Open Society

Recognising and understanding that a child might be autistic is an important first step in the autism diagnostic pathway. For many families, this process involves working alongside school staff and, ...

This study aimed to elicit and analyze the views and preferences of a variety of AAC stakeholders regarding terminology related to augmentative and alternative communication (AAC) and the people wh...

Beyond Stress And Exhaustion

From A.D.H.D. to anxiety, disorders have risen as the expectations of childhood have changed.

PDF | In this concluding commentary for our special issue, Neurodiversity-Affirming Intersectional Approaches that Target Public Policy: Moving the... | Find, read and cite all the research you need on ResearchGate

Moving From Disability Rights to Disability Justice

"The risk following vaccination is substantially lower than the risk following infection".

What does it mean to live at the intersection of autism, physical disability, trauma, and resilience? In Autism and Physical Disability, Wenn B. Lawson shares a deeply personal account of late-diagnosed autism shaped by decades of misdiagnosis, physical and emotional pain, and a lifetime of mistrust born from trauma. Animals, birds, and the natural world become sources of solace, offering a pathway back to meaning and connection. This narrative blends lived experience with research, opening a rare window into the life of an older, trans, disabled autistic person who chose self-acceptance, love, and hope over despair. It challenges readers to confront the overlooked struggles of autistic people while providing a roadmap of resilience, healing, and reconciliation. Autism and Physical Disability is a story of survival and transformation, but also a call to reimagine how society understands, supports, and values neurodivergent and disabled lives. Ideal for students, researchers, practitioners, and educators in psychology, social work, special education, occupational therapy, mental health, and medical training.

Alice had the ability to look to the future and a world where laws and attitudes did not keep disabled people poor, pitied, and isolated.

Autism, ADHD, Lived Experience and Inclusion—What’s New in November

Eye contact is one of the most important forms of interpersonal communication. Nonetheless, research has shown that there is no gold standard for how eye contact should occur. Atypicalities in eye contact are one of the core features of autism spectrum disorder (ASD), but there is still no consensus on what constitutes atypical eye contact in ASD. The current research explores both the breadth and depth of experiences with eye contact in adults with and without ASD. We used a hermeneutic phenomenological multicenter design in which 15 adults with ASD and 15 adults without ASD were interviewed. Analyses using Multisite Qualitative Analysis (MSQA) and the PRICE model for saturation identified four themes: opinion on eye contact, experience of eye contact, approach toward eye contact, and needs regarding eye contact. Adults with and without ASD appeared to have overlapping and distinct experiences. This study provides the first insights into similarities and differences in experiences with eye contact in adults with and without ASD. The results provide guidance for future research and for the development of interventions to reduce problems arising from eye contact in ASD.

Autism diagnosis and the double empathy problem

Helen Edgar of Autistic Realms looks at what really needs to happen in schools and at home to help neurodivergent children thrive.

Disability is not a dirty word

💫 If you're feeling stuck or lost with where to go and who to follow in Autistic Community, I have a growing list of Autistic-led organisations, groups ...

Have a look at the various autism tests and other psychometric tests (empathy, alexithymia, stimming, camouflaging, etc.) we compiled for you!

This research brief focuses on school- and district-level policy decisions that shape Algebra I pathways and outcomes, such as when students take the course, how they’re placed, and what supports promote success. While strong teaching and instructional leadership are essential for all Algebra classrooms, those topics are beyond the scope of this brief.

Shortcomings in web accessibility and other obstacles may disenfranchise 40.2 million eligible disabled US voters.

Autistic children and young people are at increased risk of experiencing mental health difficulties, but often face delays or barriers to accessing support. While evidence exists regarding parents’ experiences of supporting an autistic child, there is a lack of focus on parenting autistic children who are also experiencing mental health difficulties. This is despite the high likelihood of co-occurrence, the increased complexity this can bring, and the potential impact on the parents and their children. Thus, the present study aimed to explore parents’ experiences of supporting their autistic child with mental health difficulties in the United Kingdom (UK). Mixed-methods surveys were completed by 300 parents/carers of autistic children who had previously sought help for their child’s mental health difficulties. Qualitative data were extracted from open-text questions pertaining to parents’ perceived impact of their children’s mental health difficulties on all aspects of their life. Data were analysed using reflexive thematic analysis. Three themes, along with associated subthemes, were identified, namely 1) Deteriorating parental wellbeing, 2) The knock-on effect on the whole family, and 3) A lack of support. Findings underscore the significant challenges faced by parents, as they were often left to manage their child’s deteriorating mental health without sufficient professional support. The emotional and physical toll on parents was thought to be exacerbated by long waiting times, inadequate support services, and a lack of understanding of autism within healthcare and educational systems. There is an urgent need for more neuroaffirmative, personalised approaches to supporting autistic children and their families, along with timely access to effective interventions. By ensuring earlier intervention and reducing systemic barriers, both the mental health of children and the wellbeing of their families can be significantly improved, ultimately fostering better outcomes for all involved.

Language is powerful. It reflects and shapes our understanding of the difficulties people face, the paradigms in which researchers and clinicians conduct research and practice while also influencing public perceptions and the expectations of people with lived experiences. Here, we aim to start a constructive dialogue around language use (ie, language that is respectful, not stigmatising, or discriminatory) related to ADHD, to encourage researchers, clinicians, and others to consider the potential impact of their words.