Routledge Handbook of Neurodiversity and Applied Linguistics

Yecid Ortega holds a PhD from OISE (University of Toronto) in Language and Literacies Education. He is the founder and director of Liminal Research & Education and a co-founder of the Artem Research Collective. His current work focuses on decolonial, pluriversal and post-humanist approaches to research and education. María Rosa Brea, Ph.D., CCC-SLP (ella, she, her/s), is a teacher-scholar in the Department of Communicative Sciences and Disorders, whose work has been centered at the intersection of multilingualism and disability. Her classroom and community collaborations focus on researching the impact of standardized linguistic ideologies (or beliefs of 'good' / competent communication) in speech-language practices, sustaining variability in languaging in the classroom, and co-envisioning a path for linguistic liberation through art.Nick Walker is an American scholar, author, webcomic creator, and aikido teacher, known for contributing to the development of the neurodiversity paradigm, establishing the foundations of neuroqueer theory, and writing the essay collection Neuroqueer Heresies and the urban fantasy webcomic Weird Luck.Suresh Canagarajah is the Evan Pugh University Professor, teaching in the departments of Applied Linguistics and English at Pennsylvania State University. He is the former President of the American Association of Applied Linguistic and Editor of the TESOL Quarterly.

• Chapter 1 Introduction (Yecid Ortega, Nick Walker, María Rosa Brea, and Suresh Canagarajah), Chapter 2 A Brief Guide to Some Essential Terms and Concepts in Neurodiversity Studies (Nick Walker), Part 1 Personal Being Language and Identity, Chapter 3 I need a word: Describing neurodivergent experiences (Alyssa Hillary Zisk), Chapter 4 All the Time in the World (Right Now): Autistic Experience of Time and Creative Expression (Paul (Oz) Hardwick), Chapter 5 From ELF to NDLF: Why the language of neurodivergence is a more equitable 'lingua franca' than English (Justin Gerald (JPB)), Societal Attitudes and Language Use, Chapter 6 Autistic parents and autistic children: Using the double empathy model in the context of language use and development (Sudha Arunachalam, Lily Carroll, Eunnie "Rosie" Lee, Rhiannon Luyster, Bayle Margolis, and Vishakha Shukla), Chapter 7 The Autistic Elephant in the Classroom: The Lived Experiences of Autistic Adult Second Language Learners and the Development of a Toolkit to Enhance Inclusion (Rhi C. Dickenson, James J. Wilby, Karen M. Ludke), Part 2 Theoretical Defining Reframing Language, Disability, and Neurodiversity, Chapter 8 A Critical Analysis and Reframing of Social Communication in Autism and Social Communication Disorder (Vishnu KK Nair and Elaine McGreevy), Chapter 9 (Re)framing Applied Linguistics: Intersectional Perspectives from the Neurodiversity Paradigm and Mad Studies (Rosa Dene David), Chapter 10 Neurodivergent language learning as a critical language learning issue (Carolyn Blume), Chapter 11 Trauma as Neurodivergence: A Decolonial Perspective on Survivor Communication (Suresh Canagarajah), Critical and Intersectional Perspectives on Professional Practice, Chapter 12 Language, Disability & Neurodiversity: The Many Shields of (In)Access in Bilingual Special Education (Lilly Padia and Luis Bernard), Chapter 13 Critical Dis/Ability Raciolinguistic & Genealogical Perspectives on Neurodiversity in Speech-Language Pathology (Ari Chinchilla), Chapter 14 Cripped Raciolinguistic Perspectives on Dual Language Programs: Problems and Possibilities (Melissa McGraw), Language Processing, Technology, and Neurodivergence, Chapter 15 Bridging Applied English Linguistics and Neurodivergence: A Critical Review of Pronunciation Studies in Autistic Children in Hong Kong (Ka Long Roy Chan), Chapter 16 EdTech for neurodivergent second language learners: Possibilities and challenges (Yasushi Miyazaki), Part 3 Pedagogical Teaching and Learning Accessibility and Inclusive Design, Chapter 17 Using the Universal Design for Learning (UDL) pedagogical approach to accommodate neurodiversity in the Languages classroom (Dominic Griffiths and Gee Macrory), Chapter 18 Making space for Neurodivergent Strengths in proactive curriculum design (Sharon Turner), Chapter 19 Game-Based Pedagogy for Learning English: A Study on Preservice Special Education Teachers' Perceptions (Sebastián Mercado), Teacher Preparation and Classroom Practice, Chapter 20 Preparing teachers for the neurodiverse English Language Education classroom: Drawing on own voices texts (Jules Buendgens-Kosten), Chapter 21 Translanguaging classroom praxis and the education of neurodivergent emergent bilingual students with complex communication needs (Chelsea Stinson and Nikkia Borowski), Chapter 22 The Transneuro Turn: Harnessing Neurodivergence in Writing Pedagogy (Catherine Y. Kirch), Chapter 23 Neurodivergent language teachers and their students: An underexamined nexus for future inquiry (Marc Jones), Assessment and Policy, Chapter 24 Neuro-Inclusive, Stakeholder-Informed Language Assessment in UK Higher Education (Preeti Suri and Khue D. Nguyen), Chapter 25 Supporting Students with Dyslexia: Rethinking Language Test Accommodations (Chihiro Inoue and Nicola Latimer), Chapter 26 The Emerging Discourse of Neurodiversity in UK Higher Education Policy (Neil Currant and Hannah Breslin), Part 4 Empirical Researching / Exploring Language and Neurodiversity Across Contexts, Chapter 27 Autistic Adults Online: Understanding Autistic Sociality in Digital Environments (Martine van Driel, Jessica Aiston, Belén Barros Pena and Nelya Koteyko), Chapter 28 Dyslexia in English language education: Expanding frames of diversity with neurodiversity (Vander Tavares), Chapter 29 Rethinking Medical Harm: Crip Resistance to Anti-Trans Politics (Ada Hubrig and V. Jo Hsu), Chapter 30 Decolonial, Interdisciplinary, and Community-Centred Methodologies for a Neurodivergent Cohort in South Africa (Esai Reddy and Ilze Fourie), Chapter 31 Conclusion: Depathologizing Neurodiversity Towards Next Frontiers In Languaging Within Applied Linguistics (Yecid Ortega and María Rosa Brea), Index