Curricula May Not Apply: “Abnormal” Exceptions Speak Back to the Curriculum

Authors

Abstract

Introduction Developing antiableist psychology curricula requires a system-wide approach that promotes inclusion and values knowledge at all levels. As a collective of autistic researchers, we explored how current curriculum structures impede inclusiveness. Statement of the Problem Both historically and currently within research, neurodivergent psychology is largely segregated under abnormal psychology. This segregation pervades into teaching, where educators position Western, Educated, Industrialized, Rich, Democratic, and Abled (WEIRDA) psychology as human psychology, implicitly excluding others from humanity. Literature Review Literature highlights that psychology centers on a medical model view of neurodivergence, a perspective at odds with the views of neurodivergent people. Understanding neurodivergence only regarding how these groups differ from WEIRDA norms reinforces stereotypes and understandings of neurodivergent people. Teaching Implications Consideration of neurodiversity within psychology curricula should be updated in line with neurodiversity-affirming research, with WEIRDA psychology named accurately. The voices of neurodivergent staff/students should be reflected in curriculum content. Neurotypical and neurodivergent psychology should be addressed together within topics. Conclusion Positioning WEIRDA psychology as human psychology directly opposes the aims of an antiableist psychology curriculum. We recommend actionable steps to reduce the exclusion and segregation of marginalized voices and, therefore, support meaningful change.

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