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

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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.