Neurodiverse Teachers and Self-Advocacy in Action
Keywords:
Disability, Inclusion, Intersectionality, Neurodiversity, Self-Advocacy, TeachingAbstract
Including diverse educators, including neurodiverse teachers and teachers with disabilities, benefits school systems in an intersectional lens. Schools and other places of employment must provide reasonable accommodations for employees with disabilities to ensure access to the workplace. Educators with disabilities also must use self-advocacy skills in order to navigate obtaining accommodations and being fully included in schools. Inclusion is co-conspirator work, meaning individuals with and without disabilities co-labor to ensure belonging for all individuals. This article focuses on ways neurodiverse and neurotypical educators and educators with and without disabilities can utilize elements of self- advocacy such as self-reflection, understanding rights and responsibilities, and using Circles of Support in order to support more inclusive school systems.
Downloads
References
Armstrong, T. (2010). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Da
Capo Press.
Association of University Centers on Disability. (2011). Portrayal of People with Disabilities. https://www.aucd.org/
template/page.cfm?id=605
Brown, L. X. Z. (2011). Identity-First Language. Autistic Self Advocacy Network (ASAN). https://autisticadvocacy.
org/about-asan/identity-first-language/
Gillies J. (2014). Critical disability theory. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being
Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_619
Griffin, M. M., Taylor, J. L., Urbano, R. C., & Hodapp, R. M. (2014). Involvement in transition planning meetings
among high school students with autism spectrum disorders. Journal of Special Education, 47(4), 256-264.
doi:10.1177/0022466913475668
Higgins, C. P. (1992). Making disability: Exploring the social transformation of human variation. Charles C. Thomas.
Jones, S. R. (1996). Toward inclusive theory. NASPA Journal, 33(4), 347–354. https://doi.org/10.1080/00220973.1996
.11072421
Mazzotti, V. L., Kelley, K. R., & Coco, C. M. (2015). Effects of self-directed summary of performance on postsecondary education students’ participation in person-centered planning meetings. Journal of Special Education, 48(4), 243-255. https://doi.org/10.1177/0022466913483575
Office of Disability Rights. (2014). Person-First Language: Usage Guidelines. https://odr.dc.gov/page/people-firstlanguage
Rosqvist, H. B., Chown, N., & Stenning, A. (Eds.). (2020). Neurodiversity studies: A new critical paradigm . Routledge.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sarchet, L. N. (2022). Teaching self-advocacy skills to students with autism and other disabilities. National Association of Special Education Teachers’ The Practical Teacher. https://www.naset.org/fileadmin/USER_UPLOADS_PROTECTED/Practical_Teacher/2022/NASET_Practical_Teacher___Teaching_Self-Advocacy_
Skills_to_Students_with_Autism_and_Other_Disabilities.pdf
Waitoller, & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35–45. https://doi.org/10.1016/j.
tate.2012.11.006
Wendell, S. (1996). The social construction of disability. In The rejected body: Feminist philosophical reflections on
disability (pp. 35-56). Routledge.
Author Bio
Laura N. Sarchet is an autistic self-advocate, Adjunct Professor at Niagara University, PhD student at University of
Rochester, and professional in Special Education and Inclusive Higher Education who uses her experiences
as a neurodiverse person to raise awareness about autism and disability through her research and practice.
She taught in middle school special education settings for 6 years prior to beginning her PhD. Laura’s research interests include teacher education and teacher preparation programs, self-advocacy, developmental
disabilities and autism, and inclusive higher education.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 International Journal Of Teacher Education & Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
Copyright Ownership
All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication. -
Usage Rights
The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher. -
Open Access Policy
Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal. -
Restrictions
Users may not alter, sell, or republish the content without formal authorization from the journal. -
Third-Party Content
Any material not owned by the journal is clearly identified, and separate permissions may be required for its use. -
Disclaimer
While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.
