Jack Caryll, Crane Laura, Kenny Aisling, Blaisdell Caralyn, Davis Rachael
Division of Psychology, Sociology and Education, Queen Margaret University, Musselburgh, United Kingdom.
Department of Disability, Inclusion and Special Needs (DISN), School of Education, College of Social Sciences, Autism Centre for Education and Research (ACER), University of Birmingham, Birmingham, United Kingdom.
Autism Adulthood. 2025 Aug 11;7(4):435-446. doi: 10.1089/aut.2024.0047. eCollection 2025 Aug.
In Scotland, to become qualified to teach children in primary schools (aged 4-11 years), student educators must complete degree programs that include a combination of university- and school-based placement learning environments. Previous studies have examined the experiences of neurodivergent students in other professional degree programs, most notably in health care. Yet there is limited research considering the barriers and enablers for neurodivergent students in programs leading to careers in education.
This study contributes to the evidence base by examining the experiences of neurodivergent student participants from two education studies programs run by one Scottish university: one including required professional placement experience in schools leading to professional teaching qualification status and the other a theory-based course with flexible community placement options. Nine neurodivergent students, all originally following the professional placement strand, participated in a semi-structured interview. Data analysis was led by a neurodivergent educator, using reflexive thematic analysis.
The resultant themes identified were named to reflect the lived experience of participants: Who we are matters; How we are matters; How we know matters; and What we need matters. Neurodivergent education students reported risk of withdrawal from and/or challenges within the professional strand program, particularly emphasized in relation to placements. They felt that they needed to navigate additional systemic barriers to reach the same result as neurotypical peers. Furthermore, they discussed how the accessibility and attitudes of others impact upon opportunities for disclosure, inclusion, and support. Our findings also suggest the possibility of an attitudinal hierarchy of neurodivergence acceptability occurring within educational environments.
Neurodivergent students report a range of challenges when attempting to successfully complete education degree programs leading to the teaching profession. Our findings identify the need for greater advocacy, support, and inclusion of neurodivergent participation, which attends to the nuanced experiences that education students face.
在苏格兰，学生教育工作者若要获得在小学（4至11岁）任教的资格，必须完成学位课程，该课程包括大学和学校实习学习环境的结合。以往的研究考察了神经发育异常的学生在其他专业学位课程中的经历，最显著的是在医疗保健领域。然而，关于神经发育异常的学生在通往教育职业的课程中所面临的障碍和促进因素的研究有限。
本研究通过考察来自一所苏格兰大学的两个教育研究项目的神经发育异常学生参与者的经历，为证据基础做出了贡献：一个项目包括在学校的必修专业实习经历，从而获得专业教学资格；另一个是基于理论的课程，有灵活的社区实习选择。九名神经发育异常的学生，最初都参加了专业实习项目，参与了半结构化访谈。数据分析由一名神经发育异常的教育工作者主导，采用反思性主题分析。
所确定的结果主题的命名反映了参与者的生活经历：我们是谁很重要；我们的状态很重要；我们如何认知很重要；我们的需求很重要。神经发育异常的教育学学生报告了退出专业实习项目和/或在该项目中面临挑战的风险，在实习方面尤为突出。他们觉得自己需要克服额外的系统性障碍才能取得与神经发育正常的同龄人相同的结果。此外，他们讨论了他人的易接近性和态度如何影响披露、包容和支持的机会。我们的研究结果还表明，在教育环境中可能存在神经发育异常可接受性的态度等级制度。
神经发育异常的学生在试图成功完成通往教师职业的教育学位课程时报告了一系列挑战。我们的研究结果表明，需要更多地倡导、支持和包容神经发育异常的学生参与，关注教育学学生所面临的细微差别经历。
