Autism and creativity

This paper examines how the emotional health of parents is affected by communication differences between their autistic children. The research conducted qualitative thematic analysis on interviews with parents of autistic children to find recurring themes about communication problems and parent concerns. Data was analyzed using Atlas.ti for coding and Ailyze for theme extraction, ensuring a comprehensive exploration of key patterns. This recent study indicates that the parents might be anxious as well as emotionally distressed due to communication problems like communication errors and various communication styles. It also shows coping mechanisms that parents employ to deal with these challenges, as well as the effects of these techniques on their mental state. Besides, it also sheds light on such an intricate relationship between the communication problems of autistic children and their parent's emotional health by presenting insights into the daily life struggles encountered by the families of autistic individuals. The findings bring forward suggestions that are beneficial in improving therapies and assistance to handle the communicative necessities of autistic children together with the emotional health of their parents. This study also contributes to our understanding of the implications of communication gaps of autistic children on family dynamics and the means to strengthen family support systems.

I propose we explore my proposed Feminine (and Masculine) Autism Phenotype (FAP/MAP) Theories where by looking at neuroimaging around dominant left and right brain theories, grey matter and activated areas of social reciprocity and empathy along with endocrinology studies around prenatal and developmental hormones such as testosterone, oestrogen, progesterone, (o)estradiol, estriol and estrone as well as the role of X Chromosomes during prenatal and early developmental stages, better identifying and giving evidence for MAP/FAP theories . FAP presents atypically Autistic, having extremes of Simon Baron-Cohen’s Balanced Bias cognitive styles (E-S & EMB theories) in most Autistic Females and other genders with FAP, creating hyper-affective/emotional empathy, emotional awareness (less Alexythemia) and greater sensory sensitivities, creating intense emotionality and prosocial behaviour, leaving High Intellectually Functioning (HIF) FAP at greater risk of mental health problems leading to misidentification or cross-misdiagnosis and suicide due to societal pressures and expectations to be like the Prominent Neurotype (PNT) to fit in, a great concern to them. Masking their autisticality and suppressing self-stimulatory sensory imput (STIMS), hiding their struggles with Executive Dysfunction (E(D)F), Weaker Central Coherence, Monotropism, Lower Theory of Mind (ToM) and subsequently Lower Cognitive Empathy while having Hyper-Affective, sometimes Somatic Empathy, with Synesthesia and Tony Atwood and Michelle Garnett’a Empathetic Attunement. Caring for others deeply, having social drive and desire without the means, creating a greater sense of isolation, ostracised, overlooked, overwhelmed and misunderstood. Looking at exploring my Autistic Inner World (AIW) Theory, discovering the non-observable internalised Autistic Traits prevalent in FAP and bringing awareness of the Autisic nurturing side of FAP, leading them into care/teaching roles and expression of intense emotions in areas of the arts and sports as a form of catharsis for their deep inner world. These studies will ensure more specificity in Autism research by incorporating intersectionality across the spectrum of spiky profiles, ensuring less misdiagnosis of affective disorders, heavily populating mental health facilities and FAP lives lost to suicide.

This article proposes that human perception of reality is not a passive reflection of an objective world but an active, embodied construction shaped by bodily interactions, spatial habits, and repeated perceptual patterns. Drawing on the neurophenomenology of Francisco Varela, the spatial cognition research of Barbara Tversky, and the psychological phenomenon known as the "Tetris Effect," we argue that emotions, cognition, and perception are deeply intertwined, forming a feedback loop that constructs lived reality. We explore how perceptual habits, reinforced through repetition, act as the "software" of emotional experience, and propose somatic micro-interventions as a means to consciously reshape these patterns. This interdisciplinary synthesis bridges cognitive science, phenomenology, and digital culture to offer a framework for understanding the embodied mind and its potential for transformation.

In this paper 1 we discuss the analogy between Autistic 2 people and foreigners in Japan. Using the metaphor of a glass ceiling, we discuss communication and employment. Thinking about the invisible obstacles facing Autistics, we focus on matters of communicative and other social interaction. Citing some experiences of Autistic people 3 in Japan, we discuss how high the glass ceiling may be for them, and we draw parallels with the case of foreigners in Japan.

Abstract
Students with autism spectrum disorder (ASD) often face substantial barriers in transitioning from secondary education to employment, including challenges in communication, adaptability, and access to individualized support. As artificial intelligence (AI) technologies gain momentum in education and workforce development, they present new opportunities to address these challenges through personalized, scalable interventions. This paper examines two global case studies—Auticon, a neurodiverse IT consultancy employing AI-based job-matching systems, and MaTHiSiS, a European Union-funded adaptive learning platform for students with special needs. Through a comparative case study methodology, the paper explores how AI tools can support vocational preparation and individualized learning by aligning content and opportunities with learners’ strengths and emotional needs. Findings highlight the importance of personalization, integration of human support, and ethical implementation practices. The paper concludes with recommendations for educators, policymakers, and developers seeking to implement AI-driven solutions that enhance transition services and employment outcomes for autistic students. While previous studies have discussed AI applications in education or autism support separately, this paper contributes a novel perspective by synthesizing real-world case studies that apply AI specifically in vocational transition contexts for autistic individuals. The comparative analysis of Auticon and MaTHiSiS provides practical insights into scalable, culturally relevant, and ethically grounded practices, offering a preliminary framework for designing inclusive AI-supported transition models.

Introduction
Innate neurodivergences—including autism, ADHD, dyslexia, and Tourette Syndrome—represent natural variations in human neurology, shaping how individuals perceive, interact with, and experience the world. Far from pathologies, these neurodevelopmental differences challenge traditional deficit-based frameworks, urging a shift toward recognizing functional diversity as a cornerstone of human variation. Grounded in principles of human rights and inclusion, this article explores how societal barriers—not individual traits—create disability, advocating for environments that celebrate neurodiversity through equitable accommodations. Drawing on academic research and global policy frameworks, it reframes neurodivergence as a vital dimension of our collective identity, demanding systemic change rather than individual conformity.

Background: Exposure to screen has been on the rise, especially during and post lockdown imposed on account of the covid pandemic. Children are exposed to digital devices at a very young age. It is suggested that the increase in exposure to screen at a young age, during the early developmentally sensitive age, can result in the children exhibiting difficulties with respect to socialization, pragmatics, and effective age-appropriate communication. Objectives: The present study aimed to determine whether an association exists between increased exposure to screen and increase in autism-like behavior i.e. Virtual Autism in young children by studying the effects of intervention on children exposed to screen at an earlier age who displayed virtual autism. Method: A total of 36 children (age range 1.5-06 years) exhibiting autism-like behavior combined with an increased screen exposure (> 04 hours/day) were selected for detailed speech language assessment and therapy. The informal assessment and formal assessment were done along with speech-language therapy and post therapy assessment. Results: Statistical result revealed that there was a significant difference between the pre-therapy and post-therapy scores for ACSLS and ISAA scores. The p value obtained was less than 0.05. Post therapy, there was an increase in social interaction duration which co-related with the improvement in language scores and reduction in their ISAA scores obtained post therapy. Conclusion: Virtual Autism is a relatively new diagnosis, and there is still much to learn about its underlying causes and effective treatment options. However, some experts suggest that interventions aimed at developing strong communication and social-emotional skills, both online and offline, may be helpful for individuals with Virtual Autism.

Ought: The Journal of Autistic Culture is a peer-reviewed, biannual journal that publishes scholarly and creative works examining and exploring autistic culture. Ought is dedicated to amplifying autistic voices and centering autistic creativity, while including contributions from allistic caregivers, educators, and allies. We strive to create a community that mentors early career researchers, poets, and artists, as well as showcasing the work of leading scholars​ in the field. Ought is committed to celebrating autistic joy and artistry while offering honest and authentic explorations of difficulty and challenge. In blending creative and critical works about autism, Ought also seeks to break down barriers between academic disciplines, between genres of artistic expression, and finally, between autistics and allistics. Ought is the conversation about autism as it ought to be.

Enhancing the inclusion of neurodiverse students in higher education institutions represents a significant and evolving challenge for educators. Recognizing learning difficulties and equipping teachers with the knowledge and skills to effectively work with and communicate with neuro-diverse students are crucial steps toward achieving social inclusion. Aim – to explore the neurodiversity of Lithuanian college students and its link to learning difficulties and supporting measures. Two developmental adult disorders were presented to illustrate the expression of neurodiversity including attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). A cross-sectional survey included 512 students from Kauno Kolegija Higher Education Institution. The survey assessed 39 attributes related to students’ learning difficulties and supporting measures. The nine scales, consisting of 39 items, demonstrated good internal consistency, with a Cronbach's alpha coefficient of 0.76. Due to the unequal and smaller sample sizes of attention deficit hyperactivity and autism spectrum disorders having students, non-parametric statistics (Kruskal-Wallis) were used. Spearman's correlation coefficient (R²) was used for correlation analysis. Results. Nearly a quarter of the students associate their neurodiversity with ADHD, with 22.3 % suspecting they have the condition and 2 % noted that this is confirmed. 4.7% of students consider themselves to be on the autism spectrum disorder (ASD), with 0.6% having a confirmed diagnosis. Statistically significant differences were identified in the relationship between ADHD and attention difficulties at home, college, sensory sensitivity and specific learning difficulties (p ≤ 0.05). ADHD and ASS suspected of having students tend to have lower grade point average (GPAs). Students who suspect or confirm having ADHD express a higher preference for organizational tools compared to those without ADHD, with a significant difference (p ≤ 0.05). Preferences for explanations and illustrations are higher among those suspecting ADHD (p ≤ 0.05). The analysis of expectations from lecturers and organization concerning ASD shows minimal variation among groups (p≥0.05). Conclusions. Neurodiversity among students is a relevant phenomenon that is associated with learning difficulties that interfere with achieving good learning outcomes. However, the role of the teacher and organization is exclusively relevant for the ADHD student group. For ASD students and neurotypical students, universal approaches are appropriate

Buku panduan kegiatan seni dan kerajinan tangan dapat menjadi salah satu media bermain dan belajar bagi anak penyandang autis di rumah bersama orang tua. Kegiatan bermain dan belajar tersebut berguna untuk mengembangkan potensi anak yang diharapkan dapat mendukung proses terapi anak penyandang autis. Anak penyandang autis memiliki banyak potensi yang dapat dikembangkan, tetapi seringkali potensi tersebut tidak dicari dan digali oleh orang tua atau orang terdekat anak. Pengambilan segmen anak penyandang autis ini dimaksudkan untuk membantu memberikan salah satu pilihan kegiatan yang dapat menggali potensi anak.

This article presents the Thematic Photobooks system as an innovative approach to fostering the development of special children. Drawing on the theories of L.S. Vygotsky and the Activity Theory by A. Leontiev and S. Rubinstein, it emphasizes the crucial role of mediating agents in a child's intellectual and personality development and the importance of a social medium in this process. Thematic Photobooks, created through a collaborative effort between an adult and a child, act as a bridge between the child and their environment. The article explores how photography and photo stories contribute to a child's development, offering both a goal and a process that helps cultivate essential life skills and knowledge. The structure, application, and benefits of this system are discussed, illustrated by a real-life case study of a special child.

This guide outlines treatment options for families managing autism spectrum disorder (ASD), highlighting the importance of early intervention and personalized approaches. Key therapies include Applied Behavior Analysis (ABA) for behavior modification, speech and language therapy for communication skills, and occupational therapy for daily living skills. The guide also discusses social skills training and medication for co-occurring conditions. It emphasizes the need for tailored treatment plans developed in collaboration with healthcare professionals to improve outcomes for individuals with autism.

Referring to this study, its purpose is to identify the level of knowledge of parents, citizens and professionals as well as educators regarding the level of recognition of children with autism. Objectives, aims of the work are: to know the level of engagement these classmates (learners) know and analyze the anxiety of young parents and professionals, how much they work with these children, and in this paper, we will analyze the weaknesses in the recognition of working methods with these children and the provision of contemporary methods during the teaching hours. Work analyzes have been done directly with the students in the classroom. Also within the framework of this paper are questionnaires and surveys directly with parents of these children and professionals dealing with this thematic of the problem, analyzed the encyclopedic dictionary research, to know the term autistic. During the study of literature and data processing developed during our research, we have concluded that: knowing autism as a phenomenon, but also as a term that is still widespread, shows that the integration of autistic children into a regular education system is very necessary and needs no education, and their integration into special schools. From the conclusions drawn from this paper, we think that we have to organize many workshops with the children with the parents of these children and with the responsible persons dealing with the education of these children to clarify what is autism and its characteristics, as the paper has concluded that there is a lack of information about these children.

How Can It Not Know What It Is? is a conversation that uses the
revered sci-fi film Blade Runner (1982) as a frame to explore the role of
memory and affirming disabled identity in collective human experience,
specifically concerning technology, the power of self-knowledge, and
how these concepts intersect with capitalism and contemporary politics.
In an open conversation excerpted here, the artist-authors discuss what
it means to be wholly human, navigating subjects from memory to
extended cognition, from national mythology to the ethics of AI.

resumo: O alcoolismo é uma problemática que atinge cada vez mais a nossa sociedade. Frequentemente, o consumo abusivo do álcool é despoletado pelas expectativas positivas, nomeadamente a crença que o álcool desinibe, facilita a expressão de emoções e consequentemente aumenta a criatividade. São vários os casos conhecidos no mundo artístico que recorriam ao álcool como mediador do processo criativo. Vários estudos têm sido realizados para analisar o impacto do álcool no funcionamento intelectual, comportamentos e a criatividade. Procuramos ilustrar com um estudo de caso, a ligação entre o consumo de álcool e a produção artística de um alcoólico, recorrendo à construção da sua história clínica, analisando expectativas e a narrativa perante as suas obras, na alcoolização e na abstinência. A análise deste caso salienta as dificuldades nos alcoólicos em aceder ao seu mundo interno e ao processo simbólico. Realizou-se um estudo exploratório, com 20 utentes da UTRA, com o intuito de analisar a criatividade nesta população. Conclui-se que os dados se encontram na média, comparativamente à população em geral, sendo que 50 % dos que têm atividades lúdico-criativas, recorria ao álcool, durante o processo criativo. Constatou-se que os homens têm maior facilidade na interação laboral, sendo mais recetivos à opinião dos outros. Desta forma, salienta-se a importância de se desenvolver estas competências, sendo disso exemplo o atelier de pintura e o de sabores, dinamizados na Área Dia, da UTRA, recorrendo-se a técnicas que facilitem a introspeção e o apreciar das propriedades hedónicas de novos cocktails.

The autistic experience has been widely medicalized, pathologized, mischaracterized, and misunderstood. Through this series of essays, I attempt to paint an alternative picture of (an) autistic life—one not defined by deficits, but (at the risk of sounding cliché) differences—by re-storying autism through an Autistic Poetic.

Autistic Poetics, or the poetry of autistic existence, offers to our imagination a new way of relating to the world—alternative pictures of what it means to be human and all the possibilities therein. Autists, as human beings who often express being more at home with the earth-others and more-than-human world, can offer our writings as a bridge between the categorizing language of the nonautistic neuromajority and the sensing, silent language of the natural world. Through my autistic readings and reflections on poems from Mary Oliver's Dream Work, I explore what an Autistic Poetic has to reveal about our relationship to one another and the earth.

It would be unwise to assume that just because a person has an autism diagnosis, they are going to act a certain way, possess certain character traits and tendencies and so on, i.e. conform to the stereotype of the layperson's view of autism, which, incidentally, used to be Rainman 1. Nowadays, and in the UK, the likes of the TV presenter Chris Packham 2 tend to come to mind when autism or Asperger's syndrome is mooted. In my twenty-year career, I have seen thousands of autistic people, and guess what? Quelle surprise! They are all different. Indeed, we've come a long way since Professor Tony Attwood's The Complete Guide to Asperger Syndrome (Attwood, 2008) 3 , though it remains an interesting and informative book.

This article explores how artificial intelligence (AI) may be used to welcome and assist people with neurodiversities, therefore fostering acceptance and optimizing individual talents. It talks about how AI may help make education, work, and healthcare more accessible, personalized, and accommodating for those with neurological differences. The paper also underlines the significance of responsible and sympathetic implementation by highlighting the ethical concerns involved in incorporating AI into neurodiversity support systems. Society may build a climate that celebrates variety and promotes equitable chances for everyone by identifying and capitalizing on the natural talents of neurodiverse people via the use of AI.

Resumo: O presente artigo aborda algumas discussões sobre a aprendizagem como necessidade humanizadora criada com motivos e interesses do indivíduo, contribuindo para o seu desenvolvimento, tendo como referência a psicologia histórico-cultural de Vygotsky e o pensamento de Lipman sobre a aprendizagem escolar. Ressaltamos que a relação do sujeito cognoscente com o objeto de conhecimento ocorre por meio de interação que é mediada por dois elementos básicos: os instrumentos e os signos, ocorrendo necessariamente, por meio do processo de internalização. Palavras-chave: Aprendizagem e humanização. Educação para o pensar. Teoria histórico-cultural.

A agregacao do potencial de criatividade e dos processos cognitivos tem sido defendida como necessaria para a implementacao de cenarios pedagogicos promotores de aprendizagens significativas. Este estudo tem como propositos verificar em que medida o potencial criativo esta relacionado com os processos cognitivos, sinalizar implicacoes do treino do potencial criativo para as respostas educativas, analisar se o desempenho cognitivo nas provas de pensamento convergente e nas provas de pensamento criativo, aumentam ou diminuem com a idade/ano escolaridade das criancas, verificando que, caso existam diferencas, estao relacionadas com a natureza cognitiva das provas. Os dados discutidos dizem respeito a informacoes obtidas com amostra nao probabilistica de conveniencia, constituida por 30 alunos que frequentam o Ensino Basico portugues, em contexto publico, no Norte do pais. A recolha de dados decorreu entre Dezembro 2015 e Abril de 2016. Como principais resultados destaca-se que as prova...

A criatividade, cada vez mais, faz-se necessária na formação de educadores. Assim sendo, o objetivo do presente estudo foi o de comparar o desenvolvimento da criatividade figural em estudantes de cursos de educadores de uma universidade pública portuguesa com os de uma universidade particular brasileira. Foi aplicado coletivamente, em classe, o Teste Pensando Criativamente com Figuras de Torrance, composto de três atividades que visam medir quinze características figurais do indivíduo. O teste foi respondido individualmente por 157 graduandos (151 mulheres e 6 homens) dos cursos de Licenciatura em Educação (2º ano) e de Educação Básica (2º ano) de Portugal e do curso de Pedagogia (2º e 3º anos) do Brasil. Os estudantes foram divididos em três grupos etários: o primeiro correspondendo a idades entre 18 e 20 anos, sendo o segundo de uma faixa etária entre 21 e 30 anos e o terceiro grupo entre 31 e 42 anos. Foram utilizadas a Análise Univariada da Variância (ANOVA) e a Análise Multivar...

A criatividade constitui-se como uma das funções basilares do funcionamento humano, sendo que dela dependerá a ampliação do leque de experiências e conhecimento a que o sujeito psicológico humano tem acesso durante o seu processo de «fazer mundo». Assim se compreende a relação entre criatividade e educação, uma vez que, durante os períodos mais críticos do seu desenvolvimento, esta se encontra plenamente comprometida com o sistema educativo. Partindo das influências de Vygotsky (1917/1998, 1930/2004), Piaget (1945/1975), Kegan (1982), Housen (1983), Parsons (1987), Goodman (1968/2006, 1978/1995), Gardner (1996), Amabile (1983), Sternberg e Lubart (1991) e Csikszentmihalyi (1999), a discussão teórica apresentada explora criticamente o potencial da educação artística no desenvolvimento da criatividade, considerando a sua inclusão nos curricula educativos como fundamental, uma vez que a arte introduz uma diferenciação qualitativa única, que promove o acesso a uma visão singular da real...

A significant proportion of autistic children are considered 'nonverbal or minimally verbal' and have difficulty expressing their emotions. Commercial alternative and assistive communication (AAC) apps are often inaccessible and ineffective in aiding autistic children in expressing emotions. Lack of access to adequate AACs is more prevalent in lower and middle-income communities (LMICs), which neither have sufficient infrastructure to aid the development of autistic children nor the resources to make expensive technology affordable. We propose the design of a prototype app that is accessible and multi-modal and caters to the specific needs of non-verbal and minimally verbal autistic children. Our design is grounded in research in autism and strength-based technology design. We incorporate accessibility guidelines and universal design features to make our design appropriate and effective for target users. CCS CONCEPTS • Human-centered computing → Accessibility; Ubiquitous and mobile computing.

Referring to this study, its purpose is to identify the level of knowledge of parents, citizens and professionals as well as educators regarding the level of recognition of children with autism. Objectives, aims of the work are: to know the level of engagement these classmates (learners) know and analyze the anxiety of young parents and professionals, how much they work with these children, and in this paper, we will analyze the weaknesses in the recognition of working methods with these children and the provision of contemporary methods during the teaching hours. Work analyzes have been done directly with the students in the classroom. Also within the framework of this paper are questionnaires and surveys directly with parents of these children and professionals dealing with this thematic of the problem, analyzed the encyclopedic dictionary research, to know the term autistic. During the study of literature and data processing developed during our research, we have concluded that: knowing autism as a phenomenon, but also as a term that is still widespread, shows that the integration of autistic children into a regular education system is very necessary and needs no education, and their integration into special schools. From the conclusions drawn from this paper, we think that we have to organize many workshops with the children with the parents of these children and with the responsible persons dealing with the education of these children to clarify what is autism and its characteristics, as the paper has concluded that there is a lack of information about these children.

Neurodiversity is a term that evolved from the advocacy movement on behalf of individuals with autism spectrum disorders (ASD) and has been embraced by other groups of individuals with neurologically based disabilities (e.g., learning disabilities; LDs). It suggests that these disabilities are a natural variation in brain differences and that the workplace should adapt to them. This article examines challenges for human resource management posed by such adaptations for individuals with LD. These challenges include fairness in selection, access to training and learning, and career development activities. The implications of preparing neurodiverse employees, especially those with LDs, for increasingly technological and information-driven jobs are considered.

The starting point for many research articles on the topic of Autism Spectrum Disorders (ASD) includes the following phrase: "ASD is a neurodevelopmental disorder…" The author agrees that ASD is neurodevelopmental, and calls into question the word "disorder", proposing that rather than being a disorder, autism and other neurodivergent traits are best understood as a way of utilizing the computational strengths of the human brain to adapt to the environments in which human beings live, learn, work and play. Building on research from the field of computational neuroscience, the author provides an alternative understanding of what it means to be autistic and how to best support people on the autism spectrum to successfully adapt to the world in which we all live.

The present study resulted from the analysis of a large array of investigative products focused on creativity in higher education. A systematic review of studies between 2008 and 2018 found 27 theses published by doctoral programs in the specific field of education. Twenty-five Brazilian scientific databases were analyzed using a qualitative approach aimed at mapping creativity in higher education, demonstrating longitudinally how, when, who and with what purposes creativity has been the object of study. The most widely used approach was qualitative, with a predominance of case studies, the majority of which described creativity as a learning strategy or one that seeks learning solutions; a smaller number of doctoral theses viewed creativity as cognitively developed and intrinsic to the student. For this reason, the results suggest a possible lag in terms of understanding creativity as a way to significantly strengthen learning and a basic structure in the development of critical thinking and problem solving.

Este artigo pretende ser uma reflexão sobre a importância da criatividade na Educação, considerando-se esta última como um ambiente potenciador do fenómeno criativo junto dos seus alunos, mas também de toda a sua comunidade. O presente trabalho tem ainda como objeto de reflexão ideias erróneas que rodeiam a concetualização do construto "criatividade", procurando-se aqui desmistificar algumas delas. Para além de tudo isto, reflete-se, de uma forma geral, na relevância da criatividade nas diferentes áreas disciplinares, como as artes e as ciências, domínios do conhecimento das quais a criatividade faz parte e é fundamental. Salienta-se, igualmente, algumas caraterísticas que se evidenciam na pessoa criativa, procura-se identificar obstáculos que travam o caminho da criatividade e apresentam-se algumas dicas para a promoção do "Ser Criativo" na Educação.

The present article investigates an essential question raised by the experience of the psychoanalytic clinic of autism: otherness. The goal of this research is to establish the specificity and the variety of forms of otherness in autism. From the Freudian premise of the complex of the 'fellow human being' (Nebenmensch) to the distinction between this and the Other as a place of language, this research examines the forms of otherness that can arise in autism, such as identified by J.-C. Maleval. They are as follow: the autistic object, the double, and the synthetic Other. For this purpose, this paper finds support on life events narrated by autistics as well as clinical fragments from the specialized literature.

There is a need to rethink functioning and the role of universities that implement inclusive education, understood as high-quality education for everybody, available at all levels of education  because of the increasing number of neurodiverse people (with ADHD, autism, dyslexia and other disorders classified as neurodevelopmental).. The aim of our hermeneutical work is an attempt to identify opportunities and limitations on an empirical and theoretical level for creating conditions for the inclusion of students defined as neurodiversity. The research material consists of published own and other authors' studies, and the direction of exploration is determined by the following questions: Are there theoretical and empirical premises for the claim of full inclusion in the academic education of neurodiverse students? What are the research-related limitations that constitute a barrier to the academic inclusion of neurodifferent adolescents? The theoretical background of our work is th...

Autism is a developmental disorder, understanding which has an impact on behavior, social interaction, communication and language disorders. Because of these problems, children with autism need to do therapy to improve and reduce existing problems. The early intervention method for dealing with autistic children is using ABA therapy.The purpose of this study was to find out how the implementation of therapist counseling communication in ABA therapy, and how changes in the development of interaction and behavior of autistic children before and after being given ABA therapy. The research design uses descriptive qualitative research. Data collection techniques obtained through observation, interviews, and documentation. From this study it was found that at YPAC Medan the implementation of counseling communication was not implemented. But the implementation of communication is generally done by therapists in the form of interactional communication. Furthermore, there are changes in the ...

Negara Kesatuan Republik Indonesia (NKRI) mengakui pandangan yang universal terhadap hak dan kesempatan yang sama bagi semua orang tanpa terkecuali dalam mencapai hidup yang berkualitas. Undang-Undang inilah yang kemudian menjadi landasan hukum formal dalam menciptakan peluang yang sama bagi para penyandang disabilitas untuk mencapai kehidupan yang baik. Namun demikian penjelasan secara sistematis mengenai kualitas hidup dan domain kesejahteraan fisik pada individu dengan ASD di Indonesia, relatif terbatas.

Autism is a developmental disorder, understanding which has an impact on behavior, social interaction, communication and language disorders. Because of these problems, children with autism need to do therapy to improve and reduce existing problems. The early intervention method for dealing with autistic children is using ABA therapy.The purpose of this study was to find out how the implementation of therapist counseling communication in ABA therapy, and how changes in the development of interaction and behavior of autistic children before and after being given ABA therapy. The research design uses descriptive qualitative research. Data collection techniques obtained through observation, interviews, and documentation. From this study it was found that at YPAC Medan the implementation of counseling communication was not implemented. But the implementation of communication is generally done by therapists in the form of interactional communication. Furthermore, there are changes in the ...

Background & Objective: Based on the passion of autism spectrum disorder children to social story, it is important way to handle them and learn relation to them. The aim of this study was to evaluate the effectiveness of social stories on increasing social skills of children was with autism spectrum disorder. Methods: Method of study was experimental and pretest-posttest design with control group. The statistical population was 10 students with autism spectrum disorder (8-11 years, son) was born in Kermanshah (Western of Iran). They randomly selected were located in two experimental and control groups. The experimental group received 35 sessions of 30-minute sessions and was conducted during two and a half months, while the control group did not receive such training. Both group were evaluated by social communication questionnaire (SCQ) in two pre-test and post-test and by use of independent samples t-test. Results: The results showed that the use of social story on the experimental group has a significant effect in improving their social skills (p<0.05). Conclusion: The results of this research can be concluded that the use of social stories can be an appropriate way to improve the social skills of children with autism spectrum disorder.

This book is dedicated to my father, Robin Evans (1944-93). vii Contents List of figures viii Acknowledgements x Introduction: Perceiving, describing and modelling child development Part I The first autism: The observation and description of child development before 1959 1 The first autism 2 The first autism controversies 3 Inside the Maudsley Child Psychotic Clinic in the 1950s Part II How autism became autism 4 The transformation of social life and the transformation of autism in the 1960s 5 How do you measure a social impairment? 6 Epidemiology, epidemics and autism as a global health crisis Conclusion Abbreviations for Archives and Government Acts Bibliography Index viii Figures 1 Facsimile of the first page of 'Condition on Admission' form used to collect information from children in the psychotic clinic in the 1950s (MHCP/ A) 2 Chart, 'The psychotic ego with its defects and defences', from Elwyn James Anthony, 'Group therapeutic techniques for residential units', Case Conference 4, no. 6 (1957) 3 ' A ward for imbeciles in a mental deficiency hospital', c.1956, from Leslie Hilliard and Brian Kirman, Mental Deficiency (London: Churchill, 1957) 4 Table, 'Mean percentage scores on 24 behaviour items', from Victor Lotter, 'Epidemiology of autistic conditions in young children', Social Psychiatry 1, no. 3 (1966) 5 Graph comparing verbal coding ability in 'normal' and 'autistic' children, from Brian Hermelin and Neil O'Connor, Psychological Experiments with Autistic Children (Oxford: Pergamon, 1970) 6 Uta Frith's early jigsaw tests for pattern detection, from Uta Frith and Brian Hermelin, 'The role of visual and motor cues for normal, subnormal and autistic children',

This article argues that the meaning of the word 'autism' experienced a radical shift in the early 1960s in Britain which was contemporaneous with a growth in epidemiological and statistical studies in child psychiatry. The first part of the article explores how 'autism' was used as a category to describe hallucinations and unconscious fantasy life in infants through the work of significant child psychologists and psychoanalysts such as Jean Piaget, Lauretta Bender, Leo Kanner and Elwyn James Anthony. Theories of autism were then associated both with schizophrenia in adults and with psychoanalytic styles of reasoning. The closure of institutions for 'mental defectives' and the growth in speech therapy services in the 1960s and 1970s encouraged new models for understanding autism in infants and children. The second half of the article explores how researchers such as Victor Lotter and Michael Rutter used the category of autism to reconceptualize psychological development in infants and children via epidemiological studies. These historical changes have influenced the form and function of later research into autism and related conditions.

Autists may exhibit difficulty in interaction (social and communication) with others and also stereotyped gestures. Thus, autists have difficulty to recognize and to express emotions. Human-Robot Interaction (HRI) researches have contributed with robotic devices able to be mediator among autist, therapists and parents. The stereotyped behaviors of these individuals are due to their defense mechanism from of their hypersensitivity. The affective state of a person can be quantify from poses and gestures. This paper proposes a system is able to infer the defense level of autists from their stereotyped gestures. This system is part of the socially assistive robot project called HiBot. The proposed system consist of two cognitive subsystems: Hidden Markov Models (HMM), in order to determine the stereotyped gesture, and Fuzzy Inference System (FIS), to infer activation level of these gestures. The results of these simulations show this approach is able to infer the defense level for an task or the presence of the robot.

Developmental disorder is also referred to as a differently developing. It is a condition that affects the typical growth and development of the brain and nervous system. These disorders can impact a child's cognitive, socio-emotional, and physical development. The medical research has identified these children as neuro divergent children (Krive, 2023). Many studies have found that parents are still unaware of developmental disorders. Awareness among parents about developmental disorders is crucial for early identification, intervention, and support. Many of these conditions can be diagnosed in early childhood stage. The population rate of developmental disorders is rising. Around 317 million children and young people are affected by developmental disability (WHO, 2023). Parental knowledge and early intervention awareness might be the major problem for developmental process of these children. This study had focused on assessing parental knowledge and practices on developmental differenced during the rearing process. The study was done among the parents of twenty five schools of Lalitpur District, Nepal. Present study's sampling size had been determined through purposive sampling method. Among 448 parents in total, purposive sampling method had been applied to select 147 parents as respondents. The qualitative as well as quantitative paradigm was applied in depth interview among the parents to assess knowledge and genetic history.

• "Being a librarian is a people-person job…."-Xavier Ateneo Senior High Library, Facebook, 2020 • "…libraries are actively trying NOT to recruit people who don't enjoy working with the public…"-iBrarian, r/librarians, 2020 • "All I know is that if the jobs of the future depend on "likability," (and the corollary of being a "people person") I may as well give up now. That's the one skill I neither I or people like me cannot learn."-pigbitinmad, Library Journal comments, 2017 The LIS profession, and in many cases, our textbooks, instructors, and professional guidelines, tend to frame librarianship as an exclusively social profession. For instance, a reference librarian has to be a good "people person" who can intuit patrons' verbal and nonverbal communication and make others feel welcome. This devalues the skills and strengths that those for whom this is not a default bring to the LIS profession and is exclusionary or traumatizing to neurodiverse students (McCulloch, 2021). In this panel, we propose strategies for reframing instructional practices to allow all students to demonstrate their strengths and find a path in the LIS professions. Even as our profession aspires to adopt a growing definition of diversity and equity and recognition of intersectionality, invisible disabilities are often overlooked. This panel addresses issues of invisible diversity, social interaction, and ways to create an equitable classroom and work environment in which all voices, perspectives, and selves are valued. Previous works have presented the lived-in experiences of neurodiverse information professionals (Bonanno et al., 2018), and explored the potential for autistic university student

A criatividade é um construto que vem sendo valorizado em diferentes contextos, sendo considerada uma das habilidades essenciais no século XXI. Apesar dessa valorização, diversos mitos e concepções equivocadas ainda se encontram difundidas no senso comum. Diante dessa constatação, o presente estudo teve como objetivo conhecer as concepções de criatividade presentes na população em geral. A amostra foi composta por 518 participantes, com idades entre 19 e 75 anos, sendo 67,5% do sexo feminino e diferentes níveis de escolaridade. Um questionário contendo 12 mitos associados à criatividade foi elaborado, incluindo questões de natureza sociodemográfica para descrição da amostra. Os participantes deveriam ler cada frase e assinalar se concordavam ou discordavam, sendo importante esclarecer que todos os itens envolviam mito ou concepções equivocadas. Os resultados indicaram a presença de seis mitos que se mostraram mais frequentes, assinalados por mais de 30% da amostra como verdadeiros. ...