Unbuilding Pathology
Reimagining School Design Within the Neurodiversity Paradigm
Bibliographic Data
| ID | 21375396 |
|---|---|
| Authors | Dana M Baker (0009-0008-5019-5738, School of Education Johns Hopkins University Baltimore USA, corresponding author) |
| Year | 2026 |
| Volume | 63 |
| Issue | 7 |
| Pages | 1199-1214 |
| Publication date | 2026-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.70158 |
| OpenAlex | W7149533594 |
| Language | EN |
| References cited | 56 |
Educational systems and practices have historically privileged neurotypicality as normative while marginalizing neurodivergent learners. Althought limited research has examined systems for supporting neurodivergent learners in P‐12 religious schools, these settings hold unique organizational autonomy compared to public schools that could support innovation. This qualitative study engaged the neurodiversity paradigm to explore systems of support within a PK‐8 Christian school that enrolled a higher proportion of neurodivergent students than local private schools. Via participant observation, I facilitated a 10‐session community of practice with three teachers and one administrator examining how the context's values and practices reflected or resisted neurotypicality and exploring potential change to improve student outcomes. Audio‐recordings, collaborative documents, and field notes were analyzed using emergent, in vivo coding after each session and reviewed collectively considering the research questions, generating three themes. First, participants perceived the school's current values as confined by societal expectations for neurotypical performance. Second, analysis showed these neurotypical norms inhibited both teacher and student thriving. Third, participants identified specific value and practice shifts toward more innovative, equitable systems of support. Findings offer actionable means for PK‐12 religious school leaders and practitioners seeking to develop neurodiversity‐affirming learning environments and systems of support
Autonomy · Competence (human resources) · Neurotypical · Normative · Participant observation · Qualitative research · Session (web analytics) · Value (mathematics) · Educational Leadership and Innovation · Neuroscience, Education and Cognitive Function · Religious Education and Schools
The One Best System
The Sage Encyclopedia of Educational Research, Measurement, and Evaluation
Evolution of Wenger's concept of community of practice
Innovation with change
The co-dependency concept
Creating Inclusive and Hospitable Christian Schools
Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools
School Choice and Students With Disabilities
An investigation of increased rates of autism in U.S. public schools
Approaches for Organizational Learning
Taking Students on a Strengths Safari
Teaching to address diverse learning needs
Performative pedagogies of care and the emerging geographies of school exclusion for students with disability
A climate for self-efficacy
An analysis of research on inclusive education
The Education for All and inclusive education debate
Idea Requirements for Children with Disabilities in Faith-Based Schools
Privilege, compromise, or social justice
The inclusivity of inclusion approaches
Qualitative Studies in Special Education
Criteria for assessing the trustworthiness of naturalistic inquiries
How Do Private Sector Schools Serve the Public Good by Fostering Inclusive Service Delivery Models
Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform
| Highly cited | No |
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