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How can we centre disabled people and their family members as knowledge-bearers, enriching classrooms with their perspectives and knowledge in non-traditional ways?

Through testimonies and critical ethnography, and bell hooks’ centering of love as transformative praxis, this book explores the lived experiences of disabled young adults and family members. The testimonies reposition people with disability as knowledge-bearers whose ways of knowing have typically been discounted by professionals. The stories are raw, sometimes painful, enlightening, and filled with hope. The chapters feature stories from both emerging and former educators, the voices of authors with disabilities with and without experience of intersectionality, former practitioners who have supported children with disabilities and their families, family members who have navigated systems, and life through a local and global context. Each story shows the value of disabled people and their families as educators who teach others both informally and formally.

This book is ideal reading for teachers, emerging teachers, curriculum designers, and education policy makers, as well as students of Education, Social Work, Special Education, and Disability Studies.

Lived Places Publishing

Disability Studies

Love Is Praxis: Lived Experience-to-Classroom Lessons Through the Voices of Disabled Students, Practitioners, Mothers, and Siblings

Yenn Purkis

How can a collation of blog posts demonstrate the many elements of Autistic lived experience and guide readers on how to support development and change?

Reflecting on their personal experience, author and advocate Yenn Purkis curates a series of blog posts, reflecting on the many aspects of living with Autism including identity, community, relationships, sexuality and gender diversity, mental health, and self-advocacy.

Providing an analysis on how these topics have been navigated in the past, A Neurodivergent Blogger offers advice and guidance on allyship, and advocacy, with suggestions on how we can improve and support positive change.

Aiming to promote a sense of empowerment, agency, and support, this book is ideal reading for students of Disability Studies, Autism and Autistic Studies, Gender Studies, Queer & LGBT+ Studies, and Social Work, as well as Autistic folk and allies.

A Neurodivergent Blogger: Posts Highlighting Lived Experience of Self-Determination, Pride, and Empowerment

Aron Mercer

How can employers develop their hiring processes for neurodivergent people and best support people with diverse neurotypes to thrive in the workplace?

Drawing on academic research and professional and lived experiences, Untapped Talent offers strategies for managers and allies to create a more inclusive workplace that empowers neurodivergent people with conditions including autism, ADHD, and dyslexia.

Neurodivergent author Aron Mercer examines the challenges faced by neurodivergent individuals, as well as the strengths and unique perspectives they can bring.

Offering a roadmap for employers who seek to support neurodivergent employees, and create a more inclusive and diverse organisation, this book is ideal reading for students of Disability Studies, Psychology, and Business, as well as managers, HR professionals, and allies.

Untapped Talent: A Practical Guide for Hiring and Retaining Neurodivergent Staff

Becca Lory Hector CAS, BCCS

What can experiences of social and sensory invalidation teach us about what in means to be autistic in a world created for the neuromajority?

Living as an undiagnosed autistic person in the loudest sensory city in the world, NYC, author Becca Lory Hector details her lived experience of social and sensory invalidation. Whether she refused to put on shoes, wore sunglasses inside, or asked direct questions, her very way of being was called into question, leading her to feel insignificant and unimportant. In a world created by and for the neuromajority, Becca’s needs took a back seat as others felt her reality couldn’t possibly be true.

Growing Up Undiagnosed is a collection of stories filled with lessons on the importance of validating the lived experiences of all. This book is ideal reading for students of Disability Studies, Autism Studies, DEIB Studies, Social Work, Education Studies, Medical students and practitioners, as well as psychiatrists, teachers, and social support workers in practice and training.

Growing Up Undiagnosed: Surviving Childhood in New York City as an Undiagnosed Autistic

Kimberley Marie Fraser

How can we better support and promote inclusivity for those living with Dyspraxia?

Documenting her journey from childhood and diagnosis to adulthood, author Kimberley Marie Fraser explores the challenge she has faced living with Dyspraxia. An invisible disability with challenges that evolve as life progresses, Kimberley highlights areas where her life has been affected, including education, employment, and well-being, and argues that it is not the disability itself, but a lack of awareness that leads to frequent misunderstandings and inadequate support for many.

Offering learnings from the author's lived experience, this book is ideal reading for students of Disability Studies, Psychology, Sociology, and Education. Guidance and suggestions to support inclusion across society are provided, and relevant for anyone who lives and works with or alongside people with Dyspraxia, including teachers, employers, and social care and support workers.

Lived Experiences, Challenges, and Learnings about Dyspraxia: Toward Greater Inclusion

Moira Dunsmore

Dr Annmaree Watharow MD, PhD

Is a decline in vision and hearing just a “fact of life” for people as we age?

Dual sensory impairment is an under-explored and little understood type of disability, but one which can have an enormous impact on those living with it and their partners, families, and carers. The number of people who are living with impairments to both sight and hearing is rapidly increasing as the global population ages, yet the challenges faced as a result are largely invisible. The Third Sense explores the experiences of older adults living with multiple or dual sensory loss, the social consequences, barriers, and stigma faced by people and their loved ones.

Drawn from the lived experience of both the authors and their research participants, this book is necessary and urgent reading for medical practitioners, clinicians, health workers, and social care providers in practice and training; higher education students of Disability Studies, Medicine and related courses, Social Work and related courses, Sociology, and Cultural Anthropology.

Dual Sensory Impairment and the Older Person: An Invisible Epidemic?

Dr Jaime Hoerricks PhD

Disability or difference? How autism is understood varies from place to place.

Drawn from lived experience, this book explores the question of what autism is, and how it is best viewed in society. Dr Jaime Hoerricks PhD – an academic and non-verbal autistic person – interrogates different models of disability, and considers how autism might be seen as a difference in human experience, in light of the need for accommodations and structural supports.

Positioning autism as both a set of traits and an identity, No place for autism? asks what can be done to give place for autistic people and communities.

No Place for Autism?: Exploring the Solitary Forager Hypothesis of Autism in Light of Place Identity

How does a patient with sensory disability – such as a hearing or vision impairment, or both – get effective communication from a health care provider?

Too often, the answer is that they don’t. Communication is crucial for any professional–patient relationship, not least when disability is in the mix. For people living with sensory disability, however, the challenge of knowing what is going on with their healthcare, participating in shared decision making, and retaining an appropriate level of agency, is even greater. Using verbatim testimony from people with first-hand experience of sensory disability, this book explores issues such as accessibility barriers in consent forms, patient information sheets and other paperwork; situational vulnerability to abuse and neglect; and dehumanisation, infantilisation, and disempowerment in care. 

Written by Dr Annmaree Watharow MD PhD, a doctor and author with personal experience of sensory disability, the stories in this book are told using people’s own words, to allow readers to hear directly from the people who most need their own agency. Vital reading for doctors, nurses, health care providers, and social support workers in practice and training, this book will change the way you view sensory disability.

Improving the Experience of Health Care for People Living with Sensory Disability: Knowing What is Going On

What might it look like for an Autistic, non-binary person who lives with mental illness to live well and with hope?

In this book, author and advocate Yenn Purkis reflects on their experiences of life as an Autistic non-binary person who has a diagnosis of atypical schizophrenia. Exploring the intersecting areas of mental health and illness, neurodivergence and neurodiversity, and gender non-conformity, the narrative follows Yenn through experiences of incarceration, psychosis, employment, therapy both helpful and not, medication, diagnosis, stigma and anxiety.

Illuminating reading for students of disability studies, Autism studies, queer studies, and related social sciences, this book will also bring important perspective to those in practice and in training: doctors, psychiatrists, policy makers, teachers, and social workers. Yenn will describe a life well-lived, with and alongside Autism and mental illness, that will provide a vital perspective to anyone studying or working people who share these social identities.

A Life Lived Well as a Non-binary and Autistic Mental Health Advocate: Finding a Place of Hope

Ma. Victoria Ruddock BSN

Dr Nicola Abraham PhD

How did a group of higher education applied theatre placement students learn to connect with patients living with dementia, in an acute hospital setting, during a global pandemic? How did they navigate the liminal spaces of inhabiting a virtual space while striving for real-life presence and an equality of learning and knowledge exchange?

In this book, authors and project leaders Dr Nicola Abraham PhD and Ma. Victoria Ruddock BSN present narratives and anecdotal examples of how the COVID-19 pandemic impacted the learning of these placement students and how they adapted the learning expectations of the project in order to account for the liminality of combining virtual and in-person space inhabitation.

Through stories and reflections from the project the authors explore the meaning of a pedagogy of reciprocity and ways of navigating uncertainty. They discuss the essential need for horizontal team structures to enhance learning experiences and consider the uses of transmedia communication tools.

Supporting Patients Living with Dementia During a Pandemic: Digital Theatre and Educational Spaces

Dr Carrie Grant MBE, PhD (h.c.)

What is it like to be a child with SEND (Special Educational Needs and Disabilities) in schools today? What is it like to be a parent to four such children and fight for their rights?

Carrie Grant’s children have – like all of us – complex identities. Of the four of them, two are autistic, three have AD(H)D, one is adopted, all are of dual heritage, and three hold various queer and trans non-binary identities. In this inspiring and at times heartbreaking book, the presenter, coach, and advocate shares stories from her family’s experiences with education, schools and mental health services, as mum to children who are classified as SEND (Special Education Needs and Disabilities). These stories explore how school – when those delivering and managing education are poorly trained and ill equipped for a diverse population – can be at best ineffective, and, at worst, traumatising. 

An inspiring call to action, this book is essential reading for:

 • Teachers and aspiring teachers who want to know more about how to meet the needs of a diverse classroom.
 • SENCOs (Special Education Needs Coordinators) and those training to work in SEND support.
 • GPs, community health workers, and workers in Child and Adolescent Mental Health Services (CAMHS). 
 • Parents of children with SEND, who want to know how they can engage with formal education to advocate for their child’s needs.

Disability Studies - Bogserien

Disability Studies - Bogserien

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