Inclusion or illusion? Why neurodiverse students deserve better?
Over the years, I’ve seen many interpretations of what “inclusion” looks like in the classroom, particularly when it comes to neurodiverse students, often those with autism or ASD. In mainstream schools, inclusion typically involves a neurodiverse student being supported by a one-to-one teaching assistant (TA), also known as a shadow teacher. This TA accompanies the […]