A Neuroinclusive School Model: Focus on the School, Not on the Child

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Rajotte, É., Grandisson, M., Couture, M., Desmarais, C., Chrétien-Vincent, M., Godin, J., & Thomas, N. (2024). A Neuroinclusive School Model: Focus on the School, Not on the Child. Journal of Occupational Therapy, Schools, & Early Intervention, 18(2), 281-299. https://doi.org/10.1080/19411243.2024.2341643

Publication date: 19 Apr 2024 Added to AutiHub: 6 Aug 2026 Type: Article Article language: English
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Authors

Publication authors
7
Publication authors identified as autistic
1 / 7 (14.3%)
  1. Émilie Rajotte
  2. Marie Grandisson
  3. Mélanie Couture
  4. Chantal Desmarais
  1. Myriam Chrétien-Vincent
  2. Julie Godin
  3. Nina Thomas *

Abstract

Inclusive education involves adapting schools upfront to the needs of students with diverse profiles to enable them to fulfill their potential and develop a sense of belonging to their schools. This study aimed to design a model that clarifies the features of school occupations and environments that support the participation and well-being of autistic students and their peers. A research-design approach was used to develop the model. Through the iterative and collaborative process, it came out as necessary for the model to target a larger diversity of students, especially those who are neurodivergent. The model includes nine desirable features of school environments and occupations that support the meaningful participation and the well-being of neurodivergent students. The importance for people in the social environment to celebrate neurodiversity, and to provide safe and caring spaces, came out as particularly critical. The model also provides indications relating to the physical environment (e.g. being free from excessive stimuli) and to the desired features of activities (e.g. harnessing passions and strengths, offering various options). It invites collaboration between stakeholders to create more welcoming schools for neurodivergent students and their peers.

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Cited references
98
Total cited references integrated for this publication.
Cited references with an identified autistic author
4 / 98 (4.1%)
Cited author occurrences identified as autistic
5 / 368 (1.4%)
Among occurrences linked to AutiHub author records: 5 / 69 (7.2%). Distinct cited authors identified as autistic: 4 / 333 (1.2%).
Cited author occurrences linked to AutiHub author records
69 / 368 (18.8%)
Distinct linked cited authors: 56 / 333 (16.8%)
Linked cited-author occurrences not identified as autistic
64 / 69 (92.8%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 64 / 368 (17.4%). Distinct linked cited authors not identified as autistic: 52 / 56 (92.9%).
1 cited bibliography entry could not be fully enriched from DOI metadata.
Crossref: not found (1)
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