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Centering Neurodivergent Voices and Perspectives in Education
Thu, April 9, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 2Session Type: Roundtable Session
Abstract
This session centers neurodivergent voices and perspectives to re-envision educational equity, pedagogy, and research-practice collaboration. Presenters explore co-design in learning, neurodiversity-affirming teaching in STEAM contexts, and the lived experiences of neurodivergent students. These studies advance an asset-based, participatory framework that moves beyond access toward belonging, agency, and authentic inclusion in education.
Sub Unit
Chair
Papers
When Inclusion Excludes: DisCrit Insights into the Racialized and Medicalized Framing of Neurodiversity - Chelsea Tracy-Bronson, Stockton University; Sara Scribner, Plymouth State University
Belonging through design: Neurodivergent co-designers reflect on their experiences in an informal STEM internship - Wendy B. Martin, Education Development Center, Inc.; Samantha Tumolo, Education Development Center, Inc.; Susan M. Letourneau, New York Hall of Science; Ariana Riccio Arista, Education Development Center, Inc.
Listening Bodies, Cold Calls, and the Burden of Existing: #Neurodivergent Students' Perspectives on School - Dana Baker, Fairleigh Dickinson University
Neurodivergent-affirmative teaching practices in the context of STEAM and beyond - Corey Reutlinger, Arizona State University; Margarita Pivovarova, Arizona State University; Mirka E. Koro, Arizona State University; Seth Thorn, Arizona State University; Anani M. Vasquez, Neurodiversity Education Research Center; Robert Stenson, University of Jamestown; Denise Ripps, Rethink Microschools
Beyond Equal Access: Reconceptualizing Educational Equity Through Neurodiversity-Affirming Pedagogy in Special Education - Holly Haynes, Truett McConnell University; Julian Gonzalez, The Jacob's Ladder Group; Amy O'Dell, The Jacob's Ladder Group