Inclusive pedagogical strategies for supporting neurodivergent teachers in language education / Xue WANG in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202777 Titre : Inclusive pedagogical strategies for supporting neurodivergent teachers in language education Type de document : texte imprimé Auteurs : Xue WANG, Auteur ; Chinaza Solomon IRONSI, Auteur ; Hanife Bensen BOSTANCI, Auteur Article en page(s) : p.202777 Langues : Anglais (eng) Mots-clés : Neurodivergent teachers  Workplace-based inclusion  Universal Design for Learning  Educational policies  Professional development Index. décimale : PER Périodiques Résumé : Purpose This study examines how organizations in English language education can foster environments conducive to the success of neurodivergent teachers, addressing a persistent gap in the literature concerning their professional experiences. The study suggests institutional policies and practices that may facilitate their wellbeing and career advancement. Methodology This study employed a mixed-methods approach. Questionnaires and semi-structured interview guides were used to collect quantitative and qualitative data from seventy-six self-identified and formally diagnosed neurodivergent language teachers recruited through professional teaching networks, social media, and institutional mailing lists across primary, secondary, and tertiary education. Findings While the study’s goal was to identify enabling factors for success, participants first highlighted systemic challenges that hinder inclusion; these barriers provide essential context for designing supportive environments. The findings underscore the need for support explicitly tailored to neurodivergent individuals, professional development awareness of neurodiversity, and the establishment of organizational policies based on Universal Design for Learning (UDL) principles. The research highlights the necessity of transitioning to a workplace-based framework in assessing the contributions of neurodivergent teachers. Originality This study is novel in its examination of neurodivergent teachers in educational institutions, a topic that has been insufficiently addressed in the existing literature. The study recommends developing inclusive and supportive work environments that enable neurodivergent teachers to thrive and flourish. En ligne : https://doi.org/10.1016/j.reia.2025.202777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Inclusive pedagogical strategies for supporting neurodivergent teachers in language education [texte imprimé] / Xue WANG, Auteur ; Chinaza Solomon IRONSI, Auteur ; Hanife Bensen BOSTANCI, Auteur . - p.202777. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202777 Mots-clés : Neurodivergent teachers  Workplace-based inclusion  Universal Design for Learning  Educational policies  Professional development Index. décimale : PER Périodiques Résumé : Purpose This study examines how organizations in English language education can foster environments conducive to the success of neurodivergent teachers, addressing a persistent gap in the literature concerning their professional experiences. The study suggests institutional policies and practices that may facilitate their wellbeing and career advancement. Methodology This study employed a mixed-methods approach. Questionnaires and semi-structured interview guides were used to collect quantitative and qualitative data from seventy-six self-identified and formally diagnosed neurodivergent language teachers recruited through professional teaching networks, social media, and institutional mailing lists across primary, secondary, and tertiary education. Findings While the study’s goal was to identify enabling factors for success, participants first highlighted systemic challenges that hinder inclusion; these barriers provide essential context for designing supportive environments. The findings underscore the need for support explicitly tailored to neurodivergent individuals, professional development awareness of neurodiversity, and the establishment of organizational policies based on Universal Design for Learning (UDL) principles. The research highlights the necessity of transitioning to a workplace-based framework in assessing the contributions of neurodivergent teachers. Originality This study is novel in its examination of neurodivergent teachers in educational institutions, a topic that has been insufficiently addressed in the existing literature. The study recommends developing inclusive and supportive work environments that enable neurodivergent teachers to thrive and flourish. En ligne : https://doi.org/10.1016/j.reia.2025.202777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

---

1 (1 - 1 / 1) Par page : 25 50 100 200