Announcements

• Revisiting Intellectual Disability in Autistic Individuals, Towards New Perspectives

  2025-02-04

  The EDNA journal invites the academic community and autistic individuals with intellectual and language disabilities to revisit the notion of intellectual disability. Promoting an inclusive dialogue, this call for papers seeks to challenge ableism and stigma, and to foster a deeper understanding of abilities, quality of life, well-being, and autonomy.

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• Call for Papers: Montessori, Other New School Pedagogies, and Contemporary Derivatives, for Education in Autism and Other Forms of Neurodiversity

  2025-02-01

  In recent decades, there has been a growing interest in understanding and addressing appropriate educational possibilities for children with diverse neurodiversity conditions, including autism. The Montessori pedagogy, along with other New School pedagogies, such as Waldorf pedagogy, Reggio Emilia, the Freinet method, and other derived approaches, such as those proposed by the Harvard Project Zero, Pikler Pedagogy, Sudbury Valley, and others, has stood out for its child-centered approach, individualized learning, and respect for their unique learning rhythms and styles.

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• Freud's Legacy and New Psychoanalytic Perspectives on Autism

  2025-01-28

  EDNA invites submissions that explore new psychoanalytic perspectives on understanding and addressing autism and other neurodiversity conditions. We aim to move beyond outdated stereotypes and foster interdisciplinary dialogue that integrates psychoanalysis with other fields of knowledge.

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• Internships 2025-2026

  2025-01-24

  We are seeking interns for the 2025-2026 academic year at El Pez Volador / Cerena (Neurodiversity & Autism Reference Centre), located in the Andean northern region of Argentina. Up to 5 positions available, each lasting 3 to 8 weeks.  Read More Read more about Internships 2025-2026

• Call for Papers: Behaviorism and Applied Behavior Analysis in Education: A Critical Review

  2025-01-24

  This special issue aims to examine the application of behaviorist principles in education, particularly the specific model known as Applied Behavior Analysis (ABA), with a specific focus on autism and other neurodivergent conditions. We seek critical perspectives that evaluate its efficacy, ethics, and compatibility with human well-being, progress, and development, as well as valid arguments or alternatives from positive and affirming perspectives of neurodiversity.

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