INCLUSION, DEVELOPMENT AND WELL-BEING OF NEUROATYPICAL INDIVIDUALS THROUGH ALTERNATIVE EDUCATIONAL APPROACHES: A BOON OR A BANE? A NARRATIVE LITERATURE REVIEW
Abstract
This article investigates the potential of alternative educational approaches, such as Montessori, Reggio Emilia, unschooling, forest schools, and Universal Design for Learning (UDL), to support the inclusion, development, and well-being of neuroatypical learners, particularly autistic and ADHD children, within Francophone education systems. Based on a narrative literature review methodology, the study explores theoretical foundations in developmental psychology, identifies key educational challenges faced by neuroatypical students, and examines how these pedagogies address their cognitive and developmental diversity. Findings reveal that while these alternative pedagogies offer promising pathways for fostering autonomy, social participation, and emotional regulation, they remain under-researched, particularly in French-speaking contexts. Most available studies are situated in Anglophone environments, limiting their transferability. Moreover, educational systems in France, Switzerland, and Québec often frame inclusion as a secondary measure rather than a foundational principle, contributing to systemic barriers such as discrimination, stigmatization, exclusion, and inadequate support. The article calls for a paradigm shift toward inclusive education as a structural commitment and emphasizes the need for interdisciplinary empirical research to evaluate the real impact of these pedagogical models. It concludes by advocating for a deeper societal understanding of cognitive diversity and the implementation of education policies grounded in human rights, child development, and xenosophy, a deep knowledge of the Other.
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DOI: http://dx.doi.org/10.46827/ejae.v10i1.6018
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