Wyniki wyszukiwania - Biblioteka Nauki

1

Do We Need Autistic Autism Researchers to Understand Autism?

100%

Kędra A.

Ethics in Progress

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2023

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tom 14

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nr 2

24-37

EN

The assumption that autistic individuals do not have the theory of mind – the social-cognitive ability to understand other people by attributing mental states to them – has been widespread in the psychological literature. However, the empirical evidence from the original research and its replications failed to prove and support autistic mind-blindness. Yet, it is still present in literature on autism spectrum. Meanwhile, convincing research, that has been conducted among autistic researchers and their allies, is often overlooked by non-autistic specialists. This paper focuses on how autistic autism researchers have been influencing their field of study and how academy can benefit from their work.

2

(Re)definicja myślenia na temat procesówkognitywnych w autyzmie – zwrot w postrzeganiu osób z ASD

84%

Drabata A.

Niepełnosprawność

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2021

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nr 41

11-32

EN

Since autism was first defined as a disorder, this condition has been predominantly assessed from an external point of view, according to behavioural manifestations, rather than internal, i.e. according to how the autistic person experiences the world. In recent years, increasingly more autistic researchers’ voices and narratives have emerged that pose critical challenges to the dominant discourse and many of the autism-related beliefs and practices. These voices are still systematically marginalised, silenced, misinterpreted or rejected, which raises increasing objections from autistic people as they want to speak on their own behalf, opposed to being treated as a “broken, neurotypical version of human”. Instead, people on the Autism Spectrumseek to be considered a “correct non-neurotypical version”. The aim of this article is to show the shift in the perception of autism which has occurred in recent years owing to autistic groups and autistic researchers who present a theory that does not ignore the “autistic voice” and does not fit in with the approach dominated by the social standards of neurocognitive functioning.

PL

Od czasu, kiedy autyzm został opisany jako zaburzenie, stan ten oceniany jest najczęściej z zewnątrz, według przejawów zachowań, a nie od wewnątrz, w zależności od tego, jak osoba autystyczna doświadcza świata. W ostatnich latach pojawia się coraz więcej głosów i narracji autystycznych badaczy, stanowiących krytyczne wyzwania dla dominującego dyskursu, jak i wielu przekonań i praktyk skupiających się wokół autyzmu. Głosy te wciąż są systematycznie marginalizowane, uciszane, błędnie interpretowane lub odrzucane, co rodzi coraz większy sprzeciw osób autystycznych, chcących mówić we własnym imieniu, sprzeciwiających się traktowaniu ich jak „zepsutej, neurotypowej wersji człowieka”. Zamiast tego osoby z ASD dążą do uznania ich za „właściwą wersję nieneurotypową”. Celem artykułu jest ukazanie zwrotu, jaki w ciągu ostatnich lat dokonuje się w postrzeganiu autyzmu, zwłaszcza za sprawą autystycznych grup i autystycznych badaczy prezentujących teorie, które nie ignorują „autystycznego głosu” i nie wpisują się w podejście, w którym dominują społeczne standardy funkcjonowania neurokognitywnego.

3

Employing neurodiverse people analysis of management's opinions

84%

Wiater M. , Bartak J.

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2023

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tom z. 175

581--596

EN

Purpose: This study aims to determine the employment opportunities of neurodiverse people, related to the assessment of the suitability of their skills and the adaptation of working conditions to their needs by the managers in Poland. Design/methodology/approach: We evaluated the above-mentioned employment opportunities on the basis of a statistical analysis of empirical data collected among the 51 managers of various organisational entities in a Polish company. Findings: Having studied the opinions of managers, we found that most of the unique skills of neurodiverse workers are perceived as valuable. At the same time, some critical adaptations required to meet their needs are regarded as problematic and thus may potentially pose a barrier to broader employment of neurodiverse people. In addition, the obtained results deepen the previous findings of researchers on the basis of the science of management and quality by verifying whether there is a relationship between managers' assessment of the usefulness of the skills of neurodiverse people and possible, in the opinion of managers, adaptations of working conditions. Research limitations/implications: The limitation of the conducted research is the number of managers who took part in the survey. It needs to be emphasized that due to the purpose of the study, number of respondents was less important than the diversity of organisational entities, which they represented. Nevertheless, conducted research contributes to raising awareness of neurodiversity and may be the basis for further research. Practical implications: The practical rationale for undertaking research in this area is the five times lower employment rate of neurodiverse people in Poland compared to the average for the European Union. The awareness of the managers' opinions about mentioned issues allows for institutional and organizational solutions to be prepared thus to increase the employment of these people. Originality/value: To the best of the authors’ knowledge, this is the first paper to examine employment opportunities of neurodiverse people in various organisational entities in a company. Findings from this study may be of interest to various groups, including neurodiverse people, organizations, state institutions and other researches.

4

Neurodiversity in organizational management in Poland – expert perspective

84%

Wiater M. , Karcz-Ryndak J.

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2024

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tom z. 195

601--615

EN

Purpose: This study aims to determine the areas of influence of the neurodiversity concept on the management of organizations in Poland. Design/methodology/approach: We evaluated the above-mentioned areas on the basis of a qualitative analysis of the content of the expert panel entitled "Neurodiversity in management" which took place during the 15th International Scientific Conference "Knowledge - Economy - Society" CMQ2023 - May 25, 2023 at the Cracow University of Economics. Findings: Having studied the opinions of experts, we found that the concept of neurodiversity may influence the following areas in the management of Polish organizations: talent management, recruitment and selection methods, sensory accessibility, inclusive organizational culture and training policy, support for professional activation and career counseling. Research limitations/implications: The limitation of the conducted research is the number of experts who took part in the discussion. It needs to be emphasized that due to the assumptions of the qualitative study, the selection of experts was guided by the criterion of knowledge of autism issues and the diversity of experiences in cooperation with neurodivergent people. Practical implications: The practical rationale for undertaking research in this area is the five times lower employment rate of neurodiverse people in Poland compared to the average for the European Union. Taking into account the experts opinions about mentioned issues allows for institutional and organizational solutions to be prepared thus to increase the employment of these people. Conducted panel, in which the academic community participated, contributes to raising awareness of neurodiversity and may be the basis for further research. Furthermore, the findings are relevant to managers since they suggest the use of effective strategies that could design solutions tailored to the needs of neurodivergent people and thus increase their employment. Originality/value: This article organizes the existing knowledge about neurodiversity and specifies the areas in the organization's activities that may be particularly influenced by it. Findings from this study may be of interest to various groups, including neurodiverse people, rganizations, state institutions and other researches.

5

Neurodiversity and (Semantic) Space for the Academic Inclusion of People on the Autism Spectrum

84%

Cierzniewska R. , Podgórska-Jachnik D.

Multidisciplinary Journal of School Education

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2021

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tom 10

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nr 2 (20)

71-88

EN

There is a need to rethink functioning and the role of universities that implement inclusive education, understood as high-quality education for everybody, available at all levels of education because of the increasing number of neurodiverse people (with ADHD, autism, dyslexia and other disorders classified as neurodevelopmental).. The aim of our hermeneutical work is an attempt to identify opportunities and limitations on an empirical and theoretical level for creating conditions for the inclusion of students defined as neurodiversity. The research material consists of published own and other authors' studies, and the direction of exploration is determined by the following questions: Are there theoretical and empirical premises for the claim of full inclusion in the academic education of neurodiverse students? What are the research-related limitations that constitute a barrier to the academic inclusion of neurodifferent adolescents? The theoretical background of our work is the theories of social constructivism as defined by Alfred Schűtz, Peter Berger and Thomas Luckmann. The research revealed theoretical and empirical premises confirming the validity of the claim regarding the inclusion of neurodiverse students in academic education due to the intellectual potential of young people, their high self-awareness and the need to provide a growing number of neurodiverse students with conditions for maturing to self-determination in adult life. In Poland, but also in other European countries, the number of students diagnosed with an autism spectrum is not monitored at the national level. Single studies conducted in Poland indicate the similarity of the problems of this group of students with the results of explorations carried out in other countries, and include dropout during the first year of studies, difficulties in relationships with peers, a feeling of loneliness, and a low level of employment after graduation. A large number of people with autism spectrum does not study at all. One of the barriers may be the availability of higher education, which is related to the cultural and economic status. This aspect has not been taken into account in Polish and international research. There was also little dissemination of the idea of neurodiversity, which may be important for the perception of students with the autism spectrum.

6

Znaczenie koncepcji neuroróżnorodności dla autorstwa życia osób ze spektrum autyzmu

84%

Podlecka M. , Sipowicz K. , Pietras T.

Forum Pedagogiczne

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2020

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tom 10

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nr 2

107-120

EN

The subject of the study is the reflection on the phenomenon of neuro-diversity in people with ASD spectrum in the context of the concept of their own life authorship. Neuro-diversity means population differentiation of properties of the central nervous system which translates into cognitive and emotional differentiation of the population. The aim of the study is to review the literature on the relationship between authorship of one's own life, neuro-diversity and ASD spectrum disorders. The method used in this study is a literature review with special emphasis on Polish literature. The clinical picture of ASD spectrum is diverse. Among people with ASD there are both independent and those requiring 24-hour supervision. People with autism are said to be well and badly functioning. High-functioning individuals with autism are capable of self-determination as opposed to those with more severe autism who require care and community support. Among people with ASD, there is a large neuro-diverse clinical picture. A large proportion of people are capable of self-determination and of creating their own lives.

PL

Przedmiotem badania jest refleksja nad fenomenem neuroróżnorodności u osób ze spektrum ASD w kontekście koncepcji autorstwa własnego życia. Neuroróżnorodność oznacza zróżnicowanie populacyjne właściwości ośrodkowego układu nerwowego, przekładające się na zróżnicowanie poznawcze i emocjonalne populacji. Celem pracy jest przegląd literatury na temat związku, jaki zachodzi między autorstwem własnego życia, neuroróżnorodnością a zaburzeniami ze spektrum ASD. Zastosowaną metodą w niniejszej pracy jest przegląd literatury ze szczególnym uwzględnieniem literatury polskojęzycznej. Obraz kliniczny spektrum ASD jest zróżnicowany. Wśród osób z ASD są zarówno osoby samodzielne, jak i wymagające całodobowego nadzoru. Mówi się o autyzmie dobrze i źle funkcjonującym. Osoby z autyzmem dobrze funkcjonującym są zdolne do samostanowienia o sobie w przeciwieństwie do osób źle funkcjonujących, które wymagają opieki i wsparcia środowiskowego. Wśród osób z ASD istnieje duża neuroróżnorodność obrazu klinicznego. Znaczna część osób jest zdolna do samostanowienia i kreowania własnego życia.

7

Uniwersytet przyjazny osobom z autyzmem – dobre praktyki w Dublin City University

84%

Pawlik S.

Konteksty Pedagogiczne

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2022

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tom 2

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nr 19

91-105

EN

This article is about the situation of people with the autism in higher education environment and the ways in which a university can effectively support such learners in their studies. It was inspired by a study visit to Dublin City University – the first Autism Friendly University in Ireland and in the world. The main postulate of the article is that the presence of people with the autism spectrum creates new challenges for universities, and that the traditional model of supporting them is no longer sufficient. Creating an academic ecosystem in which persons with different functioning profiles are able to find their place and develop their potential requires a synergy of several elements: accommodation of the teaching process, innovative ways of support that take into account the student's well-being, modification of the infrastructure, and awareness and openness of the whole academic community to the needs of persons with the autism spectrum.

PL

Tekst dotyczy sytuacji osób z autyzmem w środowisku uczelni wyższej oraz sposobów ich skutecznego wspierania w procesie studiowania. Inspiracją do napisania artykułu stała się wizyta studyjna w Dublin City University (DCU) – pierwszym w Irlandii i na świecie uniwersytecie przyjaznym osobom z autyzmem (Autism Friendly University – AFU). Kluczową dla prowadzonych rozważań jest teza, że obecność osób ze spektrum autyzmu stawia przed uczelniami nowe wyzwania, a tradycyjny model ich wspierania przestał być wystarczający. Stworzenie ekosystemu akademickiego, w którym osoby o różnych profilach funkcjonowania są w stanie odnaleźć swoje miejsce oraz rozwinąć potencjał wymaga synergii kilku elementów: dostosowania procesu nauczania, innowacyjnych sposobów wspierania uwzględniających dobrostan studenta, dostosowania infrastruktury oraz świadomości i otwartości całej społeczności akademickiej na potrzeby osób z autyzmem.

8

Neuroróżnorodność z perspektywy języka inkluzywnego

84%

Niepytalska-Osiecka A.

Język Polski

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2024

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tom 104

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nr 3

115-128

PL

Sposób percypowania świata utrwalony w umyśle ludzi odzwierciedla się w tym, jak się porozumiewają. Teksty trafiające do przestrzeni publicznej pokazują, jaka interpretacja otaczającej nas rzeczywistości utrwaliła się w języku. Wątpliwości co do utrwalonego obrazu pojawiają się, gdy próbujemy opisać elementy tzw. słownictwa wrażliwego. Z dylematami wokół leksyki wrażliwej mierzą się zarówno użytkownicy codziennej polszczyzny, jak i twórcy współczesnych słowników. Do leksyki wrażliwej należą nazwy zaburzeń neurorozwojowych. Neuroróżnorodność bywa opisywana przez pryzmat choroby, a osoby nieneurotypowe określane jako „cierpiące na” – „osoba cierpiąca na dysleksję”, „cierpiąca na autyzm”. Społecznie neuroróżnorodność przestaje być postrzegana jako coś, na co się choruje. Zaczyna się ją widzieć jako element ludzkiej tożsamości, który wprawdzie wpływa istotnie na funkcjonowanie człowieka, ale jest raczej nowym mechanizmem poznawczym, a nie dysfunkcją. W prezentowanym tekście problem opisywania neuroróżnorodności oraz osób żyjących z diagnozą rozpatruję z perspektywy języka inkluzywnego. Stawiam także pytania o społeczny odbiór nazw osób neuroróżnorodnych, zastanawiam się nad zmianami społecznymi w tym zakresie oraz nad tym, jakie określenia osób nieneurotypowych są najmniej dyskryminujące.

EN

The way we perceive the world in people’s minds is reflected in how we communicate. The texts in the public space show what interpretation of the reality around us is preserved in the language. The doubts about the interpretation fixed in the language arise when we try to describe the sensitive vocabulary. The language users and the lexicographers face dilemmas related to sensitive vocabulary. The names of neurodevelopmental disorders belong to this vocabulary. The neurodiversity is still described through the prism of a disease, and neurodivergent or non-neurotypical people are referred to as “suffering from” – “a person suffering from dyslexia”, “suffering from autism”. Socially, the neurodiversity is no longer perceived as something that someone suffers from. It is beginning to be seen as an element of human identity, which significantly affects human functioning, but is rather a new cognitive mechanism than a dysfunction. In the presented text I consider the problem of the describing neurodiversity and people living with the diagnosis from the perspective of inclusive language. I also ask the questions about the social reception of the names of neurodivergent people. I consider social changes in this area and what terms for non-neurotypical people are the least discriminatory.