Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article.
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| Title: | Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article. |
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| Authors: | Cook, Anna1 anna.cook@surrey.ac.uk |
| Source: | Journal of Research in Special Educational Needs. Jul2024, Vol. 24 Issue 3, p627-636. 10p. |
| Subject Terms: | *Neurodiversity, *Inclusive education, *Teacher development, *Critical thinking, *Schools, Social justice |
| Abstract: | Teachers agree on the pivotal role of inclusion for social justice, but reductive conceptualisations of neurodiversity as akin to deficit or impairment inhibit the capacity or willingness of teachers to adapt pedagogical strategies to meet diverse student needs. Existing research underscores the association between positive attitudes towards inclusion and effective inclusive practice. Less research focuses on ideological assumptions held by teachers arising from their own experiential narratives or engagement with theories underpinning social equity and neurodiversity as accepted facets of mainstream education. Several factors may influence teacher conceptualisations. Regulatory frameworks for teacher training and development can foster the internalisation of technicist approaches to teaching that are less personalised and responsive to a broad range of pupil needs. Explicit reflection on beliefs, goals and self‐perceptions pertaining to teaching practice can broaden conceptualisations and galvanise change, but these aspects are frequently overlooked within teacher education programmes. Further research is needed to increase our understanding of prevailing conceptions and misconceptions of neurodiversity within the education landscape. By challenging societal assumptions of 'normalcy', future research should provide conceptual and pedagogical tools to advance understanding of the barriers to inclusive practice in schools and increase teachers' capacity to embrace a more inclusive pedagogical approach. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Teachers agree on the pivotal role of inclusion for social justice, but reductive conceptualisations of neurodiversity as akin to deficit or impairment inhibit the capacity or willingness of teachers to adapt pedagogical strategies to meet diverse student needs. Existing research underscores the association between positive attitudes towards inclusion and effective inclusive practice. Less research focuses on ideological assumptions held by teachers arising from their own experiential narratives or engagement with theories underpinning social equity and neurodiversity as accepted facets of mainstream education. Several factors may influence teacher conceptualisations. Regulatory frameworks for teacher training and development can foster the internalisation of technicist approaches to teaching that are less personalised and responsive to a broad range of pupil needs. Explicit reflection on beliefs, goals and self‐perceptions pertaining to teaching practice can broaden conceptualisations and galvanise change, but these aspects are frequently overlooked within teacher education programmes. Further research is needed to increase our understanding of prevailing conceptions and misconceptions of neurodiversity within the education landscape. By challenging societal assumptions of 'normalcy', future research should provide conceptual and pedagogical tools to advance understanding of the barriers to inclusive practice in schools and increase teachers' capacity to embrace a more inclusive pedagogical approach. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.12656 |
