Ecological Systems Theory:a valuable framework for research on Inclusion and Special Educational Needs/Disabilities.

In this article I critically discuss some of the benefits and limitations of using Ecological Systems Theory (EST) in research on Inclusion and Special Educational Needs/Disabilities (SEN/D). In support for this discussion I draw on reflections from a study I conducted on the social inclusion and participation of young people with dual sensory impairment in mainstream schools (author, 2012). The aim was to explore to what extent the young people were socially included in the mainstream environment and to identify any barriers to their participation. I used EST (Bronfenbrenner, 1979) as the theoretical framework for the study and accordingly perceived the mainstream school as a system, components of which continuously interact and influence social inclusion. The aim of this article is to argue that the conceptual framework of EST is a valuable tool for research explor- ing inclusion in education of learners with SEN/D, because it helps the researcher focus on the crucial interplay between the individual and the context, in which the individual is embedded. Challenges for researchers adopting this framework are also considered

A scoping review of functioning features of children said to have Pathological Demand Avoidance: providing a conciliatory neurodiversity stance.

Pathological Demand Avoidance (PDA) has been regarded as a separate diagnostic category by some, while others see it as part of other diagnoses, such as Autism. This study contributes to this debate, by providing a conciliatory stance, aligned with the neurodiversity paradigm. A scoping literature review on Pathological Demand Avoidance (and related terms) has been conducted to systematically identify the everyday life functioning features mentioned in the empirical research as key for children with PDA, using the taxonomy of the International Classification of Functioning Disability and Health (ICF). Results show a significant overlap of key functioning features between children with PDA and Autistic children, as well as with children with other diagnoses such as ADHD. We argue that by adopting a neurodiversity stance, which the ICF can help promote, the debate around what constitutes PDA and what constitutes Autism becomes less relevant. It is more important to focus on the specific and identified everyday life participation issues that may, at certain points in time, become overwhelming for Autistic children (with or without PDA) and to children with PDA (with or without co-existing diagnoses)