Stories of inclusion: Neurodivergent individuals’ pathways from early childhood education to university
The presentation aims to explore the concept of neurodiversity and the inclusion of individuals with neurodivergent development in the context of lifelong learning and education. Reflecting international research and experiences from the Slovak educational setting, we examined the narratives of neurodivergent individuals as they navigate educational pathways from early childhood education to university. Using a qualitative approach, we conducted semi-structured interviews with neurodivergent young adults who shared their experiences in different educational settings. The findings reveal a spectrum of inclusion levels, highlighting the critical role of supportive educators, tailored learning approaches, and inclusive policies in improving developmental outcomes. Early childhood education, family support, and intervention programmes emerged as vital in fostering self-advocacy skills and social integration, offering neurodivergent children opportunities to develop academically and personally. However, challenges such as stigma, inadequate resources, and systemic barriers were noted, significantly impacting participants’ educational trajectories. Transitions from one educational level to another posed particular obstacles, including the need for greater institutional support and awareness of neurodiversity. The analysis of individual stories of inclusion underscores the importance of inclusive practices in educational settings and advocates systemic changes that prioritise neurodivergent perspectives. Ultimately, these narratives emphasise the need for a collaborative approach between educators, policymakers, and neurodivergent individuals to foster a more inclusive and supportive educational landscape. By amplifying the voices of neurodivergent adolescents and young adults, we are able to understand early childhood experiences and reflections on living with a neurodivergent condition.
Lenka Sokolová is an Associate Professor of Educational and School Psychology at the Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University Bratislava, Slovakia
She has been involved in research and practice of educational psychology focused on a variety of target groups from early childhood to higher education and the continuous professional development of teachers. She worked as a school psychologist, primary and secondary education language teacher, and teacher and parent educator. Her research interests include relationships and mental health in the school community, inclusive education from early childhood to higher education, school-based prevention and intervention, psychology learning and teaching, and teacher and psychologist education and training.
She is a board member and former president of the European Federation of Psychology Teachers’ Associations (EFPTA, www.efpta.org). She also served as a chair of the Slovak Association for the Teaching of Psychology and a member of the Board of Educational Affairs of the European Federation of Psychologist Associations (EFPA, www.efpa.eu). Currently, she is a member of the Slovak and international school research team of the Health Behaviour in School-Aged Children study (HBSC, www.hbsc.org).
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