"I'm on...that one carnival ride"
My mind quickly created images with each word my student spoke as she explained her internal writing process compared to those of her classmates. “Some people…they just rollercoaster through it and they don't look back. I'm on…it's not even a loop, it's like that one carnival ride that's just a ring with a roller coaster cart on it…” The student pointed up with her right index finger and closed the rest tightly. Then she started moving her hand and arm synced together in horizontal circles, faster and faster, while making a whooshing sound between her teeth. “The thing you can vomit on and it lands on your own head?” I nodded and smiled because I understood what writing on a tilt-a-whirl was like, probably more than she realized.
Below are a series of recent academic works with citations and links:
"Framed within Critical Disability Theory and Neurodiversity Paradigm: A Qualitative Examination of Challenges and Successes Experienced by Neurodivergent Writing Tutors in a Neurodivergent High School"
In this second part of his two-part study, soon to be published in the 2026 issue of the Journal of Teaching Disability Studies, Dr. Harrison specifically examines the obstacles and effective practices experienced by his neurodivergent writing tutors working with neurodivergent peers, and how this can inform the field of disability studies.
Harrison, D. (forthcoming 2026). Framed within critical disability theory and neurodiversity paradigm: A qualitative examination of challenges and successes experienced by neurodivergent writing tutors in a neurodivergent high school. Journal of Teaching Disability Studies, 4(1).
Harrison, D. (2026). Book review: “Radical Writing Center Praxis: A Paradigm for Ethical Political Engagement.” Journal of Peer Tutoring in Secondary Schools, 6(1), 45-47.
Reviewing "Radical Writing Center Praxis"
In this 2026 JPTSS article, Dr. Harrison reviews Laura Greenfield's book Radical Writing Center Praxis: A Paradigm for Ethical Political Engagement. He highlights Greenfield's vision for liberatory practice, tutor agency, and the need for radical change in writing centers overall. He also discusses how secondary school writing centers are perhaps the most primed spaces ready to fully implement a radical praxis approach, if they're not doing so already.
"Neurodivergent Peer Tutoring and Anti-ableism"
In his 2026 breakout article published in The Writing Center Journal, Dr. Harrison shares part one from a first-of-its-kind multiple case study diving into the personal, relational, and formative aspects of the lived experiences of two neurodivergent students as they conducted writing consultations with their neurodivergent peers in an independent special education high school. The results of the study included debunking certain bodymind stereotypes like “lack of empathy” as well as calling for the reexamination of traditional writing center practices like forced read-alouds.
Harrison, D. (2026). Neurodivergent peer tutoring and anti-ableism: Two high schoolers’ lived experiences while working in a neurodiversity-based writing center. The Writing Center Journal, 44(1), 1-27. DOI: https://doi.org/10.7771/2832-9414.2135
Harrison, D. (March 6, 2026). Confronting differences in the neurodiverse writing center. Axis: The PRAXIS Blog. https://www.praxisuwc.com/axis-blog/2026/3/6/confronting-differences-in-the-neurodiverse-writing-center
"Confronting Differences in the Neurodiverse Writing Center"
In this 2026 Praxis post, Dr. Harrison shares an experience from his own writing center, a place where neurodiversity is supposed to be celebrated, yet neuronormativity had unintentionally surfaced. This reflection discusses the issue and how as writing center staff we might want to address it.
"Superhero, Changemaker, Advocate: Exploring Neurodiversity in the Writing Center"
In this article, published in the Spring 2025 issue of the Journal of Peer Tutoring in Secondary Schools, Dr. Harrison explores the intricacies of the various experiences of neurodivergent high schoolers visiting their writing center and how those experiences as student writers, as well as those of the tutors and director, have informed neuro-inclusive writing center practices.
Harrison, D. (2025). Superhero, changemaker, advocate: Exploring neurodiversity in the writing center. Journal of Peer Tutoring in Secondary Schools, 5(1), 15-21.
Harrison, D. (2025). “Not perfect is OK?”: Exploring the use of AI in the writing classroom. CEA Mid-Atlantic Review, 33, 34-47.
"'Not perfect is okay?': Exploring the use of AI in the ELL Writing Classroom"
In the 2025 issue of the CEA Mid-Atlantic Review, Dr. Harrison's article explores the language complexities already facing students, especially students whose native language isn't English, and how they may lean on generative AI for potential help. This article illuminates the growing debate over how we as writing educators might choose to embrace the unique writing voice of our students as well as show them how to leverage their AI resources without compromising their author authenticity. Harrison concludes that as writing pedagogues, we must accept that "not perfect is okay," and in fact, perhaps it should be preferred in the classroom in order to preserve the student's natural voice.
"Understanding Neurodivergence within Secondary (grades 8-12) and Postsecondary (College/University) Writing Centers, 1984-2024:
A Forty Year Comprehensive Literature Review"
This 2025 avant-garde systematic review of the literature reporting on disabilities/neurodivergence in both secondary and post-secondary writing centers shows a gradual transition from “diagnose-and-accommodate” strategies to ADA compliance toward universal design, attempts at more client-centered flexibility, and a burgeoning hope for more anti-ableist policies. Dr. Harrison notes that despite growing inclusion of neurodivergent voices and the institutionalization of terms like “neurodivergent” and “neurodiversity,” significant gaps persist, particularly the scarcity of empirical research elevating neurodivergent voices within secondary school writing centers.
Harrison, D. (2025). Understanding neurodivergence within secondary (grades 8-12) and postsecondary (college/university) writing centers, 1984-2024:
A forty year comprehensive literature review. EdArXiv. DOI: https://doi.org/10.35542/osf.io/e4pg6_v1