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Timothy J. Smith – International Journal of Art & Design Education, 2024
Crip time is a fluid term with various definitions that pertain to the ways that disabled people experience time. In one sense, the effects of crip time can be constraining, particularly when it results in an encounter with ableist institutional and societal barriers. But crip time can also take on a liberatory form as a mode of resistance and a…
Descriptors: Art Education, Time, Neurodevelopmental Disorders, College Students
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Lynette Y. L. Chan; Teresa Senserrick; Beth Saggers – Review Journal of Autism and Developmental Disorders, 2024
School buses facilitate access to education for many children. This research aimed to systematically review factors associated with safe school bus transportation for children with neurodevelopmental disorders (NDDs). Searches of 5 databases, combining terms denoting NDDs and school buses, for English publications since 2000, yielded only 12…
Descriptors: Students with Disabilities, Neurodevelopmental Disorders, School Buses, Bus Transportation
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Johan Edin – Education Inquiry, 2025
School leaders hold key roles in the organisation of educational support. In several Swedish municipalities, municipality organisers and school leaders provide segregated special educational solutions (SSESs) for pupils diagnosed with neurodevelopmental disorders (NDs). This article aims to contribute with knowledge about the Swedish special…
Descriptors: Special Education, Students with Disabilities, Neurodevelopmental Disorders, Administrator Attitudes
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Lucie Margot Ducarre – Review Journal of Autism and Developmental Disorders, 2025
This paper aims at reviewing autistic children's lived educational experience to inform ongoing legal and conceptual debates about their right to education. The results showed that autistic children display a great diversity of educational needs and preferences, which should be met with personalized solutions respectful of their individual and…
Descriptors: Autism Spectrum Disorders, Children, Student Needs, Students with Disabilities
Emilia Maria Juarez-Rueda – ProQuest LLC, 2024
The problem is neurodivergent students continue to experience exclusion and segregation resulting in a loss of social interactions, decreased academic growth and progress, and any decline in developmental growth in the all-inclusive classroom. The purpose of this qualitative participative action research was to develop strategies for…
Descriptors: Neurodevelopmental Disorders, Inclusion, Social Integration, Educational Strategies
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Jaanet Salminen; Miia Laasanen; Leena Leinonen; Max Karukivi; Riitta Vornanen; Minna Alin; Minna Kyttälä – European Journal of Special Needs Education, 2025
This scoping review aims to synthesise what is known about professional collaboration among schools, healthcare and social care for children with neurodevelopmental disorders. Papers (N = 29; discussions, theoretical, empirical; 2003-2022) were selected in early 2023 from seven databases and supplemented by manual search. The analysis was…
Descriptors: Literature Reviews, Neurodevelopmental Disorders, Children, Adolescents
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Ellen Hogan; Becca Edwards; Leslie D. Cramblet Alvarez – Journal of Postsecondary Education and Disability, 2024
A collaboration between campus partners including the center for teaching and learning and a fee-based student learning support program set out to engage faculty in an educational campaign aimed at designing inclusive classrooms for neurodiverse students. The Neurodiversity Institute, a two-day interactive experience, provides faculty with tools…
Descriptors: Universities, Access to Education, Inclusion, Partnerships in Education
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Laura Flores Shaw; Dana Baker – Montessori Life: A Publication of the American Montessori Society, 2024
As every Montessorian knows, Dr. Montessori's pedagogy evolved through her work with "phrenasthenic," or disabled and neurodivergent, children in Rome (Trabalzini, 2011). This historical knowledge may lead to the assumption that Montessori education epitomizes inclusive education--that Montessori is indeed education for all children,…
Descriptors: Montessori Method, Student Diversity, Cognitive Ability, Inclusion
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Christin B. Monroe; Jan Coplan; Dylan Sullivan; Rebecca W. Matte – New Directions for Higher Education, 2025
In a 1-credit evolving STEM Community and Identity course, low-income and neurodivergent students participate in cohort activities to build community and develop their professional STEM portfolios. The strengths-based Birkman Method personality survey is used to enhance STEM identity and clarify communication and work styles. This course involves…
Descriptors: Language Usage, Students with Disabilities, Neurodevelopmental Disorders, College Students
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Sarah Griffiths; Laura Lucas; Debbie Gooch; Courtenay Frazier Norbury – JCPP Advances, 2025
Background: Language ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness…
Descriptors: Special Education, Educational Needs, Outcomes of Education, Language Impairments
Readiness and Emergency Management for Schools Technical Assistance Center (REMS), 2024
Taking an inclusive and equitable approach to emergency management planning means considering the needs of all populations, and neurodivergent individuals are entitled to the same emergency services as neurotypical individuals. Core planning teams should team up with disability specialists, parents and guardians, and Individualized Education…
Descriptors: Elementary Secondary Education, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Learning Disabilities
Simone R. Dufresne – ProQuest LLC, 2024
The estimated prevalence of neurodivergent (ND) conditions is approximately 15-20% of the population in the United States (Doyle, 2020; Maenner et al., 2023). ND students are increasingly enrolling in mainstream colleges and universities (Bakker et al., 2019) but report that they are not receiving adequate support on campus (Dexter et al., 2024;…
Descriptors: Neurodevelopmental Disorders, Students with Disabilities, Workshops, Program Development
Lori B. Vincent; Elizabeth L. W. McKenney; Kate A. Helbig – Communique, 2025
School psychologists can promote inclusion and support students with autism and their caregivers using effective consultation and collaboration practices. This article reviews some themes from recent articles in a special issue of "Journal of Educational and Behavioral Consultation" entitled, "Consultation and Collaboration to…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Consultation Programs, Cooperation
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Sophia Salvatore; Claudia White; Stephen Podowitz-Thomas – International Journal of STEM Education, 2024
Although group work is increasingly used in STEM courses and may lead to improved academic outcomes, there is evidence that some implementations of group work may lead to unintended barriers for certain students' learning. Despite the growing number of neurodivergent undergraduate students, there is limited research on neurodivergent students'…
Descriptors: STEM Education, Neurodevelopmental Disorders, Students with Disabilities, Undergraduate Students
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Lauren A. Kalisch; Katherine A. Lawrence; Jessie Baud; Megan Spencer-Smith; Alexandra Ure – Review Journal of Autism and Developmental Disorders, 2024
This review examined the therapeutic support literature for children with autism and/or an intellectual disability who have experienced interpersonal trauma. We captured studies that implemented a therapeutic support with this population and synthesised articles that made clinical practice recommendations. Fifty-two relevant articles were…
Descriptors: Trauma, Interpersonal Relationship, Children, Therapy
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