Conceptualisations of neurodiversity and barriers to inclusive pedagogy for early career teachers

神经多样性的概念和早期职业教师包容性教育学的障碍

• 批准号: ES/X007715/1
• 负责人: Anna Cook
• 金额: $ 32.16万
• 依托单位: University of Surrey
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2024
• 资助国家: 英国
• 起止时间: 2024 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX007715%2F1
• 关键词: Conceptualisations; neurodiversity; barriers; inclusive; pedagogy

The way teachers think about neurodiversity may be a contributing factor to their capacity and willingness to adopt an inclusive approach in their teaching. With increasing numbers of pupils who are neurodivergent (i.e., with neurodevelopmental differences such as autism, ADHD, and dyslexia), there is a growing need to improve understanding and acceptance of difference within education. Confidence to meet the needs of all pupils can be a challenge at the start of a teacher's career, but conceptualising difference as impairment results in less willingness to adapt teaching practices to cater for all. This can have damaging consequences for pupils' mental health and lead to higher rates of permanent and fixed-term exclusions. Research has yet to identify factors that shape teachers' conceptualisations of neurodiversity. A growing body of research suggests that reflective thinking in relation to teaching practice can promote change in complex learning environments, but regarding neurodiversity, this is often under-developed in teacher education programmes. I aim to explore connections between conceptualisations of neurodiversity, reflective thinking, and early career teachers' (ECTs') capacity to enact inclusive principles in neurodiverse classrooms. Further, I will also explore the perspectives of teacher educators in relation to their approach to covering neurodiversity in teacher education programmes.I will track 300 ECTs from the start of their teacher training to the end of their second year of teaching, using online surveys to explore conceptualisations of neurodiversity, beliefs and attitudes about their professional role and their level of reflective thinking. In addition, case studies of 4 ECTs in contrasting school settings and from contrasting training pathways will explore their experiences in more depth and draw on multiple sources regarding teaching for neurodiversity within complex and dynamic school systems. Using qualitative methods, the perspectives of teacher educators will also be gathered regarding the preparation of student teachers for teaching in neurodiverse classrooms, in relation to analysis of programme design documentation.Drawing on these analyses, in collaboration with co-production groups comprising ECTs and neurodivergent young adults, an online resource will be produced providing strategies for ECTs and the wider school community wishing to learn more about teaching for neurodiversity. This will be made available through project partners, such as the Autism Education Trust, the project webpage, and incorporated within the IOE Early Career Framework training programme.Project development and impact will be achieved through partnership with an advisory committee comprising major national bodies with key stakeholder roles in special education, inclusion, and neurodiversity. These advisors will contribute extensive knowledge and experience and established networks with schools, local authorities, policy holders and the wider community of research beneficiaries. Impact will be ensured through a public engagement event, academic publications, international presentation of findings, research briefings and a blog. The project has the potential to make a significant contribution to research since little is currently known about relationships between ECTs' ideological assumptions about neurodiversity and beliefs about their professional role, or the impact of teacher educator perspectives on teacher education programme design. I will also make a broader contribution through informing teacher education and training. If ECTs can be helped to overcome barriers to inclusive practice and increase their confidence and sense of agency this could lead to long-term positive impact on young people, their families, and schools, e.g., a reduction in school exclusions, improved educational outcomes and increased wellbeing of young people and their families, particularly those with neurodevelopmental conditions.

教师思考神经多样性的方式可能是他们在教学中采用包容性方法的能力和意愿的一个因素。随着神经差异的越来越多的学生（即具有自闭症，ADHD和阅读障碍等神经发育差异），越来越需要提高对教育中差异的理解和接受的需求。满足所有学生需求的信心在教师职业生涯开始时可能是一个挑战，但是随着障碍的损害，概念上的差异会导致较少的愿意调整教学实践以适应所有人。这可能会对学生的心理健康产生破坏性后果，并导致更高的永久性和定期排除率。研究尚未确定塑造教师对神经多样性概念化的因素。越来越多的研究表明，与教学实践有关的反思性思维可以促进复杂的学习环境中的变化，但是关于神经多样性，这通常在教师教育计划中不发展。我的目标是探索神经多样性，反思性思维的概念化与早期职业老师（ECTS）在神经多样性教室中制定包容性原则的能力之间的联系。此外，我还将探讨教师教育工作者的观点与他们涵盖教师教育计划中神经多样性的方法有关。我将追踪从教师培训的开始到第二年教学的第二年，使用在线调查，利用在线调查来探索神经脱位，对神经脱位，信念和对他们的专业角色和他们的专业角色和他们层面的概念的概念。此外，在对比的学校环境中和对比鲜明的培训途径中对4个ECT进行的案例研究将在更深入的情况下探索他们的经验，并利用有关复杂和动态学校系统中神经多样性教学的多种来源。 Using qualitative methods, the perspectives of teacher educators will also be gathered regarding the preparation of student teachers for teaching in neurodiverse classrooms, in relation to analysis of programme design documentation.Drawing on these analyses, in collaboration with co-production groups comprising ECTs and neurodivergent young adults, an online resource will be produced providing strategies for ECTs and the wider school community wishing to learn more about teaching for神经多样性。这将通过项目合作伙伴（例如自闭症教育信托基金会，项目网页）提供，并将其纳入IOE早期职业框架培训计划中。项目的开发和影响将通过与咨询委员会的合作伙伴关系，该咨询委员会在特殊教育，包容性，包容性和神经成果中具有关键的利益相关者作用，并具有关键的国家机构。这些顾问将贡献广泛的知识和经验，并与学校，地方当局，政策持有者和更广泛的研究受益人社区建立了网络。将通过公共参与活动，学术出版物，研究结果的国际介绍，研究简报和博客来确保影响。该项目有可能为研究做出重大贡献，因为目前对ECT关于神经多样性的意识形态假设与对其职业角色的信念或教师教育工作者观点对教师教育计划设计的影响知之甚少。我还将通过告知教师教育和培训来做出更广泛的贡献。如果可以帮助克服包容性实践的障碍，并提高他们的信心和机构意识，这可能会导致对年轻人，他们的家庭和学校的长期积极影响，例如，减少学校排斥，改善教育成果，增强了年轻人及其家人的健康状况，尤其是那些患有神经发展状况的人。