Being the Curriculum

This article is a work of creative non-fiction. Part of the work is my reflections on one systemically awkward experience of introducing my neurodivergence, autism, to my classmates in my graduate program in neuroscience. Part of the work engages with theory and neuroscientific/cognitive findings that I either shared during the presentation or encountered since but would have been relevant to the experience. The two parts are intertwined, because life isn\u27t neatly separable

Pulling the Rug Out From Under (Neuro)Divergence in the Divergent Universe

Veronica Roth’s Divergent series explicitly portrays neurological diversity, along with questions of identity, family, class, choice, values, and power. It is often considered an empowering narrative for people who do not fit in, a common experience among the teen readers who are the intended audience of most young adult literature. However, it is not clear that this narrative truly supports neurodivergent people, despite neurogenetic differences being the explicit form of diversity the series’ events hinge upon. This article critically examines the portrayal of neurological difference in Roth’s universe through the neurodiversity paradigm, and finds that neurotypicality is significantly privileged by the narrative. Keywords: Neurodiversity; young adult literature; Veronica Roth; representation; autis

Exploring Speech Experiences, CPIB Scores, and AAC Assessment Experiences of Autistic AAC Users with Intermittent, Unreliable, Insufficient, and/or Expensive Speech

There is growing evidence from the perspectives of speaking autistic people that augmentative and alternative communication (AAC) supports their self-expression and communicative agency. Despite the evidence supporting the communication effectiveness of AAC, autistic adults have reported that professionals often prioritized speech as the ideal communicative method rather than offering AAC as a communication option. This study will investigate autistic adults’ AAC assessment experiences and explore whether a modified version of the Communication Participation Item Bank (CPIB) self-rating questionnaire could be an effective tool to document the internal states of intermittent, unreliable, insufficient, and/or expensive speech. Surveys will be distributed to speaking autistic adults who use AAC via online platforms upon IRB approval (in process). Quantitative data will be analyzed using descriptive statistics and measures of correlation between CPIB scores and Likert scale ratings. Results from this study may help professionals to improve the AAC assessment process to better understand and measure the speech experiences of speaking autistic people who use AAC

Neurodiversity, Networks, and Narratives: Exploring Intimacy and Expressive Freedom in the Time of Covid‐19

The Narratives of Neurodiversity Network (NNN) is a neurodivergent academic, creative, and educator collective that came together with allies during the Covid‐19 pandemic to create a network centred around emerging narratives about neurodiversity and exploring new ways of learning and socialising. The network focuses on exploring the roles of written, spoken, and visual narratives across cultural locations about neuro‐atypical experiences in generating improved agency and self‐advocacy for those who have been subject to pathologization through neuro‐normativity and intersecting oppression. During the last year, widening access to digital platforms has provided a space to explore these issues outside of traditional academic spaces. We run a monthly “Salon,” our mixed‐media “reading, listening, and watching” group, in an effort to find positive representation within contemporary culture. Discussions have moved beyond mimesis and into a consideration of how narrative and storyworlds can question the supposed naturalness of certain ways of being in and perceiving the world. This article interrogates the network’s core principles of nonhierarchical co‐production, including the roles of creativity, community, identity, and emancipatory research which were animated by the new techno‐social context. We consider the cultural lives of neurodiversity in the West and beyond, including ethical and aesthetic dimensions. We share a faith in the power of storytelling to inform new social identities for neurodivergent people and to inform scientific understandings of atypical cognition. In exploring this, we speak through a porous first‐person plural narrator, to unsettle the idea that there is a hegemonic “we” speaking on behalf of all neurodivergent people

Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022)

In this commentary, we collectively examine a recent article titled “Effectiveness of Intense Accent Modification Training with Refugees from Burma” by Burda et al. (2022). Whilst our response is aimed at revealing the theoretical and methodological shortcomings of Burda et al., it will also expose the raciolinguistic ideologies in accent modification and highlight the need for careful ethical considerations on vulnerable populations, such as refugees and asylum seekers

Review of Scaffolded Minds: Integration and Disintegration by Somogy Varga

No abstract available

Whose Power, Whose Language? Exploring Issues of Power and Language in Music Therapy

This special issue explores the topic of power and language in music therapy in the various ways it manifests within and beyond music therapy. We, the guest editors, are a group of four people at different points of their academic career, some have English as their primary languages and others don’t, we are neurodivergent and neurotypical, living in Norway, Japan, and the US. Our group consists of two music therapists, a musicologist, and an AAC (augmentative and alternative communication) researcher

Promotion of Communication Access, Choice, and Agency for Autistic Students.

Purpose: Families and professionals often consider augmentative and alternative communication (AAC) a last resort for persons with communication challenges; however, speaking autistic adults have reported that they would have benefited from access to AAC as children. This tutorial discusses the history of this last resort practice and its perpetuation within the medical model of disability. The tutorial focuses on communication access, choice, and agency for autistic students. Method: We provide a brief overview of the AAC community and their preferred terminology, review the history of traditional approaches to research on AAC and autism, and then examine the relationship between disability models and ableism to views of spoken language as a priority of intervention. Studies on this topic are rare, and resisting ableism requires acknowledging and honoring disabled people\u27s experiences and expertise. Therefore, we promote autistic expertise within the framework of evidence-based practice and discuss the experiences of autistic people and spoken language. Finally, we consider the role of the speech-language pathologist (SLP) in assessment and offer autistic-based strategies and recommendations for communication support. Conclusions: Speaking autistic students who could benefit from AAC may not have access to AAC due to the prioritization of spoken language and lack of awareness of the benefit of AAC. We recommend that SLPs and school-based professionals support and facilitate access, communicative choice, and agency by implementing multimodal communication strategies to include AAC use for autistic students regardless of their spoken language status. Promoting all types of communication and ensuring opportunities for communication across multiple modalities are paramount to a child\u27s agency and self-determination, as is normalization of AAC