NEURODIVERSITY AND SPECIAL EDUCATION PSYCHOLOGY AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH AUTISM OR ADHD (DEFICIT CONTROL/HYPERKINESIA)

Abstract

 This report examines the concept of neurodiversity and its implications within special education psychology, focusing on students with autism and ADHD. It provides a comprehensive exploration of educational strategies, psychological foundations, and psychosocial interventions tailored to neurodiverse learners. The report begins by defining neurodiversity in educational contexts, emphasizing its growing significance in recent years. It underscores the impact of diverse neurological profiles on learning and teaching approaches, advocating for inclusive practices that accommodate the unique needs of neurodivergent students. A detailed analysis follows, addressing the neurological variations associated with autism and ADHD, highlighting their distinct characteristics and the necessity of understanding these conditions to design effective educational strategies. Additionally, the report critiques traditional deficit-focused models, advocating for a paradigm shift toward the neurodiversity framework, which emphasizes strengths-based approaches and recognizes the capabilities of neurodivergent individuals in educational settings.