catalyzed self-expression and resilience. Yet, they also revealed challenges stemming from societal norms and the stigma associated with autism that potentially led to identity conflicts and masking behaviors that undermined music’s contribution to their lives. The study highlights the complex interplay between the participants’ musical, autistic and social identities, and further illustrates how music serves as a medium for expressing these intersecting aspects of their identity. [ABSTRACT FROM AUTHOR]

In 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. [ABSTRACT FROM AUTHOR]

Autism and sensory-friendly events are an increasingly common feature of community life. One predictable aspect of these events is the presence of sensory havens, which serve as a respite or self-regulation zone for neurodiverse children, family, friends, and, occasionally, their service animals. When research evidence contributes to the design of these spaces, they can positively impact the length of time people attend events and the quality of their experiences. The authors detail autism architecture guidelines and sensory regulation research, and provide practical strategies for designing and operating havens. [ABSTRACT FROM AUTHOR]

Background: Gender clinic and single‐item questionnaire‐based data report increased co‐occurrence of gender diversity and neurodevelopmental conditions. The nuances of these associations are under‐studied. We used a transdiagnostic approach, combining categorical and dimensional characterization of neurodiversity, to further the understanding of its associations with gender diversity in identity and expression in children. Methods: Data from 291 children (Autism N = 104, ADHD N = 104, Autism + ADHD N = 17, neurotypical N = 66) aged 4–12 years enrolled in the Province of Ontario Neurodevelopmental Network were analyzed. Gender diversity was measured multi‐dimensionally using a well‐validated parent‐report instrument, the Gender Identity Questionnaire for Children (GIQC). We used gamma regression models to determine the significant correlates of gender diversity among age, puberty, sex‐assigned‐at‐birth, categorical neurodevelopmental diagnoses, and dimensional neurodivergent traits (using the Social Communication Questionnaire and the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scales). Internalizing and externalizing problems were included as covariates. Results: Neither a categorical diagnosis of autism nor ADHD significantly correlated with current GIQC‐derived scores. Instead, higher early‐childhood dimensional autistic social‐communication traits correlated with higher current overall gender incongruence (as defined by GIQC‐14 score). This correlation was potentially moderated by sex‐assigned‐at‐birth: greater early‐childhood autistic social‐communication traits were associated with higher current overall gender incongruence in assigned‐males‐at‐birth, but not assigned‐females‐at‐birth. For fine‐grained gender diversity domains, greater autistic restricted‐repetitive behavior traits were associated with greater diversity in gender identity across sexes‐assigned‐at‐birth; greater autistic social‐communication traits were associated with lower stereotypical male expression across sexes‐assigned‐at‐birth. Conclusions: Dimensional autistic traits, rather than ADHD traits or categorical neurodevelopmental diagnoses, were associated with gender diversity domains across neurodivergent and neurotypical children. The association between early‐childhood autistic social‐communication traits and overall current gender diversity was most evident in assigned‐males‐at‐birth. Nuanced interrelationships between neurodivergence and gender diversity should be better understood to clarify developmental links and to offer tailored support for neurodivergent and gender‐diverse populations. [ABSTRACT FROM AUTHOR]

The neurodiversity movement has influenced the way people think about mental health and disability around the world. Emerging during the turn of the 21st century, it has simultaneously incorporated ideas from mainstream science and challenged the authority of scientists and clinical professionals as the sole arbiters of what those diagnosed with neurodevelopmental disorders are capable of. In the process, it has spawned a unique approach to identity politics, evoking questions about the body, mind, and culture too often ignored in critiques commonly directed at it. This paper combines concepts from posthumanist, feminist, and queer theorists with writings from neurodiversity scholars and activists to highlight how differences in embodied disposition are policed under neoliberal capitalism. This sets a foundation for a nuanced understanding of neurodivergent identity as an expression of neurodiversity culture. Drawing on Karen Barad's agential realism, neurodivergence is construed as a form of agency produced through processes of disidentification with mainstream cultural norms rather than identification with a particular social category. It is suggested that any critique of the neurodiversity movement should account for how those who participate in it use its language to distance themselves from neoliberal institutional norms and engender community through a counterculture of embodied knowledge. [ABSTRACT FROM AUTHOR]

Purpose The literature indicates that sexuality education provided in schools/colleges in the United Kingdom (UK) may not be appropriate for people with Autism Spectrum Disorder (ASD). There appears to be a lack of understanding of the subject regarding young people with Attention-Deficit/Hyperactivity Disorder (ADHD) and a dual diagnosis (ASD co-occurring with ADHD). Research also suggests that compared to neurotypical peers, young people with ASD tend to receive less support on sexuality from their parents, who often feel that they lack the appropriate skills to help their children with some sex-related issues. Some young people with ASD and ADHD also report lacking an understanding of the social nuances of dating and intimacy, which is crucial for navigating romantic relationships. Design/methodology/approach This study explored sexuality education and romantic relationships in young people based on a semi-structured interview approach to the topic. Thematic Analysis (TA) was employed to analyze the data. Findings Six themes were developed from the participants' narratives: Societal ideology about sexuality; Substandard school-based sexuality education; The role of adults in sexuality education; Pornography, as a very powerful alternative means of sexuality education; Young people and romance—a complicated world to navigate; Experience of abuse in the young neurodivergent population is a serious matter. Findings revealed that many neurodivergent and neurotypical young people received basic sex education in their schools/colleges and homes and encountered challenges navigating romantic relationships. Neurodivergent young people reported experiencing greater challenges related to their understanding of and building romantic relationships than their neurotypical peers. Originality/value To the researchers' knowledge, this is the first exploration of romantic relationships and sexuality education in neurotypical young people as well as three groups of neurodivergent young people (with ASD, ADHD, and ASD co-occurring with ADHD). [ABSTRACT FROM AUTHOR]

After his 1944 thesis, Asperger continued to write about autism, but none of these texts have been translated. At a time when autism spectrum disorder faces many challenges (e.g. the nature and measurement of autism), this text tells us more about the particular population that Asperger worked with. He describes sensitive, intelligent, creative and rational children, a far cry from the Wing triad. Moreover, 'Asperger's Syndrome' was introduced after he had died, was included in the DSM-IV in 1994 and was omitted from the DSM-5 in 2013. The question posed by this last text, written before his death, is whether Asperger's descriptions of autistic children are really part of the autism spectrum disorder or whether they are outside the pathological field. [ABSTRACT FROM AUTHOR]

This study examines the experiences of 10 neurodiverse students in Amsterdam, Netherlands, who all participated within in‐class youth‐led book clubs that centered science fiction. Over a 6‐month period, the researcher conducted pre‐ and post‐interviews and analyzed these along with transcription data from 24 book club sessions. Findings reveal that book clubs, using culturally sustaining science fiction and healing‐centered facilitative practices, provide opportunities to address students' academic and emotional literacies as well as their sense of agency. [ABSTRACT FROM AUTHOR]

The way we perceive the world in people’s minds is reflected in how we communicate. The texts in the public space show what interpretation of the reality around us is preserved in the language. The doubts about the interpretation fixed in the language arise when we try to describe the sensitive vocabulary. The language users and the lexicographers face dilemmas related to sensitive vocabulary. The names of neurodevelopmental disorders belong to this vocabulary. The neurodiversity is still described through the prism of a disease, and neurodivergent or non-neurotypical people are referred to as “suffering from” – “a person suffering from dyslexia”, “suffering from autism”. Socially, the neurodiversity is no longer perceived as something that someone suffers from. It is beginning to be seen as an element of human identity, which significantly affects human functioning, but is rather a new cognitive mechanism than a dysfunction. In the presented text I consider the problem of the describing neurodiversity and people living with the diagnosis from the perspective of inclusive language. I also ask the questions about the social reception of the names of neurodivergent people. I consider social changes in this area and what terms for non-neurotypical people are the least discriminatory. [ABSTRACT FROM AUTHOR]

In the study, we compared the effectiveness and efficiency of two error correction (EC) procedures--a model of the correct response (MoCR) and remove and re-present (RRp)--when using discrete trial training (DTT) in teaching to identify the community signs to children with autism spectrum disorder. We also examined the maintenance and generalization effects on children's behaviours and the preferences of neurotypical peers about the EC procedures. Four children participated in the study. We used an adapted alternating treatments design. The findings demonstrated that MoCR and RRp did not differ significantly in terms of their effectiveness, although DTT with MoCR was more efficient than DTT with RRp for all participants. Moreover, the findings revealed that all participants had maintained the behaviours, while three of the four participants were able to generalize. The neurotypical peers had a more definite preference for MoCR over RRp. Implications for future research were discussed. [ABSTRACT FROM AUTHOR]

Abstract Informal STEM settings offer valuable opportunities for students, including neurodiverse students, to engage and participate in STEM activities. However, there is a limited information on how to best engage and include neurodiverse students in informal STEM programming. This systematic review aimed to identify the programmatic elements that facilitated the inclusion of K-12 neurodiverse STEM learners in informal STEM programs. In this systematic review, an academic and grey literature search was conducted, where the search resulted in 2632 records and 18 records were included in the systematic review. Records that met inclusion criteria were independently reviewed and assessed for quality by two reviewers using the Mixed Methods Appraisal Tool (MMAT) or a project-based MMAT. This paper describes how informal STEM programs were designed and implemented to foster the participation of neurodiverse K-12 STEM learners. A qualitative synthesis approach was used to identify the programmatic elements that fostered neurodiverse learner participation. Most of the informal STEM programming for neurodiverse youth occurred in after-school settings and with students with autism. Programmatic elements that facilitated the participation of this population in informal STEM were grouped into three categories: (1) environment/learning structure, (2) learning supports, and (3) instructional strategies and tools. Future informal STEM programming and research should expand to include the neurodiverse population in already established informal STEM programs.

This paper examines, from a psychological perspective, why some young people may diagnose themselves with a mental health condition or neurodevelopmental difference after engaging with TikTok content. The article joins the discourse around TikTok self-diagnosis among adolescents, which has circulated since 2022, and offers alternative considerations and perspectives. The reasons a young person may self-diagnose are complicated and multifaceted, extending beyond any explanation of naivety or attention-seeking. In this paper the phenomenon is approached through an application of social psychological theories relating to identity, belonging, and self-labelling. The broader context is considered against the backdrop of the neurodiversity movement and corresponding cultural shift, with reference to the intersecting systemic barriers faced by young people which impede the availability and accessibility of adequate support. Opportunities for future research and suggestions for how educational psychologists may consider online environments within professional practice are discussed. [ABSTRACT FROM AUTHOR]

This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools. [ABSTRACT FROM AUTHOR]

Background: This commentary examines the historic primacy of behavioural interventions in psychotherapeutic work with neurodivergent people. Such interventions have been increasingly criticised as failing to affirm aspects of neurodivergence as significant for one's identity and positive sense of self, instead emphasising conformity to socially and academically determined norms, which may not always be the goals of the individual engaging with therapy. Findings: Relational therapeutic interventions, which have not traditionally been centred in clinical approaches with this group of people, have great potential to address the inadequacies of more behaviourally oriented modalities as they were designed to address experiences of internalised stigma and invalidation, enhance a cohesive sense of self, affirm intersectional identity, tune into emotional experiences, and engage in healing through relationships and connection. Discussion: While further research is needed to support the efficacy of relational approaches in work alongside neurodivergent people, their application is promising and aligned with the expressed needs of this community. [ABSTRACT FROM AUTHOR]

Purpose: Inclusive recruitment and employment of autistic adults has garnered recent attention in research and policy. To address a need to better understand the experiences of autistic adults in relation to paid employment, we asked the literature, what are the experiences of autistic individuals (from their perspectives) in competitive employment? Methods: A scoping review was conducted to summarize and consolidate the findings across research to date. A systematic search and screen of the literature resulted in 32 relevant studies. Findings: Key study characteristics, participant demographics, and thematic findings are shared, along with considerations and recommendations for future research and practice. Six key themes were described by autistic participants across the 32 studies: (1) accessibility of employment, (2) workplace relationships and communication, (3) role alignment, (4) sensory needs and/or mental health, (5) colleagues' knowledge and beliefs about autism, and (6) family and community context. Conclusion: It is anticipated that the results of this review will be beneficial for stakeholders engaging in discussions and decision-making across research and employment contexts. [ABSTRACT FROM AUTHOR]

Giftedness and Dabrowski's Theory of Positive Disintegration (TPD) have been firmly linked since the Columbus Group's 1991 statement on giftedness and asynchrony. The theory's overexcitabilities (OEs) factor has been the main association with giftedness. Although OEs include certain characteristics associated with giftedness, they also include negative aspects not found in research on gifted characteristics. Instead, those negative aspects may be signs of learning and other disorders, or of mental health issues. Because positive aspects of OEs have been shown to fit within the five-factor model of personality, and because the negative aspects may be signs of neurodiversity, I argue that the OE association with giftedness may be superfluous or even misleading. Three parents of gifted children are cited, revealing the consequences of receiving information about OEs with their children's assessment reports as the only guide for possible future problems. I offer suggestions, including replacing OE lists with research-based gifted characteristics. [ABSTRACT FROM AUTHOR]

Abstract Background Dyscalculia is defined as a specific learning difference or neurodiversity. Despite a move within postgraduate medical education (PGME) towards promoting inclusivity and addressing differential attainment, dyscalculia remains an unexplored area. Methods Using an interpretivist, constructivist, qualitative methodology, this scoping study explores PGME educators’ attitudes, understanding and perceived challenges of supporting doctors in training (DiT) with dyscalculia. Through purposive sampling, semi-structured interviews and reflexive thematic analysis, the stories of ten Wales-based PGME educators were explored. Results Multiple themes emerged relating to lack of educator knowledge, experience and identification of learners with dyscalculia. Participants’ roles as educators and clinicians were inextricably linked, with PGME seen as deeply embedded in social interactions. Overall, a positive attitude towards doctors with dyscalculia underpinned the strongly DiT-centred approach to supporting learning, tempered by uncertainty over potential patient safety-related risks. Perceiving themselves as learners, educators saw the educator-learner relationship as a major learning route given the lack of dyscalculia training available, with experience leading to confidence. Conclusions Overall, educators perceived a need for greater dyscalculia awareness, understanding and knowledge, pre-emptive training and evidence-based, feasible guidance introduction. Although methodological limitations are inherent, this study constructs novel, detailed understanding from educators relating to dyscalculia in PGME, providing a basis for future research.

Recent longitudinal evidence reveals how sustaining a traumatic brain injury (TBI) increases risk for criminal justice involvement, including incarceration for serious or chronic offending (i.e., violent crime). In 2016, researchers from Correctional Service Canada (CSC) found between 01 July 1997 and 31 March 2011, the incidence of incarceration was higher among federally sentenced incarcerated people with prior TBI; in their sample, both men and women with TBI were approximately 2.5 times more likely to be incarcerated than men and women without TBI. More research is needed to understand how TBI may be related to neurodiversity and shape pathways to criminal justice system involvement, particularly among men who do not identify as White; for example, in 2020/2021, Indigenous men made up 32% of male admissions to federal custody in Canada. Engaging 11 reports produced by CSC which examine rates of TBI and other related factors among incarcerated people, as well as select international literature on TBI and the criminal justice system, our rapid report seeks to explicate the potential relationship between TBI, neurodiversity, and men as evidenced among federally incarcerated men in Canada. Policy, training, education, future areas of inquiry and practical implications for correctional services are discussed.

University academic success is influenced by a number of variables. One of the factors influencing both neurotypical and neurodiverse students’ academic success at university is their social life. Students that are neurodiverse, however, also face additional challenges in maneuvering through their social life in comparison with neurotypical students. This paper argues that academic success for neurodiverse individuals is significantly influenced by their experiences in university social life. The social model of disability is the theoretical framework used in this article to examine and understand the relationship between the experiences in the social life of neurodiverse university students and their academic success. This paper argues that to increase the level of support provided to neurodiverse students, all stakeholders must work together.

This article presents an argument for considering the strengths of the cognitive processing style of the dyslexic brain when choosing a research methodology. I use my doctoral research, which used Q methodology (Q) to explore views on coach development as a case study to discuss this issue. I suggest that Q is a dyslexic brain-friendly methodology as it requires holistic and divergent thinking and offers opportunities for intuitive reasoning, which are core strengths of an individual with dyslexia. In doing so, I aim to demystify Q and make it more accessible to novice neurodiverse or neurotypical coaching researchers.

Traditional educational frameworks in Saudi Arabia have historically adopted a deficit-based approach to special education, potentially overlooking the benefits of neurodiversity. As global educational paradigms shift toward inclusive practices, examining the alignment of Saudi special education laws with neurodiversity principles becomes crucial. This content analysis study aimed to explore the existing literature on special education in Saudi Arabia to ascertain whether the laws and policies support or hinder the practice of neurodiversity, a concept that is gaining international recognition but remains nascent in Saudi Arabia. A systematic literature search was performed in Web of Science and Scopus, yielding 21 relevant studies after screening and application of inclusion criteria. A content analysis was conducted, focusing on the categorization of data relevant to special education laws and their implications for neurodiversity. The analysis identified seven key categories, including Implementation of Inclusive education and transition services, that reflect the current state of special education laws in relation to neurodiversity. A conceptual model was developed, illustrating the potential of special education laws to both support and impede neurodiversity in Saudi Arabia and potentially worldwide.

Introduction: This paper describes an innovative Framework for Remotely Enabled Co-Design with Young people (FREDY), which details an adaptable four-stage process for generating design concepts with children and other key stakeholders in a naturalistic and inclusive way. Methods: Recommendations from existing patient engagement and design methodologies were combined to provide research teams with procedures to capture and analyse end-user requirements rapidly. Resulting insights were applied through iterative design cycles to achieve accelerated and userdriven innovation. Results: Applying this framework with neurodiverse children within the context of healthcare, shows how creative design methods can give rise to new opportunities for co-creating across diverse geographies, abilities, and backgrounds as well as strengthen co-designer approval of the co-design process and resulting product. Discussion: We summarise key learnings and principles for fostering trust and sustaining participation with remote activities, and facilitating stakeholder design input through continuous collaboration, as well as highlight the potential benefits and challenges of utilising FREDY with neurotypical populations. [ABSTRACT FROM AUTHOR]

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'. [ABSTRACT FROM AUTHOR]

The rapid evolution of the digital landscape has catalyzed the integration of blockchain technology within the domain of cultural heritage, particularly in virtual museums within the Metaverse. This study introduces ArchaeoMeta, a novel framework designed to leverage blockchain technology to enhance security, authenticity, and visitor interaction in a virtual museum environment. Utilizing smart contracts deployed on the Ethereum Sepolia testnet, the framework manages visitor interactions and secures digital artifacts, addressing challenges associated with scalability and user experience under varying loads. The performance evaluation involved simulating user interactions, scaling up to ten thousand concurrent users, to assess the impact on transaction latency, gas usage, and blockchain size. Findings reveal significant scalability challenges, as transaction latency and blockchain size increased with the number of users, highlighting areas for optimization in managing high user traffic within the blockchain infrastructure. This study contributes to the understanding of blockchain applications in cultural heritage, suggesting that while ArchaeoMeta offers a robust platform for virtual museums, enhancements in scalability through layer-2 solutions or alternative blockchain platforms are essential for its practical implementation. The framework sets a precedent for future research in the convergence of blockchain technology and cultural heritage preservation, promising a transformative impact on how digital cultural experiences are curated and consumed. [ABSTRACT FROM AUTHOR]

Introduction: The term neurodiversity encompasses a range of conditions, including autism, attention deficit and hyperactivity disorder, dyslexia, and dyscalculia. In higher education, students with these conditions often face barriers that hinder their optimal academic performance. These barriers stem from their specific needs and institutional requirements. This situation can also negatively impact their ability to transition into the workforce. Therefore, it is necessary to design strategies that ensure specialized support for this population, guided by the opinions of neurodiverse students. The objective of this study is to identify the needs, difficulties, and tools related to the transition into the workforce, as reported by neurodiverse students and graduates from the bachelor's degree in psychology program, who present some conditions of neurodiversity. Methods: For this purpose, a qualitative/phenomenological research was carried out. Results: The gathered opinions revealed that the main needs of students include the following: increased awareness and capacity within higher education institutions for timely diagnosis, the implementation of reasonable adjustments for better integration into their activities, provision of supportive environments, the development of strategies to enhance cognitive and emotional aspects, such as planning skills, time management, and emotional regulation skills. Discussion: The results of this study are consistent with other studies that emphasize the importance of creating a compassionate pedagogy in educational settings. This involves a greater commitment from educators to address and improve pedagogical practices, provide necessary tools, and develop strategies to help students with neurodiversity conditions throughout their careers. The limitations of this study include the small sample size and restricted depth of the interviews. Therefore, future research should increase the number of participants and explore the interviews in greater depth. [ABSTRACT FROM AUTHOR]

Active labour market policies (ALMP) have faced challenges in integrating marginalised groups into the workforce. This study explores perceptions among managers and frontline workers on enhancing work inclusion for neurodiverse citizens, marginalised youth, and individuals suffering from mental health or substance use disorders in a troubled city district. An examination of dialogue conferences and group interviews uncovers problems with current practises, attitudes, and service organisation. The proposed local solutions primarily include improved coordination of support and services, as well as enhanced competence within these services. Our results indicate that co‐creation at the system, organisation, and individual levels, coupled with expanded knowledge translation, can mobilise local actors to create new or adopt existing knowledge‐based strategies. Therefore, local co‐creation presents a potential for developing local inclusion strategies. [ABSTRACT FROM AUTHOR]

Background: Dyscalculia is defined as a specific learning difference or neurodiversity. Despite a move within postgraduate medical education (PGME) towards promoting inclusivity and addressing differential attainment, dyscalculia remains an unexplored area. Methods: Using an interpretivist, constructivist, qualitative methodology, this scoping study explores PGME educators' attitudes, understanding and perceived challenges of supporting doctors in training (DiT) with dyscalculia. Through purposive sampling, semi-structured interviews and reflexive thematic analysis, the stories of ten Wales-based PGME educators were explored. Results: Multiple themes emerged relating to lack of educator knowledge, experience and identification of learners with dyscalculia. Participants' roles as educators and clinicians were inextricably linked, with PGME seen as deeply embedded in social interactions. Overall, a positive attitude towards doctors with dyscalculia underpinned the strongly DiT-centred approach to supporting learning, tempered by uncertainty over potential patient safety-related risks. Perceiving themselves as learners, educators saw the educator-learner relationship as a major learning route given the lack of dyscalculia training available, with experience leading to confidence. Conclusions: Overall, educators perceived a need for greater dyscalculia awareness, understanding and knowledge, pre-emptive training and evidence-based, feasible guidance introduction. Although methodological limitations are inherent, this study constructs novel, detailed understanding from educators relating to dyscalculia in PGME, providing a basis for future research. [ABSTRACT FROM AUTHOR]

The Program for the Education and Enrichment of Relational Skills (PEERS®) is an evidence-based intervention developed for autistic individuals to support social communication, peer interactions, independence, and interpersonal relationships. Despite a demonstrated effectiveness for young autistic individuals in the US and several other countries, PEERS has yet to be modified to support the needs of autistic adults across the lifespan. The present study describes how our team sought autistic voices to adapt PEERS for adults of any age. Specifically, we aimed to address the needs of middle-aged and older adults and adapt the curriculum to be more neurodiversity-affirming. Between two cohorts that completed the program consecutively, we evaluated the acceptability of the adapted PEERS program and made refinements based on feedback from autistic participants and their study partners. Results indicated that Cohort 2 reported higher satisfaction with the PEERS components and overall program than Cohort 1, suggesting effective refinement. We present a framework of adaptations that more specifically address the needs of middle-aged and older adults in a neurodiverse-affirming way compared to previous iterations. Our approach to implementing an adapted PEERS curriculum across the adult lifespan may serve as a model for improved clinical care and cultivate the acceptance of neurodiversity in the interpersonal domains of autistic adults' lives. [ABSTRACT FROM AUTHOR]