Proposal

This blog was created for my Social Justice course at the Masters level at Seattle University.  I am currently a school counseling intern and 3rd year in my program.  This assignment is meant to bring a specific topic to light that can be put through a social justice lens.  My topic of choice is on Understanding Neurodiversity: A Direct Look at Autism and ADHD populations.

As a future school counselor, I specifically have chosen to look at Autistic and ADHD populations because these Neurodiverse brains are frequently found within schools.

So right now, I am guessing you are wondering, what is Neurodiversity? This image below may help with some understanding of this:

Neurodiversity is a word that describes the development of the brain throughout the lifespan that differs from the majority of society.  Those individuals who makeup the majority of society, regarding brain development, are considered Neurotypical.  This is to inform you of the potential diversity there are in those brains who develop differently.  Today, we are finding a higher prevalence of these individuals being diagnosed because the diagnostic criteria are becoming more broad, catching more people.

Autism and ADHD are considered Neurodiverse.  As in, these brains develop differently throughout the lifespan.  These brains development are cognitively, emotionally, and behaviorally different than those who are Neurotypical.  This is not to take away how serious these differences are, and the struggles that can come with them.

My ultimate proposal is this: Understanding Neurodiversity, and embracing the fact that there is a diversity in brain development will help our world understand the importance of accepting diversity beyond what is seen.

This blog's purpose is to analyze the issue, analyze practices that could be implemented to bring social justice forward and an ultimate social actual plan.

What will be covered in my blog are as follows:

1. Issue Analysis
1. Defining Autism and ADHD
2. Uncovering the oppression these populations face
3. Social Justice Theory: What would a just society look like towards this population
2. Practice Analysis
1. Social Action Programs/Organizations
3. Social Action Plan
1. Plan of Action for Addressing this Issue
2. Reflection of Values and Perspectives

I am excited you are here to join me on this journey of Understanding Neurodiversity!

Issue Analysis Part I: What is Autism and ADHD?

I will first define Autism and ADHD according to the Diagnostic Statistical Manual, 5th revision (DSM-5).  I am doing this because this is how generally society defines these Neurodiverse brains.

• Autism Spectrum Disorder (ASD)
• A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history: 
• 1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions. 
• 2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication. 
• 3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
• B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history: 
• 1. Stereotyped or repetitive motor movements, use of objects, or speech.
• 2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior.
• 3. Highly restricted, fixated interests that are abnormal in intensity or focus.
• 4. Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.
• C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).
• D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
• E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.
• Severity is based on social communication impairments and restricted, repetitive patterns of behavior.
• There are 3 levels of severity:
• Level 1: "Requiring Support"
• Level 2: "Requiring Substantial Support"
• Level 3: "Requiring Very Substantial Support" (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, 2013)

For the full DSM-5 ASD definition: Autism Spectrum Disorder

• Attention Deficit/Hyperactivity Disorder (ADHD)
• A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2):
• 1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:
• a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities.
• b. Often has difficulty sustaining attention in tasks or play activities.
• c. Often does not seem to listen when spoken to directly.
• d. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace.
• e. Often has difficulty organizing tasks and activities.
• f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort.
• g. Often loses things necessary for tasks or activities.
• h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts). 
• i. Is often forgetful in daily activities.
• 2. Hyperactivity and Impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:
• a. Often fidgets with or taps hands or feet or squirms in seat. 
• b. Often leaves seat in situations when remaining seated is expected.
• c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.) 
• d. Often unable to play or engage in leisure activities quietly. 
• e. Is often “on the go,” acting as if “driven by a motor”.
• f. Often talks excessively. 
• g. Often blurts out an answer before a question has been completed.
• h. Often has difficulty waiting his or her turn.
• i. Often interrupts or intrudes on others.
• B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years. 
• C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings.
• D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning. 
• E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder.
• Specify whether "Combined Presentation", "Predominantly Inattentive Presentation", or "Predominantly Hyperactive/Impulsive Presentation". (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, 2013)

For the full DSM-5 ADHD definition: Attention Deficit/Hyperactivity Disorder

What does this all mean?  

Autism, as a "disorder", is seen as an inability to communicate and have proper social engagements.  Based upon the severity; the Neurodiverse person may need a few supports to manage their lives, or could be severely impacted where supports may be needed for a lifetime.  

ADHD, is seen as "disorder" of the inability to concentrate and lack in proper engagement skills.  This is due to being considered too inattentive to their environment; or being too hyper and intrusive with with others to build those relationships.

Hearing from the Real Deal

NOW!  I would like for you to hear about what Autism and ADHD are from real people.  I have provided youtube videos and personal statements from those who are Neurodiverse.  Take a look:

What is Aspergers Syndrome/Autism - Video of someone describing their Autistic, Neurodiverse self.  He has an entire video series on Youtube, dedicated to helping others Neurodiverse and Neurotypical understand Autism.

Carly's Cafe - Experience Autism Through Carly's Eyes - Video of a young woman who is Autistic, and describing her autism in a story like way.  This young woman is also considered non-verbal and hosts her own show.

How to (Explain) ADHD - Video of a woman who is an ADHDer, and she has dedicated her life to helping those with ADHD learn how to accept themselves; and to help those who are Neurotypical understand ADHD.

"Autism... to me, it's like living in a world of Picasso's... I know that they are people, but I have a hard time seeing their faces" (anonymous, personal statement, 2018).

"ADHD, hmmm... to me, it's like I have a radio that is scanning all of the stations, and cannot stay tuned on one specific station. In picking up different signals all the time, it is so hard to be able to know what is being said and what is important.  I miss the ending to somethings as the station changes, I do not get to finish the song...  It is exhausting." (anonymous, personal statement, 2018).

See, Autism is not just a "disorder".  It is a population of people who have been considered a "disorder" because of their differences in how they relate to the world.  Same as ADHD, it is also not just a "disorder", it is a group of people who have a different way of navigating through the world.  These Neurodiverse populations are not wrong in their way of engaging and development.  They are merely people, whose brains have developed differently from the general population; which gives them a unique way of engaging in the world.  Which goes into my next topic...

Issue Analysis Part II: Uncovering the Oppression These Populations Face

According to Webster's Dictionary, Oppression is defined as the "prolonged cruel or unjust treatment or control" (Merriam-Webster's collegiate dictionary, 2016).

What I would like to discuss next is uncovering the oppression that these populations who are Neurodiverse face.  First, I will answer the question of: How does society, in general, react to this issue?

To answer this question I will present how Neurotypical brains are considered the "norm", and how this normalcy can be 

So what is considered to be the "normal" brain?  And where do we see this appear?  The normal brain is promoted everywhere.  We see it promoted in literature, on how others process information and engage with others.  We see it in social media and movies, especially those in a school setting, that creates an image of what friendship and engagement should look like.  We also see it with how others engage with one another, and comment when things seem abnormal or correcting a person when it comes across as wrong.

Examples of this may include engagement, for example.  Someone with ADHD who may need to engage and focus by fidgeting, or by drawing to stay focused; may be considered rude, not engaged, or annoying.  Again, this is the idea of a Neurotypical Brain vs a Neurodiverse brain.  The person with ADHD concentrates better with movement.  While a Neurotypical person needs to stay in front of the person without movement to pay attention.  Neither of these ways of engagement are wrong, just different.

Another example is when/if an Autistic person does not make eye contact with someone when engaging; they may be considered rude, uninterested, weird, or not not focused.  Who created the standard that making eye contact is a must?  An Autistic brain may find it awfully intrusive to have eye contact during a conversation, and will probably focus better when not doing so.  While, a Neurotypical Brain may need to make eye contact, and position body in front of person.  Both of engagement are correct.  Both ways work with the type of brain they were born with.

Here is a fun video of understanding Autistics (*has some strong language): Things Not to Say to Someone with Autism

Personal Interview (2018): "I knew something was different, when I was doing mock interviews.  We were told to make eye contact, but I could not do it!  It was so hard, and I felt like there must be something wrong with me, when I was being told something I should do, and I could not do it."

Society, unfortunately, has seen these different forms of engagement as being wrong and must be corrected.  The oppression that occurs is due to this myth that the normal brain exists.  It does not exist, and the fact is that there are brains of all kinds.  They are minorities in a society that attempts to decide for them what is right and wrong.

Unfortunately, due to these differences, what has been seen with Autistics, ADHDers, and Neurodiverse individuals as a whole are abuse, neglect, misunderstandings, academic underachievement, disadvantages in the workplace and higher depressive and anxiety disorders.  There are marginalizations which have left these individuals behind, and making it hard to catch up with the rest of society.  Not because of their own deficits, but because of the lens society places upon this population (Hallahan, Kauffman & Pullen, 2014 & Siegel, 2015).

Adults with ADHD and Work (ADHD Institute, 2018)

Adult Autistics and Work (National Autistic Society, 2016)

As you can see in the statistics above, the employment inequities vary between the groups.  But what is consistent are lesser amounts of these Neurodiverse individuals in the work.  Why is this?  My personal conclusion, lack of representation in the workplace.  Lack of understanding their skill set, abilities and inevitably understanding who they are as people.  This is oppressive and unfortunate, whether people in larger society want to see it or not.  Many of these individuals want to work and contribute and are not given the chance to do so.

How Does the Media Impact Perspectives

The media also has a role to play in the way in which these individuals are engaged with in the larger society.  Movies and TV shows such as Rain Man, where there is an expected person to be a genius who is autistic, but can never be alone.  There is Phil Dunphey from Modern Family who has ADHD, and as much as it is a fun and funny show; the man is successful and the butt-end of all the jokes.  In addition, the show The Good Doctor, about an autistic doctor, making his ability to be literal as a joke, and having genius abilities in having Savant Syndrome, and many more.  A full list can be found here: Films with ADHD Characters, Films with Autistic Characters

Now, I have watched some of these shows, I have to admit.  And I do appreciate some of the narratives and the entertainment.  However, the comic relief and awe of these unique characters gives people an idea of what Neurodiverse individuals should be like: Funny, Awkward, Comic-Relief, Weird, Smart, and Different.  Now, these are great; but they all are sidekicks, outcasts and supported cast typically.  This has created an image of these populations to be considered second best.

*I must admit, that there are some changes in the media that are doing better to portray those who are Neurodiverse.  The Netflix Original: Atypical attempts to do this.

Next we will discuss who is impacted by this overall... 

Issue Analysis Part III: Social Justice

Who is Impacted by the Misunderstanding of Neurodiversity?

The answer to this is simple: Everyone.  Everyone is impacted.  How?  To better explain this is to understand Systems Theory: "Systems Theory explains human behavior as the intersection of the influences of multiple interrelated systems.  Even for individual issues, families, organizations, societies, and other systems are inherently involved and must be considered when attempting to understand and assist the individual.  According to this theory, all systems are interrelated parts constituting an ordered whole and each subsystem influences other parts of the whole (2U, 2018).

What this means is we all affect one another.  Imagine a system of gears in a clock, each gear is important; even the smallest of gears.  If one gear is missing, the clock cannot function properly.  

This is what Systems Theory is.  Applying Systems Theory to my social justice issue of the marginalization of those who are Autistic and ADHD (Neurodiverse), means that these individuals are just as much as a part of our society as anyone else; and marginalizing them is harming others.  In doing this, we are creating a society of individuals to care less and less about a population that is only growing bigger.  These individuals are evident in our schools, in needing assistance (whether it be financial aid, case management, assistance, etc.), in the work environment, and in our everyday lives.  Continuing to oppress and discriminate will only affect everyone else.  There are movements that will happen, as these populations are gaining a louder voice.  It is time we hear them and allow our society to gain from learning about this population than neglecting them.  As evidenced, in the book "Happiness and Economics" by Frey and Stutzer (2002), societies that are the happiest do not create institutions that separate each other, but societies that create institutions to allow everyone the ability to contribute to society.

What WOULD a Just Society Look Like for this Population?

There are many individuals who would approach this question in a variety of ways, and have many opinions.  In sharing mine, I do not mean for it to be the only approach, just one in which I have research and thought through.  I am more than open to other thoughts and opinions.  I would also like to consider my worldview, education, cultural background, own neurodiversity, and upbringing play into effect as a I present this.

When thinking of a just society, i would like to pull from two social justice frameworks: John Rawls' Theory of Justice and Relational-Cultural Theory (Rawls, 1971 & Comstock, Hammer, Strentzch, Cannon, Parsons, & Salazar, 2008).

John Rawls' Theory of Justice argues that self-interested rational persons put on a "Veil of Ignorance", which allows the person to disregard biases and judgments.  When individuals choose to do so, two general principles of justice emerge:

1. Principle of Equality: this first principle states that every individual has an equal right to basic liberty.  Rawls claimed that certain rights and freedoms are more important than others.  That each person has an equal right to the most extensive liberties compatible with similar liberties for all.
2. Difference Principle: this second principle states that social and economic inequalities should be arranged so that they are both:
1. to the greatest benefit of the least advantaged persons, and
2. attached to offices and positions open to all under conditions of equality of opportunity (Rawls, 1971).

The Relational-Cultural Theory has 7 main tenets:

1. People grow through and toward relationship throughout the lifespan.
2. Movement toward mutuality rather than separation characterizes mature functioning.
3. The ability to participate in increasingly complex and diversified relational networks characterizes psychological growth.
4. Mutual empathy and mutual empowerment are at the core of growth-fostering relationships.
5. Authenticity is necessary for real engagement in growth-fostering relationships.
6. When people contribute to the development of growth-fostering relationships, they grow as a result of their participation in such relationships.
7. The goal of development is the realization of increased relational competence over the lifespan (Comstock, et. al., 2008).

I chose these two as applications towards a just society due to Rawls' theory, which calls for equal rights and an abandonment of personal biases, to allow those who have been considered least advantaged to take political positions.  This would allow for more representation.  This, combined with the relational-cultural theory, that society could adapt, would call for mutual empathy, understanding of those who are diverse and a movement toward a mutuality, rather than separation.  My idea is that people would be more open and compassionate, open to empathy throughout the lifespan; while allowing liberties and stronger representation politically and physically for those who are Neurodiverse.

Practice Analysis

In this section, I am to present two social action programs/organizations that contribute to creating a just society for those who are Autistic and ADHD.  

The first organization presented is the AutCom: Autism National Committee:

http://www.autcom.org/index.html 

MISSION: 
This organization is known as the only Autism advocacy organization that is dedicated to "Social Justice for All Citizens with Autism", this is through a shared vision and commitment to positive approaches.  The organization was founded in 1990 to protect and advance the human rights and civil rights of all persons with autism and related differences of communication and behavior (Autism National Committee, 2011).

METHODS USED: 
This organization creates newsletters for the Autism Community, bringing political awareness, international occurrences, workshops, education, lobbying dates and more.

This organization also advocates for and against public policy initiatives that would impact the rights of Autistic individuals.  The issues that are currently being worked on are as follows:

• ABLE act of 2014
• Electrical Aversive Conditioning Devices
• Restraint/Seclusion
• Convention on the Rights of Persons with Disabilities
• Elementary and Secondary Education Act
• The ADA Generation and Employment for People with Disabilities
• Expert Witness Fees

AutCom has also endorsed Position Papers, that are provided for free to be viewed on their site.

Lastly, AutCom also hosts AutCom National Conferences for others to learn more about Autism, becoming a member of the organization and contributing to this Neurodiverse community (Autism National Committee, 2011).

The second organization presented is Attention Deficit Disorder Association: 

https://add.org/new-to-adhd/

MISSION:

The Attention Deficit Disorder Association is the world's leading adult ADHD organization.  They are an international non-profit organization that helps adults with ADHD lead better lives.  They bring together scientific perspectives and the human experience to generate hope, awareness, empowerment and connections worldwide in the field of ADHD (Attention Deficit Disorder Association, 2018).

METHODS USED:
This organization helps those within the ADHD community in a variety of ways.  First, they are a place of safety and support of connection throughout the lifespan, by and for those with ADHD.b
ADDA also helps these individuals transition to post-secondary education.  This can be tough for individuals with ADHD due to learning differences, so this organization supplies an advocate as needed.

ADDA also provides representation within the justice system as well.  There is a high range of individuals with ADHD within the criminal justice system, 25-40%.  Why?  Because of a misunderstanding of this population's diversity.  There are many factors that can contribute to criminal behavior, and they do not mean to dismiss that at all.  However, this organization does advocate for those who need to have proper structures in place to help manage their productivity.

Other areas of support include:

• Virtual Support Groups
• The International ADHD Conference
• An Educational and Supportive Webinar Series
• A Monthly Newsletter
• A Voice to Policy Makers in Washington, D.C.
• Support for and Facilitation of Research

ADDA is constantly seeking new ways to help adults with ADHD live better lives, and introducing new programs.  They bring together researchers, loved ones who are Neurotypical and most important the ADHD community together to create a place of safety and support. (Attention Deficit Disorder Association, 2018).

How These Organizations Apply to My Social Justice Theory

Going backwards a bit to my previous post about Social Justice and my personal choices of John Rawls' Theory of Justice and the Relational-Cultural Theory; I want to tie it in together with these organizations that I have identified that are supports to the Neurodiverse community, specifically Autistic and ADHD communities.

Overall, I felt that these organizations are overall empowering, and do not pull out negatives, regarding these individuals but truly seek out ways to build on the positive.  These organizations are also very honest about the truth.  There is a necessary fight to get things moving and going, to advocate for the rights of others.

When I think of John Rawls' theory, I think of the need for equity as needed, and moving everyone onto the same playing field; asking people to put on their Veil of Ignorance, and see things without their biases.  This is of course hard, but advocating for a world like this, such as AutCom and ADDA attempt to do that by making themselves known and asking for this to happen, does not seem as far fetched (Rawls, 1971).

In addition, as the Relational-Cultural Theory (RCT) talks about mutuality, empathy and relationships throughout the lifespan; I think this theory matches well in that these organizations understand that the Neurodiverse community is more than just "disorder", but who they are.  Taking into account RCT, is allowing the larger society to look at the historical context of abuse, marginalization and segregation that has happened, and understand there is a hurt there.  To acknowledge this hurt is to acknowledge that there is something wrong with our system at hand.  These organizations come alongside the Neurotypical communities peacefully, asking for acknowledgment and acceptance.  If a just society were to look like anything, I would hope for it to look like this (Comstock, et. al. 2004).

My next and final topic will tie everything previously mentioned together, look to the next post...

Social Action Plan

In this final section of my blog and assignment, I am to create a personal action plan that is considered appropriate for addressing the issue I proposed.  To reiterate all that I have discussed thus far, I have ultimately proposed this: There are oppressive, marginalizing and neglectful structures in place within our society today that harm the Neurodiverse community.  I chose to focus on the Autistic and ADHD communities due to working in the schools, and primarily seeing those Neurodiverse individuals in that environment.  This is not to say that there are other forms of Neurodiversity or other forms of diversity in general that are just as important.

Social Action Plan

I have chosen 3 plans of action that I will briefly discuss that correlate with my topic of choice.  Each one will allow for an openness in learning more, educating myself and others.

1. Talking More About Neurodiversity

As simple as it may seem, talking about Neurodiversity more, is my first social action plan. 

I really like this picture of a post on social media that essentially captures my first social action plan about talking about it.  When things are not spoken about openly, they unofficially become "taboo", a "hush" word. Why?  One phrase: Group Think.  What is Group Think?  According Psychology Today (2018), Group Think is "the practice of thinking or making decisions as a group in a way that discourages creativity or individual responsibility".  

I believe that our society has made Neurodiversity "scary" because it is not talked about enough or understood enough.  Also, those things that we are uneducated in or uninformed in are most likely to be scary.  Neurotypicals and Neurodiverse populations both feel the same way.  So what is the simple way of getting out of this group think and making Neurodiversity more known?  Talking about, simply talking about it.  Making it a part of normal dialogue when talking about diversity in general.  

2. Applying to Doctorate Programs to Do Research

This social action plan is personal to me.  As I am finishing up my Master of Arts in Education - Counselor Education Degree (with a focus on school counseling), I have been applying to Doctoral Programs, to do research on Neurodiverse populations.  I am awaiting to hear back between the winter and spring time about acceptance.  I understand that there is a chance that I may not be accepted, and that is quite alright.  This does not mean that I cannot do research, I would then look for work as a future school counselor, and talk about Neurodiversity within the school I am at.  I would build relationships with the Special Education staff and be open to discuss these issues further within the school system I work in.

3. Speaking Out

Like my first Social Action Plan, in regards to making Neurodiversity a normal topic of discussion, I am attempting to make a plan to be a speaker at different venues to emerge this topic further.  In hopes of reaching different audiences that I am not around consistently.  As of right now, I have been asked to speak at the Merging Communities class, to a group of students at a university in Seattle about this very topic.  From there, I will continue to offer my services, and continue to be a voice for those who are having a hard time being heard.  I want to use my education as an advantage to further aid those like me, in our Neurodiversity.

Thank you for taking the time to read my Social Justice Issue Blog for my Social Justice course!

References

References

2U. (2018). Theoretical approaches: Social work systems theory. Social work licensure made simple. Retrieved from: https://socialworklicensemap.com/theoretical-approaches-social-work-systems-theory/

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.

Attention Deficit Disorder Association. (2018). New to adhd? ADDA's got the resources you need. Retrieved from: https://add.org/new-to-adhd/

Autism National Committee. (2011). About Autcom. Retrieved from: https://www.autcom.org/

Comstock, D.L., Hammer, T.R., Strentzch, J., Cannon, K., Parsons, J., & Salazar, G. (20086). Relational-cultural theory: A framework for bridging relational, multicultural and social justice competencies. Journal of counseling and development (86)3, pp. 279 - 287.

Frey, B.S. & Stutzer, A. (2002). Happiness and economics: How the economy and institutions affect human well-being. Princeton, NJ: Princeton University Press.

Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2014). Exceptional learners: An introduction to special education (13th ed.). New York: NY: Pearson.

Merriam-Webster's Collegiate Dictionary. (11th ed.). (2016). Springfield, MA: Merriam-Webster, Inc.

Psychology Today. (2018). Groupthink. Psychology today. Retrieved from: https://www.psychologyt oday.com/us/basics/groupthink

Rawls, J. (1971). A theory of justice. Cambridge, MA: The Belknap Press of Harvard University Press.

Rieder, J. (2014). Gospel of Freedom: Martin luther king, jr.'s letter from birmingham jail and the struggle that changed a nation. New York, NY: Bloomsbury Press.

Seigel, D. (2012). The developing mind: How relationships and the brain interact to shape who we are (2nd ed.). New York, NY: Guildford Publications, Inc.

Image References

ADHD Impact on Education and Employment, Retrieved From: 

https://www.google.com/search?biw=1517&bih=730&tbm=isch&sa=1&ei=IP0OXJX-EcDL0PEP5IuX6Ak&q=Statistics+of+Work+and+ADHD&oq=Statistics+of+Work+and+ADHD&gs_l=img.3...26385.29555..29800...1.0..0.106.1708.28j2......1....1..gws-wiz-img.......0j35i39j0i8i30j0i24.3e0Lh735cDY#imgrc=h0VzF_Z-iwOILM:

AutCom National Conference Image, Retrieved From: 

https://www.google.com/search?q=Autcom&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiGsd-zlJffAhX2FTQIHR2XDekQ_AUIECgD&biw=1517&bih=730#imgrc=2Xs-6_eZEecA7M:

Autism and Employment, Retrieved From:

 https://www.google.com/search?biw=1517&bih=675&tbm=isch&sa=1&ei=OQIPXLe2N-rg0gLV7rTIBw&q=Autism+and+work+statistics&oq=Autism+and+work+statistics&gs_l=img.3..35i39l2.4463254.4466188..4466715...1.0..0.58.205.4......1....1..gws-wiz-img.-WhiDLKHz3U#imgrc=vBeLAzHCcip1_M:

Neurodiversity, Retrieved From:

https://www.google.com/search?q=neurodiversity&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiJmLLLj5nfAhUsIDQIHS6OCYAQ_AUIDygC&biw=851&bih=747&dpr=0.8#imgrc=Q3PH_2aqCpbpsM:

Myth of the Normal Brain, Retrieved From:

https://www.google.com/search?q=the+myth+of+the+normal+brain+embracing+neurodiversity&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiEi-ackJnfAhVlMH0KHV-iAfQQ_AUIDigB&biw=851&bih=747#imgrc=0s2xLt4C4KhcSM:

Autistic Not Weird, Retrieved From:

www.facebook.com/autisticnotweird

Interview References

Anonymous. (2018). Personal Interview.

Anonymous. (2018). Personal Interview.

Video References

"Carly's Cafe - Experience Autism Through Carly's Eyes" video by Carly Fleischmann, Retrieved from: 

https://www.youtube.com/watch?v=KmDGvquzn2k

"How to (Explain) ADHD" video by How to ADHD, Retrieved From: https://www.youtube.com/watch?v=jhcn1_qsYmg

"Things Not to Say to an Autistic Person" video by BBC Three, Retrieved From: 

https://www.youtube.com/watch?v=d69tTXOvRq4

"What is Aspergers?" video by The Aspie World, Retrieved From:

https://www.youtube.com/watch?v=XRWkDXBa4Zw&t=5s