Inclusivity in Action: Proposals for Shifting Views on Neurodiversities in Schools for Better Outcomes in Elementary Education and Beyond
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The United States education system is struggling to keep pace with the current learning needs of students as learning needs are fluid and this system is static. An increasing number of students are being recognized as having neurodiversities. Schools need to be able to adapt to all learners’ unique strengths and challenges to better support all students. This paper examines how an evidence-based understanding of neurodiversity can shift the way disabilities are thought about in schools and lead to positive changes for students and potentially society. This paper also gives recommendations on how both schools and individual teachers can help create more inclusive environments. Current literature is reviewed and discussed covering important ideas in the fields of disability studies and elementary education. This includes defining neurodiversity, the social model of disability, strengths-based education, and models of inclusive education. Finally, recommendations are made for teachers to implement inclusive practices in individual elementary-level classrooms.