Exploring the Experiences of Neurodivergent Educators in Schools

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Teacher Training, Attitudes, and Resilience in Special Education (Table 15)

Abstract

Neurodivergent educators are an undefined, unrecognized, and unsupported population. This qualitative study gives voice to K-12 neurodivergent classroom teachers by exploring their lived experiences in U.S. schools to better support teacher inclusion policies and initiatives. Preliminary findings indicate that neurodivergent educators advocate for students that learn differently, seeing themselves in those they teach. In addition, while neurodivergent educators often feel misunderstood by their peers, they possess a deep sense of autonomy and self-awareness while craving authentic relationships and learning experiences. More exposure to neurodivergent educators will normalize the presence of neurodivergence, creating a more inclusive environment for all stakeholders.

Author

• Jennifer Jacob Osborne, Texas Tech University