Simulative and Dissimulative Masking: Resolving How Educational Practice That Protects Neurodivergent People from Harm Can Suppress Learning
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| Title: | Simulative and Dissimulative Masking: Resolving How Educational Practice That Protects Neurodivergent People from Harm Can Suppress Learning |
|---|---|
| Language: | English |
| Authors: | Sam Grant (ORCID |
| Source: | British Journal of Special Education. 2026 53(1):5-17. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Practices, Special Needs Students, Neurodevelopmental Disorders, Students with Disabilities, Autism Spectrum Disorders, Educational Experience, Self Control, Attribution Theory |
| DOI: | 10.1111/1467-8578.70066 |
| ISSN: | 0952-3383 1467-8578 |
| Abstract: | The issue of how best to support neurodivergent learners with high need in educational settings has received much attention, with many questioning how an individual can be safeguarded while maintaining their autonomy. Using Participatory Action Research (PAR), the authors draw on the experiences of neurodivergent learners, and their families, to examine the phenomena of restrictive practices and masking. This approach has been influenced by the lead author's own autism diagnosis, and how this impacted their educational experience. Two aspects of masking are presented: dissimulative (suppression of neurodivergent behaviours) and simulative (performance of accepted behaviours). The article describes a process where neurodivergent learners in a hostile environment learn to regulate and restrict their own behaviours, often without the provision noticing their distress and continuing to deliver inappropriate support, while misattributing blame to parents. This self-imposed mode of restraint is termed 'internalised restraint'. Through understanding the nuances in neurodivergent behaviours of distress, educators can create a learning environment better suited to all. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499242 |
| Database: | ERIC |
| Abstract: | The issue of how best to support neurodivergent learners with high need in educational settings has received much attention, with many questioning how an individual can be safeguarded while maintaining their autonomy. Using Participatory Action Research (PAR), the authors draw on the experiences of neurodivergent learners, and their families, to examine the phenomena of restrictive practices and masking. This approach has been influenced by the lead author's own autism diagnosis, and how this impacted their educational experience. Two aspects of masking are presented: dissimulative (suppression of neurodivergent behaviours) and simulative (performance of accepted behaviours). The article describes a process where neurodivergent learners in a hostile environment learn to regulate and restrict their own behaviours, often without the provision noticing their distress and continuing to deliver inappropriate support, while misattributing blame to parents. This self-imposed mode of restraint is termed 'internalised restraint'. Through understanding the nuances in neurodivergent behaviours of distress, educators can create a learning environment better suited to all. |
|---|---|
| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.70066 |
