What Autistic-Led Theories Mean for Education

Abstract

In this chapter, we explore current practice in initial teacher education across the UK as it pertains to the information taught about autism and other forms of neurodivergence. We make clear connections between autistic-led theories, including neurodiversity, monotropism, and double empathy problem, and classroom practice, to demonstrate how a deeper understanding of autism through these lenses can better equip teachers to support and effectively relate to their autistic students. While we focus primarily on autism, these theories can and should transform classroom practice more broadly - not just for autistic learners, but also for other neurodivergent, disabled, and minoritised students. We also explore alternative educational approaches, and how they might work with the insights yielded by these theories. Teachers might wish to adopt elements of these practices in their own classrooms when they better understand the connections to autistic-led theory.