THE IMPACT OF EDUCATORS’ PERCEPTIONS OF NEURODIVEGENCE ON THEIR SELF-EFFICACY IN TEACHING MIDDLE AND HIGH SCHOOL STUDENTS WITH ADHD AND AUTISM IN RURAL MINNESOTA

Abstract

ABSTRACT The purpose of this phenomenological qualitative study was to explore how we can best support our teachers in matching our ever-changing educational landscape, specifically our neurodivergent learners. When educating neurodivergent students (students with autism or attention deficit hyperactivity disorder), we must understand how to teach these creative, sometimes misunderstood individuals and unleash their full potential. To do so, we need educational practitioners who have healthy perceptions of what it means to be neurodivergent and educators who understand both the talents and hurdles that being neurodivergent may entail. This study examined how non-special education teachers\u27 perceptions of neurodivergence correlated with the level of self-efficacy that they had when educating students with ADHD and autism in their classrooms. The research questions covered educators’ perceptions and knowledge of neurodivergence along with questions about their self-efficacy in the classroom working with neurodivergent students. Data were gathered via open-ended, one-on-one interviews with six educators working in middle or high school classrooms in rural Minnesota. Interviews were transcribed and analyzed for themes from the transcripts. Keywords: Neurodivergent, neurodiversity, self-efficacy, autism spectrum disorders, attention deficit hyperactivity disorder, special education, inclusio