Academic literature on the topic 'Neurodivergence'
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Journal articles on the topic "Neurodivergence"
Kelly, Clive, Ren Martin, and Vadivelu Saravanan. "The Links Between Fibromyalgia, Hypermobility and Neurodivergence." Rheumatology 1, no. 1 (2022): 3. http://dx.doi.org/10.17925/rmd.2022.1.1.3.
Full textCooper, Ross, and Craig Kennady. "Autistic voices from the workplace." Advances in Autism 7, no. 1 (March 24, 2021): 73–85. http://dx.doi.org/10.1108/aia-09-2019-0031.
Full textMellifont, Damian. "Facilitators and Inhibitors of Mental Discrimination in the Workplace: A Traditional Review." Studies in Social Justice 15, no. 1 (February 8, 2021): 59–80. http://dx.doi.org/10.26522/ssj.v15i1.2436.
Full textMellifont, Damian. "COVID-19 related factors affecting the experiences of neurodivergent persons in the workplace: A rapid review." Work 71, no. 1 (January 15, 2022): 3–12. http://dx.doi.org/10.3233/wor-210811.
Full textBeswick, Charlie. "Supporting families through diagnosis." Early Years Educator 23, no. 14 (September 2, 2022): S8. http://dx.doi.org/10.12968/eyed.2022.23.14.s8.
Full textMellifont, Damian. "A Qualitative Study Exploring Neurodiversity Conference Themes, Representations and Evidence-Based Justifications for the Explicit Inclusion and Valuing of OCD." International Journal of Information, Diversity, & Inclusion (IJIDI) 5, no. 2 (May 13, 2021): 111–38. http://dx.doi.org/10.33137/ijidi.v5i2.35067.
Full textKidd, Douglas E. "Neurodivergence, Embodiment, Empowerment, Pathography: Expressions from the Margins." Practicing Anthropology 44, no. 4 (September 1, 2022): 31–37. http://dx.doi.org/10.17730/0888-4552.44.4.31.
Full textMorrison, Ryan J. "Ethical Depictions of Neurodivergence in SF about AI." Configurations 27, no. 3 (2019): 387–410. http://dx.doi.org/10.1353/con.2019.0021.
Full textHutson, James. "Social Virtual Reality: Neurodivergence and Inclusivity in the Metaverse." Societies 12, no. 4 (July 7, 2022): 102. http://dx.doi.org/10.3390/soc12040102.
Full textHolt, Allison Leigh. "THE CONVERSATION: Feedback Structures, Ways of Knowing, and Neurodivergence." Public 30, no. 59 (June 1, 2019): 104–12. http://dx.doi.org/10.1386/public.30.59.104_1.
Full textDissertations / Theses on the topic "Neurodivergence"
Bass, Malikai, and Scott Agusta Karen Dr Honeycutt. "Boys Like Me: Neurodivergence in the Young Adult Novel." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/203.
Full textAcevedo, Epinal Sara. "Enabling Geographies| Neurodivergence, Self-Authorship, and the Politics of Social Space." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815948.
Full textEnabling Geographies: Neurodivergence, Self-Authorship, and the Politics of Social Space examines and co-documents the political relevance of alternative educational, vocational, and community-living strategies developed and implemented by autistic grassroots educators serving autistic and otherwise neurodivergent youth in Berkeley, California. These educators reject the conceptualization and treatment of neurodivergent embodiment and expression as a medical pathology or a charity case and, in concert with grassroots disability justice initiatives, reclaim it instead as a vibrant cultural and political experience. They so do while simultaneously calling for the emancipation and collective liberation of all disabled people. More specifically, our collaborative inquiry documents the role of autistic educators in the visioning of strategies designed to enable a creative opening of differential social spaces wherein to freely and fully embody neurodivergence. Neurodivergence is an umbrella term covering a wide range of alternative individual neurocognitive styles.
One of the main arguments of this dissertation is that disabled service providers are uniquely positioned to intervene and unsettle institutionalized ableism vis-à-vis “safety-net” programs, especially against the historical backdrop of traditional community (care) services. The term ‘transition services’ means a coordinated set of activities to facilitate a disabled person’s movement from school to post-school activities. To document these strategies, the autistic leaders in question and myself co-designed the line of inquiry, methodology, and goals of this dissertation. We held collaborative meetings, interviews, and group conferences for almost two years. Our findings are presented through activist ethnographic vignettes, oral narrative analysis, and historical-analytical frameworks emerging from disability studies, activist anthropology, critical sociology, postmodern philosophy, and critical human geography. Overall, our methodology aims at capturing the program’s dynamics and philosophy, its gains and successes, as well as the institutional barriers and limitations to developing and sustaining autistic leadership roles in disability service provision.
Naples, Lauren Hunter. "Neurodivergence in Early Childhood| Deriving a Dual-Factor Model of Educational Well-Being Through a Design-Based Research Pilot Program." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813592.
Full textThere is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these investigations. Therefore, this study employed an advanced mixed methods research design, through which a convergent core was embedded within an overarching quasi-experimental framework to analyze three key outcomes in early childhood education: (a) self-identified conceptualizations of student covitality, (b) self-evaluated levels of student covitality, and (c) teacher-rated levels of executive dysfunction.
All students actively enrolled in a local partner school serving pre-Kindergarten to 2nd grade (N = 45) participated in qualitative and quantitative evaluations of covitality. Qualitative data were collected through semi-structured focus groups, and quantitative data were collected through student ratings on the Social-Emotional Health Survey-Primary (Furlong, You, Renshaw, O’Malley, & Rebelez, 2013). Qualitative findings suggested students conceptualize covitality as positive school experiences along a developmental trajectory across five themes—play activities, classroom instruction, school environmental factors, interpersonal relationships, and special programs. Quantitative results determined excellent internal reliability of the covitality scale for early elementary 1st- and 2nd-grade students (Cronbach's α = .908).
Two classrooms were randomly assigned to the waitlist control ( n = 14) or intervention (n = 10) condition—1st- and 2nd-grade, respectively. A novel positive psychology intervention was designed and tested to promote covitality. Implementation of strategically targeted practices supported the underlying factors of gratitude, zest, optimism, and persistence.
Additional quantitative data were collected through teacher ratings of cognition on the Behavior Rating Inventory of Executive Function, Second Edition (Gioia, Isquith, Guy, & Kenworthy, 2016). Intervention effects indicated a statistically significant interaction for improved executive functioning relative to the waitlist control group (p = .011). Integration of qualitative and quantitative results produced preliminary evidence of categorical advancement in a dual-factor clinical classification system and distinctions in varied and nuanced conceptualizations of well-being constructs over time. Synthesis of qualitative, quantitative, and integrated findings highlighted the value of design-based research generally, and the Student Strengths Safari© program, specifically, to establish a dual-factor model of educational well-being (EdWB) for optimal student development.
Attias, Michelle D. "Journaling in Search of the Neurodivergent Self: An Arts-based Research Project Dialoguing with Kurt Cobains Journals." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619018292032792.
Full textBooks on the topic "Neurodivergence"
Clarke, Anthony, Jos Boys, and Gardner John. Neurodivergence and Architecture. Elsevier Science & Technology Books, 2022.
Find full textNeurodivergence and Architecture. Elsevier, 2022. http://dx.doi.org/10.1016/s2589-2959(22)x0002-7.
Full textClarke, Anthony, Jos Boys, and Gardner John. Neurodivergence and Architecture. Elsevier Science & Technology, 2022.
Find full textClement, Amy Rachal. Diverse: Stories on Neurodivergence and the Neurodiversity Movement. Notion Press, 2020.
Find full textColtrin, Andrew. Ability: Emerging from the Social Constraints on Neurodivergence and Disability. Partly Robot Industries, 2021.
Find full textScheiner, Marcia, and Joan Bogden. Neurodivergent Job Candidate. Taylor & Francis Group, 2021.
Find full textNeurodivergent Job Candidate. Taylor & Francis Group, 2021.
Find full textMENDONÇA, Victor. Neurodivergentes - Autismo na Contemporaneidade. Roberto Vinícius de Mendonça, 2019. http://dx.doi.org/10.29327/514181.
Full textOkayish Journals & Notebooks. Neurodivergent Lined Journal Notebook. Independently Published, 2021.
Find full textShaughnessy, Nicola, and Shaun May. Collection of Plays by Neurodivergent Writers. Oberon Books, Limited, 2020.
Find full textBook chapters on the topic "Neurodivergence"
Haynes, Emma. "Neurodivergence and Motherhood." In Motherhood and Mental Illness, 161–73. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003154891-17.
Full textOram, Daron. "Twelve Steps Toward an Anti-Discriminatory Approach to Neurodivergence in Actor Training." In Inclusivity and Equality in Performance Training, 60–77. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003125808-4.
Full textGrant, Robert Jason. "Neurodivergent Play." In The AutPlay® Therapy Handbook, 91–108. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-5.
Full textGrant, Robert Jason. "The Neurodivergent Child." In The AutPlay® Therapy Handbook, 31–65. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-3.
Full textGrant, Robert Jason. "Neurodivergent Mental Health Needs." In The AutPlay® Therapy Handbook, 66–90. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-4.
Full textScheiner, Marcia, and Joan Bogden. "Introduction." In The Neurodivergent Job Candidate, 1–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-1.
Full textScheiner, Marcia, and Joan Bogden. "Why Hire Autistic Professionals?" In The Neurodivergent Job Candidate, 17–26. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-4.
Full textScheiner, Marcia, and Joan Bogden. "Are Neurodiversity Hiring Programs Necessary?" In The Neurodivergent Job Candidate, 27–35. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-5.
Full textScheiner, Marcia, and Joan Bogden. "What Are You Evaluating?" In The Neurodivergent Job Candidate, 113–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-15.
Full textScheiner, Marcia, and Joan Bogden. "Epilogue." In The Neurodivergent Job Candidate, 157. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-21.
Full textConference papers on the topic "Neurodivergence"
Bielecki, Kazimir, and Lennie Varvarides. "What is the Neurodivergent Aesthetic?" In Proceedings of EVA London 2019. BCS Learning & Development, 2019. http://dx.doi.org/10.14236/ewic/eva2019.11.
Full textDamiani, Luca M. "Hyper Sensorial -- Human Computed Neurodivergent Poem." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3311779.
Full textHope Currin, Flannery. "Supporting Shy & Neurodivergent Children in Social Play." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3503800.
Full textSpiel, Katta, Eva Hornecker, Rua Mae Williams, and Judith Good. "ADHD and Technology Research – Investigated by Neurodivergent Readers." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491102.3517592.
Full textRace, Lauren, Kia El-Amin, Sarah Anoke, Andrew Hayward, Amber James, Amy Hurst, Audrey Davis, and Theresa Mershon. "Understanding Design Preferences for Sensory-Sensitive Earcons with Neurodivergent Individuals." In ASSETS '22: The 24th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3517428.3550365.
Full textDickens, Brianna. "Exploring Research Methods as an Alternative Communicators and Neurodivergent Inquiry Group." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431633.
Full textVasquez, Anani. "A Neurodivergent Approach to Rhizoanalysis: Foregrounding Prearticulation for Equitable Concept Creation." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680915.
Full textRace, Lauren, Amber James, Andrew Hayward, Kia El-Amin, Maya Gold Patterson, and Theresa Mershon. "Designing Sensory and Social Tools for Neurodivergent Individuals in Social Media Environments." In ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441852.3476546.
Full textGuneysu Ozgur, Arzu, Ali Reza Majlesi, Victor Taburet, Sebastiaan Meijer, Iolanda Leite, and Sanna Kuoppamäki. "Designing Tangible Robot Mediated Co-located Games to Enhance Social Inclusion for Neurodivergent Children." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3535300.
Full textStefanidi, Evropi. "Improving the digital well-being of neurotypical & neurodivergent children considering their care ecosystem." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3538830.
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