ABSTRACT For centuries, faith‐based education has been woven into the moral fabric of our society. It has been marked as a sacred vocation that embraces a commitment to the holistic development of all those who are in greater need of support. However, despite the notable increase in prevalence of autism spectrum disorder in recent times, K‐12 Christian schools have focused limited attention on creating supportive and neuro‐inclusive experiences for their rising number of Autistic learners. This conceptual paper seeks to stimulate improved neuro‐affirming practices at Christian K‐12 schools. It introduces a Neuro‐Inclusive Critical Disability Theology (NICDT) framework of practice for educators, school psychologists, policymakers, and faith leaders (including clergy) who support neurodiverse students enrolled at Christian K‐12 schools. The NICDT framework is grounded in Disability Theology, Critical Disability Theory, and Conjoint Behavioral Consultation. It has four guiding principles: (1) Neuro‐Inclusion: Honoring Diversity as a Professional Standard, (2) Reimagining Curriculum to Center Neurodivergence, (3) Conjoint Behavioral Consultation for Neuro‐Affirming Student Support, and (4) Principles for Faith‐Based Inclusive Educator Transformation. Implications for school psychologists, educators, faith leaders, and policymakers are discussed. Recommendations are presented for policy, practice and systemic transformation toward more neuro‐affirming educational practices at Christian K‐12 schools.
Shanter H. Alexander (Fri,) studied this question.