Sensory strangers

Jackson-Perry, David; Rosqvist, Hanna Bertilsdotter; Annable, Jenn Layton; Kourti, Marianthi

doi:10.4324/9780429322297-12

Cited by 16 publications

(7 citation statements)

References 1 publication

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“…Difficulties in navigating the sensory bombardment of environments not designed for autistic sensibilities were balanced by some of the joy found in autistic sensory experience and in autistic ways of approaching activities involving appreciable external sensory input (e.g., quietly reading a book in a quiet room). While this core phenomenological perspective for autistic people has been the subject of previous report and description in the medical anthropology [30] and neurodiversity literature [31], it is something almost completely lacking in the current clinical and research literature. This is an area requiring urgent further elaboration as a key to understanding autistic development.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, when we thought we might have uncovered some key autism-specific impairments, we found instead what could be understood as individual differences acting dynamically within varying setting conditions; this included, instead of an intrinsic lack of ability, a lack of the capacity to channel an ability into practised activity in the shared social world. A further implication for the future could be a route towards the development of a more jointly made and accepted “neuromixed” language [31, 46, 47] for autistic phenomenology, which could reduce the issues around “translation” and misunderstanding that can arise in current descriptive and clinical usage [42]. In our exploration, sometimes common usage sufficed (“trust,” “burnout”); sometimes new usages seemed mutually appropriate (“sensorium,” “social joining,” “flocking”).…”

Section: Discussionmentioning

confidence: 99%

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The Human Spectrum: A Phenomenological Enquiry within Neurodiversity

Murray¹,

Milton

Green

et al. 2022

Psychopathology

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Introduction: Autism has typically been characterized by its external manifestations rather than experienced phenomenology, with consequent impacts on both research and practice. There have recently been increasing calls for more phenomenological enquiry in autism, but little actual work reported. Method: A shared participatory phenomenological self-investigation was conducted, by the four authors, of lived experience across the autistic/non-autistic divide. The sample size was chosen as necessary for the feasibility and acceptability to participants of such work in this context. Roles of “researcher” and “interviewee” were purposefully alternated between participants to establish trust and reciprocity. Initial phenomenological reduction or bracketing was applied to the description and recording of each participant’s intimate lived experience in a number of key domains across social relationships, the physical environment, development, and in adult life. These experiences were shared within dialogue to open them to investigation and questioning from the others, with alternating interviewer and respondent roles. A third step synthesized these shared observations across individuals into themes of continuity and difference. Results: A number of emergent themes, such as the need for trust and reliability, and the impact of context on regulation of emotion, sociability, and empathy, showed striking commonalities between all participants. Other themes, such as primary sensory experience and social joining, pointed up more clear differences between autism and non-autism in development and the adult world. Themes of interest-focus and attention were marked by both commonalities and difference. Conclusions: This shared phenomenological method was taken as a first step within a new area of active investigation in autistic phenomenology. It proved successful in eliciting detailed information on self-experience. The results suggested hypotheses for a new understanding of autism within the wider “human” spectrum of experience; for instance, the common basic need for trust and social connection but striking differences in sensory experience. It suggested that some characteristics long thought intrinsic to autism, such as social mis-perception and reduced empathy, may be alternatively understood as state-dependent outcomes contingent on specific contexts and interactions. Implications are suggested for testing in further research, developmental theory, and intervention practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Human Spectrum: A Phenomenological Enquiry within Neurodiversity

Murray¹,

Milton

Green

et al. 2022

Psychopathology

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“…In theory, none of the three components of EBP is more important or hierarchically superior to the other two, but this does not always hold true (Bowen, 2008;Shlonsky & Gibbs, 2004). In the disciplines in which most of our research and professional practice can be situated (i.e., communication sciences and disorders [CSD] and foreign language teaching [FLT]), the voices of autistic individuals are often underrepresented in studies and have only recently started to get increased attention from clinicians, teachers, and other speech, language, and communication specialists (e.g., DeThorne & Searsmith, 2020;Donaldson et al, 2017;Jackson-Perry et al, 2020;Santhanam, 2023). This "epistemic violence" (Bertilsdotter et al, 2020, para. 2) not only contradicts EBP but also represents an affront to the neurodiversity paradigm and its emphasis on autistic first-hand accounts of experience (see later for other tenets of the neurodiversity paradigm).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Consistent with its representation of autism as a neurological difference, the neurodiversity paradigm calls for a revalorization, contextualization, and redefinition of many of the autistic traits that medical model advocates seek to detect, treat, and ameliorate (Angulo-Jiménez & DeThorne, 2019; Bertilsdotter et al, 2020; Haegele & Hodge, 2016; Jackson-Perry et al, 2020). Put differently, autistic traits are not considered inherently negative or positive, and their value is said to depend largely on the ever-shifting context where they are displayed.…”

Section: Literature Reviewmentioning

confidence: 99%

Foreign Language Learning

Angulo-Jiménez,

Bonilla-López,

Rojas-Ramírez

2024

Topics in Language Disorders

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Purpose: Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL). Methods: We used deductive thematic analysis to characterize the bloggers and establish the perceived effect of autism on FLL. Results: Our analysis of 14 blog posts revealed that the typical blogger had an autism diagnosis, spoke English natively, and had learned Spanish or French as a foreign language through formal instruction and/or self-teaching. We also found that all the bloggers acknowledged both positive and negative effects of autism on FLL, with more bloggers focusing on positive effects. Conclusions: Findings highlight the need for professionals in CSD and FLT to (a) avoid making assumptions about the FLL capabilities of autistic individuals, (b) consult with autistic individuals regarding the perceived value of autistic traits for FLL, and (c) engage in interprofessional practice with each other.

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“… Bertilsdotter Rosqvist, Örulv, et al (2020) have noted the limitations of neurodivergent individuals working more separately in their own space, in comparison with working as a neurodivergent collective, working together in a shared neurodivergent space ( Bertilsdotter Rosqvist, Örulv, et al, 2020 ), noting how narratives of sole autistic selves tended to replicate deficit stories. It was not until writing in a collective form in a neurodivergent shared space, alternative narratives of neurodivergence started to emerge ( Bertilsdotter Rosqvist, Örulv, et al, 2020 , see also Jackson-Perry et al, 2020 ). Similarly, Bertilsdotter Rosqvist and Jackson-Perry (2021) observed how certain spaces predominantly occupied by autistic people may still be dominated by ‘non-autistic storying’ of autistic experiences, as found in a study of narratives of sexuality on an online forum for autistic people.…”

Section: Introductionmentioning

confidence: 99%

Cutting our own keys: New possibilities of neurodivergent storying in research

Rosqvist

Botha

Hens

et al. 2022

Autism

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Increasingly, neurodivergent people are sharing their own narratives and conducting their own research. Prominent individuals have integrated the ‘nothing about us without us’ slogan, used by neurodivergent and other disabled social activists, into academia. This article imagines a neuromixed academia. We consider how to work through challenges present in neuromixed encounters; to support cross-neurotype communication and pave the way for an ethos of community and collaboration. We explore how we might create a space in which neurodivergent experiences are seen as just one part of our complex and multifaceted identities. We do this through the process of ‘cutting our own keys’, to try out new possibilities of neurodivergent storying aimed at finding ourselves in our own stories about neurodivergence. This involves borrowing and developing methodological approaches formulated outside of research on different forms of neurodivergence, and to invent our own concepts based on our own embodied experiences and the social worlds we inhabit. Throughout, we mingle our own autoethnographic accounts in relation to research accounts and theories, as a way of illustrating the work with the text as a thinking about neurodivergence with each other in itself. Lay abstract A lot of people who do research are also neurodivergent (such as being autistic or attention deficit hyperactivity disorder), but neurodivergent people do not always feel welcome in research spaces which are often shaped around neurotypical people. Some neurotypical researchers lack confidence in talking to neurodivergent people, and others feel like neurodivergent people might not be able to do good research about other people who are like them without being biased. We think it is important that all researchers are able to work well together, regardless of whether they are neurotypical, autistic, or attention deficit hyperactivity disorder (or any other neurotype) – in truly ‘neurodiverse’ teams. In this article we talk about how to create better spaces for all researchers, where we feel valued for who we are and take each others’ needs into account. We do this using some approaches from other areas of research and talking about how they relate to our personal experiences of being neurodivergent researchers with our own personal stories. This article adds to a growing work on how we can work with people who are different from us, in more respectful and kind ways.

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Sensory strangers

Cited by 16 publications

References 1 publication

The Human Spectrum: A Phenomenological Enquiry within Neurodiversity

The Human Spectrum: A Phenomenological Enquiry within Neurodiversity

Foreign Language Learning

Cutting our own keys: New possibilities of neurodivergent storying in research

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