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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Autism, Sexuality, And Bdsm, Ariel E. Pliskin
Autism, Sexuality, And Bdsm, Ariel E. Pliskin
Ought: The Journal of Autistic Culture
This paper will explore the following areas in which idiosyncratic, sensitive and intense autistic ways of being result in patterns of sexual behavior and reasons autistic people may be particularly drawn to BDSM: 1) autistic sensorimotor intensity promotes non-normative movement, including sadomasochistic, patterns of movement 2) the autistic preference for literal and concrete language matches the BDSM culture’s norms of explicit verbal consent 3) idiosyncratic autistic attention fits will with opportunities within BDSM for developing a long-term career of learning and deep engagement. 4) the double empathy problem results in marginalization of autistic people from mainstream society while BDSM communities …
I, Too, Sing Neurodiversity, Morénike Giwa Onaiwu
I, Too, Sing Neurodiversity, Morénike Giwa Onaiwu
Ought: The Journal of Autistic Culture
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 …
Teaching While Autistic: Constructions Of Disability, Performativity, And Identity, Alexa Baird
Teaching While Autistic: Constructions Of Disability, Performativity, And Identity, Alexa Baird
Ought: The Journal of Autistic Culture
The structure of organizational contexts and practices tends to be based on the normative assumption of the non-disabled individual as the prototypical state of being human. Therefore, schools, like many institutional sites, act to replicate the normative expectation of ableism and the atypical mind. These parameters impact not only the disabled students that operate both within these educational spaces but also the disabled adults embedded within these arenas professionally. Thus, disabled teachers act as a marginalized group that has historically been largely absent from the discourse on education and critical disability studies. This paper seeks to develop an understanding of …