Building on work in feminist studies, queer studies and critical race theory, this volume challenges the universality of propositions about human nature, by questioning the boundaries between predominant neurotypes and ‘others’, including dyslexics, autistics and ADHDers. This is the first work of its kind to bring cutting-edge research across disciplines to the concept of neurodiversity. It offers in-depth explorations of the themes of cure/prevention/eugenics; neurodivergent wellbeing; cross-neurotype communication; neurodiversity at work; and challenging brain-bound cognition. It analyses the role of neuro-normativity in theorising agency, and a proposal for a new alliance between the Hearing Voices Movement and neurodiversity. In doing so, we contribute to a cultural imperative to redefine what it means to be human. To this end, we propose a new field of enquiry that finds ways to support the inclusion of neurodivergent perspectives in knowledge production, and which questions the theoretical and mythological assumptions that produce the idea of the neurotypical. Working at the crossroads between sociology, critical psychology, medical humanities, critical disability studies, and critical autism studies, and sharing theoretical ground with critical race studies and critical queer studies, the proposed new field – neurodiversity studies – will be of interest to people working in all these areas. Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

In today's world, the prevalence of autism affecting approximately 1 in 100 children underscores the scarcity of proficient professionals capable of aiding those with autism and other neurodiverse conditions. The absence of cohesive and interdisciplinary training programs exacerbates the hurdles faced by these individuals, impeding their access to high-quality care and assistance. Consequently, the needs of neurodiverse individuals remain insufficiently met, and those with autism confront impediments to realizing their full potential due to a deficiency in specialized expertise and comprehensive support. To counteract this issue, Autism, Neurodiversity, and Equity in Professional Preparation Programs, edited by Shanna Jamanis and Dawn Vogler-Elias, offer a transformative remedy. This publication offers a comprehensive and multifaceted examination of professional preparation initiatives centered on neurodiversity, integrating perspectives from disability studies, neurodiversity, diversity, equity, and inclusion, to furnish a conceptual structure that empowers professionals across diverse fields. The book's interdisciplinary approach aims to equip professionals and students across domains such as education, speech-language pathology, occupational therapy, nursing, social work, and creative arts therapy. With its array of chapters encompassing case studies, instructional activities, and program narratives, readers acquire valuable insights and pragmatic tools for effectively supporting neurodiversity. The editors' commitment to embracing diverse viewpoints ensures a nuanced comprehension of neurodiversity support, fostering empathy, and elevating the standard of care. Autism, Neurodiversity, and Equity in Professional Preparation Programs by Shanna Jamanis and Dawn Vogler-Elias provides a much-needed resource to tackle the global challenge of aiding those with autism and neurodiversity. By advancing interdisciplinary knowledge and evidence-based practices, this publication not only tackles the dearth of proficient professionals but also champions a more inclusive and compassionate world. For academics, scholars, and practitioners spanning various disciplines, this book serves as a crucial steppingstone toward establishing more equitable and empowering environments for individuals with autism and neurodiversity.

This book puts the critical into dementia studies. It makes a timely and novel contribution to the field, offering a thought-provoking critique of current thinking and debate on dementia. Collectively the contributions gathered together in this text make a powerful case for a more politically engaged and critical treatment of dementia and the systems and structures that currently govern and frame it. The book is inter-disciplinary and draws together leading dementia scholars alongside dementia activists from around the world. It frames dementia as first and foremost a political category. The book advances both theoretical and methodological thinking in the field as well as sharing learning from empirical research. Outlining the limits to existing efforts to frame and theorise the condition, it proposes a new critical movement for the field of dementia studies and practice. The book will be of direct interest to researchers and scholars in the field of dementia studies and wider fields of health, disability and care. It will provide a novel resource for students and practitioners in the fields of dementia, health care and social care. The book also has implications for dementia policymaking, commissioning and community development. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

The pressing necessity to overhaul education systems to align with the demands of the contemporary world rises. Transforming Education for Personalized Learning delves into the imminent challenges besieging education, offering pragmatic solutions to metamorphose classrooms into dynamic learning environments with research, real-world illustrations, and expert perspectives. It scrutinizes fundamental shifts required in pedagogical methods, curriculum construction, assessment frameworks, and the judicious integration of technology. Central to its philosophy is the accentuation of personalized learning, the cultivation of critical thinking, and the nurturing of creativity and collaboration among students. Emphasizing an inclusive and equitable educational system, the book discerns the varied needs and strengths of learners. It advocates for a future where educators evolve into facilitators of learning, armed with strategies to adapt teaching styles, embrace innovative pedagogies, and craft engaging and purposeful learning experiences. It underscores the imperative for a paradigm shift in education, cognizant of the demands of the 21st century. It advocates for personalized learning approaches that cater to individual strengths, interests, and learning styles. The book also explores innovative teaching methodologies, instructional design, and the effective integration of technology to enhance critical thinking, collaboration, and creativity. The book targets educators, school leaders, policymakers, teacher educators, parents, educational researchers, students, professional development providers, educational consultants, advocacy groups, and non-profits.

Written by teachers and teacher educators, this book presents practice-focused ideas and provocative questions to help teachers plan for inclusive curriculum and assessment within key learning areas in school education. Providing content on specific disciplines including geography, history, mathematics, science, English, and the Arts, this book supports teachers with hands-on examples for creating inclusive assessment practices in schools. There are additional sections on interdisciplinary perspectives delivering practical strategies for assessing students who use English as an additional language, being inclusive in relation to gender and sexual diversity, using a variety of technologies to promote inclusivity, and applying inclusive assessment in rural, regional, and remote contexts. Each chapter is designed around problems encountered by teachers, practical responses, and recommendations for practice. The authors address Australian Indigenous perspectives, gender and diversity, rural and remote school systems, and translanguaging for multicultural contexts. Engaging and easy to read, this book is essential reading for pre- and in-service teachers seeking to make an impactful contribution to inclusive education in their classrooms.

This Handbook is an essential starting point for cross-national examinations, comparisons, and discussions about state-of-the-art practices in higher education accessibility and service delivery support for disabled students. Spanning a broad geographical range, the topics addressed are examined within the context of the practice and philosophy of different countries.

The fields of Critical Disability Studies and Critical Animal Studies are growing rapidly, but how do the implications of these endeavours intersect? Disability and Animality: Crip Perspectives in Critical Animal Studies explores some of the ways that the oppression of more-than-human animals and disabled humans are interconnected. Composed of thirteen chapters by an international team of specialists plus a Foreword by Lori Gruen, the book is divided into four themes: Intersections of Ableism and Speciesism Thinking Animality and Disability together in Political and Moral Theory Neurodiversity and Critical Animals Studies Melancholy, Madness, and Misfits. This book will be of interest to undergraduate and postgraduate students, as well as postdoctoral scholars, interested in Animal Studies, Disability Studies, Mad Studies, philosophy, and literary analysis. It will also appeal to those interested in the relationships between speciesism, ableism, saneism, and racism in animal agriculture, culture, built environments, and ethics.

The push for inclusivity has revolutionized educational practices, policies, and frameworks. Schools are no longer merely institutions that impart knowledge; they are shaping societal values, promoting social justice, and preparing students to progress. This evolution is driven by the understanding that inclusive education benefits all students, not just those with disabilities or special needs. It promotes empathy, reduces prejudice, and equips students with the skills to contribute to a complex, interconnected world. Revolutionizing Inclusive Education: Mindfulness, Neurodiversity, and Executive Functioning Skills explores the life-changing potential of inclusive education. With a strong emphasis on the word “revolutionizing,” the book challenges traditional practices and conventional thinking in the field of inclusive education. By integrating mindfulness practices, understanding neurodiversity, and developing executive functioning skills, the book offers a fresh and innovative approach to inclusive classrooms. Covering topics such as assistive technology, neurodivergent learners, and student well-being, this book is an essential resource for academicians, researchers, school administrators, educators, preservice teachers, and more.

Exceptional education, also known as special education, is often grounded within exclusive and deficit mindsets and practices. Research has shown perpetual challenges with disproportionate identification of culturally and linguistically diverse students, especially Black and Indigenous students. Research has also shown perpetual use of inappropriate placement in more restrictive learning environments for marginalized students, often starting in Pre-K. Exceptional education practitioners often engage in practices that place disability before ability in instruction, behavior management, identification and use of related services, and educational setting placement decisions. These practices, among others, have resulted in a crippled system that situates students with exceptionalities in perceptions of deviance, ineptitude, and perpetuate systemic oppression. The Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement unites current theory and practices to communicate the next steps to end the current harmful practices and experiences of exceptional students through critical analysis of current practices, mindsets, and policies. With the information this book provides, practitioners have the power to implement direct and explicit actions across levels to end the harm and liberate our most vulnerable populations. Covering topics such as accelerated learning, educator preparation programs, and intersectional perspectives, this book is a dynamic resource for teachers in exceptional education, general teachers, social workers, psychologists, educational leaders, organizational leaders, the criminal justice system, law enforcement agencies, government agencies, policymakers, curriculum designers, testing companies, current educational practitioners, administrators, post-grad students, professors, researchers, and academicians.