Date of Award
Spring 3-26-2025
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Dr. Michael Coquyt
Keywords
Autism, Attention Deficit Hyperactivity Disorder, Special Education, Neurodivergence
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' 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, inclusion
Recommended Citation
Bettcher Erickson, Nicolle D., "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" (2025). Dissertations, Theses, and Projects. 1022.
https://red.mnstate.edu/thesis/1022
Included in
Accessibility Commons, Disability Studies Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Gifted Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, Secondary Education and Teaching Commons, Special Education Administration Commons, Special Education and Teaching Commons
