Developing a Measure of Teachers' Knowledge of Neurodiversity

• In Event: Exploring Teachers' Attitudes and Perspectives Toward Inclusion

Abstract

The neurodiversity perspective posits that neurological differences are not deficits, but a natural part of human variability. In educational settings, it is important for teachers to understand what neurodiversity is in order to reconceptualize students’ perceived deficits as diversity and appreciate their strengths. However, there is currently no instrument available to measure an individual’s knowledge of neurodiversity. In this study, following Wilson’s (2004) recommendations for constructing measures, the authors developed a measure to examine teachers’ knowledge of neurodiversity. As an initial step, a construct map was developed to define knowledge of neurodiversity. Based on this construct map, the authors developed 15 survey items. A cognitive interview was conducted to examine teachers’ understanding of these items in order to refine them.

Authors

• Rachel Schuck, University of California - Santa Barbara

• Sunghee Choi, University of California - Santa Barbara

• Andrew Maul, University of California - Santa Barbara