The article 'Obstacles in the Way of Neuro-Affirming Practice in Educational Settings' identifies and examines systemic barriers hindering the implementation of neurodiversity-affirming practices in education. These obstacles include rigid fairness models, deficit-based ideologies, over-reliance on behaviourist approaches, and epistemic injustice, which collectively marginalise neurodivergent students. The piece advocates for a paradigm shift towards equity, sensory safety, co-regulation, and inclusive decision-making, emphasising the importance of listening to neurodivergent voices and embracing diverse cognitive and communication styles.
The article 'Obstacles in the Way of Neuro-Affirming Practice in Educational Settings' identifies and examines systemic barriers hindering the implementation of neurodiversity-affirming practices in education. These obstacles include rigid fairness models, deficit-based ideologies, over-reliance on behaviourist approaches, and epistemic injustice, which collectively marginalise neurodivergent students. The piece advocates for a paradigm shift towards equity, sensory safety, co-regulation, and inclusive decision-making, emphasising the importance of listening to neurodivergent voices and embracing diverse cognitive and communication styles.
