1. The neurodiversity view of autism is connected with the social model of disability in that both perspectives emphasize the role of society and its structures in creating disability. The neurodiversity view posits that autism is a natural variation of the human brain, not a disorder to be cured. Similarly, the social model of disability suggests that disability is not an inherent trait of an individual, but rather a result of the interaction between the individual and a society not designed to accommodate their differences. Both views advocate for societal changes to accommodate these differences, rather than trying to change the individual to fit into society.

2. The voices of autistic people with high support requirements could be more heard in education through various means. One way is by actively involving them in decision-making processes related to their education, such as Individualized Education Program (IEP) meetings. Another way is by providing them with appropriate communication supports, such as augmentative and alternative communication (AAC) devices, to express their thoughts and needs. Additionally, educators and policymakers should actively seek out and consider the perspectives of autistic individuals with high support needs when developing policies and practices.

3. Educators can respond to the call from the autistic community for their greater engagement in planning for inclusive supports in schools by actively involving autistic individuals in the planning process. This could involve seeking input from autistic students, parents, and advocates when developing inclusive education policies and practices. Educators should also strive to create a school environment that respects and values neurodiversity, such as by providing appropriate accommodations and supports, promoting understanding and acceptance of autism among all students, and providing training for staff on autism and inclusive education.

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1. The neurodiversity view of autism is connected with the social model of disability in that both perspectives emphasize the role of society and its structures in creating disability. The neurodiversity view posits that autism is a natural variation of the human brain, not a disorder to be cured. Similarly, the social model of disability suggests that disability is not an inherent trait of an individual, but rather a result of the interaction between the individual and a society not designed to accommodate their differences. Both views advocate for societal changes to accommodate these differences, rather than trying to change the individual to fit into society.

2. The voices of autistic people with high support requirements could be more heard in education through various means. One way is by actively involving them in decision-making processes related to their education, such as Individualized Education Program (IEP) meetings. Another way is by providing them with appropriate communication supports, such as augmentative and alternative communication (AAC) devices, to express their thoughts and needs. Additionally, educators and policymakers should actively seek out and consider the perspectives of autistic individuals with high support needs when developing policies and practices.

3. Educators can respond to the call from the autistic community for their greater engagement in planning for inclusive supports in schools by actively involving autistic individuals in the planning process. This could involve seeking input from autistic students, parents, and advocates when developing inclusive education policies and practices. Educators should also strive to create a school environment that respects and values neurodiversity, such as by providing appropriate accommodations and supports, promoting understanding and acceptance of autism among all students, and providing training for staff on autism and inclusive education.

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1. The neurodiversity view of autism is connected with the social model of disability in that both perspectives emphasize the role of society and its structures in creating disability. The neurodiversity view posits that autism is a natural variation of the human brain, not a disorder to be cured. Similarly, the social model of disability suggests that disability is not an inherent trait of an individual, but rather a result of the interaction between the individual and a society not designed to accommodate their differences. Both views advocate for societal changes to accommodate these differences, rather than trying to change the individual to fit into society.

2. The voices of autistic people with high support requirements could be more heard in education through various means. One way is by actively involving them in decision-making processes related to their education, such as Individualized Education Program (IEP) meetings. Another way is by providing them with appropriate communication supports, such as augmentative and alternative communication (AAC) devices, to express their thoughts and needs. Additionally, educators and policymakers should actively seek out and consider the perspectives of autistic individuals with high support needs when developing policies and practices.

3. Educators can respond to the call from the autistic community for their greater engagement in planning for inclusive supports in schools by actively involving autistic individuals in the planning process. This could involve seeking input from autistic students, parents, and advocates when developing inclusive education policies and practices. Educators should also strive to create a school environment that respects and values neurodiversity, such as by providing appropriate accommodations and supports, promoting understanding and acceptance of autism among all students, and providing training for staff on autism and inclusive education.

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