Published Paper Details:

Expressions and manifestations of human neurodiversity tend to hold the key to manifold opportunities and challenges when translated into a special need or diversity. When on one hand, disability is subjected to denigration, social exclusion, stereotyped understanding and despise; on the other hand disability is also manifested in the form of different and unique expressions of boundless abilities. Specifically, evidential literature around the Globe have reflected the unflinching creative abilities of the children with special needs. The present study was undertaken to cross-cut through the existing challenges in teaching-learning environments pertaining to the Right to Creative Expression and addressing Neurodiversity among children with special needs; to curtail stereotypes of �inability� among the children and to foster a positive classroom environment with optimal grounds for expression of their latent talents, inclusivity and strengthening of Child Rights as a whole. The study variables included ability enrichment, metacognition and inclusive classroom ergonomics in a 2X2 quasi experimental single subject research design methodology. Results of the present intervention study indicated a positive and significant difference among the research variables at .05 and .01levels of significance. This further indicated that fostering neurodiversity and talents among children with special needs in teaching-learning environments enhance as well as enrich their Right to Creative Expression and Neurocognitive Learning abilities. The study also paved the way for cross-cutting through the existent stereotypes related to disability and Disablism among children with Special Needs. Both quantitative and qualitative results were suggestive of creating an enriching teaching-learning environment for children with special needs, in a synchronization with their Child Rights and neurodiversity-based cognitive disposition.