INCLUSION, DEVELOPMENT AND WELL-BEING OF NEUROATYPICAL INDIVIDUALS THROUGH ALTERNATIVE EDUCATIONAL APPROACHES: A BOON OR A BANE? A NARRATIVE LITERATURE REVIEW
Bibliographic record
Abstract
<p>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.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0908/a.php" alt="Hit counter" /></p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".