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.

This dictionary includes video files for signs in Swedish Sign Language created for general educational resources.

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. Among non-African populations, up to 6% of their genome has retained DNA from archaic hominins. While hybridizations were advantageous in adapting to out-of-Africa environments they have recently also been associated with disease risks (Simonti et al., 2016) and autism (Oksenberg et al., 2013). However, genome evolution operates primarily on gene networks, and alleles associated with increased risk may have undergone positive selection in the past and only become disadvantageous in modern life and culture. If autistic traits or, more generally, neurodiversity traits, are signatures of a Neanderthal or Denisovan admixture, the prevalence or strengths of those traits should vary with human migration and Neanderthal ancestry. We expect Europeans and East Asians are more closely related to each other than to Africans and to find strong autistic traits (at population level) in East Asians. Methods. We analysed over 500,000 responses from the Aspie Quiz which attracts people interested in how neurodiverse or neurotypical they are. The quiz yields two factors: a neurodiversity (ND) and a neurotypical (NT) score. Participants also indicated their ancestry. From the ancestry information we calculated a relatedness metric with hierarchical clustering. Results. Behavioural traits associated with neurodiversity (ND score) were most prevalent among participants indicating Eurasian ancestry and less prevalent among African and African-American participants. This data is less in favour for a single migration of modern humans out-of Africa. Discussion. Our results indicate a possible evolutionary explanation for autism. Autistic traits at the population level overlap with human admixture and migration, i.e. a closer relatedness among East Asian and Central Europeans than Africans. This finding uggests positive (or at least neutral) selection for genes / gene networks from Neanderthals. Indeed, autistic traits have been linked to Neanderthal alleles (Oksenberg et al., 2013). Our data is insufficient for disentangling cultural or other more recent influences on behavioural traits, nor can it measure the prevalence of neurodiversity. However, both recent evidence and our data suggests that autistic traits and neurodiversity come from Neanderthals.

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 is a comprehensive intersectional reference aid for university faculty and administrators around disability and accessibility issues. It leverages both traditional and multimedia illustrations to increase understanding, effective communication, empathy, and foster mutual respect between adults with and without disabilities.

Explore Entrepreneurship, neurodiversity & gender : exploring opportunities for ent.. through unique data from multiples sources: key facts, real-time news, interactive charts, detailed maps & open datasets

Neurodiversity Cognitive Assessment Software Market Report 2024, Market Size, Share, Growth, CAGR, Forecast, Revenue, list of Neurodiversity Cognitive Assessment Software Companies (InCrowd, Lumos Labs, Herrmann International Europe, Atlantis Health, Ayogo Health, VeraSci, Psychology Software Tools, Cambridge Cognition, GL Assessment, CNS Vital Signs, Cognassist, Cogstate, Cognistat, Cognitive Apps, CognitFit, Pearson, DO-IT Profiler Solutions, Dystech, SBT Human(s) Matter, ImPACT Applications, Montreal Cognitive Assessment (MoCA), Savonix, SilverCloud Health, Thomas International, Herrmann Global), Market Segmented by Application (Hospitals, Clients, Others), by Type (Cloud Based, On Premises)

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.

This dataset contains transcripts from online focus groups that investigated experiences of cognitive load in relation to neurodiversity in higher education. The study was approved by the ethics committee of the Institute of Psychiatry, Psychology & Neuroscience at King's College London (LRS/DP-21/22-28700).

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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

Dr Katy Unwin talks to Einstein A Go-Go’s host Dr Shane about autism, neurodiversity and sensory difference.

D4D (Disability and Community: Dis/engagement, Dis/enfranchisement, Dis/parity and Dissent) was a four year AHRC Connected Communities project investigating issues around disability and community.Electric Bodies was one of the eight project strands. It explored the relationship between the disabled artist and the disability arts community through a series of extensive life history interviews edited into transcription poetry cycles.'Stories of Power' is a cycle of transcription poems written by Allan Sutherland. They are based on interviews conducted by Sutherland with the writer and performer Jess Thom. The poems cover a life lived with Tourette's, starting with growing up as a neuro-diverse child and experiences of the special school system. Thom describes how she went from art college to playwork and from there started to develop an arts practice which led to setting up Touretteshero with Matthew Pountney. She talks about the devising and performance of the show 'Backstage in Biscuit Land' and its subsequent live television broadcast. Thom mentions her performance of Samuel Beckett's 'Not I' along with how she obtained permission to stage it from the Beckett estate. Finally she also advances the idea that all performances should be relaxed performances which do not exclude disabled people.This item contains the following files:The poems (PDF)Recording of Allan Sutherland reading the poems (MP3)Transcript of the interviews (PDF)Audio of the interviews (3 x MP3)This content has been uploaded with the permission of the creators. This content is under copyright and may not be used without permission. Use of this repository acknowledges cooperation with its policies and relevant copyright law.

WritingCollegeStudentData11_25 for Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students by Kristen Gillespie-Lynch, Emily Hotez, Matthew Zajic, Ariana Riccio, Danielle DeNigris, Bella Kofner, Dennis Bublitz, Naomi Gaggi and Kavi Luca in Autism

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects a significant number of medical students worldwide. It is poorly recognised by educators, and therefore inadequately accommodated for in educational strategies. In order to investigate this further, a literature review and pilot survey were conducted. Health educators employed by The University of Newcastle, Australia, completed a short online survey, which focused on their understanding of, and ability to recognise and adapt teaching strategies for students with ADHD. The results of the survey informed the development of a resource that provided evidence-based strategies for supporting the learning of tertiary students with ADHD. In addition, the results of this pilot study may form the basis for further research in this domain. Given the prevalence and potential impact of ADHD on higher education, it is important to gain deeper insight into how medical educators can best engage and support students with ADHD. This knowledge may potentially reduce the negative impacts of this neurodiversity on students and support their learning and well-being throughout their medical career. Ultimately this may help doctors to achieve their full potential, especially in clinical decision-making.

Through semi-structured interviews we asked 24 autistic adults about three main topics: their characteristics, repetitive motor movements and behaviours and experiences with treatments and services for autism. The research team used a sampling frame to recruit participants of varying support needs and therefore participants’ support needs ranged from living independently to living in residential care. Inclusion criteria were being over 18 years old, having capacity to consent, and having a diagnosis of an autism spectrum disorder. The aim of this research was to provide evidence about these topics gathered from autistic adults themselves.

Exploring Diagnosis is a research project based at the University of Exeter, focussing on the role that diagnosis plays in individual and professional understandings of health and illness using autism spectrum disorder diagnosis as a case study.

This project explores adults' and clinicians’ experiences of the utility and consequences of diagnostic categorisation. Autism diagnosis is particularly relevant because the label is increasingly applied, the diagnosis has clear costs and benefits, and its application is frequently contested. It is important to ask why, if, and how, diagnosis is of benefit. The outputs of this project are: a series of academic articles, two books and three short films exploring the themes of Diagnosis, Neurodiversity and Art.

Datasets included: Interviews with autistic adults (IWAA); Pupil’s attitudes to Autistic and ADHD peer (PAAAP); and Healthcare Professionals' diagnostic decision-making: observational and interview data (HCPDD).

This systematic review explores lived experiences of grief in the context of neurodevelopmental disorders (NDDs), considering mental health impacts and how these experiences are expressed/understood. Reviewing qualitative research and grey literature centred on lived experience, 39 articles were identified through a systematic search of 8 databases and 1 page-ranked search engine. The articles were critically appraised, and results synthesised using thematic analysis and meta-synthesis. Four main themes and an overarching theme, titled Recognise the Unrecognised, emerged: Hidden Grief, Supported & Included, Understanding My Loss, and The Double Taboo of Death & Disability. The results indicate that grief often goes unrecognised in individuals with NDDs, especially following non-death losses. The implications of these findings and recommendations for future research are discussed.

The Double Empathy Problem suggests that communicative difficulties between autistic and non-autistic people are due to bi-directional differences in communicative style and a reciprocal lack of understanding. If true, there should be increased similarity in interaction style, resulting in higher rapport during interactions between pairs of the same neurotype. Here, we provide two empirical tests of rapport, with data revealing whether self- and observer- rated rapport varies depending on the match or mismatch in autism status within a pair. An additional opportunity afforded by these data is to examine the effect of the autism status of the rater on the perceived rapport between matched and mismatched pairs. In Study 1 72 participants were allocated to one of three dyad conditions: autistic pairs (n = 24), non-autistic pairs (n = 24) and mixed pairs (n = 12 autistic; n = 12 non-autistic). Each participant completed three semi-structured interactions with their partner, rating rapport after each interaction. Non-autistic pairs experienced higher self-rated rapport than mixed and autistic pairs, and autistic pairs experienced higher rapport than mixed pairs. In Study 2 (n = 80) autistic and non-autistic observers rated interactional rapport while watching videoed interactions between autistic pairs, non-autistic pairs, and mixed pairs (n = 18, a subset of participants in Study 1). Mixed pairs were rated significantly lower on rapport than autistic and non-autistic pairs, and autistic pairs were rated more highly for rapport than non-autistic pairs. Both autistic and non-autistic observers show similar patterns in how they rate the rapport of autistic, non-autistic, and mixed pairs. In summary, autistic people experience high interactional rapport when interacting with other autistic people, and this is also detected by external observers. Rather than autistic people experiencing low rapport in all contexts, their rapport ratings are influenced by a mismatch of diagnosis. These findings suggest that autistic people possess a distinct mode of social interaction style, rather than demonstrating social skills deficits. These data are considered in terms of their implications for psychological theories of autism, as well as practical impact on educational and clinical practice.