Neurodiversity paradigm and inclusive education are analyzed based on case studies

Abstract

Due to the negative influence of traditional disability view, educators often have a deviation in understanding neurodiversity and implementing inclusive education. This bias can lead to disabled students being oppressed, marginalized or excluded in the classroom, which in turn is detrimental to the mental health and learning of students with or without disabilities. Through the analysis of self-reported case of autistic person, this paper expounds the differences between neurodiversity paradigm and medical paradigm, and between special education and inclusive education. At the same time, this paper also sorts out and analyzes the transformation of neurodiversity and inclusive education, aiming at make people shift from medical paradigm and special education to neurodiversity paradigm and inclusive education, and ultimately promote social equity and justice.