Bringing a Missing Diversity Into School: Introduction of the Neurodiversity-Informed Culturally Responsive Framework

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 3
  In Roundtable Session: Pushing the Dialogue on Equity, Inclusion, and Justice in Educational Change

Abstract

Addressing diverse needs of students has been a longstanding topic of interest in education, but some dimensions of diversity receive less attention. Neurodiversity challenges traditional ideas of normality and abnormality, celebrating variation in neurocognitive functioning and behavior. As neurodiversity culture becomes more prominent, its implications for culturally responsive practices in education remain unexplored. We propose a neurodiversity-informed culturally responsive (NICR) framework that: (1) prioritizes neurodivergent well-being over neurotypical success; (2) affirms neurodivergent voices; (3) approaching neurodivergent lived experiences in context; (4) creates environments sensitive to neurodivergent personhood; and (5) co-produces knowledge with the neurodivergent community. Implications of the NICR framework for practices and research in school psychology and education are discussed.

Authors

• Hoi Kiu Karis Tao, The Chinese University of Hong Kong

• Gary Lam, The Chinese University of Hong Kong