This piece dialogically makes methodological, theoretical, and substantive contributions to existing literature on autoethnography, Foucault and queer temporality studies, and autism. The text is based on ethnographic observations from a psych education class for adults diagnosed with autism and an interview with a psychologist who teaches the class. A layered account approach is used to explore the emergent lived experience of time and space for people diagnosed with autism. The concept of chrononormativity serves as a starting point for understanding the autism experience and a springboard for the introduction of an analytical concept that I term toponormativity.

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