Journal articles: 'Neurodivergence'

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Kelly, Clive, Ren Martin, and Vadivelu Saravanan. "The Links Between Fibromyalgia, Hypermobility and Neurodivergence." Rheumatology 1, no. 1 (2022): 3. http://dx.doi.org/10.17925/rmd.2022.1.1.3.

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Fibromyalgia and joint hypermobility are common coexisting conditions among younger females that are often accompanied with additional features of autonomic dysfunction. Mental health is frequently impacted with these conditions and an association with neurodivergence has been recently established. Neurodivergence is also prevalent among close relatives. Reasons for this association are poorly understood, although genetics, adverse early life experiences and autoimmunity all contribute. Pharmacological responses may differ in neurodivergence, while psychological support requires adaptation for individual sensitivities. Screening patients with fibromyalgia and hypermobility for neurodivergent traits and vice versa may facilitate diagnosis and management.

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Cooper, Ross, and Craig Kennady. "Autistic voices from the workplace." Advances in Autism 7, no. 1 (March 24, 2021): 73–85. http://dx.doi.org/10.1108/aia-09-2019-0031.

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Purpose The purpose of this paper is to give autistic employees a voice, evaluate their work-based experiences and to disseminate the relevant recommendations of the Westminster AchieveAbility Commission report. Design/methodology/approach These experiences were identified through a questionnaire answered by 600 neurodivergent employees, including 95 autistic respondents. This allowed us to compare experiences across neurodivergent categories. Findings The overwhelmingly negative work-place experience is consistent at every stage unless managers had a good understanding of neurodivergence. This deteriorated further the more categories of neurodivergence identified with, and minority ethnicity. Few reasonable adjustments were made. Psychometric tests are experienced as disabling. No statistically significant differences were found between genders. Research limitations/implications The target group are not representative of the wider autistic population and the sample is relatively small. Further research could look at how managers come to understand neurodivergence, the utilisation of reasonable adjustments and how to promote neurodivergence awareness. Practical implications There need to be wholesale changes in recruitment and reasonable adjustments in the workplace, which will require substantial changes in attitudes. Social implications The experience of neurodivergent people in the work-place, including autistic employees, was more consistently negative than expected. It was difficult to find any autistic employees without disabling experiences. This paper hopes this will alert wider society to the issues and may serve to support more solidarity amongst neurodivergent people in relation to employment. The findings have already influenced The Advisory, Conciliation and Arbitration Service. Originality/value There is very little detailed research focussed on the work-place experience and voices of autistic employees and less research that considers the implications of neurodivergent overlaps in the workplace.

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Mellifont, Damian. "Facilitators and Inhibitors of Mental Discrimination in the Workplace: A Traditional Review." Studies in Social Justice 15, no. 1 (February 8, 2021): 59–80. http://dx.doi.org/10.26522/ssj.v15i1.2436.

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Discrimination can closely follow disclosure of neurodivergence in the workplace. This traditional review of the literature therefore aims to (a) critically explore factors that facilitate and inhibit mental discrimination in workplace environments, and (b) produce an evidence-based, anti-discrimination guide supporting neurodivergent employees. Applying content analysis to 64 scholarly articles retrieved from Scopus, ProQuest Central and PsycINFO (via OvidSP) databases, this traditional review offers three main messages which should be of value to HR policymakers and practitioners. First, the spirit of diversity and inclusion needs to be practically applied in recruitment processes so that neurodivergent applicants are not exposed to discrimination. Second, employees or prospective employees should not feel that they will be punished for disclosing their neurodivergence. Finally, sanist workplaces that refuse to be inclusive and accommodating of neurodivergent persons might experience lost productivity as a result.

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Mellifont, Damian. "COVID-19 related factors affecting the experiences of neurodivergent persons in the workplace: A rapid review." Work 71, no. 1 (January 15, 2022): 3–12. http://dx.doi.org/10.3233/wor-210811.

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BACKGROUND: Policy responses to the COVID-19 pandemic offer possibilities to advance social justice. One such prospect is to make workplaces more inclusive of neurodivergence. OBJECTIVE: This research addresses the question of, in what ways might COVID-19 affect the experiences of neurodivergent persons in the workplace? METHODS: Conducting a rapid review, the author has applied thematic analysis to a total of 50 documents comprised of journal articles, news articles, and guides as retrieved from purposive searches of ProQuest Central, ProQuest Newsstream International, Google Scholar, and Google databases. RESULTS: Research results have revealed themes of challenges and opportunities, and sub-themes of accommodating (i.e., remote working, employee recruitment, retainment or advancement and/or access); and diversity and inclusion (i.e., acceptance, empathy and/or ERGs). CONCLUSION: This study has informed a baseline COVID-19-related guide to accommodating and including neurodivergence in the workplace. The review concludes by offering possibilities as to what a COVID-19 inspired ‘new normal’ might mean for supporting neurodivergent staff (and prospective staff).

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Beswick, 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.

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Mellifont, 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.

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The inclusivity of neurodiversity conferences is a new field of research. Utilising Obsessive Compulsive Disorder (OCD) as an example, this study aims to critically investigate issues of inclusivity in the flyers advertising these conferences. This exploratory research is informed by 22 conference flyers and 14 scholarly articles retrieved from respective internet and Google Scholar enquiries. These articles offered evidence-based justifications for a greater inclusion of OCD-focused content in neurodiversity conferences. The study cautions that the lack of explicit inclusion of OCD as a topic among conferences can be harmful to persons who identify with this particular type of neurodivergence. This study offers a sound base from which future research focusing upon other forms of neurodivergence and issues of neurodiversity conference inclusivity and intersectionality can develop.

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Kidd, 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.

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Abstract G. Thomas Couser (1997:533) asserts in “Disability, Life Narrative, and Representation,” “The autobiographical act models the agency and self-determination the disability rights movement has fought for....” With autoethnographical prose, focusing on individual and community psychosocial implications of trauma, the paper offers story and analysis centered on embodied experience. This paper grounds lived experience of severe traumatic brain injury (TBI) with a lens of de-medicalizing disability. This paper provides windows on largely hidden and little understood forms of impairment from a frequently marginalized individual. The paper examines the experiences of a severe TBI survivor by exploring the temporal dissonance of impaired cognitive processing. The paper uses pathography to give emphasis to relevant Critical Disability Studies and Critical Trauma Studies scholarship. The paper explores how the intersections of living with multiple impairments (disabilities) while pursuing autoethnography as an unaffiliated researcher strengthens disabled identity, empowers the drive for self-determination, and provides agency to assert oneself politically to better reduce stigma and minimize oppression by the dominant culture. This paper examines the confluence of composing personal experiences of severe TBI survival with Disability Studies scholarship that promotes centering of self and (re)creating identity.

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Morrison, 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.

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Hutson, 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.

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Whereas traditional teaching environments encourage lively and engaged interaction and reward extrovert qualities, introverts, and others with symptoms that make social engagement difficult, such as autism spectrum disorder (ASD), are often disadvantaged. This population is often more engaged in quieter, low-key learning environments and often does not speak up and answer questions in traditional lecture-style classes. These individuals are often passed over in school and later in their careers for not speaking up and are assumed to not be as competent as their gregarious and outgoing colleagues. With the rise of the metaverse and democratization of virtual reality (VR) technology, post-secondary education is especially poised to capitalize on the immersive learning environments social VR provides and prepare students for the future of work, where virtual collaboration will be key. This study seeks to reconsider the role of VR and the metaverse for introverts and those with ASD. The metaverse has the potential to continue the social and workplace changes already accelerated by the pandemic and open new avenues for communication and collaboration for a more inclusive audience and tomorrow.

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Holt, 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.

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Holt, Allison Leigh. "THE CONVERSATION: Feedback Structures, Ways of Knowing, and Neurodivergence." Public 31, no. 59 (June 1, 2019): 104–12. http://dx.doi.org/10.1386/public.31.59.104_1.

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This paper discusses communication as a community of feedback systems. Arguing that meaningful communication between human and non-human species is contingent upon first reconsidering human understandings of human consciousness and cognition, the author identifies axes of communication as perceiving-sensing, adjusting-processing, and responding-exchanging, beyond language. Drawing upon theories of enactivism and her work teaching media to neurodivergent students, the author proposes experimental time-based media as a useful model for communication between humans and the not-quite-fixed world of all things that exist, with or without categorization, and between those things themselves.

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Thomson, Quin. "Rationale and Neurodivergence: Reflections on, and Repercussions of, the Quintessence Project." Context, no. 47 (January 31, 2022): 57–63. http://dx.doi.org/10.46580/cx60127.

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In Autumn 2003, under a previous name, I published a research report in this journal, entitled ‘The Quintessence Project: Re-envisioning Mediæval Music through the Lens of Electroacoustic Technology.’ The report detailed the beginnings of an effort to blend historically informed performance practice (specifically of Gregorian chant) with improvisatory techniques, scaffolded by electroacoustic ‘found sound’ techniques including looping, filtering and granulation…

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Shaw, Carolyn, Victoria Churchill, Sarah Curtain, Allison Davies, Brede Davis, Zoë Kalenderidis, Emily Langlois Hunt, Benjamin McKenzie, Megan Murray, and Grace Anne Thompson. "Lived Experience Perspectives on Ableism Within and Beyond Music Therapists’ Professional Identities." Music Therapy Perspectives 40, no. 2 (September 1, 2022): 143–51. http://dx.doi.org/10.1093/mtp/miac001.

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Abstract The 10 authors contributing to this reflective essay are comprised of music therapy practitioners, academics, and students with lived experience of disability, neurodivergence, or/and chronic physical and mental health conditions. We will discuss the impact of ableism in our music therapy work, both for participants and for music therapists. Beyond outright discrimination of people with disability, ableism is typically linked to an agenda to normalize and cure. In contrast, music therapists working from a position of post-ableist music therapy seek to collaboratively provide conditions and musical experiences that are less disabling and restrictive through addressing barriers and facilitating connections. We will discuss how including post-ableist perspectives might also create safer spaces for music therapists with lived experience of disability, neurodivergence, and/or chronic physical and mental health conditions. In this critical commentary, we wish to move from a deficit understanding of therapists with lived experience that is often implicit in codes of ethics and standards of practice, to one that celebrates the richness and knowledge that our experience brings. To embed post-ableist perspectives into our profession at all levels, we will discuss the implications for student training and supervision when accessibility is centered in practicum and classroom learning activities. In conclusion, we aim to make apparent the fact that therapists can and do come in all forms and with all backgrounds and that recognizing health diversity in our profession benefits us all.

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Hutson, Piper, and James Hutson. "Neurodivergence and Inclusivity in Cultural Institutions: A Review of Theories and Best Practices." Creative Education 13, no. 09 (2022): 3069–80. http://dx.doi.org/10.4236/ce.2022.139193.

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Ridout, Susy. "Neurodivergence and the Gaslighting of Rape: A Call for an Improved Societal Response." International Journal of Interdisciplinary Social and Community Studies 15, no. 2 (2020): 47–65. http://dx.doi.org/10.18848/2324-7576/cgp/v15i02/47-65.

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Morrison, Aimée. "(Un)Reasonable, (Un)Necessary, and (In)Appropriate: Biographic Mediation of Neurodivergence in Academic Accommodations." Biography 42, no. 3 (2019): 693–719. http://dx.doi.org/10.1353/bio.2019.0066.

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Cosantino, Jersey. "The Becoming." Departures in Critical Qualitative Research 11, no. 4 (2022): 42–60. http://dx.doi.org/10.1525/dcqr.2022.11.4.42.

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The Becoming is a Mad trans (re)telling of Ray Bradbury’s 1951 short story “The Pedestrian.” Using oral history interviews conducted with individuals identifying within the vast spectrum of Madness, neurodivergence, transness, and gender non-conformity, I seek to bring to life the themes, stories, and reflections of Mad trans becoming within the evocative setting of Bradbury’s story. Engaging with ghosts and hauntings as allegory, allusion, and illusion, I welcome readers to embark on a journey of becoming that is Maddeningly surreal and transgressively illusive, calling forth coming-to-know experiences that defy liminal boundaries between time, space, and place; past, present, and future.

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Clary, Katie Stringer, and Carolyn Dillian. "Printing the Past." Public Historian 43, no. 2 (May 1, 2021): 41–62. http://dx.doi.org/10.1525/tph.2021.43.2.41.

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This article describes and evaluates a 3-D scanned and printed exhibit created by students and faculty in collaboration with a local museum to increase accessibility to archaeological and historical collections for audiences with visual disabilities, neurodivergence, and sensory processing differences. 3-D technologies allowed for the creation of a hands-on exhibit, accompanied by a variety of accessible solutions, such as audio, video, and braille, allowing audiences to explore reproductions of artifacts through touch. Surveys of museum attendees and students who participated in the project revealed that the tactile exhibit and design experience were extremely positive. As museums and public historians strive for universal design and access in programs, this technology provides another opportunity for engagement. The authors explain methods and applications for public historians, museums, and outreach.

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Wang, Emily Q., and Anne Marie Piper. "The Invisible Labor of Access in Academic Writing Practices: A Case Analysis with Dyslexic Adults." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–25. http://dx.doi.org/10.1145/3512967.

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Writing is the currency of academia. Although technology-mediated writing has been studied extensively in CSCW, we know little about how writing practices unfold with disabled people, such as dyslexic writers whose neurodivergence shapes how they process language. Our qualitative analysis reveals how dyslexic professionals simultaneously identify how editing tools break down on academic language; develop workarounds that re-appropriate other tools as language sources; cultivate ad-hoc collaborations to compensate for technology's limitations; and navigate culturally ingrained ableist expectations for writing. We discuss how dyslexic writers' experiences with shouldering invisible work to participate in academic writing processes indicates that current tools and services do not support their needs. We then draw on our findings to inform design opportunities to make writing processes more accessible through changes to writing tools, institutional services, and peer review practices.

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Vanecek, Jana. "Neurodiversität." Psychiatrische Pflege 7, no. 4 (July 1, 2022): 7–8. http://dx.doi.org/10.1024/2297-6965/a000437.

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Im Alltag von Betroffenen wird ersichtlich, dass die Haltungen gegenüber der Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung (ADHS) in der Regel eher negativ sind. Dies bestätigt auch eine kürzlich publizierte systematische Übersichtsstudie. Einen differenzierteren und selbstermächtigenden Kontrast bietet das Konzept der Neurodiversität. Mit diesem Ansatz kann Neurodivergenz aus dem Bereich der Individualisierung von psychischen Problemen in den allgemeinen Bereich menschlicher Bedingungen und Lebensumstände überführt werden. Dies schafft mehr Verständnis und führt längerfristig auch zu besseren Lebensbedingungen für neurodivergente Personen.

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Neilson, Shane. "A New Materialisms Poetics of Touch: David Eastham’s Understand: 50 Memowriter Poems." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 160–84. http://dx.doi.org/10.15353/cjds.v10i1.733.

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Although often mentioned in summarial histories of “first” authors with autism, the work of the Canadian David Eastham has not been analyzed at the level of form to date. Using Melanie Yergeau’s scholarship challenging the ruling episteme of biomedicine when it comes to neurodivergence, this paper considers biographical elements of Eastham’s life to confirm biomedical primacy in the accounts made by others. Then Eastham’s own work undergoes formal analysis to show how Eastham’s own words resisted the episteme while, even today, those means of those same words, provided by the contested practise of Facilitated Communication, are challenged by biomedicine. The method of close reading is used to interpret Eastham’s work, as guided by the theory inherent to new materialisms. The result is exposing an uncomfortable match between medical models and the alternative embodiment concept when it comes to interpreting the poetry of disabled people.

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Flores, Cherie, Camila Reyes-Narváez, Gabriel Pinto-Troncoso, and Cristóbal Olivares González. "Neurodiversidad en la biblioteca académica." Ibersid: revista de sistemas de información y documentación 16, no. 2 (November 17, 2022): 111–19. http://dx.doi.org/10.54886/ibersid.v16i2.4848.

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Frente al aumento de estudiantes neurodivergentes matriculados en educación superior y el fortalecimiento del paradigma de la neurodiversidad como movimiento social, se hace necesario que las bibliotecas académicas consideren a estos usuarios. El objetivo del presente estudio fue identificar —a través de una revisión sistematizada de literatura —las acciones que las bibliotecas académicas han implementado en colecciones y servicios para afrontar la necesidad de inclusión de la neurodivergencia, enfocándose especialmente en diagnósticos de dislexia, déficit atencional e hiperactividad y trastorno del espectro autista. La búsqueda de información se realizó en los recursos Web of Science, Scopus, Taylor & Francis, E-Lis, EBSCO, Jstor, Wiley, Red de Repositorios Latinoamericanos, SpringerLink y Emerald. De los 1.549 documentos recuperados inicialmente, 19 fueron incluidos en la revisión. Se puede concluir que las acciones tomadas por las bibliotecas académicas son diversas y heterogéneas, tanto en su concepción como en su ejecución y varían ampliamente dependiendo de la institución en las que se enmarca la biblioteca. Los servicios han sido los más adaptados a usuarios neurodivergentes, mientras que las colecciones son las menos consideradas al momento de tomar acciones de inclusión.

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Denton, Grace. "Holding Our Nerves—Experiments in Dispersed Collective Silence, Waking Sleep and Autotheoretical Confession." Arts 11, no. 4 (August 5, 2022): 75. http://dx.doi.org/10.3390/arts11040075.

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As part of my practice-based research, I host a monthly radio show based on the principle of ‘waking sleep’, resulting in a largely silent experiment in dispersed communion with an audience. Silence—though frowned upon in standard broadcasting—has long been a feature of artworks from Marina Abramović (1973–present), to John Cage’s 4′33 (1952), to Gillian Wearing’s Sixty MinutesSilence (1996). The power of collective silence is harnessed by many doctrines: in Quaker meetings for worship, in the practice of Zen Buddhism, and in the Memorial observance of a minute’s silence. The practice of ‘waking sleep’ was coined by Ned Hallowell M.D. as a means of refreshing the brain and combatting the effects of ADHD. It is simply the act of letting the mind wander, without feeding it the next dopamine hit from a stimulant like a conversation or screen-scroll. Holding My Nerve is a radio show, and an ongoing autotheoretical artwork. It is part-field recording, part-endurance performance, and tracks my research process as it evolves. Using transcripts of the show, diaristic writing, and reflections on art history and my past works, this article explores the often-fraught relationships between autotheory, visual art, neurodivergence, and practice-based research.

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Priscott, Tamsin, and Robert Anthony Allen. "Human capital neurodiversity: an examination of stereotype threat anticipation." Employee Relations: The International Journal 43, no. 5 (February 8, 2021): 1067–82. http://dx.doi.org/10.1108/er-06-2020-0304.

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PurposeThe purpose of the study was to test the assumption of similarities between neurodivergents and other minority groups regarding their reaction to stereotype threat. In addition, it aimed to identify the source of stereotype threat and the neurodivergent's response to it.Design/methodology/approachTwo studies were conducted. Study 1 employed three exercises consisting of brochures, learning sets and posters to test organisational cues, notions of intelligence and situational cues. It collected data from 53 participants to establish whether stereotype threat observed in visible difference such as race, gender and intelligence is equally relevant to neurodiversity. Study 2 consisted of interviews with 44 participants to establish stereotype threat source, reaction and effect on declaration of invisible difference.FindingsNeurodivergents, defined by their invisible difference, react similarly to those with a visible difference with respect to organisational cues and stereotype threat. They will cognisantly define their behaviours depending upon those cues and stereotype threat. In doing so, they draw upon previous personal and work experiences. After the event, they will make a comparison to their assessment. If it is similar to their assessment, it reinforces it; however, if it is dissimilar, the neurodivergent will make an adjustment to the assessment. In both cases, the experience will form part of a future threat assessment.Research limitations/implicationsThe research is limited by its interpretivist nature and sample comprising personnel within a UK government organisation.Practical implicationsThe research has practical implications for employers, providing managers with a model to understand the impact a neurodivergents' previous experiences can have on their ability to interact within the workplace. Such understanding can provide insight into how best to utilise human capital.Originality/valueThis study makes a contribution to theory by expanding knowledge of neurodiversity in the workplace and by identifying the neurodivergents' reaction to the anticipation of a stereotype threat. In addition, it offers the stereotype threat anticipation conceptual model as a representation of the cognitive decisions made by neurodivergents to conceal or reveal their invisible difference.

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Kidd, Douglas E. "Embodiment, Autoethnography, Performance Poetry: Living with Severe Traumatic Brain Injury." Canadian Journal of Disability Studies 10, no. 2 (October 8, 2021): 204–25. http://dx.doi.org/10.15353/cjds.v10i2.797.

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This presentation offers neurodivergence embodied, autoethnography, and performance poetry. The confluence of acquiring severe traumatic brain injury combined with exposure to concepts and paradigms while pursuing a graduate degree in Disability Studies, catalyzed emergence and triggered development of my disabled identity. The brain damage acquired causes issues of decoding/deciphering/processing, which in turn triggers and/or produces episodes of temporal dissonance. When these shifts in timing occur, they have tremendous impact on rational thought processes and emotional stability. The salient aspects of my new life – emotional sensitivity and volatility – may on the surface seem detrimental and undesirable; however, I celebrate these qualities as they greatly enhance my identification with and empathy for others, which in turn drive my artistic, social, cultural, political expression, quest for community and belonging. While temporal dissonance is unlikely to occur during this planned short presentation, I will relate and provide the audience with windows on largely hidden and little understood forms of impairment. Note: To hear recitation of some of these poems, check out fellow VIBE presenter Cheryl Green’s podcast: http://whoamitostopit.com/pigeonhole-podcast-17-autoethnographic-poetry/ The original presentation at VIBE was accompanied by music from Miles Davis and Marcus Miller’s 1987 album Music from Siesta. Readers are encouraged to listen to this album via their music platform of choice while reading the following poetry. Youtube link to the album: https://www.youtube.com/watch?v=ZuvtNL_jyeQ

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Saunders, Pamela. "Neurodivergent Rhetorics." Journal of Literary & Cultural Disability Studies 12, no. 1 (February 2018): 1–17. http://dx.doi.org/10.3828/jlcds.2018.1.

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Edwards, Emilie. "How Can Midwives And Educators Better Understand, Teach And Support Neurodivergent Students?" Practising midwife 25, no. 08 (September 1, 2022): 32–34. http://dx.doi.org/10.55975/wsqa8919.

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In this article, the authors explore the experiences of neurodivergent student midwives, defining neurodiversity and giving a spotlight to neurodivergent voices. In a midwifery climate of high attrition and with a growing number of neurodivergent students entering higher education, this article makes recommendations about how you can better understand, teach and support neurodivergent students in university and clinical placements to make midwifery education more inclusive and sustainable.

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Becerra Villegas, Gerardo Miguel, Susana Catalina Páez Serrato, and Alejandra Barbosa Guerra. "Identificación de talentos neurodivergentes para fortalecer el desarrollo de software de alta calidad en el país." Tecnología Educativa Revista CONAIC 8, no. 1 (November 30, 2021): 36–41. http://dx.doi.org/10.32671/terc.v8i1.190.

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El objetivo del presente trabajo es identificar, dentro de las instituciones de educación superior (IES), a talentos neurodivergentes con perfiles semejantes al síndrome de Asperger (SA) con el propósito de integrarlos a la industria de desarrollo de software (IDS). Lo anterior tiene como fundamento que las personas que presentan esta condición poseen de manera innata habilidades que favorecen el desarrollo de Tecnología de Información (TI). Asimismo, el trabajo presenta una metodología experimental compuesta de seis procesos que permite, de manera secuencial, la identificación de talentos y su incorporación a la industria de tecnología. Por último, el artículo muestra los resultados obtenidos de la aplicación de dicha metodología en estudiantes de cinco universidades públicas del sureste de México, así como la vinculación alcanzada con empresas de Tecnología de Información. The objective of this article is to identify, within higher education institutions (HEI), neurodivergent talents with profiles similar to Asperger syndrome in order to integrate them into the software development industry. The foregoing is based on the fact that people with this condition innately possess skills that favor the development of Information Technology. The article also presents an experimental methodology integrated by six processes that allow, in a sequential mode, the talent identification and their incorporation into the technology industry. Lastly, the study shows the results obtained from the methodology application in students from five public universities of the southeast region of Mexico, as well as the links achieved with Information Technology companies.

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Maria Szulc, Joanna, Julie Davies, Michał T. Tomczak, and Frances-Louise McGregor. "AMO perspectives on the well-being of neurodivergent human capital." Employee Relations: The International Journal 43, no. 4 (March 22, 2021): 858–72. http://dx.doi.org/10.1108/er-09-2020-0446.

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PurposeExisting management research and management practices frequently overlook the relationship between the above-average human capital of highly functioning neurodivergent employees, their subjective well-being in the workplace and performance outcomes. This paper calls for greater attention to the hidden human capital associated with neurodiversity by mainstreaming implementation of neurodiversity-friendly policies and practices.Design/methodology/approachDrawing on the ability, motivation and opportunity (AMO) framework, this conceptual paper integrates research on employee neurodiversity and well-being to provide a model of HR-systems level and human capital development policies, systems and practices for neurodivergent minorities in the workplace.FindingsThis paper illustrates that workplace neurodiversity, like biodiversity, is a natural phenomenon. For subjective individual psychological and organisational well-being, neurodivergent employees require an empathetic culture and innovative talent management approaches that respect cognitive differences.Practical implicationsThe case is made for neurodivergent human capital development and policy-makers to promote inclusive employment and decent work in a context of relatively high unemployment for neurodivergent individuals.Originality/valueThis paper extends current debates on organisational equality, diversity and inclusion to a consideration of workplace well-being for highly functioning neurodivergent workers. It calls for more equitable and empathetic approaches to investing in employees with neurodevelopmental and cognitive disabilities.

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Bhandari, Renu, and Jon Rainford. "Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support." International Journal of Educational and Life Transitions 2, no. 1 (January 24, 2023): 5. http://dx.doi.org/10.5334/ijelt.38.

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The higher education journey of any student in a distance learning university is a challenging one but this is more so for neurodivergent students. Neurodivergent students have been found to require both academic (Jackson et al. 2018; Ness 2013) and non-academic support (Gelbar et al. 2015) around them to enable to achieve and reach their academic goals. Access programs in The Open University have a widening participation agenda and enrol many Neurodivergent students with diagnoses of autism, ADHD, Dyslexia, Asperger’s syndrome, and Dyspraxia. The study focused on the following three research questions: 1. What forms of support do neurodivergent students transitioning from Access to Level 1 study value? 2. What barriers to success may the current access curriculum create for neurodivergent students? 3. How can neurodivergent students transitioning from Access to level 1 be better supported? Students from the three access modules moving to any level 1 module were included in the sample. This paper focuses on the findings from the five remotely conducted in-depth interviews and an associated photo-elicitation task. Through a thematic analysis, a number of key themes were developed: Finding their own way, Support, quality of tutor support, wider systems of support, understanding assessment, facing new systems, the jump, language of learning and referencing issues. The paper explores these with examples and highlights how these might inform future practice to improve transitions for neurodivergent students. The paper also highlights the limitations institutional focused research with these groups places upon the scope of this kind of research.

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Heasman, Brett, and Alex Gillespie. "Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding." Autism 23, no. 4 (August 3, 2018): 910–21. http://dx.doi.org/10.1177/1362361318785172.

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Autistic people are neurologically divergent, yet approaches to studying autism are framed by neurotypical definitions of being social. Using the concept of intersubjectivity, which conceptualises a variety of ways of socially relating, we investigate distinctive features of how autistic people build social understanding. A total of 30 members of a charity supporting adults with autism were video-recorded during a social activity they enjoyed, namely collaborative video gaming. Mapping the coherence, affect and symmetry of each conversational turn revealed shifting patterns of intersubjectivity within each interaction. Focussing on clusters of consistent and fragmented turns led us to identify two features of neurodivergent intersubjectivity: a generous assumption of common ground that, when understood, led to rapid rapport, and, when not understood, resulted in potentially disruptive utterances; and a low demand for coordination that ameliorated many challenges associated with disruptive turns. Our findings suggest that neurodivergent intersubjectivity reveals potential for unconventional forms of social relating and that a within-interaction analysis is a viable methodology for exploring neurodivergent communication. Future research should examine the varieties of neurodivergent intersubjectivity, with associated problems and potentials, and how those forms of intersubjectivity can be enabled to flourish, particularly in autistic-to-neurotypical encounters.

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Gold, Becky. "Neurodivergency and Interdependent Creation: Breaking into Canadian Disability Arts." Studies in Social Justice 15, no. 2 (March 6, 2021): 209–29. http://dx.doi.org/10.26522/ssj.v15i2.2434.

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Disability arts has traditionally been understood as that which is led, created, and/or curated by disabled artists. While disability arts and culture in Canada has continued to grow and develop over the last number of decades, I have perceived a notable lack of neurodivergent artists being included at disability arts events and community gatherings. I question if this lack of representation may be due in part to this perception of disability arts as having to be led exclusively by those with lived experience of disability. In this paper, I will critically engage with concepts of inter-abled artistic collaboration, interdependency and the need to re-imagine disability arts leadership structures to better include neurodivergent artists and their allies. I will further position my ideas around this topic within the context of the roundtable discussion on the future of disability arts leadership that took place at the Cripping the Arts Symposium in 2019.

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Meads, Threasa. "The autosomamediality of neurodivergent folks’ Facebook pages." Australasian Journal of Popular Culture 11, no. 1 (December 1, 2022): 27–43. http://dx.doi.org/10.1386/ajpc_00049_1.

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This article employs life narrative scholarship to examine four neurodivergent (ND) folks’ public Facebook (FB) pages that are making important contributions to the growing representation of ND culture in online spaces and social media. It argues that the participatory, networked, digital, online space of FB facilitates autobiographical acts at the intersection of automedia and autosomatography, where the latter finds its most realized form, and where these multimodal, connected, dynamic manifestations of disabled lives are best defined by an elision of the two terms (automedia and autosomatography): autosomamedia.

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Spiel, Katta, and Kathrin Gerling. "The Purpose of Play." ACM Transactions on Computer-Human Interaction 28, no. 2 (April 2021): 1–40. http://dx.doi.org/10.1145/3432245.

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Play presents a popular pastime for all humans, though not all humans play alike. Subsequently, Human–Computer Interaction Games research is increasingly concerned with the development of games that serve neurodivergent 1 players. In a critical review of 66 publications informed by Disability Studies and Self-Determination Theory, we analyse which populations , research methods, kinds of play and overall purpose goals existing games address. We find that games are largely developed for children, in a top-down approach. They tend to focus on educational and medical settings and are driven by factors extrinsic to neurodivergent interests. Existing work predominantly follows a medical model of disability, which fails to support self-determination of neurodivergent players and marginalises their opportunities for immersion. Our contribution comprises a large-scale investigation into a budding area of research gaining traction with the intent to capture a status quo and identify opportunities for future work attending to differences without articulating them as deficit.

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Hite, Rebecca, Gina Childers, Gail Jones, Elysa Corin, and Mariana Pereyra. "Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies." Journal of Science Education for Students with Disabilities 24, no. 1 (November 12, 2021): 1–34. http://dx.doi.org/10.14448/jsesd.13.0012.

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Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.

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Kornblau, Barbara L., and Scott Michael Robertson. "Special Issue on Occupational Therapy With Neurodivergent People." American Journal of Occupational Therapy 75, no. 3 (April 27, 2021): 7503170010p1. http://dx.doi.org/10.5014/ajot.2021.753001.

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Lesoski, Carly M. "Supporting Neurodivergent Learners Online: Strategies and Lingering Questions." National Teaching & Learning Forum 31, no. 3 (March 2022): 3–4. http://dx.doi.org/10.1002/ntlf.30320.

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Rauchberg, Jessica Sage. "Imagining a Neuroqueer Technoscience." Studies in Social Justice 16, no. 2 (March 11, 2022): 370–88. http://dx.doi.org/10.26522/ssj.v16i2.3415.

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The rise of mobile communication applications and technologies presents promising therapeutic and accessibility-related interventions for neurodivergent users. However, top-down approaches in human-computer interaction (HCI) research often prioritize the needs and goals of allistic and neurotypical researchers and secondary stakeholders in media creation. Furthermore, media technologies are created with a one-size-fits-all approach, with the intent of rehabilitating or curing neurodivergent ways of being. This article imagines neuroqueer technoscience as an extension of crip technoscience that amplifies new styles of relationality, self-expression, and communication practices within the development of information and communication technologies (ICTs). Using an interdisciplinary framework informed by crip technoscience and human-computer interaction research, the author presents three tenets for mediating neuroqueer subjectivities.

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Bernstein, Adam. "On the question of diversity: equality in the workplace." Journal of Aesthetic Nursing 10, no. 6 (July 2, 2021): 278–80. http://dx.doi.org/10.12968/joan.2021.10.6.278.

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Ries, Igor Lucas, Bany Narondy Cabral Lima, and Angie Biondi. "Conexões, vulnerabilidades e a luta de mulheres neurodivergentes por reconhecimento." Razón y Palabra 25, no. 112 (January 2, 2022): 32–54. http://dx.doi.org/10.26807/rp.v25i112.1813.

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Essa pesquisa observa interações comunicacionais em torno do movimento da neurodiversidade, sob a perspectiva de mulheres autistas e ativistas que enunciam suas lutas nas redes sociais digitais. Para a identificação destas demandas foi realizado um atento levantamento das publicações da autista Amanda Paschoal em sua página do site de redes sociais Facebook em 2019, que reúne postagens próprias e o compartilhamento de posts de outras ativistas que buscam o reconhecimento da neurodiversidade. O corpus teórico é constituído por teorias sobre vulnerabilidades e gênero (Ferrarese, 2016; Butler, 2016), normalização (Foucault, 1999), neurodiversidade (Singer, 1999) e pelos espaços conversacionais digitais de esfera pública (Marques, 2006) usados nas negociações civis em torno da causa. Observamos, enfim, como o pleito por reconhecimento do lugar das mulheres autistas tem sido exposto, questionado, revisto e não apenas superficialmente mencionado num ambiente fluido e variável como o digital.

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Val Danilov, Igor, Araksia Svajyan, and Sandra Mihailova. "Computerized Assessment of Cognitive Development in Neurotypical and Neurodivergent Children." OBM Neurobiology 06, no. 03 (September 28, 2022): 1–8. http://dx.doi.org/10.21926/obm.neurobiol.2203137.

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This study aims to observe the differences in the shared intentionality magnitude in mother-child dyads with neurotypical (NT) children and neurodivergent (ND) children aged 3-6 years. The quality of shared intentionality in infancy is associated with cognitive development. Our results showed that ND children scored six times higher (on average) in quiz-test than NT children. Children with difficulties in interaction (ND children) are more likely to use shared intentionality in conversation than NT children. We believe that this knowledge can contribute to developing computerized assessment methods which can diagnose developmental disabilities in such children.

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Bernstein, Adam. "On the question of diversity." Nursing and Residential Care 22, no. 11 (November 2, 2020): 1–4. http://dx.doi.org/10.12968/nrec.2020.22.11.9.

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Making businesses more diverse means considering potential employees from a range of different backgrounds and with a variety of perspectives, traits and abilities. Adam Bernstein outlines the benefits the neurodivergent can bring and the steps that can be taken to make an organisation more inclusive

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Barnes Leetal, Dean. "Those Crazy Fangirls on the Internet: Activism of Care, Disability and Fan Fiction." Canadian Journal of Disability Studies 8, no. 2 (April 28, 2019): 45–72. http://dx.doi.org/10.15353/cjds.v8i2.491.

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This article explores Activism of Care, a form of activism offering strategies, implementation of skills and accessibility different from those offered by traditional activism. Activism of Care suggests that activist strategies are not universal, but instead should be tailored for specific communities’ structures, skills and intersectional positionings. This paper focuses on the implementation of Activism of Care by and for neurodivergent participants in fan fiction communities on Tumblr. It demonstrates ways Activism of Care is implemented to promote destigmatization of mental illnesses, and to celebrate participants with depression, anxiety or PTSD. This article describes how Activism of Care implements elements of Care Ethics in fan fiction communities to promote social change. Emotional, literary and social structures of these communities are used to promote the rights, well-being and pleasure of neurodivergent participants. Finally, this paper provides characteristics by which to recognize or create this type of activism, alongside or as an alternative for traditional activism.

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Coates, Shannon. "Neurodiversity in the Voice Studio, Clinic, and Performance Space: Using a Neurodiversity Affirming Lens to Build More Inclusive Spaces for Singers. Part 1, Current Understanding of Neurodiversity." Journal of Singing 79, no. 2 (October 25, 2022): 213–19. http://dx.doi.org/10.53830/vhsx6387.

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Growing recognition of neurodiversity in society at large has led to a rising awareness among voice professionals of how atypical learning may manifest in voice studios, clinics, and performance spaces. We are beginning to learn how behaviours and traits previously attributed to poor character, lack of discipline, or even mental deficiency may, in fact, be the result of neurodivergent individuals attempting to acculturate to voice studios, clinics, or performance spaces that were largely designed for neurotypical people. This burgeoning awareness is catalysing a movement among voice professionals to gain a deeper understanding of neurodiversity in order to move from an accommodation model to an affirmation model in our voice spaces. Part One of this column makes explicit the current understanding of neurodiversity with an emphasis on the lived experience and opinions of neurodivergent individuals. Part Two offers ideas for what it means to create more inclusive voice training, care, and performance spaces through a neurodiversity-affirming lens.

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Heubl, B. "News - Briefing: Workplace - Neurodivergents in tech 'suffer more stress and discrimination'." Engineering & Technology 14, no. 6 (July 1, 2019): 8–9. http://dx.doi.org/10.1049/et.2019.0620.

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Theriault, Sam, and Rebecca Ljungren. "Attending to Each Other: Centering Neurodivergent Museum Professionals in Attentive Facilitation." Journal of Museum Education 47, no. 2 (April 3, 2022): 238–50. http://dx.doi.org/10.1080/10598650.2022.2076200.

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Febiana Christanti, Maria, Puri Bestari Mardani, and Khansa Ayu Fadhila. "Analysing The Meaning Of Tone Indicators By Neurodivergent Community in Twitter." International Journal of Social Science Research and Review 5, no. 1 (January 3, 2022): 5–15. http://dx.doi.org/10.47814/ijssrr.v5i1.118.

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Miscommunication happens often in social media, especially in text-based environment where tone can be non-existent for the readers. Tone indicators are introduced to help ease the process of message interpretation by indicating the tone or context delivered in text. The neurodivergent community has found this tool to be beneficial and utilise it in their day-to-day communication in social media, especially Twitter where the majority of content comes in text. This study presents a qualitative analysis of how the community the define tone indicators through interaction symbolic theory. The result indicated that tone indicators not only helped clarify the tone or context in text, but also emphasized the expression or emotion conveyed as well as minimizing the misinterpretation of messages. Tone indicators had also shaped the behaviour taken during communication online and provide an inclusive digital space. Result has provided insights on the community and tone indicators in social media.

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Zolyomi, Annuska, and Jaime Snyder. "Social-Emotional-Sensory Design Map for Affective Computing Informed by Neurodivergent Experiences." Proceedings of the ACM on Human-Computer Interaction 5, CSCW1 (April 13, 2021): 1–37. http://dx.doi.org/10.1145/3449151.

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Conkbayir, Mine. "Mind your language!" Early Years Educator 23, no. 12 (July 2, 2022): 7. http://dx.doi.org/10.12968/eyed.2022.23.12.7.

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Tantrum – What's the fuss? Let's talk about words. Spastic. Retard. Retarded. All terms used in the globally renowned Diagnostic and Statistical Manual of Mental Disorders (DSM) until recently, to describe a neurodivergent person. It is thanks to the former President of America, Barrack Obama (2010), that such terms were replaced – only in 2013. Did the inclusion of these terms in this clinicians' and psychiatrists' handbook make it acceptable?

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Carrico, Alexandria. "From Craic to Communitas: Furthering disability activism through traditional Irish song." Journal of Interdisciplinary Voice Studies 4, no. 2 (October 1, 2019): 257–63. http://dx.doi.org/10.1386/jivs_00009_1.

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Abstract This piece offers an ethnographic account of work undertaken to bridge neurotypical and neurodivergent communities in Limerick, Ireland, through music-making workshops. By harnessing a common musical heritage in traditional Irish folk music, specifically its participatory dynamics, and its emphasis on story-telling, dialogue and inclusion, participants were able to musicalize their identities in ways that resonated with the integrative spirit of neurodiversity, against the logics of neurotypical, able-bodied assimilation.

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Journal articles on the topic 'Neurodivergence'

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