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Räume relationaler Opazität: Partizipative Sinnstiftung und die Ethik des Mit-Seins mit autistischen Menschen
Bildungsforschung und pädagogische Praxis beruhen häufig auf normativen Vorstellungen von Kommunikation, die schnelle, eindeutige und neuronormative Formen der Interaktion bevorzugen. Dadurch werden neurodivergente Formen der Teilhabe nur eingeschränkt wahrgenommen und anerkannt. Dieser konzeptionel
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