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Thinking Differently
Published in L. Syd M Johnson, Karen S. Rommelfanger, The Routledge Handbook of Neuroethics, 2017
Though many people have struggled throughout recent history for civil rights and respect for people whose modes of thinking are not standard, the label “neurodiversity movement” came into use only in the late 1990s (Silberman, 2015). And, although the label is most frequently associated with advocates for autism, other groups have found solidarity with the movement’s general aims. Thomas Armstrong, for instance, includes people who experience dyslexia, attention deficit hyperactivity disorder (ADHD), autism, bipolar disorder, and other psychiatric conditions (Armstrong, 2010), and other scholars and activists understand the neurodiversity movement to include people with epilepsy, Tourette syndrome, obsessive compulsive disorder, and even intellectual disabilities. As such, the neurodiversity movement represents a wide coalition of people whose neurological functioning is atypical. Often this group defines the contrast class as “neurotypical” (NT), or those who fall in the ranges of typical or normal neural and/or cognitive processing.
Central nervous system
Published in Lisa Jean Moore, Monica J. Casper, The Body, 2014
Lisa Jean Moore, Monica J. Casper
Counter to medicalized understandings of mental health and illness, some disability activists and providers have begun to use the terms neurodiversity and neurodivergent. Neurodiversity refers to the idea that diverse neurological conditions and experiences are not diseases, but rather normal variations in the human genome. The term challenges scientific and biomedical understandings, such as those reflected in the DSM, as limiting and potentially harmful (Fenton and Krahn 2007). Neurodivergent is often used interchangeably with neurodiversity. The use of these terms by activists, health care providers, and others is meant to promote neuro-equality and neuro-inclusivity. The terms suggest a profound shift in how we conceptualize, treat, and respond to people with mental variations, a shift that could ultimately reduce stigma and improve care and support for neurodivergent people.
Developmental Social Neuroscience and the Autism Spectrum of Disorders
Published in Christopher J. Nicholls, Neurodevelopmental Disorders in Children and Adolescents, 2018
If one accepts the premise of this book that emphasizing the boundaries between categorical diagnoses is less useful than broadening an understanding of the multiple dimensions that are involved in the human condition, one can begin to take a different approach in the evaluation and treatment of ASD. Different models have been presented and contrasted, including the medical model of disability, as opposed to the social model of disability and as opposed to the concept of neurodiversity. Within a medical model, it is assumed that, to some degree, an individual is disabled because of various levels of impairment. From this perspective, therefore, disabilities are inherently negative conditions which need to be cured or at least treated. A social model, alternatively, suggests that a person with impairments only becomes disabled because of society. In other words, disabilities are the product of a failure of society to accommodate an individual’s impairments and not necessarily an indictment of individuals themselves. The neurodiversity movement is in part based upon the social model but adds the consideration that an individual may not perceive their characteristics to represent impairments. Individuals within the neurodiversity movement suggest that they are different, not deficient, and that “neurotypicals” have the burden of accepting their differences and managing any discomfort they may experience, consequently. Individuals within the neurodiversity model therefore assert that they do not need to be treated or cured and that any interventions which are sought should be the choice of the individual, not imposed by others.
The interplay of supports and barriers during the transition to adulthood for youth on the autism spectrum
Published in Disability and Rehabilitation, 2023
Jina Chun, Hung Jen Kuo, Sarah L. Curtiss, Gloria K. Lee, Heekyung Lee, Jorem Awadu
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by challenges in two areas: (a) social communication and (b) restricted and repetitive behaviors [2]. These challenges have several implications in the adult world where many of the legal protections for autistic children no longer exist. For example, some on the autism spectrum have challenges coding and decoding their own and others’ social and emotional cues [3], thus affecting their relationships with co-workers who are unlikely to have received any training on neurodiversity. Rigidity, repetitive behaviors and restricted interests, which are often manifested in those with ASD can be problematic in the adult world, as it is socially expected and legally codified for workplaces to have inflexible requirements and expectations.
Balancing the Teeter Totter: A Dialectical View of Managing Neurodiverse Employees
Published in Human Performance, 2023
Christopher E. Whelpley, Haley M. Woznyj
Lastly, our research is inductive and is written from the perspective of those living it. Given this, we did not attempt to measure specific outcomes or constructs frequently studied in the literature. Where possible, we define our constructs in the context of the management domain and draw parallels between existing constructs and the results of our work. With that said, future research should build on the current work and the propositions offered to more critically examine the applicability of leadership research to the management of autistic employees particularly around the idea of identity negotiation. Our results are interesting in that they sit somewhere between the idea of autism as a disability and autism as a strength. Indeed, this is one of the more difficult aspects of neurodiversity research (Whelpley et al., 2023). There is lots of research on disability as an identity (Santuzzi & Waltz, 2016) and work that builds off of symbolic interactionism (Mead, 1934) to explore identity in general (Stryker & Burke, 2000; Stryker, 2008). But work bridging neurodiversity and disability is still nascent. Our use of identity negotiation in this respect is novel, but needs to be explored in future research.
Quality of life in people with intellectual and developmental disability, autism: advances in practice and research
Published in International Journal of Developmental Disabilities, 2023
Christine K. Syriopoulou‐Delli
In conclusion, the quality of life of individuals with ASD is a complex issue influenced by various factors. Through a series of international research articles in this special issue of the journal, we have explored the importance of addressing these factors through appropriate interventions and support to help individuals with ASD lead fulfilling and meaningful lives. We have highlighted the crucial role of family and community support in enhancing an individual’s social skills, communication abilities, and coping strategies. Additionally, we have emphasized the critical need for timely and appropriate interventions, such as behavioral and communication therapies, occupational and sensory therapy, and speech therapy. Lastly, we have discussed how negative social attitudes towards ASD can lead to social exclusion, discrimination, and stigmatization, and how promoting acceptance of neurodiversity can help foster an inclusive and supportive environment for individuals with ASD. Overall, our articles aim to raise awareness about the importance of supporting individuals with ASD to improve their quality of life and promote their well-being.