Abstract
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.