Personnel departments and personality discrimination

I could have written this post yesterday–and yet it’s 7 years old.

Where is the Neurodiversity Movement when it’s most needed?


  • Does personality diversity count as part of neurodiversity? 
  • What about viewpoint diversity?
  • What about diversity within autism?
  • When it comes to workplace neurodiversity, should we privilege some forms of neurodiversity over others?

After all, all of the above is ultimately a matter of neurology–as opposed to physiology or, say, metaphysics.

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If you’re facilitated, are you an autistic person or a person with autism?

We’ve been getting lots of comments at recently, as well as the occasional email message. Not all of them are particularly friendly. 

Here is an old post about a message I got a while ago. Even though this comment is not about FC,  and even though FC wasn’t as much on my mind then as it is now, an FC connection still leapt out at me.

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Why facilitated communication and its variants cannot be compared to sign language

I recently posted this comment at in response to a comment on a post from last October about Penn State’s hosting of a pro-FC event. Given all that’s gone on since Penn State hosted this conference (for example, this), and the persistence of certain problematic claims, I think it’s worth posting here, too.

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Revolutionary ideas: plus ca change, plus c’est la meme chose

Ongoing claims that schools need an overhaul because they’re based on 19th century models reminded me of this post from 7 years ago.

At this point, I’d take Alfred North Whitehead’s observation one step further. When over an extended period of time a variety of people with compelling credentials and affiliations proclaim repeatedly in mainstream media outlets that we need a certain type of revolution (whether in education, in priorities, and/or in how we think or act), there’s a good chance that this revolution is long over and that the ideas that support it are old hat.

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Stop belaboring the easy stuff and redirect that time to the hard stuff

Recent claims about how students don’t understand the “equals” sign (and therefore require lessons on the underlying concept of mathematical equality) remind me of yet another old post.

(Perhaps the biggest reason why kids appear not to understand the equals sign is because they’re having trouble making sense of the stuff on either side of it).

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Questioning J’s Autism Diagnosis

I’ve never questioned it; no psychiatric or psychological professional who has ever evaluated J has ever questioned it; no one who has actually met J has ever questioned it.

But a couple of non-autism experts who haven’t met him have questioned J’s autism. They’ve either wondered whether J is at the functioning level I report him at, or (!) whether he’s autistic at all. Surprisingly, these folks are themselves autism parents.

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Some clarifications about message passing research for FC and its variants

 In a recent comment on, I wrote:

Any experienced facilitators who are interested in exploring the possibility of ideomotor effects during facilitation will find researchers eager to work with them. Unfortunately, facilitators since the early 1990s have been instructed “don’t test,” and nearly all are compliant with that maxim.

Could it be that the facilitators and parents of facilitated individuals are no longer interested in/curious about exploring the ideomotor effects in FC?

Of course I’m not saying that there are no facilitators/parents who consider themselves to be interested in exploring the ideomotor effects in FC. Indeed, there are such people out there, though in some cases they have alienated potential research partners so much that those particular researchers have no interest in having anything to do with them. Nonetheless, if such a parent/facilitator really wants to, they can certainly find other research partners whom they haven’t alienated.

As for my interest in such research, I’m game–provided that:

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