A Critical Phenomenological Study of Neurodivergent Teachers’ Perceptions of Artificial Intelligence in the Classroom

• In Event: Educators’ Identities and Perceptions Across Tech Platforms, AI, and Multimodal Literacies

Abstract

This study uses a critical phenomenological approach to understand neurodivergent teachers' perceptions of AI, both as a tool for teaching and as used by students. The study aims to highlight the voices of neurodivergent teachers, often underrepresented or viewed in a deficit lens in educational research. This study is significant because it opens the conversation between education researchers and neurodivergent teachers, and it advocates for an asset-based view of neurodivergence in educational contexts.

Authors

• Jessica McKamie, Baylor University

• Tony Lee Talbert, Baylor University