Towards Neuroinclusive Arts Education

This editorial introduces a special issue focusing on transforming arts education through a neuroinclusive lens, challenging the neuro-normative, Western-centric, and, often exclusionary, norms in pedagogy. Drawing on concepts of epistemic justice, neurodiversity, and an ethics of care, the contributors explore how educational environments can move beyond mere accommodation toward systemic change. The contributions are organised into three interconnected sections: Discourse, Stories, and Artistic Experiments. This structure reflects the authors conviction that neuroinclusive arts education cannot be understood through theory alone, nor through practice in isolation, but emerges in the relations between conceptual reflection, lived experience, and artistic inquiry. This special issue is meant as an invitation: to educators, researchers, students, and artists to continue questioning inherited norms; to listen more carefully to whose knowledge is heard and whose is missed; and to imagine arts education as an ecology in which multiple ways of knowing, creating, and belonging can coexist.