PROMOTING A NEURODIVERSITY-AFFIRMING CULTURE IN SCHOOLS: THEORETICAL PERSPECTIVES ON THE DEVELOPMENT OF STUDENTS’ ATTITUDES AND DIRECTIONS FOR INTEGRATIVE INTERVENTION
PROMOTING A NEURODIVERSITY-AFFIRMING CULTURE IN SCHOOLS: THEORETICAL PERSPECTIVES ON THE DEVELOPMENT OF STUDENTS’ ATTITUDES AND DIRECTIONS FOR INTEGRATIVE INTERVENTION

Summary/Abstract: The development of neurodiversity-affirming school cultures requires attention not only to educational practices and environmental adaptations but also to the attitudes and social behaviors of students. This theoretical paper examines the mechanisms through which the students ‘attitudes toward neurodiversity may contribute to the development of a neurodiversity-affirming school culture. Drawing on the neurodiversity paradigm, the neurodiversity-affirming perspective, Intergroup Contact Theory, the Theory of Planned Behavior, Social Learning Theory, and constructivist perspectives on learning, the paper proposes an integrative theoretical framework linking students’ knowledge, attitudes, social norms, intergroup contact, cooperation, perceived behavioral control, and inclusive behavior. The analysis suggests that attitudinal development is embedded within broader social and environmental processes and that positive attitudes alone may not necessarily translate into inclusive behavior. Meaningful intergroup contact, cooperative learning, accurate and non-stereotypical information inclusive social norms, adult modeling and increased predictability, competence, and autonomy may represent complementary mechanisms supporting inclusive participation and social belonging. The proposed framework conceptualizes the development of a neurodiversity-affirming school culture as a reciprocal process involving changes in individual attitudes, peer relationships, classroom practices, and wider school norms. The paper concludes by outlining directions for integrative school-based interventions and future empirical research.

• Details
• Contents