The neurodiversity paradigm: exploring the factors influencing educational psychologists’ attitudes and practices

Abstract

Background: The neurodiversity paradigm (NP) and the Neurodiversity Movement (NM) have called for a shift away from traditional notions of pathologising neurological differences, such as autism, to instead embracing the diverse neurological profiles that individuals exhibit. Aims: The study aimed to explore factors influencing educational psychologists' (EPs’) attitudes towards the NP, NM, and neurodiversity-affirmative practice. It also aimed to identify factors influencing their professional practices and the prevailing neurodiversity-affirmative practices EPs apply when supporting Autistic children and young people (CYP). Sample: The sample included EPs supporting Autistic CYP in Irish disability and school psychology services. A total of 12 EPs participated in semi-structured interviews conducted online. Methods: The study adopted a qualitative design comprising semi-structured interviews. A realist approach to thematic analysis (TA) (Wiltshire & Ronkainen, 2021) was employed to analyse the interview data. Results: The study explored the affective, behavioural, and cognitive components as themes that shaped EPs' attitudes. Subthemes identified in the affective domain reflected EPs' ethical concerns about traditional behavioural approaches, discomfort with the divisive nature of the NM, and differing confidence levels in using neurodiversity-affirmative practices. Learning experiences, reflective practices, and ineffective approaches were identified as subthemes influencing the behavioural domain of attitudes. At the same time, variations in knowledge of the NP and opinions on the NM were identified as subthemes in the cognitive domain. Results also highlighted shifts in EP’s adapting to neurodiversity-affirmative practices within assessments, consultations, interventions, and language. EPs perceived autonomy over their practice, enabling adherence to neurodiversity-affirmative approaches. They reflected varied perceptions of colleagues' practices and were hopeful of acceptance from the Autistic community. Conclusions: This study demonstrates the multifaceted nature of EPs' attitudes towards the NP and NM and emphasises the need for professional development. It also calls for further robust research on the potential outcomes of neurodiversity-affirmative approaches in supporting Autistic CYP.