User:AddieGrace/Neurodiversity
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Article Draft[edit]
The theory of double empathy argues that autistic people do not lack empathy, but rather that the experiences of autistic people and neurotypicals are so different that it is hard for one to understand how the other thinks; for example, non-autistic people may not understand when an autistic person is overwhelmed. (original)
It was originally conceived in 2012 by autistic scholar Damian Milton. One study comparing the conversations and socialization of autistic groups, non-autistic groups, and mixed groups found that autistic people were more able to build rapport with other autistic people than with non-autistic people, and at a level similar to the purely non-autistic group.[1] (original)
(added) The problem with the double empathy theory is that there is no simple fix (I would suggest you find an alternative word to "fix") for it. Attempting to "treat" the person with autism could generate other mental health issues and feelings of inferiority. On the other hand (I suggest avoiding the transitional phrase "on the other hand" unless the preceding statement starts with, "on the one hand") the non-autistic group or neurotypical people can be educated on how neurodivergent people think and empathize.[2]
History
The word neurodiversity was popularized by Judy Singer, a social scientist who has described herself as "likely somewhere on the autistic spectrum." She used the term in her sociology honours thesis published in 1999, drawing on discussions on the InLv mailing list that included American journalist Harvey Blume, whose September 30, 1998, article in The Atlantic was the first to use the term in print. The term represented a move away from previous "mother-blaming" theories (theories that put mothers and their rearing practices as the main predictor of their children's issues) of about the cause of autism.
Some authors also credit the earlier work of autistic advocate Jim Sinclair in laying the foundation for the movement. Sinclair's 1993 speech "Don't Mourn For Us" emphasized autism as a way of being, claiming "it is not possible to separate the person from the autism." In a New York Times piece written by Blume on June 30, 1997, Blume described the foundation of neurodiversity using the term "neurological pluralism". Blume was an early advocate who predicted the role the Internet would play in fostering the international neurodiversity movement.
(^original)
The word neurodiversity was popularized by Judy Singer, a social scientist who has described herself as "likely somewhere on the autistic spectrum." She used the term in her sociology honours thesis published in 1999, drawing on discussions on the InLv mailing list that included American journalist Harvey Blume, whose September 30, 1998, article in The Atlantic was the first to use the term in print. Blume was an early advocate who predicted the role the Internet would play in fostering the international neurodiversity movement. In a New York Times piece written by Blume on June 30, 1997, Blume described the foundation of neurodiversity using the term "neurological pluralism". Some authors also credit the earlier work of autistic advocate Jim Sinclair in laying the foundation for the movement. Sinclair's 1993 speech "Don't Mourn For Us" emphasized autism as a way of being, claiming "it is not possible to separate the person from the autism." (no changes in phrasing, just reorganized)
New section:
Neurodiversity and Education
Diversity in the education system is not always observed from a neurodiverse perspective. There are several models that are used to understand disability. One is the medical model of disability that views people with disabilities as needing to be treated or cured.[3] Another is the social model of disability putting emphasis on the way that society treats people with disabilities.[3] The social model argues that people with disabilities experience more difficulties from society than the disability alone.[3]
Nachman and colleagues reviewed several articles published by 2-year community colleges and found some discrepancies in the way that they perceived and categorized "disabled" students and "non-disabled" students.[4] They found that all of the articles were attempting to normalize disability.[4] Many of them put distinct separation between typical and atypical learners as well as their potential academic achievement.[4] Nachman also found that many of the articles showed a lack of autonomy for neurodiverse students.[4] They had little power in regard to academic choices and classroom management.[4]
Another study explored minority stress through the lens of transgender and gender diverse students who were neurodiverse.[5] The researchers found that these students were likely to experience multiple forms of oppression rather than just one.[5] Some of those types include gender related oppression and oppression related to their neurodiversity.[5] The students who had a higher level of minority stress due to stigma awareness were expected to have lower academic performance and higher risk of psychological distress.[5]
Career preparation that is specifically targeted for neurodiverse students is lacking.[3] There are several programs that exist to help assist neurodiverse individuals in finding and obtaining a job but not many of those programs exist within schools.[3] This can make it difficult for neurodiverse students to find a career path that they feel is attainable for them.
References[edit]
- ^ "Neurodiversity", Wikipedia, 2023-06-02, retrieved 2023-06-03
- ^ "The double empathy problem". www.autism.org.uk. Retrieved 2023-06-03.
- ^ a b c d e Kwon, Chang-kyu, et al. "Understanding Career Development Pathways of College Students with Disabilities using Crip Theory and the Theory of Whole Self." Journal of Diversity in Higher Education 16.4 (2023): 520-5. ProQuest. Web. 27 July 2023.
- ^ a b c d e Nachman, Brett Ranon, and Kirsten R. Brown. "Crip Places: Dismantling Disability Discourse in the 2-Year College Literature." Journal of Diversity in Higher Education (2022)ProQuest. Web. 27 July 2023.
- ^ a b c d Farquhar-Leicester, Alexander, Elliot Tebbe, and Michael Scheel. "The Intersection of Transgender and Gender-Diverse Identity and Neurodiversity among College Students: An Exploration of Minority Stress." Psychology of Sexual Orientation and Gender Diversity (2022)ProQuest. Web. 27 July 2023.
Instructor feedback:
I incorporated my feedback (underlined) above. The current citation provided for these edits doesn't conform to the platform expectations - this is not an example of peer-reviewed secondary literature (review paper, meta-analysis). It appears both you and Morgan are working on the same article. Is there a reason you chose to include her edits in your sandbox? I would encourage you to review the final assignment rubric as this will illustrate the areas I plan to assess. I like the direction your edits are headed in, but they require stronger support in the form of appropriate literature citations. I would continue looking for examples of peer-reviewed secondary literature to support claims. I am here if you have questions/concerns.
Response to peer reviews[edit]
I agree with LaDonna205 that the flow of the article doesn't make much sense. The lead section is confusing and I plan on revising it so that it is simpler. I also think that aebner01 makes a great point about citations. I've noticed the warning listed at the beginning of the article about reliability and I plan on going in to fact check some of the sources that appear to be biased or misrepresented. Overall, it seems that reliability and flow are the most important revisions that need to be made to the article. These changes can be made by checking sources already listed, removing ones that are irrelevant or biased, and adding in peer reviewed sources. Changing the flow of the article will require more rephrasing and rearranging of topics.