Equitable Opportunities for Students with Neurodevelopmental Disorders? A Preliminary Framework for Fostering Academic and Social Participation

Abstract

This Opinion Article critically highlights the current state of students with neurodevelopmental disorders and their opportunities for academic and social participation. Focusing on neurodevelopmental disorders, such as attentional disorders, autism spectrum disorders and specific learning disorders, we (i) outline the adverse effects of cognitive deficits on health-related issues and academic outcomes, and (ii) formulate a desirable target state regarding a successful participation and equal opportunities for students with neurocognitive deficits. In proposing a potential framework for enhancing students' participation at different levels of involvement, we discuss the importance of providing effective action steps inside and outside the academic setting that go beyond frequently offered disadvantage compensation. We advocate that successful participation and equitable opportunities require a full assessment of function rather than focusing on deficit-oriented diagnostic and interventional approaches.