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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 0009-0008-3648-0567), Ken Fero, Annelise Grant
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
FullText Text:
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  Data: Simulative and Dissimulative Masking: Resolving How Educational Practice That Protects Neurodivergent People from Harm Can Suppress Learning
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  Data: <searchLink fieldCode="AR" term="%22Sam+Grant%22">Sam Grant</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-3648-0567">0009-0008-3648-0567</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ken+Fero%22">Ken Fero</searchLink><br /><searchLink fieldCode="AR" term="%22Annelise+Grant%22">Annelise Grant</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. 2026 53(1):5-17.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Neurodevelopmental+Disorders%22">Neurodevelopmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+Theory%22">Attribution Theory</searchLink>
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  Data: 10.1111/1467-8578.70066
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  Data: 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.
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      – SubjectFull: Neurodevelopmental Disorders
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      – SubjectFull: Educational Experience
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      – SubjectFull: Self Control
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      – SubjectFull: Attribution Theory
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      – TitleFull: Simulative and Dissimulative Masking: Resolving How Educational Practice That Protects Neurodivergent People from Harm Can Suppress Learning
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