Call for Papers: Montessori, Other New School Pedagogies, and Contemporary Derivatives, for Education in Autism and Other Forms of Neurodiversity

2025-02-01

This Call for Papers seeks to promote inclusion and access to quality education for autistic children and/or other neurodiversity conditions and autism by exploring the potential of Montessori pedagogy and other New School pedagogies. We invite researchers, educators, professionals, parents/caregivers, decision-makers, and anyone interested in the education of autistic students and/or with other forms of neurodiversity to submit articles that address, but are not limited to, the following topics:

  • Theoretical, Contextual, and Historical Foundations: Studies that examine the principles of Montessori pedagogy, other New School pedagogies, or other contemporary derivations, in relation to autism and other neurodiversity conditions. It is important to understand how these pedagogies have evolved and how they relate to the possibilities and needs of autistic students and/or with other neurodiversity conditions.
  • Practices in Schools, Classrooms, Homes, and Other Educational Contexts: Research that describes and evaluates how Montessori and New School pedagogies are implemented in educational settings for autistic children and/or with other neurodiversity conditions.
  • Adaptations and Modifications: Articles that explore how Montessori and other New School pedagogies can be adapted and modified to meet the specific possibilities and needs of autistic students and/or with other neurodiversity conditions.
  • Results and Benefits: Studies that investigate the results and benefits of applying Montessori and New School pedagogies in the development and learning of autistic students and/or with other neurodiversity conditions.
  • Challenges and Opportunities: Reflections on the challenges and opportunities posed by the implementation of these pedagogies in the context of neurodiversity and autism.

Audience

This Call for Papers is aimed at researchers, educators, health professionals, parents/caregivers, decision-makers and education policymakers, and anyone interested in the education of autistic students and/or with other forms of neurodiversity.

Submission of proposals

Authors interested in submitting an article should send an abstract of 250-300 words to editor@edna-journal.org before 31/9/2025. The abstract must include the title of the article, a brief description of the topic, the methodology used, and the expected results. The authors of the selected abstracts will be invited to submit the full article.

Important dates

  • Submission of abstracts: 31/9/2025
  • Notification of acceptance of abstracts: 15/10/2025
  • Submission of full articles: 31/12/2025

Article format

Empirical research articles, theoretical reviews, and case studies are accepted. Articles must have a maximum length of 6000 words and must follow the EDNA journal style guidelines. Articles must be original and not have been previously published elsewhere.

Contact

For any questions or inquiries, please contact Constanza Ruiz-Danegger, Editor of the EDNA journal (editor@edna-journal.org).