This solidarity is evident in events and discussions within the autistic community.

Ultimately, no one is "normal," and people are inherently social, even if they express that sociality differently.

www.eventbrite.co.uk/e/autistic-r...

This suggests that shared interests may be more significant in the long term-such as in improvisational activities or similar philosophies and religions-but solidarity within the autistic community is also crucial, especially when facing disabling practices and prejudice.

While individuals are heterogeneous both within and outside their neurotypes, many find solidarity and a degree of comfort within their neurotype.

Additionally, our learning about how to exist develops over the course of our lives. How we are permitted to exist impacts us in various ways, including our mental health.

Drawing from the work of several scholars and relating it to my previous research, I aim to illustrate the potential importance of different communities formed around shared interests. This leads to questions about how people engage in activities or community practices.

which is suggestive that you can be autistic without necessarily identifying with other autistic individuals in a social or community context. People relate to one another through their identities in various ways.

Autistic relationships are integral to how lives are lived. People's identities are multifaceted and evolve throughout their life course. We have personal identities, such as being autistic, role identities, such as being a teacher, and social identities, such as being socially autistic, ...

Our current discussion illuminates the entire book, Applications and Practices for Empowering Neurodivergent Learners.
📅 The video will premiere at 16:30 pm BST.
📺 www.youtube.com/watch?v=Z0nK...
#ApplicationsAndPractices
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Not VHS, the recorded streaming video. Our two co-edited books cover everything related to neurodivergence and education.
📅 The video will premiere at 12:00 pm BST.
📺 youtu.be/SYEXJo9P234
#neurodivergentEducation

📅 The video will premiere at 18:30 pm BST.
Neurodivergent Education and Lifelong Learning: youtu.be/6TRHiIqjjH8?...
Applications and Practices for Empowering Neurodivergent Learners: youtu.be/romhhjkGd-k?...
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#ApplicationsAndPractices
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Our current discussion illuminates the material in the editors' introductions of both Neurodivergent Education and Lifelong Learning and Applications and Practices for Empowering Neurodivergent Learners.
We conclude the series with the introductions, so as to end where we begin.

Chapter 18: 'Sensing' the Possibilities of Neuro-Affirmative Methodologies With Autistic Children (pages 405–428)
Author: Katie Marah
📺 youtu.be/ZKQzxE-8mbg?...
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Be sure to check out the video covering Chapter 18 in Neurodivergent Education and Lifelong Learning.
We conclude with Chapter 18 in Neurodivergent Education and Lifelong Learning.
📅 The video will premiere at 12:30 pm BST.

Chapter 17: The Autistic Advantage as a Researcher in Autism (pages 383–404)
Author: Esther Whitney
📺 youtu.be/06-RgHlLn7U?...
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The series continues with a focus on Chapter 17 in Neurodivergent Education and Lifelong Learning.
We continue with Chapter 17 in Neurodivergent Education and Lifelong Learning.
📅 The video will premiere at 18:30 pm BST.

📅 The video will premiere at 12:30 pm BST.
Chapter 17: A Conceptual Framework of Neurodivergent Advocacy and Micro-Activism in the Workplace: Learning to Transcend Ableism (pages 485-520)
Maisie Florence Roberts
📺 youtu.be/DXGcSzRtqLU?...

#ApplicationsAndPractices
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Next up: an in-depth look at Chapter 17 in Applications and Practices for Empowering Neurodivergent Learners.

We continue with Chapter 17 in Applications and Practices for Empowering Neurodivergent Learners.

Chapter 16: Nothing About Us Without Us: Bridging Neuroscience, Politics, and Interdisciplinary Approaches to Neuroinclusion (pages 453-484)
Naomi Folb
📺 youtu.be/o4oLhNseNQU?...

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