Terminology

• Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding Ableist Language: Suggestions for Autism Researchers. Autism in adulthood, 3(1), 18–29. https://doi.org/10.1089/aut.2020.0014
• Walker, N., & Raymaker, D. M. (2021). Toward a Neuroqueer Future: An Interview with Nick Walker. Autism in adulthood, 3(1), 5–10. https://doi.org/10.1089/aut.2020.29014.njw

Neurodivergent Lived Experiences

• Cameron, H. E. (2016). Beyond cognitive deficit: the everyday lived experience of dyslexic students at university. Disability & Society, 31(2), 223–239. https://doi.org/10.1080/09687599.2016.1152951
• Disabled Students UK (DSUK). (2025). Access Insights Report. Available at Access Insights Report (Accessed 02/01/2026)
• Disabled Students UK (DSUK) (2023). The Access Insights 2023 Report. Available at: Access Insights 2023 Report • Disabled Students UK (Accessed on 30/11/2023).
• Disabled Students UK (DSUK). (2022) Going back is not a choice. Available at: “Going Back is Not a Choice” – New report from Disabled Students UK shows 85% of disabled students would benefit from continuation of online learning options – Disabled Students UK (Accessed on: 10/05/2022)  
• Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press. http://www.jstor.org/stable/j.ctvr33d50
• Eide, B. L., & Eide, F. F. (2025). The Dyslexic Advantage: Unlocking the hidden potential of the dyslexic brain. Hay House. 
• Griffin, E., & Pollak, D. (2009). Student experiences of neurodiversity in higher education: insights from the BRAINHE project. Dyslexia, 15, 23–41. https://doi.org/10.1002/dys.383
• Koteyko N, Aiston J, Van Driel M ( 2025 ) . Discourse-based approaches to autistic focused interests: understanding shared focus, mutual accommodation, and multimodal expression . Applied Linguistics10.1093/applin/amaf006
  https://qmro.qmul.ac.uk/xmlui/handle/123456789/104469
• Lambert, R., Harriss, E. (2022) Insider accounts of dyslexia from research mathematicians. Educ Stud Math 111, 89–107. https://doi.org/10.1007/s10649-021-10140-2
• Long R-EM. Access Points: Understanding Special Interests Through Autistic Narratives. Autism in Adulthood. 2025;7(1):100-111. doi:10.1089/aut.2023.0157
• Shaw, S. C. K., & Anderson, J. L. (2018). The experiences of medical students with dyslexia: An interpretive phenomenological study. Dyslexia, 24(3), 220–233. doi: 10.1002/dys.1587
• Walker, E., Shaw, S. C. K., Reed, M., & Anderson, J. L. (2021). The experiences of foundation doctors with dyspraxia: a phenomenological study. Advances in health sciences education : theory and practice, 26(3), 959–974. https://doi.org/10.1007/s10459-021-10029-y

Neurodiversity in Post-Secondary Education

• Accardo, A. L., Bomgardner, E. M., Rubinstein, M. B., & Woodruff, J. (2024). Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000571
• Clouder, L., Karakus, M., Cinotti, A. et al. (2020). Neurodiversity in higher education: a narrative synthesis. High Educ 80, 757–778. https://doi.org/10.1007/s10734-020-00513-6
• Coughlan, T. and Lister, K. (2018). The accessibility of administrative processes: Assessing the impacts on students in higher education. In: Proceedings of the 15th International Cross-Disciplinary Conference on Web Accessibility (Web4All 2018). doi: 10.1145/3192714.3192820
• Disabled Student Commission (DSC). (2023). The Disabled Student Commitment. Available from: The Disabled Student Commitment | Advance HE (advance-he.ac.uk) (Accessed on 25-10-2023)
• Ellis, R. A. and Han, F. (2018). Reasons why some university students avoid the online learning environment in blended courses. Journal of educational multimedia and hypermedia., 27(2), pp. 137–152. Available at: https://www.learntechlib.org/primary/p/178521/ (Accessed on 26/04/2021)
• Lister, K., Coughlan, T., Kenny, I., Tudor, R. and Iniesto, F., (2021). Taylor, the Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students. Education Sciences, [online] 11(10), p.587. doi: 10.3390/educsci11100587.
• Lister, K., Pearson, V. K., Collins, T. D. and Davies, G. (2021). Evaluating inclusion in distance learning: a survey of university staff attitudes, practices and training needs. Innovation: The European Journal of Social Science Research, 34(3) pp. 321–339. doi: 10.1080/13511610.2020.1828048
• Oram, D. (2018). Finding a Way: More Tales of Dyslexia and Dyspraxia in Psychophysical Actor Training, Voice and Speech Review, 12:3, 276-294, DOI:10.1080/23268263.2018.1518375
• Podsiadlik, A. (2021). The Blended Learning Experiences Of Students With Specific Learning Difficulties: A Qualitative Case Study Located In One British Higher Education Institution. International Journal of Disability, Development and Education. doi: 0.1080/1034912X.2021.1876217
• Schneps, M. H., O’Keeffe, J. K., Heffner-Wong, A., & Sonnert, G. (2010). Using Technology to Support STEM Reading. Journal of Special Education Technology, 25(3), 21-33. https://doi.org/10.1177/016264341002500304
• Schneps, M., Brockmole, J., Rose, T., Pomplun, M., Sonnert, G. and Greenhill, L. (2011). Dyslexia Linked to Visual Strengths Useful in Astronomy. Bulletin of the American Astronomical Society. 1. /doi.org/10.1002/dys.1587
• Seale, J., Colwell, C., Coughlan, T., Heiman, T., Kaspi-Tsahor, D., and Olenik-Shemesh, D. (2021). Dreaming in colour: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies. Education and Information Technologies, 26(2) pp. 1687–1719. doi: 10.1007/s10639-020-10329-7
• Sherard, M. K., & Russo-Tait, T. (2025). Exploring the Unstated: Using Critical Discourse Analysis to Examine Faculty Diversity, Equity, and Inclusion Statements. Research in Higher Education, 66(1),1-39. https://doi.org/10.1007/s11162-024-09827-1
• Wallbank, A.J. (2022). Academic Writing and Dyslexia: A Visual Guide to Writing at University. Second Edition. London: Routledge.

Neurodiversity Theory

• Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults, British Medical Bulletin, 135 (1), 108–125. doi.org/10.1093/bmb/ldaa021
• Bertilsdotter Rosqvist, H., N. Chown, and A. Stenning, eds. (2020). Neurodiversity Studies: A New Critical Paradigm. Abingdon: Routledge.
• Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. New York: Routledge.
• Koutsouris, G., Stentiford, L., & Norwich, B. (2022). A critical exploration of inclusion policies of elite UK universities. British Educational Research Journal, 48(5), 878–895. https://doi.org/10.1002/berj.3799
• Lajoie, C. (2022). The problems of access: A crip rejoinder via the Phenomenology of Spatial Belonging. Journal of the American Philosophical Association, 20(2), 318-337. https://doi.org/10.1017/apa.2021.6
• Mulderrig, J. (2012). The hegemony of inclusion: A corpus-based critical discourse analysis of deixis in education policy. Discourse & Society, 23(6), 701-728. https://doi.org/10.1177/0957926512455377
• Oliver, M. and Barnes, C. (2012). The new politics of disablement. Palgrave Macmillan.
• Singer, J. (2017) NeuroDiversity: The birth of an idea. [E-book]. Available at: NeuroDiversity: The Birth of an Idea: Amazon.co.uk: Singer, Judy: 9780648154709: Books. (Accessed on: 24/04/2022)
• Taylor, H., Fernandes, B., & Wraight, S. (2022). The Evolution of Complementary Cognition: Humans Cooperatively Adapt and Evolve through a System of Collective Cognitive Search. Cambridge Archaeological Journal, 32(1), 61–77. doi:10.1017/S0959774321000329
• Walker, N. (2021). NEUROQUEER HERESIES: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. LLC: Autonomous Press.
• Wallbank, A.J. (2022). Academic Writing and Dyslexia: A Visual Guide to Writing at University. Second Edition. London: Routledge.