Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology
The concept of neurodiversity has gained strength in the last years to highlight the value of individual differences based on relevant variations in brain functioning. Inclusive education has embraced neurodiversity to promote a culture centered on valuing diversity, in response to clinical models b...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Human Neuroscience |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fnhum.2024.1493863/full |
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| author | Ronnie Videla Ronnie Videla May Britt Aros Francisco Parada Leonie Kausel Eduardo Sandoval-Obando Daniela Jorquera Daniela Jorquera David Ibacache Sebastián Maluenda Pablo Rodríguez-Herrero Carola Cerpa María Jesús González Marcelo Chávez Paola Ramírez |
| author_facet | Ronnie Videla Ronnie Videla May Britt Aros Francisco Parada Leonie Kausel Eduardo Sandoval-Obando Daniela Jorquera Daniela Jorquera David Ibacache Sebastián Maluenda Pablo Rodríguez-Herrero Carola Cerpa María Jesús González Marcelo Chávez Paola Ramírez |
| author_sort | Ronnie Videla |
| collection | DOAJ |
| description | The concept of neurodiversity has gained strength in the last years to highlight the value of individual differences based on relevant variations in brain functioning. Inclusive education has embraced neurodiversity to promote a culture centered on valuing diversity, in response to clinical models based on deficits or disorders. This theoretical-critical article argues for the need to complement the current foundations of neurodiversity with post-cognitivist perspectives that reaffirm the brain-body-environment continuum, in order to enrich inclusive educational practices for autistic individuals. We begin by reviewing and discussing the concept of neurodiversity and neurocentric arguments in light of post-cognitivism. We then explore the potential of the 3E Cognition approach (embodied, enacted, and environmentally scaffolded) for addressing autism, aiming to provide a holistic understanding that contributes to the practical application of cognitive neuroscience findings in inclusive education. Finally, we present some guidelines and practical cases for creating inclusive educational environments based on digital technologies that enhance agency and sensory multimodality for autistic students. |
| format | Article |
| id | doaj-art-19fdfd825902475f8110b8d519053661 |
| institution | Kabale University |
| issn | 1662-5161 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Human Neuroscience |
| spelling | doaj-art-19fdfd825902475f8110b8d5190536612025-02-03T06:33:35ZengFrontiers Media S.A.Frontiers in Human Neuroscience1662-51612025-02-011810.3389/fnhum.2024.14938631493863Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technologyRonnie Videla0Ronnie Videla1May Britt Aros2Francisco Parada3Leonie Kausel4Eduardo Sandoval-Obando5Daniela Jorquera6Daniela Jorquera7David Ibacache8Sebastián Maluenda9Pablo Rodríguez-Herrero10Carola Cerpa11María Jesús González12Marcelo Chávez13Paola Ramírez14Escuela de Educación Diferencial, Universidad Santo Tomás, La Serena, ChileInnova STEAM Lab, La Serena, ChileEscuela de Educación, Universidad Católica del Norte, Coquimbo, ChileCentro de Estudios en Neurociencia Humana y Neuropsicología, Facultad de Psicología, Universidad Diego Portales, Santiago, ChileCentro de Estudios en Neurociencia Humana y Neuropsicología, Facultad de Psicología, Universidad Diego Portales, Santiago, ChileEscuela de Psicología, Instituto Iberoamericano de Desarrollo Sostenible, Universidad Autónoma de Chile, Temuco, ChileInnova STEAM Lab, La Serena, ChileEscuela de Educación, Universidad Católica del Norte, Coquimbo, ChileEscuela de Educación Diferencial, Universidad Santo Tomás, La Serena, ChileEscuela de Psicología, Universidad de La Serena, La Serena, ChileEscuela de Formación del Profesorado, Universidad Autónoma de Madrid, Madrid, SpainEscuela de Educación, Universidad Católica del Norte, Coquimbo, ChileEscuela de Educación, Universidad Católica del Norte, Coquimbo, ChileInnova STEAM Lab, La Serena, ChileFacultad de Ciencias Básicas, Universidad Católica del Maule, Talca, ChileThe concept of neurodiversity has gained strength in the last years to highlight the value of individual differences based on relevant variations in brain functioning. Inclusive education has embraced neurodiversity to promote a culture centered on valuing diversity, in response to clinical models based on deficits or disorders. This theoretical-critical article argues for the need to complement the current foundations of neurodiversity with post-cognitivist perspectives that reaffirm the brain-body-environment continuum, in order to enrich inclusive educational practices for autistic individuals. We begin by reviewing and discussing the concept of neurodiversity and neurocentric arguments in light of post-cognitivism. We then explore the potential of the 3E Cognition approach (embodied, enacted, and environmentally scaffolded) for addressing autism, aiming to provide a holistic understanding that contributes to the practical application of cognitive neuroscience findings in inclusive education. Finally, we present some guidelines and practical cases for creating inclusive educational environments based on digital technologies that enhance agency and sensory multimodality for autistic students.https://www.frontiersin.org/articles/10.3389/fnhum.2024.1493863/fullneurodiversityautismpost-cognitivism3E approachinclusive educationtechnology educative |
| spellingShingle | Ronnie Videla Ronnie Videla May Britt Aros Francisco Parada Leonie Kausel Eduardo Sandoval-Obando Daniela Jorquera Daniela Jorquera David Ibacache Sebastián Maluenda Pablo Rodríguez-Herrero Carola Cerpa María Jesús González Marcelo Chávez Paola Ramírez Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology Frontiers in Human Neuroscience neurodiversity autism post-cognitivism 3E approach inclusive education technology educative |
| title | Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology |
| title_full | Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology |
| title_fullStr | Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology |
| title_full_unstemmed | Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology |
| title_short | Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology |
| title_sort | neurodiversity post cognitivist foundations of the 3e approach for educational inclusion of autistic students with technology |
| topic | neurodiversity autism post-cognitivism 3E approach inclusive education technology educative |
| url | https://www.frontiersin.org/articles/10.3389/fnhum.2024.1493863/full |
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