The Reflective Turn for a Neuroaffirmative Pedagogy and Educational Research in Autism and Neurodiversity

Overcoming Deficit Approaches and 'Best Practice Protocols' with Contributions from Schön, Dewey, and Karmiloff-Smith

Abstract

The article proposes a reflective turn toward a Neuroaffirmative Pedagogy, moving autism education away from the technical-rational, deficit-based model and the application of rigid protocols. To substantiate this shift, a conceptual framework is articulated coordinating three key constructs: D. A. Schön’s Reflective Practitioner, which provides a methodology for change in practice; A. Karmiloff-Smith’s Representational Redescription (RR) model, which explains the cognitive mechanism for the change in internal knowledge representations; and J. Dewey’s philosophy, which reorients the focus from fixed objectives to goals and ends inherent to continuous growth. This framework establishes a pedagogical foundation for the training of tutors and educators, including family education, veinte also an educational research strategy with ecological validity.