Kategorie otwierające na neuroróżnorodność studentów. Pedagogiczne studium kontekstów edukacyjnych
Categories That Open Up to the Neurodiversity of Students: Pedagogical Study of Educational Contexts

Summary/Abstract: The aim of the research is to try to extract and give sense and mean- ings to the essential contexts of pedagogical work conducted by an academic teacher with neurodiverse students. The subject of research, which is the neurodiversity of students, has been rooted in the frame- work (context) of three categories describing the neurodiversity and the education of neurodiversity students. The selected categories are: authorship of one’s own life, self-determination and emancipation. We do not declare their detailed characteristics, but we highlight threads showing their potentials for opening a scientific discussion on neurodi- versity. The target motive, however, is to include didactic practice in the paradigm of academic thinking and action consistent with the category of neurodiversity. The direction of hermeneutic work is determined by the main problem: What is the essence of the education process at uni- versity for neurodiverse students? Hermeneutic considerations follow the logic of the constructivist paradigm relating to the didactic and social dimensions of creating an educational reality. The research material consists of theories and published source texts from the conducted research on the various dimensions of the presence of autism spectrum students at universities.

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