Neuro-Equality: Autistic Self-Advocates' Views of Education Policy

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-17 - (Young) Adults and Their Stories: Dis/ability Policy, Practice, and Research

Abstract

This study examined the extent to which autistic self-advocates felt their interests were represented in policy and policy conversations related to the education of autistic students in one state in the Northeastern part of the United States. Neuro-equality in policy is necessary for neuro-equality in education. Fenton & Krahn (2007) describe neuro-equality as requiring "equal opportunities, treatment and regard for those who are neurologically different" (p.1). While autistic self-advocates have embraced the concept of neurodiversity (Brown, 2011; Silberman, 2015; Donovan & Zucker, 2016), prompting a paradigm shift in cultural, societal and educational norms, neurodiversity has not yet been embraced in education policy or academic settings in an authentic way. It is critically important to have self-advocate voices represented in policy.

Author

• Elizabeth Stringer Keefe, Stonehill College