Although the attention for neurodiversity in human resource management (HRM) is growing, neurodivergent individuals are still primarily supported from a deficit-oriented paradigm, which points towards individuals' deviation from neurotypical norms. Following the HRM process model, our study explored to what extent a strengths-based HRM approach to the identification, use, and development of strengths of neurodivergent groups is intended, implemented, and perceived in organizations. Thirty participants were interviewed, including HRM professionals (n=15), supervisors of neurodivergent employees (n=4), and neurodivergent employees (n=11). Our findings show that there is significant potential in embracing the strengths-based approach to promote neurodiversity-inclusion, for instance with the use of job crafting practices or (awareness) training to promote strengths use. Still, the acknowledgement of neurodivergent individuals' strengths in the workplace depends on the integration of the strengths-based approach into a supportive framework of HR practices related to strengths identification, use, and development. Here, particular attention should be dedicated to strengths development for neurodivergent employees (e.g., optimally balancing strengths use). By adopting the strengths-based HRM approach to neurodiversity as a means of challenging the ableist norms of organizations, we add to the HRM literature by contributing to the discussion on how both research and organizations can optimally support an increasingly diverse workforce by focusing on individual strengths
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The neurodiversity movement advocates seeing autism as a variation on cognitive information processing rather than a disorder. Healing practices related to homosexuality and other forms of sexual identity (trans, bi, etc.) will become punishable. Will trying to cure a neurodiverse person from autism become punishable too? In terms of accepting the sometimes amazing talents that neurodiverse people may exhibit, there’s still a long way to go, to let them develop their uniqueness from an early age.
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Nowadays the term “neurodiversity” is used more and more to indicate people with a form of autism and/or ADHD. The idea here is not to view autism or ADHD as a disorder or a deficit, but as a natural variation in the development of cognitive processes in the human brain. In this article, our research with ItVitae on persons with ASD is reported. It is conluded that if ASD is a disorder, it is with also great potential!
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Applied psychology in education can stand for social connection, for a world that is getting richer, in which more colours are accepted. Also, a world in which neurodiversity plays a key role. A world in which educational programs start from an in-depth understanding of target groups, guaranteeing that users are involved as co-designers in the development of new methods that restore and support inclusiveness.
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Research shows that neurominorities face barriers in achieving their career potential. Hence, there is an increasing need for insights into how a neuro-inclusive and sustainable career ecosystem can be fostered. This study aims to shed light on the strengths-based practices implemented in organizations to develop sustainable career ecosystems for and with neurodivergent workers. This qualitative study is based on in-depth interviews with 31 participants (i.e. HR professionals, line managers and [neurodivergent] employees), follow-up focus groups with 12 participants and a survey with open-ended questions. A hybrid thematic analysis was used to analyze the data.
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This interview focuses on employee performance and HR Analytics.
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In this short article the author reflects on AI’s role in education by posing three questions about its application: choosing a partner, grading assignments, and replacing teachers. These questions prompt discussions on AI’s objectivity versus human emotional depth and creativity. The author argues that AI won’t replace teachers but will enhance those who embrace its potential while understanding its limits. True education, the author asserts, is about inspiring renewal and creativity, not merely transmitting knowledge, and cautions against letting AI define humanity’s future.
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Our dreams are no longer small-scale. Through Zoom and Teams, Facebook and Instagram, and previously through satellite TV and big names like Radiohead and the Beatles, we became globally connected. From our cages, we look through our common window – the world wide web – at the same content and images and share the same dreams. This has two sides, positively, the Babylonian confusion of tongues has now really been overcome. Negatively we are colonized by (Big) technology and the world language (basic) English. It is certain that diversity in these uniform movements has come under pressure. This applies to biodiversity and cultural diversity, but also to neurodiversity. Increasingly more people can no longer keep up with the worldwide (visual) language and apps - and with the cohesive loss of physical, small-scale connection in place and language.
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Hoe vergroot je als leerkracht en jeugdhulpverlener op integralewijze de betrokkenheid van leerlingen met autisme? In dit project zijnop basis van onderzoek verschillende tools ontwikkeld. Klik op de onderstreeptetitel om ze te zien.
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Openbare les Dr. Saskia A.M. Wijsbroek. Verschuivende ideeën over ontwikkeling en identiteit van jeugdigen kunnen voortvarender geïntegreerd worden in het denken en handelen binnen het jeugddomein. Bestaande concepten en werkwijzen dienen daartoe verder ontwikkeld te worden, om zo meer ruimte te maken voor het combineren van kennis uit drie kennisbronnen: wetenschappelijke kennis, ervaringskennis van burgers en praktijkkennis van professionals. Dit proces wordt optimaal zichtbaar in de alliantie tussen professional, jeugdige en gezinsleden.
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