Lives of Neurodivergent Teachers

• In Event: Reframing Teacher Preparation and Praxis Through Disability, Culture, and Teacher Identity

Abstract

In 2019, 21% of undergraduates reported having a disability (National Center for Education Statistics, 2023), yet there is little known about how many teacher candidates report disability or neurodivergence, and less understanding of the experiences of disabled teachers.This narrative inquiry study describes the experiences of six educators who identify as neurodivergent as they recall their experiences as students in K-12, building their professional identities as neurodivergent teachers in teacher preparation programs and navigating their first year in the classroom. Preliminary findings identify the assets that neurodivergent teachers bring to their colleagues, students and families as well as the potential for neurodivergent teachers to critically “imagine futures” that are more inclusive for teachers and students.

Authors

• Ilene Ivins, Alder Graduate School of Education

• Cindy Parks, University of California - Davis

• Laurel E. Towers, University of California - Davis

• Lauren Lindstrom, University of California - Davis