Composing Sensory Neurodiverse Pedagogies Using Score Analysis

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Reimagining Participatory Qualitative Methodologies Across Time, Space, and Context (Table 23)

Abstract

This qualitative research paper uses neurodiversity as a baseline for co-designing sensory pedagogies for autistic students interested in computational thinking (CT). Four middle-school teachers from diverse disciplines were recruited to develop neurodiverse pedagogies during workshops that included creative ensemble activities using digital-physical musical technologies and CT concepts. Neurodiverse and performative research methods were used to examine critical incidents that teachers experienced while co-designing neurodiverse pedagogies. Two score compositions were produced to analyze the data. Results from the score analysis indicated that teachers experience productive struggle, discomfort when challenging standardization, and tension between neurotypical systemic pressures and desires for inclusive instruction. Implications address implementing CT educational practices that benefit neurodiverse students, building neurodiverse pedagogies, and conducting neurodiverse research methods.

Authors

• Corey Reutlinger, Arizona State University

• Anani M. Vasquez, Neurodiversity Education Research Center

• Cole Mcleod, Arizona State University

• Mirka E. Koro, Arizona State University

• Denise Marie Amiot, Neurodiversity Education Research Center