Teachers agree on the pivotal role of inclusion for social justice, but reductive conceptualisations of neurodiversity as akin to deficit or impairment inhibit the capacity or willingness of teachers to adapt pedagogical strategies to meet diverse student needs. Existing research underscores the association between positive attitudes towards inclusion and effective inclusive practice. Less research focuses on ideological assumptions held by teachers arising from their own experiential narratives or engagement with theories underpinning social equity and neurodiversity as accepted facets of mainstream education. Several factors may influence teacher conceptualisations. Regulatory frameworks for teacher training and development can foster the internalisation of technicist approaches to teaching that are less personalised and responsive to a broad range of pupil needs. Explicit reflection on beliefs, goals and self‐perceptions pertaining to teaching practice can broaden conceptualisations and galvanise change, but these aspects are frequently overlooked within teacher education programmes. Further research is needed to increase our understanding of prevailing conceptions and misconceptions of neurodiversity within the education landscape. By challenging societal assumptions of ‘normalcy’, future research should provide conceptual and pedagogical tools to advance understanding of the barriers to inclusive practice in schools and increase teachers' capacity to embrace a more inclusive pedagogical approach.

中文翻译：

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神经多样性的概念化和学校包容性教学的障碍：一篇观点文章

教师们都同意包容对于社会正义的关键作用，但将神经多样性简化为类似于缺陷或损伤的概念，抑制了教师调整教学策略以满足不同学生需求的能力或意愿。现有研究强调了对包容性的积极态度与有效的包容性实践之间的联系。很少有研究关注教师根据自己的经验叙述或参与支持社会公平和神经多样性作为主流教育公认方面的理论而持有的意识形态假设。有几个因素可能会影响教师的概念化。教师培训和发展的监管框架可以促进技术人员教学方法的内化，这种教学方法不太个性化，无法满足广泛的学生需求。对与教学实践相关的信念、目标和自我认知进行明确反思可以拓宽概念并激发变革，但这些方面在教师教育计划中经常被忽视。需要进一步的研究来增加我们对教育领域中神经多样性的流行观念和误解的理解。通过挑战“常态”的社会假设，未来的研究应提供概念和教学工具，以促进对学校包容性实践障碍的理解，并提高教师采用更具包容性的教学方法的能力。