Facilitating Inclusion for Neurodiverse Students Using Evidence-Based Practices: A Strengths-Based Approach to Sensory Regulation

ABSTRACT

Educational inclusion aims to support all students through instructional and contextual designs that promote learning. Educators are assigned the task of teaching an increasingly neurodiverse population with varying neurological processes and perceptions. Traditional school-based settings are designed for individuals with less neurodivergence, and, therefore, may not adequately facilitate an environment supportive of learning for all students. Additionally, neurodiverse learners, including those with autism, may have sensory processing differences that impact occupational participation and performance. Understanding the processing differences of neurodivergent students and interventions that support those needs may facilitate successful inclusion programs. Research and data analysis confirmed the Ready to Learn and Play (RtLP) as an evidence-based framework to facilitate participation and performance for individuals with neurodiversity and sensory processing challenges, both for in-person (statistical significance p = .001) and virtual presentation of the RtLP content (statistical significance p = .00000607). Through a neuroaffirming approach to teaching, coaching, and training, RtLP may assist in supporting individuals with sensory regulation challenges to participate to the greatest extent possible in inclusive education.

KEYWORDS:

• Inclusion
• neurodiverse student(s)
• autism
• sensory regulation
• occupational performance
• evidence-based practice
• neuroaffirming

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported that there is no funding associated with the work featured in this article.