عنوان

Neurodivergent Leadership:

Number

TL1pn5w9bv

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Neurodivergent Leadership:

General Material Designation

[Thesis]

First Statement of Responsibility

Harrison, Laura Suzanne

Title Proper by Another Author

Building Multiple Possible Futures Through Intersectional Interdependence

Subsequent Statement of Responsibility

Fukurai, Hiroshi

Name of Publisher, Distributor, etc.

UC Santa Cruz

Date of Publication, Distribution, etc.

2019

Body granting the degree

UC Santa Cruz

Text preceding or following the note

2019

Text of Note

Ala Costa Adult Transition (ACAT) and Adult Community Training (ACT) Programs' "neurodivergent leadership" and "Neurodivergent Education Model" (NEM) present a unique moment of opportunity for a neurodivergent and disabled ethnographer. In the findings from a case study of the ACAT/ACT programs, this project analyzes how "intersectional interdependence" is mobilized in transition-making and how "transition-making," grounded in self-determination skill training, can work as a model for social movement and change. Through the trope of a Carroll-ian "rabbit hole," this project travels through its Berkeley, CA field site to explore territories where self-determination skills are taught and shared among/between a majority-neurodivergent group of Community-Based Teachers/Instructors (CBTIs) and intergenerational cohorts of Intellectually and/or Developmentally Disabled (I/DD) adults immersed in their IDEA mandated "Transition Program." Under a disabled, neurodivergent, and autistic (DNA) leadership, ACAT/ACT CBTIs and I/DD students have, for just over a decade, been immersed in the intersectional work of designing interdependent and accessible methods of self-determination training that resist dominant and assimilationist methods of Applied Behavioral Analysis, Normalization (be it behavioral or environmental), and/or Social Role Valorization. In working toward multiple possible futures for neurodivergent communities un-restrained by neurotypical disciplinary methods of compliance-making, the ACAT/ACT programs offer trauma-informed self-determination skill training for I/DD adults attempting to do the work of deinstitutionalization begun by past generations of neurodivergent leaders that is transition-making.

Harrison, Laura Suzanne

Fukurai, Hiroshi

UC Santa Cruz

Electronic name

p

[Thesis]

276903

a

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