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Cognitive Dissonance of a Neuro-Normative Perspective on Autism: A Review

DOI: 10.4236/vp.2024.104029, PP. 369-381

Keywords: Autism, Education, Inclusive Practice, Accessibility, Accommodations and Adjustments

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Abstract:

This short review introduces a neuro-normative perspective of Autism in education, with consideration of current teaching and learning pedagogy. At present, there is substantial research confirming that autism diagnosis and its prevalence are increasing, especially within higher education (HE). Despite this, it is apparent that many higher education institutions (HEIs) are unable to appropriately accommodate and adjust to the needs of learners, leaving several autistic individuals with inaccessible education. Objectives: This paper outlines the complex contradictions and paradoxes for autistic students in the education system, including barriers such as specialist support with appropriate accommodations and adjustments. Another component of this paper is to provide an alternative perspective for neuro-normative individuals to develop their teaching and learning practices better. Methods: A micro survey of the literature was conducted to analyze the main themes within the autism community about higher education experiences and education. A critique of the current landscape is offered, with discussion and deliberation for alternative approaches and considerations. Results: It appears that there is difficulty in understanding the need for and how to provide tailored support and interventions from specialist staff, as so many autistic individuals remain without the adequate support they require. Compounding this attitude is the common misconception surrounding autism, such as the generalizability of the disorder and open minimalization of how it can impact an individual. Conclusion: Several contemporary debates and contradictions still underscore how autism and education affect the teaching and learning of autistic students in HE. A call to change and inform attitudes, perceptions, and biases toward autism in education is urgently required. Without this, many autistic students face inaccessible education, in parallel to stunted staff perspectives and teaching pedagogies. Furthermore, more resources are needed within special education in HE settings to ensure there are enough staff to accommodate the increasing number of autism diagnoses, as seen in recent years.

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