Neurodiversity past and present - an introduction to the Neurodiversity Reader

The term ‘neurodiversity’ originated initially in 1998 from the work of Australian sociologist Judy Singer, who proposed it as a new category for intersectional analysis, and to suggest it as a banner term for emerging social movements for civil rights for people with various devalued, medically labelled neurological conditions. She based it on the concept of Biodiversity, and its broad argument that the more diversity within an ecosystem, the more resilient and sustainable it would be. She did not define the term, thinking it self-evident, and moved onto the main body of her thesis, which included an evaluation of the social versus medical models of disability, and also explored the notion that perhaps an “ethnicity” or “minority” model was better suited to conditions like “Asperger Syndrome” and “ADHD”. This idea was taken further by others, albeit often taking an approach more aligned with the social model of disability (or variations thereof – for example see Oliver, 2013)

Autism and the double empathy problem

Embedded within diagnostic criteria for autism is the idea that autistic people have impaired social understanding. A number of psychological theories suggest autistic people have a deficit in empathising with others or in ‘theory of mind’ – the ability to imagine the thoughts and feelings of others, in order to comprehend and predict their behaviour. It is certainly true that autistic people, particularly when young, can struggle to process and understand the ‘quick-fire’ social interactions which many non-autistic people take for granted. Yet to what extent do such interactions require empathy? To what extent do nonautistic people acquire a ‘theory of autistic mind’? What do we mean when we talk of empathy? Where does the ability to predict the thoughts and actions of others reside? This presentation reflects upon the concept of empathy in relation to autistic people and their interactions with non-autistic people, and describes the theory of the ‘double empathy problem’ and its implications for practice. According to the theory of the ‘double empathy problem’, these issues are due to a breakdown in reciprocity and mutual understanding that can happen between people of very differing dispositions

Autistic wellbeing: from flow to belonging

This presentation discusses the concept of flow states in relation to the wellbeing of autistic people, and research regarding the accounts of autistic people in relation to feelings of wellbeing and belonging

Applied Behavioural Analysis and the autistic community: time to listen

This presentation gives an overview of criticisms made of Applied Behavioural Analysis (ABA) and Positive Behavioural Support (PBS) and its implementation with autistic people and discusses the ongoing controversy and deepening polarisation of views regarding these theories and practices

Neurodiversity and self-advocacy

This presentation traces the history of neurodiversity and related concepts, including autistic self-advocacy

10 ways to make me have ‘challenging behaviour’…and maybe what to do about it?

Presentation slides from Keynote talk discussing ten rules for encouraging 'challenging behaviour' for autistic people - followed by support strategies ('maybe what to do about it?)

‘95% of people don’t understand me’. A review of initial consultation processes in the development of a professional National Competency Framework for educational practitioners working with pupils on the autism spectrum.

This paper reports on the development of a professional competency framework for practitioners working with pupils on the autism spectrum. This work has been commissioned by the Autism Education Trust (AET), in conjunction with the development of training material and national standards which aim at improving educational provision for pupils on the autism spectrum. The competency framework will be presented as a selfevaluation tool that practitioners can use to rate their current practice and understanding against a set of competency descriptors, accompanied by examples of good practice that highlight how these competencies can be implemented. A number of consultation methods are being implemented to find out the views of practitioners, parents of children on the autism spectrum, and children and adults on the autism spectrum regarding educational practice. This consultation process is shaping the development of the framework, which will also be informed by expert advice from key stakeholder organisations, such as Ofsted, NASEN, and Autreach. Involving these organisations in the development of the framework will encourage its broad adoption. The findings from the consultation thus far suggest that a flexible interactionist approach to learning and communication between stakeholders needs to be at the centre of an effective professional competency framework for educational practitioners working with pupils on the autism spectrum. The paper concludes with a review of how in the development of the framework, the voices of stakeholders have been prioritise, and how this project has utilised a number of research methodologies in order to address wider issues of inclusion and social justice, and an examination of the notion of ‘excellence’ in regard to the education of pupils on the autism spectrum, and how this may not equate with notions of ‘elitism’

Current issues in autism research and practice

The aims of this talk will be to give an overview of recent autism research from across differing disciplines, some of which challenges long held ideas around autism, and the potential implications for practice of such innovations

Autism and the academy: a personal reflection

A personal reflection on being an autistic academic and struggles one can face making progress within the academy. This presentation discusses employment issues, and the double empathy problem, as well as participatory research being led by autistic scholars