Neurodivergent Voices in the Classroom: Acquired or Innate, Still a Student.

Purpose: This clinical focus article explores the application of the Neurodiversity Paradigm in educational settings, advocating for neurodivergent-affirming practices to promote genuine inclusion for all students. The article highlights the importance of Universal Design for Learning and Culturally Responsive Teaching as practical strategies to ensure equitable participation for all students. Authored by two neurodivergent individuals, this work highlights the need for practices that affirm neurodivergent identities and promote meaningful inclusion. While autism is a prominent focus within neurodiversity discourse, other forms of neurodivergence, including acquired traumas, are often overlooked. Drawing comparative insights from education in Ireland and the United States, the authors discuss how policy shapes access and equity for neurodivergent learners. Conclusions: Neurodivergent-affirming approaches focus on addressing systemic barriers rather than "fixing" students, creating environments that value diversity in communication, sensory processing, and social interaction. Practical strategies for educators are provided to encourage neurodivergent voices in classroom discourse, ensuring that all students are respected, supported, and empowered to succeed in inclusive educational settings. This clinical focus article advocates for a paradigm shift in educational practices, promoting equity, autonomy, and dignity for neurodivergent students across diverse contexts.