Neurodivergent Voices in the Classroom: Acquired or Innate, Still a Student

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Brice, A. & Dwan, S. (2025). Neurodivergent Voices in the Classroom: Acquired or Innate, Still a Student. Perspectives of the ASHA Special Interest Groups, 10(6), 2177-2190. https://doi.org/10.1044/2025_persp-24-00156

Publication date: 10 Sep 2025 Added to AutiHub: 17 Sep 2026 Type: Article Article language: English
Publisher source (DOI) OpenAlex source

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Authors

Publication authors
2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Alejandro Brice
  2. Sarah Dwan *

Abstract

Purpose: This clinical focus article explores the application of the Neurodiversity Paradigm in educational settings, advocating for neurodivergent-affirming practices to promote genuine inclusion for all students. The article highlights the importance of Universal Design for Learning and Culturally Responsive Teaching as practical strategies to ensure equitable participation for all students. Authored by two neurodivergent individuals, this work highlights the need for practices that affirm neurodivergent identities and promote meaningful inclusion. While autism is a prominent focus within neurodiversity discourse, other forms of neurodivergence, including acquired traumas, are often overlooked. Drawing comparative insights from education in Ireland and the United States, the authors discuss how policy shapes access and equity for neurodivergent learners. Conclusions: Neurodivergent-affirming approaches focus on addressing systemic barriers rather than “fixing” students, creating environments that value diversity in communication, sensory processing, and social interaction. Practical strategies for educators are provided to encourage neurodivergent voices in classroom discourse, ensuring that all students are respected, supported, and empowered to succeed in inclusive educational settings. This clinical focus article advocates for a paradigm shift in educational practices, promoting equity, autonomy, and dignity for neurodivergent students across diverse contexts.

Bibliography cited by this reference

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Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 19 Sep 2026 23:31.

Cited references
120
With a DOI
83
Without a DOI, from raw bibliography text
37
28 / 120 (23.3%) cited references include at least one author identified as autistic.
References with data to complete
16 / 120 (13.3%)
References with detected author names
104 / 120 (86.7%)
Without detected author names
16
Without a structured title
15
Without a stable identifier
32
References with raw author names still to review
15
References with external metadata lookup issues
1
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
269
From DOI or external metadata
269
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
15
111 / 269 (41.3%) names are linked to an author already present in AutiHub. 158 / 269 (58.7%) names are not yet linked.
Names linked to a person identified as autistic
40 / 269 (14.9%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 40 / 111 (36.0%). Distinct people identified as autistic: 25 / 241 (10.4%).
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