Designing Institutional Systems that Support Neurodivergent Educators

Authors

DOI:

https://doi.org/10.21100/compass.v16i2.1432

Keywords:

neurodiversity, inclusion, higher education, accommodation

Abstract

In higher education (HE) institutions, neurodivergence is currently under-represented (Mellifont, 2021). This opinion piece explores the role of institutional systems in supporting neurodivergent educators who bring unique strengths and perspectives to the classroom. The paper suggests that designing inclusive hiring processes and providing professional development opportunities, mentorship programmes and accommodations in the classroom are ways to support neurodivergent educators. The paper also highlights the benefits of remote or blended work arrangements and discusses the challenges associated with designing institutional systems that support neurodivergent educators. The paper concludes that creating a welcoming and inclusive workplace culture and prioritising essential accommodations are necessary in order to foster a more inclusive and effective learning environment for all students and educators.

Author Biographies

Mike Scott, Centre for Excellence in Media Practice, University of Bournemouth www.cemp.ac.uk

PGR Student and EdD Representative

Poppy Frances Gibson, Anglia Ruskin University

Course Lead and Senior Lecturer in Primary Education

References

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Published

2023-08-25

Issue

Section

Opinion Pieces