Bridging the Divide: An Ethics of Care Approach to Autism Interventions and Neurodiversity

Abstract: This paper examines the tension between critical disability studies, which reject the medical model of autism, and the need for interventions for children with significant developmental gaps. The former challenges autism’s psychiatric disorder classification, critiques therapeutic aims and methods as abusive (resulting in harmful masking), and positively asserts an inclusive model recognizing unique, beneficial autistic traits (e.g., tendencies to relate to environment without sharp distinctions made between humans and other objects (neuroholographic)). The latter emphasizes intervention to foster growth, relationships, and independence for children struggling with fundamental milestones.
Recent efforts seek to reconcile these perspectives. Leaf et al. (2022) evaluate ABA therapy, defending some therapeutic aims (social-emotional regulation), suggesting modification of others (eye contact), and rejecting a few outright. While I am sympathetic to their view, I criticize its limitations, arguing it does not satisfy the critical demands of neurodiversity.
I propose an ethics of care model as a more effective bridge, addressing the needs of children requiring sensory integration while including neurodiversity insights. Shifting the focus to care (not cure) allows for early intervention that upholds ethical principles without reinforcing deficit-based narratives. By prioritizing ethics of care in developing intervention protocols, we can establish aims and methods that are ethically sound and responsive to both perspectives. This approach ensures that interventions support children meaningfully without compromising neurodiversity principles, fostering a framework that is both just and effective. Ultimately, an ethics of care offers a path forward that respects individual needs while maintaining a commitment to dignity and inclusion

Keywords: Neurodiversity, Ethics of Care, Early Autism Intervention