Teaching Post Secondary Critical Thinking Skills to Neurodiverse Learners

How to create course curriculum for Students with Neurodiversity to enhance critical thinking skills in all learners: In 1998 Judy Singer coined the term Neurodiversity in her graduate thesis, and inspired a movement. Neurodiversity (Neurodivergent) refers to a paradigm shift; Instead of regarding large portions of the American public as suffering from deficit, disease, or dysfunction in their mental processing, Neurodiversity suggests that we instead speak about differences in cognitive functioning. (Armstrong, 2011) Faculty understanding of Thomas Armstrong\u27s Eight Principles of Neurodiversity combined with the seven skills of critical thinking can provide professors with better insight into creating curriculum designed for all diverse learners.https://digitalscholarship.unlv.edu/btp_expo/1108/thumbnail.jp

Neurodiversity HCI

The objective of this paper is to introduce neurodiversity movement. Like Feminist HCI[5] neurodiversity critiques the implicit notion of ‘user’ in the singular. Neurodiversity suggests that current approaches carry with them certain assumptions about the cognitive processing abilities of users which need to be challenged. This paper is concerned with the design and evaluation of interactive systems that are imbued with an awareness of the central commitments of neurodiversity. The paper seeks to identify and promote neurodiversity under the banner of neurodiversity HCI. This paper introduces neurodiversity and then critically evaluates aspects of HCI from the neurodiversity perspective

Autism: A Function of Neurodiversity?

In a culture filled with changes and challenges, there is a need to support groups of people with differences. Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. It is truly a “brain thang”. This “brain thang” means that there are differences in the brain that cause a student to behave, respond, or react differently than a student who appears to function normally. Education should not be compartments in which one has only a mindset of “these are special education students” and “these are not special education students”. The mindset must be changed to “all students” and that they are all “our students”. The information presented in this paper will point to the fact that general education preservice educators need the concept of neurodiversity and its relationship with Autism. These preservice teachers are very likely to have students with special needs in their classrooms. They must be made aware of how to help them be successful. Indeed, oftentimes with minor modifications or adjustments, students with neurological differences can be successful in the general education classroom. It is incumbent upon the general education teacher to be knowledgeable of these strategies and willing to implement them

Welcoming and Managing Neurodiversity in the Writing Center

University Writing Cente

I, Too, Sing Neurodiversity

The neurodiversity community was envisioned as an inclusive and welcoming space for individuals with neurological conditions such as ADHD, autism, Tourette’s Syndrome, giftedness, dyslexia, dyscalculia, dyspraxia, intellectual disability, NVLD and related diagnoses. The underlying premise of neurodiversity is that people present with various neurological differences and there is value in acknowledging and accepting these differences. Despite efforts made over the past few decades, a growing number of individuals within the neurodiversity community, including people of color, have called for intersectional concepts to be more intentionally and more effectively interwoven into neurodiversity as a whole. Referencing “I, Too,” a decades-old poem from legendary African American poet Langston Hughes, this article highlights the crucial need for anti-racism in the neurodiversity movement via analysis of specific microaggressions directed toward neurodivergent individuals of color during a recent international neurodiversity summit and calls upon White allies to commit to taking concrete action toward dismantling the racism within neurodiversity. Keywords: Neurodiversity, Race, Autism, People of Color, Intersectionalit

Neurosurgery for psychopaths? The problems of empathy and neurodiversity

I argue that deep brain stimulation (DBS) is a bad approach for incarcerated psychopaths for two reasons. First, given what we know about psychopathy, empathy, and DBS, it is unlikely to function as an effective treatment for the moral problems that characterize psychopathy. Second, considerations of neurodiversity speak against seeing psychopathy as a mental illness in the first place

DXC Dandelion Program: 2017 in Review

[Excerpt] The Dandelion Program is an initiative to build valuable Information Technology, life, and executive functioning skills to help establish careers for people on the autism spectrum. The implementation and assessment of Dandelion pods (or ‘groups’) concentrates on identifying and supporting individuals on the autism spectrum with potential to excel in testing, data science, and cyber security roles. The Dandelion Program grew rapidly in 2017, and this report will cover its most significant developments throughout the year

Neurodiversity and the Field of Speech Language Pathology: A Literary Review of the History, Common Practices, and Misconceptions

Neurodiversity is a new and emerging topic within the field of communication sciences and disorders. This literature review describes what neurodiversity is alongside part of the history of neurodiversity, and then turns and looks at neurodiversity and neurodiverse-affirming care in the field of speech language pathology. This literature review also suggests an area of possible future research looking at undergraduate and graduate students\u27 views of neurodiversity

DXC Dandelion Program: 2018 in Review

[Excerpt] 2018 was another very successful year for the DXC Dandelion Program. DXC established a number of new, critical partnerships that continue to propel autism at work programs to the forefront of workplace inclusion. This has resulted in the program growing significantly throughout the year. DXC has now successfully established seven teams across four states in Australia, employing over 80 people on the autism spectrum

Technology Changes Everything: Inclusive Tech and Jobs for a Diverse Workforce: Pierce Memorial Foundation Report

This document serves as the final report to the Pierce Foundation for funding to support the design and implementation of a 1.5-day Forum entitled “Technology Changes Everything: A Forum on Inclusive Tech and Jobs for a Diverse Workforce” conducted in NYC on October 26-27, 2017 at Baruch College. The conference idea was conceived to address the need to raise awareness across a number of distinct areas where technology is currently impacting employment outcomes for people with disabilities. The topics ranged from one as straightforward as the critical need for attention on equitably integrating individuals with disabilities into the rapidly exploding tech sector workforce, to the much more nuanced and complex application of algorithmic screening and job-matching tools increasingly used in online job applications and selection processes. Other topics focused on were equitable access to entrepreneurship opportunities, inclusive design in technology-based products and services, and the growing targeted focus of technology sector and tech-intensive industries in affirmative recruitment and hiring of individuals with Autism