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Journal Article
Pedagogy (2023) 23 (3): 423–433.
Published: 01 October 2023
...Theresa Tinkle Abstract This opinion piece advocates for literature courses that examine the United States’ mental health crisis from the perspective of neurodiverse writers. This is not a short‐term solution to the crisis, but over time courses can have a powerful impact on students’ attitudes...
Journal Article
Pedagogy (2022) 22 (2): 253–277.
Published: 01 April 2022
...Theresa Tinkle Abstract This article reports on an undergraduate course centered on autobiographies written by people who manage mental illnesses. Students learned about neurodiversity from multiple perspectives, examined social and medical models of mental illness, developed interpretive skills...
Journal Article
Pedagogy (2020) 20 (1): 193–199.
Published: 01 January 2020
... and Composition Digital Press, an imprint of Utah State University Press/University Press of Colo- rado. Active in the neurodiversity movement, she has previously served on the boards of the Autistic Self Advocacy Network and the Autism National Committee. doi 10.1215/15314200-8145945 Copyright © 2020 by Duke...
Journal Article
Pedagogy (2023) 23 (2): 275–288.
Published: 01 April 2023
... . Tobin Thomas J. , and Behling Kirsten T. 2018 . Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education . Morgantown : West Virginia University Press . Tomlinson Elizabeth , and Newman Sara . 2017 . “ Valuing Writers from a Neurodiversity...
Journal Article
Pedagogy (2015) 15 (3): 477–491.
Published: 01 October 2015
... to launch the neurodiversity movement, “Don’t Mourn for Us” (1993). According to Sinclair, “Much of the grieving parents do is over the non-­occurrence of the expected relation- ship with an expected normal child” (n.p I have always had something of a deficit when it comes to imagining, much less...
Journal Article
Pedagogy (2023) 23 (1): 51–68.
Published: 01 January 2023
... and neurodiverse people.” 1 If to participate is to form part of something or to hold something in common, students might engage in classroom activities in ways that do not involve speaking—for instance, nodding their heads in affirmation of a peer's contribution or jotting down their own or a classmate's...