Palgrave Handbook of Research Methods and Ethics in Neurodiversity Studies

Hanna Bertilsdotter Rosqvist is a sociologist and professor in social work at Södertörn University, Sweden. David Jackson-Perry is a sociologist and visiting scholar at Queen’s University, Belfast, UK. He is also a specialist in sexual health and HIV project manager at the University Hospital of Lausanne, Switzerland.

• Part I: Setting the scene.- Chapter 1. An introduction to research methods and ethics in Neurodiversity Studies (David Jackson-Perry & Hanna Bertilsdotter Rosqvist).- Chapter 2. Critical Autism Studies: Roots and branches (David Jackson-Perry).- Chapter 3. An introduction to Critical ADHD Studies (Andrew Ivan Brown, Hanna Bertilsdotter Rosqvist & David Jackson-Perry).- Part II: Knowing and doing: Research ethics and methods.- Chapter 4. Co-developing an autism research funding application to facilitate ethical and participatory research: The Autism from Menstruation to Menopause Project (Aimee Grant, Kathryn Williams, Karen Henry, Willow Holloway, Christina Nicolaidis, Helen Kara & Amy Brown).- Chapter 5. Neurodiverse research collaboration within a European biomedical project: Limits and possibilities (Joke Struyf, Cecilia Ingard & Hanna Bertilsdotter Rosqvist).- Chapter 6. Practicing what you preach – A commentary on Chapter 5 (Kristien Hens).- Chapter 7. Strangers and friends: Navigating neurodiverse research collaboration (Amy Pearson, Hanna Bertilsdotter Rosqvist, Steven K. Kapp, Lill Hultman, Catherine Watson, Gemma Williams, Sofia Österborg Wiklund, Paul Stenner, Monique Botha & Lindsay O’Dell).- Chapter 8: Co-creation in a neuromixed space (Lill Hultman, Mikael Åkerlund, Fredrik Sandman & Jeanette Nelson).- Chapter 9. Neuromixed participatory action research: A dialogical method (Marjorie Désormeaux-Moreau & Isabelle Courcy).- Chapter 10. Innovative and neuro-affirming autistic approaches to autism research (Sandra Thom-Jones & Jennifer Lowe).- Chapter 11. Fostering ethical and caring fieldwork practices in ADHD research (Shruti Taneja-Johansson).- Chapter 12. Doing participatory ADHD-led research (Lill Hultman & Maya Hultman).- Chapter 13. An inclusive methodology for research with multiply neurodivergent participants (Romy Hume).- Chapter 14: Developing a phenomenology of autism (Nicola Shaughnessy, Jonathan Green, Emma Williams, Jonathan Smith, Bastian Greshake Tzovaras, Georgia Aitkenhead, Damian Milton, Emily Jones & Karen Leneh Buckle).- Chapter 15. A phenomenological methodology for inclusively researching the views and experiences of autistic people with profound learning disabilities (Ned Redmore).- Chapter 16. Narrative research, reflexivity, and AuDHD lived experiences (Lydia Stetson).- Chapter 17. On the simple joys of bouncing: Duoethnography of neurodivergent researchers in academia (Teddy G. Goetz & Noah Adams).- Chapter 18. The (in)accessibility of UK universities’ ethics application in humanities and social sciences (Katie Munday).- Chapter 19. Meaningful engagement with neurodivergent public work (Alyssa Hillary Zisk).- Chapter 20. Participatory methods: Researching autistic sexuality, intimacy, and authenticity (David Jackson-Perry).- Chapter 21. Using email interviews to understand autistic experiences (Claire Chapman).-Chapter 22. Unknowing as a methodological tool: Autism, authenticity, and epistemic injustice (David Jackson-Perry).- Part III: Looking Back to the Future.- Chapter 23. ADHD, academics, and communities: Who are the ‘ADHD experts’? (Andrew Ivan Brown).- Chapter 24. Power to the people (Jac den Houting, Abby Sesterka, and Elizabeth Pellicano).- Chapter 25. Neurodivergent futures (Dora M. Raymaker & Christina Nicolaidis).- Chapter 26. Research methods and ethics in Neurodiversity Studies: Looking back, moving forward (Hanna Bertilsdotter Rosqvist & David Jackson-Perry).