Purpose: Little is known about neurodivergent experiences of grief and loss. As such, this study explored community-produced narratives of grief and loss, as (re)presented by neurodivergent individuals on social media. Methods: This study used qualitative content analysis to thematically explore public posts discussing grief and neurodivergence across 6 social media platforms, which were identified using a systematic search strategy. Results: 731 public posts were identified: Instagram (n=31), Reddit (n=256), TikTok (n=131), Tumblr (n=64), WordPress (n=103), X (n=58), and YouTube (n=88). Analysis of these posts highlighted key areas of support for wellbeing following a loss, as well as several risk and protective factors for neurodivergent individuals linked to five themes: 1) Oscillating Feelings and Social & Emotional Needs; 2) “I did it my way”; 3) Remembrance & Re-Grieving; 4) Understanding My Grief; 5) Grief “becomes a part of you”. Moreover, three separate content areas of interest, thematically linked as External(ised) vs. Internal(ised), were coded in the second iteration of analysis: 1) Experiencing Ableism; 2) Disordered Eating; 3) Substance Use. Conclusion: The analysis highlights the misunderstanding and disenfranchisement often experienced by grieving neurodivergent individuals across a range of different forms of loss, as well as observing a qualitatively distinct phenomenology of neurodivergent grief featuring key social and emotional challenges related to monotropism, ableism, remembrance, and communication. This study also highlights potential negative mental health impacts of autistic burnout and masking following a significant loss Implications for practice and future research are discussed.

This dataset contains anonymised raw data and examples of accommodations made for neurodiverse students in four undergraduate courses in Computer Science and Software Engineering programmes. The dataset is published as a part of a book chapter in which we report the accommodations.

Overall guidelines we followed, including their sources, are contained in guidelines.md.

The raw data for the two surveys is contained in the two Excel files survey1.xlsx and survey2.xlsx. Free-text answers have been aggregated by neurodiverse and neurotypical students and anonymised, and are available in the files survey1_freetext_neurodiverse.txt, survey1_freetext_neurotypical.txt, survey2_freetext_neurodiverse.txt, and survey2_freetext_neurotypical.txt.

The remaining files are examples of the adapted lecture slides and assignment texts. Here, files starting with WEBcourse are from a mandatory undergraduate course on web development, while files starting with SEcourse are from a mandatory undergraduate course giving an overview of Software Engineering.

Background: The LEANS resource was co-developed by a neurodiverse team of researchers (including the authors listed on this pre-registration, in particular AA and SF-W) and eight experienced educators, including neurodivergent individuals. It was created through a process of design cycles (online meetings and individual preparation work) and resulted in 7 units: Introduction to neurodiversity, learning and thinking differently, communication and understanding, getting along together at school, is that fair?, different ways to make a friendship and neurodiversity in our classroom

Purpose: The LEANS resource has been created to be delivered by teachers to whole classes of primary school pupils (age 8-11) to inform children about neurodiversity and to increase positive attitudes and intended actions towards neurodiversity and inclusion. Each of the 7 units are designed to communicate key points and combine hands-on activities, story content about a neurodiverse classroom and supporting materials (e.g., posters, videos) to do so.

This preregistration is for the evaluation of LEANS which will test for changes in children’s knowledge of neurodiversity, and attitudes and intended actions in relation to neurodiversity and inclusion, following participation in LEANS (baseline and outcome-test measures to be completed by children).

Although not included in this pre-registration, the LEANS evaluation will also include questions for all children about their perceptions of new knowledge and experiences of LEANS. In addition, individual interviews with children (n = ~20) with diagnosed/undiagnosed additional support needs, will be carried out, to learn about their experiences of LEANS and assess for potential harms. Furthermore, although not included in this pre-registration, the LEANS evaluation will also include data from teacher completed diaries during delivery of LEANS, to assess the acceptability and feasibility of LEANS for use in mainstream primary school classrooms.

Note: this pre-registration does incorporate some content taken from teacher diaries regarding implementation fidelity. We will use teacher-self reports of their delivery of LEANS (e.g. any content missed-out or partially-delivered) for a sensitivity analysis excluding participants who exposure to LEANS learning materials falls below a pre-set threshold (see below for details).

Research Questions

1. Does engaging with the LEANS resource result in children being able to demonstrate knowledge of neurodiversity at outcome?
2. Does engaging with the LEANS resource result in more positive attitudes and intended actions towards neurodiversity and inclusion, compared to baseline?

Note on Measures:
Knowledge of neurodiversity will be assessed via the Neurodiversity Knowledge Quiz (NDKQ), a measure created specifically for this project.

One single item from the NDKQ (the “neurodiversity knowledge target item”) will also be administered at baseline to permit examination of change in knowledge.

Two additional screening items (items 1 and 2) are included in the NDKQ to assess for engagement in LEANS. These will not be included when calculating the outcome variable, but will be used to screen participants for attention to the curriculum materials – a pre-requisite for knowledge. In a sensitivity analysis, we will repeat the main analysis after excluding children who fail both of these screening items – see Exclusions section for details.

Attitudes and intended actions towards neurodiversity and inclusion will be assessed via the Attitudes and Actions Quiz (AAQ), a questionnaire created specifically for this project.

Both questionnaires (including separate baseline and outcome versions of the AAQ) and a scoring guide are available as supplementary material

This dataset was created as part of the development and validation process for the Deenz Neurodiversity Scale (DNS-32), a psychometric tool designed to assess neurodiversity traits in adults. The DNS-32 aims to capture a broad spectrum of neurodiverse characteristics, including attention, sensory sensitivity, social cognition, and behavioral adaptability, across 32 items. Data collection involved a diverse sample of participants, encompassing individuals both with and without neurodiverse conditions.

The dataset includes demographic information, DNS-32 item responses, and related psychological measures collected to assess validity, reliability, and factor structure. This comprehensive dataset provides insights into neurodiverse traits, supporting research into individual differences and aiding clinicians, educators, and researchers in the identification and support of neurodiverse populations. Online version https://drdeenz.com/neurodivergent-test/

This dataset is about books and is filtered where the book is Neurodiversity, Autism & Recovery from Sexual Violence : A practical resource for all those working to support victim-survivors. It has 7 columns such as book, author, ISBN, BNB id, and language. The data is ordered by publication date.

IntroductionNeurodiversity describes the fact that humans all have different brains with unique qualities that contribute to society. Though understanding of neurodiversity is gaining traction among the general public, there remains considerable stigma and prejudice toward neurodiverse people. One way to combat these issues is to teach individuals about neurodiversity and encourage them to develop advocacy skills. Development of such knowledge is especially important for adolescents, as they have the capacity to make small (e.g., interpersonal interactions) and large (e.g., school-wide) impacts.MethodsEighty-nine high schoolers participated in a two-week virtual summer camp in 2022; research consent/assent was obtained from 19 (11 neurodiverse/neurodivergent). Campers learned about neurodiversity, Universal Design for Learning (UDL), and Design Thinking (DT) through lectures from researchers and neurodivergent people, as well as group activities and discussions. Campers worked in small groups to design a neurodiversity advocacy project based on the principles of UDL and DT. Each group was facilitated by camp counselors–some of whom were neurodiverse–who were all committed to neurodiversity advocacy. Participants completed questionnaires about autism, ADHD, and dyslexia pre- and post-camp. Some also completed optional post-camp interviews.ResultsPre-camp stigma toward neurodiverse conditions was generally low. However, autism stigma was significantly higher than dyslexia stigma (Z = −2.24, p = 0.025). After camp, autism stigma decreased (Z = −2.98, p = 0.003;) and autism [t(13) = 3.17, p = 0.007] and ADHD [t(13) = 2.87, p = 0.013] knowledge improved. There were no significant changes in ADHD or dyslexia stigma or dyslexia knowledge. Participants reported enjoying collaborating with other campers and learning about UDL and DT. Thematic analysis of interviews generated four themes: Increased Understanding of Neurodiversity; Increasing Empathy and Becoming Less Judgmental; Creating a Neurodiverse Community; and More Awareness is Needed.DiscussionThis pilot investigation suggests that a virtual summer camp can be effective in improving attitudes toward and knowledge of neurodiversity. Qualitative analysis indicated participants became more accepting after the camp, both in terms of being less judgmental toward neurodiverse people and more self-accepting among neurodivergent campers. Future research should investigate the long-term effects of such a program, particularly with diverse samples of students.

The market size of the Neurodiversity Cognitive Assessment Software Market is categorized based on Type (Cloud Based, On Premises) and Application (Hospitals, Clients, Others) and geographical regions (North America, Europe, Asia-Pacific, South America, and Middle-East and Africa).

The provided report presents market size and predictions for the value of Neurodiversity Cognitive Assessment Software Market, measured in USD million, across the mentioned segments.

Financial overview and grant giving statistics of Neurodiversity Foundation

No description was included in this Dataset collected from the OSF

In 2021, 18 percent of the employees in the games industry in the United Kingdom (UK) were neurodivergent. Overall, seven percent of employees reported to having a learning difficulty such as dyslexia. A further four percent of the workers within the games industry self-reported to being autistic.

No description was included in this Dataset collected from the OSF

Financial overview and grant giving statistics of Neurodiversity Works

The Learning About Neurodiversity at School (LEANS) resource is an evidence-based resource pack designed by a neurodiverse team of researchers, for teachers to educate mainstream primary school pupils aged 8-11 about neurodiversity.

Anecdotal evidence has highlighted public support for provision of a LEANS resource to teach about neurodiversity in secondary schools. This study aimed to articulate what factors need to be considered when adapting the LEANS resource for use in secondary schools, assessing the fit between LEANS as designed for primary schools and the secondary school context. We conducted semi-structured online focus groups consulting with secondary education professionals to gain feedback on key aspects of the LEANS materials. These included the taught elements of the LEANS curriculum, the usefulness of narrative elements for teaching about neurodiverse experiences, the role of teachers and pupils in engaging with the resource and the format of activities used in the resource. A mix of inductive and deductive thematic analysis was conducted to derive themes from focus group discussions. By consulting with education professionals with experience of working in secondary schools, the study identified three main themes which together capture their perceptions of LEANS suitability in this context: relevance to adolescent experiences, pedagogy, and school fit.

This work is an official part of the LEANS project, conducted as a 10-week student mini-project on the Translational Neuroscience PhD Programme, and originally submitted as an assignment to the University of Edinburgh Medical School Biomedical Teaching Organisation (15/12/21). The complete LEANS resource pack can be downloaded at the LEANS project webpage. https://salvesen-research.ed.ac.uk/leans

Financial overview and grant giving statistics of Colorado Neurodiversity Chamber Of Commerce

No description was included in this Dataset collected from the OSF

Entrepreneurship, neurodiversity & gender : exploring opportunities for enterprise and self-employment as pathways to fulfilling lives is a book. It was written by Dinah Bennett and published by Emerald Publishing in 2022.

De marktomvang van de Neurodiversity Cognitive Assessment Software-markt wordt gecategoriseerd op basis van Type (Cloud Based, On Premises) en Toepassing (Ziekenhuizen, Klanten, Anderen) en geografische regio's (Noord Amerika, Europa, Azië-Pacific, Zuid-Amerika en het Midden-Oosten en Afrika).

Het verstrekte rapport presenteert de marktomvang en voorspellingen voor de waarde van de Neurodiversity Cognitive Assessment Software-markt, gemeten in USD miljoen, in de genoemde segmenten.

The pocket guide to neurodiversity is a book. It was written by Daniel Aherne and published by Jessica Kingsley Publishers in 2023.

The dataset consists of data collected with smartwatch built-in sensors, representing learning activities from participants with neurodiversity, which can be used for activity recognition, automatic labeling, and assistive wearable applications.