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Curricula May Not Apply: 'Abnormal' Exceptions Speak Back to the Curriculum

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Title: Curricula May Not Apply: 'Abnormal' Exceptions Speak Back to the Curriculum
Language: English
Authors: George Rudkin (ORCID 0009-0001-0503-7270), Kayleigh L. Warrington, Emma Wilson (ORCID 0000-0002-8100-7508), Bethan Iley (ORCID 0000-0002-5813-3303), Alyssa Hillary Zisk (ORCID 0000-0003-2266-4855)
Source: Teaching of Psychology. 2026 53(2):141-150.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychology, College Curriculum, Attitudes toward Disabilities, Systems Approach, Inclusion, Disability Discrimination, Autism Spectrum Disorders
DOI: 10.1177/00986283251328986
ISSN: 0098-6283
1532-8023
Abstract: Introduction: Developing antiableist psychology curricula requires a system-wide approach that promotes inclusion and values knowledge at all levels. As a collective of autistic researchers, we explored how current curriculum structures impede inclusiveness. Statement of the Problem: Both historically and currently within research, neurodivergent psychology is largely segregated under abnormal psychology. This segregation pervades into teaching, where educators position Western, Educated, Industrialized, Rich, Democratic, and Abled (WEIRDA) psychology as human psychology, implicitly excluding others from humanity. Literature Review: Literature highlights that psychology centers on a medical model view of neurodivergence, a perspective at odds with the views of neurodivergent people. Understanding neurodivergence only regarding how these groups differ from WEIRDA norms reinforces stereotypes and understandings of neurodivergent people. Teaching Implications: Consideration of neurodiversity within psychology curricula should be updated in line with neurodiversity-affirming research, with WEIRDA psychology named accurately. The voices of neurodivergent staff/students should be reflected in curriculum content. Neurotypical and neurodivergent psychology should be addressed together within topics. Conclusion: Positioning WEIRDA psychology as human psychology directly opposes the aims of an antiableist psychology curriculum. We recommend actionable steps to reduce the exclusion and segregation of marginalized voices and, therefore, support meaningful change.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501004
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22George+Rudkin%22">George Rudkin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-0503-7270">0009-0001-0503-7270</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kayleigh+L%2E+Warrington%22">Kayleigh L. Warrington</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+Wilson%22">Emma Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8100-7508">0000-0002-8100-7508</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bethan+Iley%22">Bethan Iley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5813-3303">0000-0002-5813-3303</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alyssa+Hillary+Zisk%22">Alyssa Hillary Zisk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2266-4855">0000-0003-2266-4855</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2026 53(2):141-150.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Introduction: Developing antiableist psychology curricula requires a system-wide approach that promotes inclusion and values knowledge at all levels. As a collective of autistic researchers, we explored how current curriculum structures impede inclusiveness. Statement of the Problem: Both historically and currently within research, neurodivergent psychology is largely segregated under abnormal psychology. This segregation pervades into teaching, where educators position Western, Educated, Industrialized, Rich, Democratic, and Abled (WEIRDA) psychology as human psychology, implicitly excluding others from humanity. Literature Review: Literature highlights that psychology centers on a medical model view of neurodivergence, a perspective at odds with the views of neurodivergent people. Understanding neurodivergence only regarding how these groups differ from WEIRDA norms reinforces stereotypes and understandings of neurodivergent people. Teaching Implications: Consideration of neurodiversity within psychology curricula should be updated in line with neurodiversity-affirming research, with WEIRDA psychology named accurately. The voices of neurodivergent staff/students should be reflected in curriculum content. Neurotypical and neurodivergent psychology should be addressed together within topics. Conclusion: Positioning WEIRDA psychology as human psychology directly opposes the aims of an antiableist psychology curriculum. We recommend actionable steps to reduce the exclusion and segregation of marginalized voices and, therefore, support meaningful change.
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