[article]
| Titre : |
From principle to practice: Creating neurodiversity-affirming learning environments for students with echolalia |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Matthew J. HARRISON, Auteur |
| Article en page(s) : |
p.202628 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Echolalia Neurodiversity Inclusion Education Inclusive education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The shift towards understanding neurodivergence as differences to accommodate rather than deficits to remedy has been significantly influenced by advocates with lived experience, prompting educators and allied health professionals to reconsider how echolalia is conceptualised and supported in the educative environment. Echolalia, a form of communication commonly observed in Autistic individuals, is increasingly recognised as a meaningful and functional form of expression rather than merely a behavioural symptom to be eliminated. Despite growing interest in neurodiversity-affirming approaches, there remains considerable ambiguity regarding the practical application of these principles in educational contexts. This literature review aimed to address this gap by synthesising existing research that translates neurodiversity-affirming principles into classroom practices and broader education frameworks. From an initial pool of 740 articles, 8 were identified as offering high-value insights into supporting students with echolalia in ways consistent with these principles. These key works provide a foundation for educators and leadership personnel to foster cultures of acceptance, respect, and inclusivity, highlighting strategies that affirm echolalia as a legitimate and meaningful form of communication. The review synthesises practical frameworks and presents a series of considerations for implementing neurodiversity-affirming practices, including the importance of understanding communicative intent, creating supportive environments, and embracing diverse modes of expression. This synthesis offers actionable insights for educational communities seeking to align their practices with the neurodiversity paradigm, ensuring all students, including those with echolalia, are valued and supported as contributors to their education communities. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202628 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 |
in Research in Autism > 126 (August 2025) . - p.202628
[article] From principle to practice: Creating neurodiversity-affirming learning environments for students with echolalia [Texte imprimé et/ou numérique] / Matthew J. HARRISON, Auteur . - p.202628. Langues : Anglais ( eng) in Research in Autism > 126 (August 2025) . - p.202628
| Mots-clés : |
Echolalia Neurodiversity Inclusion Education Inclusive education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The shift towards understanding neurodivergence as differences to accommodate rather than deficits to remedy has been significantly influenced by advocates with lived experience, prompting educators and allied health professionals to reconsider how echolalia is conceptualised and supported in the educative environment. Echolalia, a form of communication commonly observed in Autistic individuals, is increasingly recognised as a meaningful and functional form of expression rather than merely a behavioural symptom to be eliminated. Despite growing interest in neurodiversity-affirming approaches, there remains considerable ambiguity regarding the practical application of these principles in educational contexts. This literature review aimed to address this gap by synthesising existing research that translates neurodiversity-affirming principles into classroom practices and broader education frameworks. From an initial pool of 740 articles, 8 were identified as offering high-value insights into supporting students with echolalia in ways consistent with these principles. These key works provide a foundation for educators and leadership personnel to foster cultures of acceptance, respect, and inclusivity, highlighting strategies that affirm echolalia as a legitimate and meaningful form of communication. The review synthesises practical frameworks and presents a series of considerations for implementing neurodiversity-affirming practices, including the importance of understanding communicative intent, creating supportive environments, and embracing diverse modes of expression. This synthesis offers actionable insights for educational communities seeking to align their practices with the neurodiversity paradigm, ensuring all students, including those with echolalia, are valued and supported as contributors to their education communities. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202628 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 |
|
From principle to practice: Creating neurodiversity-affirming learning environments for students with echolalia in Research in Autism, 126 (August 2025)
