Neurodiversity and Strengths-Based Approaches in Education: A Walker and Avant Concept Analysis

Neurodiversity and strengths-based approaches are increasingly prominent in educational discourse, reflecting the ongoing evolution of inclusive educational practice. Each concept is subject to its own definitional ambiguity and has attracted a range of critiques. These unresolved issues at the ideational level risk undermining their effective application in practice. For example, theoretical questions concerning whether the two are distinct or overlapping have prompted
models for their conceptual integration. Clarifying these relationships is therefore essential to support meaningful and consistent implementation in education. This study reports a Walker and Avant concept analysis for each term, aiming to map and clarify how the concepts are used within educational research. The focus was on exploring modern, contextualised understandings rather than relying solely on reified, original academic definitions. A subsequent comparative analysis of the two concept analyses was then conducted to determine whether systematic research evidence supports previous proposals for integration. The analyses revealed both overlapping and distinct characteristics across concepts, leading to the conclusion that the findings support integration. This is discussed in relation to applied educational practice. The implications of this integration are explored through the development of a reflexive resource for practitioners, designed to support the direct application of the concept analysis findings. This resource aims to ensure that both concepts are applied with precision, enhancing inclusive educational practice.