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Perspectives, Strategies, and Propositions for Cultivating Inclusive Educational Environments: Teaching for Neurodiversity and Creative Learning

Perspectives, Strategies, and Propositions for Cultivating Inclusive Educational Environments: Teaching for Neurodiversity and Creative Learning

Ananí M. Vasquez
Copyright: © 2022 |Pages: 35
ISBN13: 9781799888604|ISBN10: 1799888606|ISBN13 Softcover: 9781799888611|EISBN13: 9781799888628
DOI: 10.4018/978-1-7998-8860-4.ch007
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MLA

Vasquez, Ananí M. "Perspectives, Strategies, and Propositions for Cultivating Inclusive Educational Environments: Teaching for Neurodiversity and Creative Learning." Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, edited by Richard D. Williams, IGI Global, 2022, pp. 144-178. https://doi.org/10.4018/978-1-7998-8860-4.ch007

APA

Vasquez, A. M. (2022). Perspectives, Strategies, and Propositions for Cultivating Inclusive Educational Environments: Teaching for Neurodiversity and Creative Learning. In R. Williams (Ed.), Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement (pp. 144-178). IGI Global. https://doi.org/10.4018/978-1-7998-8860-4.ch007

Chicago

Vasquez, Ananí M. "Perspectives, Strategies, and Propositions for Cultivating Inclusive Educational Environments: Teaching for Neurodiversity and Creative Learning." In Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, edited by Richard D. Williams, 144-178. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8860-4.ch007

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Abstract

This chapter activates a rethinking of educational system deep structures and proposes perspectives, strategies, and interactive propositional tasks for cultivating inclusive educational environments. Neurotypicality in deep structures has been used to bolster ableism and oppression, impeding the development of inclusion in schools and supporting the ongoing exclusion of intersectional, neurodiverse individuals. Inclusive education could be reimagined using a neurodiversity perspective, promoting strategies for critical analysis of deep structures and strategies for creative learning, and engaging with experimental propositions for practice that invite educators to engage with creative learning concepts. Creative learning, as personal and collaborative meaning-making, also extends beyond student learning to professional learning and educational research. Readers are asked to engage with and beyond the text in critical reflection toward purposeful action.

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