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Navigating Neurodiversity: Insights from an Interview with Maria Blaeuer on Challenges and Opportunities in Adult Education and Human Resource Development

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Title: Navigating Neurodiversity: Insights from an Interview with Maria Blaeuer on Challenges and Opportunities in Adult Education and Human Resource Development
Language: English
Authors: Yoshie Tomozumi Nakamura (ORCID 0000-0003-0414-7045), Maria Blaeuer
Source: New Horizons in Adult Education & Human Resource Development. 2026 38(2):176-181.
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: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Neurodevelopmental Disorders, Adult Education, Students with Disabilities, Barriers, Attitudes toward Disabilities, Legal Responsibility, Adjustment (to Environment), Inclusion, Accessibility (for Disabled), Self Concept, Self Advocacy, Social Bias, Civil Rights, Experiential Learning
DOI: 10.1177/19394225251412750
ISSN: 1939-4225
Abstract: This perspective examines the challenges and opportunities faced by neurodiverse individuals in adult education (AE) and human resource development (HRD) through an interview with attorney Maria Blaeuer, Director of Programs and Outreach at Advocates for Justice and Education. The semi-structured interview approach provided flexibility to explore key themes, offering valuable insights into neurodiversity in educational and professional environments. The article applies Critical Disability Theory, which critiques the medical model of disability, and Experiential Learning Theory to analyze systemic barriers, such as ableist practices and legal frameworks, that hinder neurodiverse individuals' development. Additionally, the study highlights the transition challenges from K-12 education to higher education or the workforce, where legal protections shift responsibility onto individuals. The discussion emphasizes the need for inclusive environments, proactive accommodation strategies, and the importance of developing neurodiverse identities and self-advocacy skills. Recommendations for educators and HRD professionals include fostering rights-based approaches, challenging ableist language, and promoting continuous learning opportunities for neurodiverse individuals to thrive.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504097
Database: ERIC
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  Value: <anid>AN0193165205;[1cyh]01jun.26;2026Apr24.02:42;v2.2.500</anid> <title id="AN0193165205-1">Navigating Neurodiversity: Insights from an Interview with Maria Blaeuer on Challenges and Opportunities in Adult Education and Human Resource Development </title> <p>This perspective examines the challenges and opportunities faced by neurodiverse individuals in adult education (AE) and human resource development (HRD) through an interview with attorney Maria Blaeuer, Director of Programs and Outreach at Advocates for Justice and Education. The semi-structured interview approach provided flexibility to explore key themes, offering valuable insights into neurodiversity in educational and professional environments. The article applies Critical Disability Theory, which critiques the medical model of disability, and Experiential Learning Theory to analyze systemic barriers, such as ableist practices and legal frameworks, that hinder neurodiverse individuals' development. Additionally, the study highlights the transition challenges from K–12 education to higher education or the workforce, where legal protections shift responsibility onto individuals. The discussion emphasizes the need for inclusive environments, proactive accommodation strategies, and the importance of developing neurodiverse identities and self-advocacy skills. Recommendations for educators and HRD professionals include fostering rights-based approaches, challenging ableist language, and promoting continuous learning opportunities for neurodiverse individuals to thrive.</p> <p>Keywords: neurodiversity; experiential learning; critical disability theory; identity</p> <hd id="AN0193165205-2">Introduction</hd> <p>This perspective explores the challenges and opportunities faced by neurodiverse individuals in adult education (AE) and human resource development (HRD) through the lens of an interview with attorney Maria Blaeuer, Director of Programs and Outreach at Advocates for Justice and Education in Washington, DC, US. The semi-structured interview format allowed for a focused yet flexible exploration of key themes, providing valuable insights that shape the discussion.</p> <p>The concept of neurodiversity, which recognizes the natural variation in human brain function, has gained significant attention in recent years ([<reflink idref="bib29" id="ref1">29</reflink>]). Coined in the late 1990s by sociologist Judy Singer, the term "neurodiversity" has become increasingly popular as a way to signal neurological differences without the stigma often associated with disability labels ([<reflink idref="bib32" id="ref2">32</reflink>]). Despite this shift in terminology, the term "disability" remains dominant in medical and legal contexts, complicating social norms and individual identity development for neurodiverse individuals. In this article, we use "disability" in discussions within legal, medical, and educational contexts, as these fields still predominantly use the term, and we use "neurodiversity" in the rest of the sections. Our use of both terms reflects this ongoing tension between newer, identity-affirming language and the established legal and medical terminology that still shapes much of the discourse in this area. With that said, it is important to recognize that neurodiverse individuals continue to face substantial challenges in educational and workplace settings, particularly as they transition from K–12 to higher education and the workforce.</p> <hd id="AN0193165205-3">Theoretical Framework</hd> <p>To analyze insights from the interview focusing on Blaeuer's in-depth experiences with neurodiverse individuals, we apply two theoretical frameworks: Critical Disability Theory (CDT) and Experiential Learning Theory (ELT). CDT challenges the medical model of disability and focuses on how social, political, and economic structures create barriers for individuals with disabilities ([<reflink idref="bib9" id="ref3">9</reflink>]; [<reflink idref="bib10" id="ref4">10</reflink>]; [<reflink idref="bib12" id="ref5">12</reflink>]). Ableist policies, such as rigid traditional assessment, inflexible work schedules, and biases in hiring, enforce a binary view of "able" versus "not able" as opposed to a continuum, labeling neurodiverse individuals as lazy or incompetent rather than recognizing their unique strengths ([<reflink idref="bib6" id="ref6">6</reflink>]; [<reflink idref="bib13" id="ref7">13</reflink>]; [<reflink idref="bib19" id="ref8">19</reflink>]; [<reflink idref="bib27" id="ref9">27</reflink>]; [<reflink idref="bib26" id="ref10">26</reflink>]). This marginalization undermines their self-determination and limits their opportunities to thrive. CDT advocates for dismantling these barriers by promoting inclusive practices that value neurodiversity and foster autonomy in all aspects of society ([<reflink idref="bib30" id="ref11">30</reflink>]), which helps us examine systemic issues that influence the marginalization of neurodiverse individuals.</p> <p>ELT emphasizes the importance of concrete experiences, reflective observation, abstract conceptualization, and active experimentation in the learning process ([<reflink idref="bib16" id="ref12">16</reflink>]; [<reflink idref="bib15" id="ref13">15</reflink>]). In concrete experience, the adult learner engages in a new experience or reinterprets a prior one. This is followed by reflective observation, where the learner reflects on the experience to gain insights. Next is abstract conceptualization, where new ideas are developed or existing concepts are adapted based on these reflections. Finally, in active experimentation, the learner applies these ideas in practice, with the outcome becoming the starting point for the next cycle.</p> <p>The ELT framework can examine what educational and workplace learning experiences neurodiverse individuals obtain and how they interpret the experiences through reflections and what tools and strategies they develop over time to thrive ([<reflink idref="bib16" id="ref14">16</reflink>]). This framework also informs practical approaches tailored to their cognitive needs, such as structured tasks, interactive activities, or real-world simulations ([<reflink idref="bib4" id="ref15">4</reflink>]; [<reflink idref="bib5" id="ref16">5</reflink>]). Reflection tools like visual aids, journaling, or guided discussions help neurodiverse individuals process their experiences and foster self-awareness, enabling them to identify their strengths and challenges ([<reflink idref="bib2" id="ref17">2</reflink>]; [<reflink idref="bib18" id="ref18">18</reflink>]). By connecting these reflections to structured models, such as problem-solving strategies, neurodiverse individuals navigate situations. Additionally, providing safe spaces for experimentation allows them to practice skills like self-advocacy or time management without fear of judgment, building confidence and adaptability.</p> <hd id="AN0193165205-4">Multifaced Challenges from the Individual, Organization, to Society Levels</hd> <p>This section explores the complex and interconnected challenges faced by neurodiverse individuals across various levels, from personal experiences to broader societal structures. It examines the systemic barriers and ableist practices that impact their identity and the critical role of experiential learning in fostering self-advocacy. It also highlights the responsibilities of adult educators and HRD professionals in creating inclusive environments and supporting structures.</p> <hd id="AN0193165205-5">Systemic Barriers and Ableist Structures</hd> <p>Blaeuer's insights reveal several systemic barriers that contribute to the challenges neurodiverse individuals face. These multifaceted barriers are interrelated yet can be categorized as legal and medical, societal, and personal identity barriers. Understanding these barriers is essential because they help us identify individual needs and the support structures required for neurodiverse individuals to thrive.</p> <hd id="AN0193165205-6">Legal and Medical Barriers</hd> <p>A significant legal shift occurs as students transition from K–12 to higher education or the workplace. In the K–12 setting, the Individuals with Disabilities Education Act (IDEA) places the requirement of providing accommodations on the school district ([<reflink idref="bib34" id="ref19">34</reflink>]). However, as Blaeuer notes, "when students leave school education, they go to college or wherever their next workplace is... and the burden at that point is on them to articulate their needs and what they want." The laws most relevant in this context, the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) contain no analogous affirmative obligation. Moreover, IDEA does not permit a conversation about cost to factor into the decision-making process, while the ADA specifically allows covered entities to consider the cost of the requested accommodation. In addition, the medical and legal framing of disability presents additional challenges. Blaeuer notes, "The idea of disability is like this weird medical plus legal thing." This framing aligns with CDT's critique of the medical model of disability, which often fails to consider social and environmental factors ([<reflink idref="bib25" id="ref20">25</reflink>]).</p> <hd id="AN0193165205-7">Societal Barriers</hd> <p>The use of ableist language and practices in educational systems often minimizes or euphemizes neurodiversity. Blaeuer points out, "We say special needs. We say unique talents, unique abilities. And that sends the message there is something wrong with having this identity." This practice reflects the ableist structures that CDT seeks to challenge and can stunt the development of a positive disability identity. Euphemistic language shapes broader societal perceptions of neurodiversity ([<reflink idref="bib23" id="ref21">23</reflink>]). Terms like "special needs" reinforce the idea that disability is a deviation from the norm, subtly positioning neurodiverse individuals as outsiders rather than integral members of communities, reproducing stigma, lowering expectations, and framing accommodations as favors rather than rights.</p> <p>Activists have worked to challenge the use of euphemistic language, often with humor to convey their message. For example, the Italian non-profit CoorDown released a public service announcement (PSA) for World Down Syndrome Day that humorously critiques the term "special needs" by demonstrating scenarios of exaggerated "special" accommodations ([<reflink idref="bib28" id="ref22">28</reflink>]). Similarly, articles like, "I am not ashamed: Disability advocates," experts implore you to stop saying "special needs" ([<reflink idref="bib24" id="ref23">24</reflink>]) and [<reflink idref="bib7" id="ref24">7</reflink>] piece on Medium highlight the growing movement among disability advocates to reject the term "special needs" in favor of more direct language that accurately reflects disability as a social identity rather than a unique condition requiring separate categorization.</p> <hd id="AN0193165205-8">Personal Identity Barriers</hd> <p>The legal transition and social framing of the language significantly influence individual identity. The legal transition reflects a neoliberal emphasis on individual responsibility over collective support, a key concern in CDT ([<reflink idref="bib11" id="ref25">11</reflink>]; [<reflink idref="bib33" id="ref26">33</reflink>]). The shift is particularly challenging because many neurodiverse individuals may not have developed a strong identity as a person with neurodiverse conditions. Blaeuer explains, "They may not have an identity as a [neurodiverse individual]...school districts [and the social systems]...undermining that." These societal norms and expectations can eventually inhibit neurodiverse individuals from building an identity that acknowledges and accepts their whole selves, including their neurodiverse conditions ([<reflink idref="bib3" id="ref27">3</reflink>]).</p> <p>For example, after leaving the structured environment of K–12 education, a neurodiverse student entering college or the workforce may struggle when expected to independently request accommodations, disclose their diagnosis, and navigate unfamiliar institutional systems. The loss of structured guidance, coupled with societal expectations of independence, can heighten anxiety, create a sense of isolation, and challenge their developing sense of identity as a neurodiverse individual. Over time, this experience can lead to the internalization of ableist assumptions, resulting in diminished confidence and uncertainty in new social and professional contexts.</p> <hd id="AN0193165205-9">Needs for Experiential Learning and Identity Development</hd> <p>These systemic barriers have significant implications for the experiential learning process of neurodiverse individuals. The limited opportunities for concrete experiences in self-advocacy during K–12 education can make it difficult for neurodiverse individuals to articulate their needs and rights effectively in higher education or the workplace. Blaeuer observes, "That conversation ...is very uncomfortable for a lot of people. One, because they don't have that identity, but two, because it's not something they've done before."</p> <p>The minimization of neurodiverse identities in educational settings can impede neurodiverse individuals' ability to reflect on their experiences as people with neurodiverse conditions. This disruption in the reflective observation stage of experiential learning cycle can hinder the development of a strong neurodiversity identity ([<reflink idref="bib15" id="ref28">15</reflink>]). Moreover, the framing of accommodations as favors rather than rights can prevent neurodiverse individuals from conceptualizing their needs within a rights-based framework. Blaeuer notes, "If you don't frame it as like a rights-based conversation... It becomes like a favor." This perception can limit neurodiverse individuals' willingness to experiment with different strategies for workplace success, potentially leading to reduced job mobility and career advancement ([<reflink idref="bib14" id="ref29">14</reflink>]; [<reflink idref="bib17" id="ref30">17</reflink>]; [<reflink idref="bib31" id="ref31">31</reflink>])</p> <hd id="AN0193165205-10">The Role of AE and HRD</hd> <p>These systemic barriers and disruptions to the experiential learning process have significant implications for AE and HRD in the workplace. Blaeuer suggests that the lack of a strong neurodiverse identity and self-advocacy skills can lead to reduced job mobility. Neurodiverse individuals may hesitate to seek better opportunities, fearing they won't receive necessary accommodations elsewhere. The framing of accommodations as favors rather than rights can also lead to underemployment. Blaeuer posits that this could result in neurodiverse individuals being "funneled into certain sectors" where they feel their needs are more likely to be met. This limitation not only affects individual career trajectories but also potentially deprives various sectors of the unique perspectives and talents that neurodiverse individuals can offer ([<reflink idref="bib1" id="ref32">1</reflink>]).</p> <hd id="AN0193165205-11">Recommendations for Adult Educators and HRD Professionals</hd> <p>Given these challenges, adult educators and HRD professionals should take proactive steps to create inclusive environments and support neurodiverse individuals in the workforce. To begin, they should actively challenge ableist structures by identifying and addressing practices and language within organizations that may inadvertently marginalize neurodiverse employees.</p> <hd id="AN0193165205-12">Challenge Ableist Structures</hd> <p>Applying a CDT lens can help educators and HRD professionals to question these embedded norms, reframe policies to recognize diverse cognitive and behavioral expressions of professionalism, and design systems that value equity over conformity. For example, communication intended to respect the privacy of neurodiverse employees may inadvertently imply some degree of shamefulness or stigma. This matters because unexamined ableist assumptions can undermine relationship-building with neurodiverse employees and contribute to unfavorable organizational norms and culture.</p> <p>Managers in organizations should consider strategies to counter this by affirmatively placing disclosure decisions on the employee in all situations and setting norms that facilitate that. Blaeuer said, "When training my team, I teach all of the how to use the privacy function on the calendaring system we use, so that they can control who sees that, but I intentionally also make it a point to keep my appointments visible to the team, so they know I am seeking care and support for my own needs. I hope that doing this creates a culture where disclosure is easier and not stigmatized." This is important because it establishes the conditions in which neurodiverse employees can participate fully and confidently, laying the foundation for more inclusive organizational norms.</p> <hd id="AN0193165205-13">Promote Rights-Based Approach</hd> <p>Promoting a rights-based approach is equally important. By fostering an understanding of disability rights among all employees and framing accommodations as legal entitlements rather than favors, professionals can empower neurodiverse individuals to advocate for their needs more effectively. This shift in perspective is essential for creating a more equitable workplace. Organizations can begin this transition by revising policy language to explicitly affirm disability rights, ensuring that accommodations are presented as part of an employee's access to equity rather than as exceptions. Providing supervisor and staff training on inclusive communication such as by using rights-affirming language in performance and onboarding materials. Leaders can also model inclusive framing in everyday interactions by normalizing discussions about accessibility and emphasizing the benefits of accommodations. Educators can reinforce this understanding by embedding disability rights content into professional development curricula.</p> <hd id="AN0193165205-14">Facilitate Learning and Flexibility</hd> <p>There are three key components that collectively support learning and flexibility for neurodiverse individuals. The first involves the development of self-advocacy. The second emphasizes continued developmental and identity support across the career span. The third focuses on educating neurotypical colleagues to foster more inclusive and empathetic workplaces.</p> <hd id="AN0193165205-15">Support Experiential Self-Advocacy Development</hd> <p>Creating supportive environments for neurodiverse employees to practice self-advocacy is another key responsibility. This aligns with Blaeuer's emphasis on the importance of a "disability rights lens" and allows individuals to engage in all stages of [<reflink idref="bib16" id="ref33">16</reflink>] experiential learning cycle. In practice, educators and HRD professionals can intentionally design learning cycles such as offering <emph>concrete experiences</emph> such as simulated disclosure conversations, facilitating <emph>reflective observation</emph> through guided debriefs, encouraging <emph>abstract conceptualization</emph> by connecting reflections to disability rights, and promoting <emph>active experimentation</emph> through inclusive design projects. Such experiential scaffolding enables neurodiverse individuals to build advocacy skills and fosters deeper organizational learning about inclusion.</p> <hd id="AN0193165205-16">Provide Continuous Development and Identity Support</hd> <p>Recognizing that identity development and self-advocacy are continuous processes, adult educators and HRD professionals should provide ongoing support and regular learning opportunities for neurodiverse employees throughout their careers ([<reflink idref="bib27" id="ref34">27</reflink>]). This commitment to continuous development can help neurodiverse individuals thrive in their roles and advance in their careers. Policymakers can reinforce these practices through inclusive training mandates and funding initiatives that promote equitable access to lifelong learning.</p> <hd id="AN0193165205-17">Educate Neurotypical Colleagues</hd> <p>Educating neurotypical colleagues is also essential through awareness programs, which integrate empathic communication practice to break down barriers and foster empathy among all employees, such as through active listening and questioning that challenge assumptions and uncover biases ([<reflink idref="bib21" id="ref35">21</reflink>]). Embedding such practices within broader leadership and team development initiatives enables organizations to normalize empathy-driven dialogue and strengthen collaborative bonds.</p> <hd id="AN0193165205-18">Implement Flexible Accommodation Processes</hd> <p>Finally, implementing flexible accommodation processes is crucial. For instance, some organizations have adopted periodic "accommodation check-ins" between employees and HR or immediate supervisors, which can be formal or informal, to reassess needs as roles evolve ([<reflink idref="bib22" id="ref36">22</reflink>]). For instance, Stanford ([<reflink idref="bib8" id="ref37">8</reflink>]) and Microsoft's Neurodiversity @ Work initiative ([<reflink idref="bib20" id="ref38">20</reflink>]) provide adaptable supports that can be modified without new documentation each time needs shift. Educators can also apply this model by allowing flexible assignment formats or varied communication modes such as verbal, visual, or written approaches that align with learners' strengths and adapt to their emerging challenges.</p> <hd id="AN0193165205-19">Conclusion</hd> <p>This perspective captures challenges and opportunities faced by neurodiverse individuals in AE and HRD. Applying CDT and ELT, to data from an interview with attorney Maria Blaeuer, Director of Programs and Outreach at Advocates for Justice and Education we've highlighted how legal frameworks, ableist norms, and limited opportunities for experiential learning undermine identity development and self-advocacy of neurodiverse individuals.</p> <p>For educators and HRD professionals, these findings underscore the need to move beyond deficit models and adopt rights-based, inclusive approaches. Future research should explore how identity development and self-advocacy evolve across educational and professional trajectories, and how interventions such as experiential learning-based awareness programs shape long-term outcomes. 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Exceptionality, 32(2), 109–122. https://doi.org/10.1080/09362835.2024.2301820</bibtext> </blist> </ref> <ref id="AN0193165205-21"> <title> Footnotes </title> <blist> <bibtext> Yoshie Tomozumi Nakamura</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0003-0414-7045</bibtext> </blist> <blist> <bibtext> The authors received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Yoshie Tomozumi Nakamura and Maria Blaeuer</p> <p>Reported by Author; Author</p> <p></p> <p>Dr. Yoshie Tomozumi Nakamura is Associate Professor in the Human and Organizational Learning Department at the Graduate School of Education and Human Development, The George Washington University, USA. Her research focuses on leadership learning and development, with a particular emphasis on the intra- and interpersonal aspects of leadership. Dr. Nakamura received her doctorate in Adult Learning and Leadership from Columbia University. She holds a Bachelor of Arts Degree in Literature; a Master of Arts in International Education; and a Master of Education in Adult Learning and Leadership.</p> <p>Maria Blaeuer is Director of Programs and Outreach at Advocates for Justice and Education, Inc. (AJE) USA. Ms. Blaeuer leads much of AJE's parent, youth and professional training, as well as AJE's parent and youth support services. Ms. Blaeuer obtained her Bachelor's Degree with honors from Virginia Commonwealth University, earned her law degree from Howard University School of Law, and is pursuing her Master's degree in Education Policy.</p> </aug> <nolink nlid="nl1" bibid="bib29" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib32" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib10" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib13" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib27" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib26" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib30" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib16" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib15" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib18" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib34" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib25" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib23" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib28" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib24" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib11" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib33" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib14" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib17" firstref="ref30"></nolink> <nolink nlid="nl22" bibid="bib31" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib21" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib22" firstref="ref36"></nolink> <nolink nlid="nl25" bibid="bib20" firstref="ref38"></nolink>
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  Data: Navigating Neurodiversity: Insights from an Interview with Maria Blaeuer on Challenges and Opportunities in Adult Education and Human Resource Development
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  Data: <searchLink fieldCode="AR" term="%22Yoshie+Tomozumi+Nakamura%22">Yoshie Tomozumi Nakamura</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0414-7045">0000-0003-0414-7045</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Blaeuer%22">Maria Blaeuer</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22New+Horizons+in+Adult+Education+%26+Human+Resource+Development%22"><i>New Horizons in Adult Education & Human Resource Development</i></searchLink>. 2026 38(2):176-181.
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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: <searchLink fieldCode="DE" term="%22Neurodevelopmental+Disorders%22">Neurodevelopmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Legal+Responsibility%22">Legal Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Advocacy%22">Self Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights%22">Civil Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink>
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  Data: 10.1177/19394225251412750
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  Data: This perspective examines the challenges and opportunities faced by neurodiverse individuals in adult education (AE) and human resource development (HRD) through an interview with attorney Maria Blaeuer, Director of Programs and Outreach at Advocates for Justice and Education. The semi-structured interview approach provided flexibility to explore key themes, offering valuable insights into neurodiversity in educational and professional environments. The article applies Critical Disability Theory, which critiques the medical model of disability, and Experiential Learning Theory to analyze systemic barriers, such as ableist practices and legal frameworks, that hinder neurodiverse individuals' development. Additionally, the study highlights the transition challenges from K-12 education to higher education or the workforce, where legal protections shift responsibility onto individuals. The discussion emphasizes the need for inclusive environments, proactive accommodation strategies, and the importance of developing neurodiverse identities and self-advocacy skills. Recommendations for educators and HRD professionals include fostering rights-based approaches, challenging ableist language, and promoting continuous learning opportunities for neurodiverse individuals to thrive.
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