View in EDS HTML Full Text PDF Full Text

Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article.

Saved in:
Bibliographic Details
Title: Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article.
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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 178355230
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cook%2C+Anna%22">Cook, Anna</searchLink><relatesTo>1</relatesTo><i> anna.cook@surrey.ac.uk</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Jul2024, Vol. 24 Issue 3, p627-636. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Neurodiversity%22">Neurodiversity</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178355230
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1471-3802.12656
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 627
    Subjects:
      – SubjectFull: Neurodiversity
        Type: general
      – SubjectFull: Inclusive education
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Social justice
        Type: general
    Titles:
      – TitleFull: Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cook, Anna
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 14713802
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Research in Special Educational Needs
              Type: main
ResultId 1