Toward a sociology of autism and neurodiversity

Abstract

Discourse related to autism studies are multidisciplinary, applied, and extensive. Pulling from multiple disciplines and calling for interdisciplinary collaborations, I begin to construct a review of research relevant to move toward a sociology of autism and neurodiversity. I argue that sociology is positioned to utilize its epistemological and phenological strengths to provide insight as well as fill in gaps in the literature related to autism studies. I address controversies and provide structural context to the sociocultural history of the autism and neurodiversity. From Kanner and Asperger through to the DSM‐5, I outline the evolution and social construction of autism and identify sociological programs of scholarship that continue to shape (and be shaped) by understanding autism and neurodiversity. Using theoretical contributions rooted in social psychological principles of symbolic interaction, such as mind, self, solidarity, and stigma—I address how sociology is shaping scholarship related to autism and address interdisciplinary critiques of these programs. I highlight how the next generation of scholars are formulating the cutting‐edge issues for the future of research within these areas and emphasize that research programs should center work on improving the lived experiences of those on the spectrum.

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism

“…As with the problematic practice of retrospectively ‘diagnosing’ historical figures, the accuracy cannot be definitively determined in the absence of the living person ( Muramoto, 2014 ; Palermo & Bogaerts, 2015 ). We also recognise that the medical model of autism, as epitomised in the DSM, is contentious in treating autism as a pathology rather a normal variation in the human condition as reflected in the social model of disability and the neurodiversity movement ( Dyck & Russell, 2020 ; Leveto, 2018 ). While acknowledging these limitations, we feel that the issue of accuracy is relevant given the powerful impact of media on societal beliefs and attitudes; that is, a grossly inaccurate portrayal of autism would increase misperceptions among viewing audiences.…”

“Pills Don’t Teach Skills”: ADHD Coaching, Identity Work, and the Push toward the Liminal Medicalization of ADHD

“…There is a tension in the liminal way ADHD coaches reframe ADHD, however-one that justifies the need for intervention to address ADHD challenges while simultaneously promoting the view that individuals with ADHD are "naturally creative, resourceful, and whole." As seen elsewhere, identity construction and related adoption of different frames can be quite fluid and evolving-at times moving toward, across, or between lenses (Leveto 2018;Molloy and Vasil 2002). Here, such fluidity also facilitates movement across identities for service providers largely affected by ADHD.…”

¿Existe una normalidad en el desarrollo infantil?: Alcance y usos del concepto de desarrollo normal en la clínica y en la investigación con niños y niñas

“…La creciente biomedicalización de las trayectorias de desarrollo que no encajan en definiciones estrictas, atemporales y descontextualizadas de normalidad encuentra resistencia en movimientos y profesionales de distintas disciplinas que, desde una perspectiva de derechos, intentan visibilizar esta tendencia a patologizar las infancias. Las reflexiones emergentes de esta crítica invitan a repensar nuestras ideas y valores culturales sobre lo humano, las infancias, la vida cotidiana y el mundo social (83) .…”