Therapy Through a Neurodiverse Lens: School-based SLPs’ Understanding and Adoption of Affirming Practices

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Tiffany Hines, PhD, CCC-SLP

Abstract

Neurodiversity-affirming practices encompass approaches that support neurodivergent individuals by recognizing and respecting neurological differences while fostering meaningful participation, communication, and self-advocacy. Rather than focusing solely on reducing or eliminating behaviors associated with autism, these practices emphasize strengths-based perspectives, autonomy, and the creation of supportive environments. For school-based speech-language pathologists (SLPs), adopting neurodiversity-affirming practices presents both ethical and practical challenges, particularly when integrating these approaches into established service delivery models. This qualitative study investigates SLPs' understanding of neurodiversity-affirming principles and how their perspectives shape their therapeutic practices. Findings from focus group discussions reveal a strong alignment with neurodiversity-affirming principles among participants, alongside significant systemic and educational barriers to implementation. Overall, participants recognized the benefits and necessity of neurodiversity-affirming care but expressed feelings of being underprepared, unsupported, and constrained by existing school structures.

This document is currently not available here.

Share

COinS