Abstract/Statement
This paper provides insight into the author’s lived experience as an autistic artist and educator within the creative arts. Attention is drawn to how personal, creative, and professional encounters, combined with formal education in the field of autism studies, can inform a neurodiversity affirming learning environment that drives reflective practice.
The author is an educator at the Hester Hornbook Academy (HHA), delivering the Certificate 2 in Visual Arts as part of their Vocational Education in Schools program (VETiS). A human-centred and inclusive school, HHA engages learners from across the neurodiversity paradigm. As such, VETiS Visual Arts is well-positioned to support the wellbeing of young neurodiverse people by providing learning experiences that meet their unique needs and uphold their right to agency.
Critical reflection on neurodiversity affirming practice at HHA includes acknowledgement of how the author’s autism has been supported within the workplace. Overall, this paper underscores the value of self-advocacy and community connection through the provision of a creative environment in which learners feel engaged, equipped, empowered, and respected.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Prescott-Steed, David
(2025)
"Neurodivergence-affirming Practice in the Classroom: Critical Reflections of an Autistic Artist and Educator,"
Ought: The Journal of Autistic Culture: Vol. 7:
Iss.
1, Article 8.
DOI: 10.9707/2833-1508.1246
Available at:
https://scholarworks.gvsu.edu/ought/vol7/iss1/8