Stakeholders’ perspectives on the inclusion of neurodiverse learners in the mainstream curricula

Background: Neurodevelopmental disorders (NDDs) encompass conditions affecting emotional, motor and cognitive development, including intellectual disabilities, communication disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), specific learning disorder and tic disorders. Growing public awareness has expanded understanding of these conditions beyond clinical settings, leading to evolving societal perspectives. Aim: This study explores stakeholder perspectives on including neurodiverse learners in mainstream secondary school curricula, using a neurodiversity framework. In referring to NDDs, the term ‘differences’ replaces ‘disorders’ to reflect our understanding of natural neurologial variations. Setting: This qualitative multiple case study was conducted in Zimbabwe and South Africa, following an interpretive philosophical framework. The study focused on learners with developmental language disorders, a specific type of NDDs. Methods: The participant group comprised 47 learners, an educational psychologist, a remedial therapist, two speech language therapists, and five teachers. Data collection involved focus group discussions and semi-structured interviews. Results: Findings revealed that current inclusive policies and practices for supporting neurodiverse learners are based on medical and social frameworks, which fail to account for neurodiverse learners’ experiences. The study identified several challenges affecting the curricula’s relevance to neurodiverse learners. Conclusion: The research suggests reimagining inclusive education through a neurodiversity lens. As society progresses towards greater acceptance of neurological differences, educational systems must adapt to create truly inclusive environments catering to all learners’ diverse needs and strengths. Contribution: This research enhances the understanding of neurodiversity within the educational context, highlighting the need to transition from conventional models to a more comprehensive, neurodiversity-informed framework in inclusive education.