About the Journal

Aim

Neurodivergences is a peer-reviewed, interdisciplinary journal devoted to the exploration, understanding, and advancement of knowledge surrounding the broad spectrum of neurodivergent experiences. The journal aims to serve as a rigorous, inclusive, and contemporary academic platform that spans cognitive, educational, clinical, technological, and sociocultural perspectives.

Our primary mission is to amplify diverse ways of thinking and learning by publishing original research, theoretical contributions, lived experiences, and applied studies related to neurodivergence. We focus on conditions such as autism, ADHD, dyslexia, dyspraxia, and giftedness (high intellectual ability), acknowledging that these forms of cognition often intersect and exist along a fluid and complex continuum. The journal seeks to foster critical dialogue, policy development, inclusive practices, and innovation in education, psychology, health, and social systems.

Scope

Neurodivergences welcomes scholarly, clinical, and experiential contributions in all areas relevant to the neurodivergent spectrum, including but not limited to:

  • Autism and Neurodevelopmental Conditions
    Research and practice related to autism spectrum conditions, sensory processing, communication profiles, masking, co-occurring conditions, and strengths-based approaches.

  • Attention and Executive Function Differences
    Studies on ADHD, executive dysfunction, attention regulation, hyperfocus, and compensatory strategies across the lifespan.

  • Learning Differences and Specific Learning Disabilities
    Dyslexia, dyscalculia, dysgraphia, dyspraxia, and the neurocognitive and educational frameworks that support diverse learners.

  • Giftedness and Twice-Exceptionality
    Identification, support, and development of high intellectual ability, creativity, asynchronous development, and the challenges of dual diagnosis (2e: twice exceptional individuals).

  • Mental Health and Wellbeing
    Intersection between neurodivergence and mental health, access to support, trauma-informed care, and stigma reduction.

  • Identity, Language, and Lived Experience
    First-person narratives, self-advocacy, identity formation, and the sociopolitical discourse surrounding neurodiversity and inclusion.

  • Technology, Accessibility, and Assistive Innovation
    Development and evaluation of tools, software, AI applications, augmentative communication, and universal design for learning (UDL).

  • Inclusive Education and Pedagogy
    Strategies for inclusive classroom practices, curriculum adaptation, educator training, and policy development.

  • Workplace Inclusion and Social Participation
    Employment frameworks, accommodations, neurodiversity in the workplace, community integration, and systemic barriers.

  • Ethics, Policy, and Advocacy
    Ethical challenges, policy implications, legal rights, neurodiversity-affirming practices, and critical perspectives on diagnosis and intervention.