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Disability Studies Commons™

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2021

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Articles 421 - 423 of 423

Full-Text Articles in Disability Studies

The Influence Of Autism Spectrum Disorder Disclosure On Peer Social Distancing In Higher Education, Hope Marie Sparks Jan 2021

The Influence Of Autism Spectrum Disorder Disclosure On Peer Social Distancing In Higher Education, Hope Marie Sparks

UNF Graduate Theses and Dissertations

Students diagnosed with Autism Spectrum Disorder are almost twenty percent less likely than their non-autistic peers to graduate college (White et al., 2017). The diagnosis of Autism Spectrum Disorder, or ASD, can be a significant facet of personal identity for many individuals on the spectrum. Due to this, disclosure of diagnoses can be a deeply personal decision and can be situational. Because college-age students on the spectrum are forming an identity concerning their diagnosis (Bent et al, 2016; Cox et al., 2017), peer social distancing behaviors are an important factor in student confidence and academic success. Researchers completed this study …

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Review Of: Murray, Stuart F. Disability And The Posthuman: Bodies, Technology, And Cultural Futures, Arthur Blaser Jan 2021

Review Of: Murray, Stuart F. Disability And The Posthuman: Bodies, Technology, And Cultural Futures, Arthur Blaser

Political Science Faculty Articles and Research

A review of Stuart F. Murray's book, Disability and the Posthuman: Bodies, Technology, and Cultural Futures.

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“Accept The Idea That Neurodiverse Kids Exist”: Dyslexic Narratives And Neurodiversity Paradigm Visions, Monica Van Schaik Jan 2021

“Accept The Idea That Neurodiverse Kids Exist”: Dyslexic Narratives And Neurodiversity Paradigm Visions, Monica Van Schaik

Theses and Dissertations (Comprehensive)

The neurodiversity paradigm has received support from many autistic self-advocates and scholars. Although definitions of neurodiversity are always framed to include dyslexia, research into the neurodiversity paradigm that seeks the perspectives of dyslexic people is limited. This qualitative study sought to fill this gap by asking 12 self-identified dyslexic adults how they imagined their life stories would change within a neurodiversity paradigm. A narrative inquiry methodology was combined with the guiding principles of participatory action research and dyslexic methodology. Dyslexic ways of knowing were engaged and illuminated in the research design, writing process and findings. Emergent themes revealed participants’ lived …

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