Hidden curriculum in a special education context: the case of individuals with autism
Open accessAbstract
This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.
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The hidden curriculum at university tends to exclude minoritised groups from reaching their potential.
“First, the ‘hidden curriculum’ at university – that is, the unwritten, and sometimes unintentional, institutional expectations of how students will behave, study, and interact, which are not explicitly taught – tends to exclude minoritised groups from reaching their potential (Sulaimani and Gut, 2019).”
From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Sulaimani and Gut, 2019
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- Authors
- Sulaimani, M. F., & Gut, D. M.
- Affiliations
- Ohio University (US)
- ORCID
- Sulaimani, Mona F
- Venue
- Journal of Educational Research and Practice
- Publisher
- Walden University
- Published
- 2019-03-25
- Volume
- 9
- Issue
- 1
- ISSN
- 2167-8693 (ISSN-L)
- OpenAlex
- W2923871446
- Cited by
- 26
- References
- 40
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 6 · 2023: 6 · 2022: 4 · 2021: 4 · 2020: 1
- FWCI
- 1.31
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of Educational Research and Practice (publishedVersion)
- ScholarWorks (Walden University) (submittedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Safety Research › Disability Education and Employment
- Keywords
- hidden curriculum, autism spectrum disorder, special education, students with disabilities, inclusive education, teaching methods
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