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Addressing Neurodiversity Within Educator Preparation

Addressing Neurodiversity Within Educator Preparation

Kara Rosenblatt, Adriana Frates, Haidee Jackson
Copyright: © 2024 |Pages: 29
ISBN13: 9798369301630|ISBN13 Softcover: 9798369301647|EISBN13: 9798369301654
DOI: 10.4018/979-8-3693-0163-0.ch002
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MLA

Rosenblatt, Kara, et al. "Addressing Neurodiversity Within Educator Preparation." Autism, Neurodiversity, and Equity in Professional Preparation Programs, edited by Shanna Jamanis and Dawn Vogler-Elias, IGI Global, 2024, pp. 25-53. https://doi.org/10.4018/979-8-3693-0163-0.ch002

APA

Rosenblatt, K., Frates, A., & Jackson, H. (2024). Addressing Neurodiversity Within Educator Preparation. In S. Jamanis & D. Vogler-Elias (Eds.), Autism, Neurodiversity, and Equity in Professional Preparation Programs (pp. 25-53). IGI Global. https://doi.org/10.4018/979-8-3693-0163-0.ch002

Chicago

Rosenblatt, Kara, Adriana Frates, and Haidee Jackson. "Addressing Neurodiversity Within Educator Preparation." In Autism, Neurodiversity, and Equity in Professional Preparation Programs, edited by Shanna Jamanis and Dawn Vogler-Elias, 25-53. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-0163-0.ch002

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Abstract

In recent years, the educational landscape has evolved to encompass a diverse range of students with unique learning profiles, including those with Autism Spectrum Disorders (ASD) and other forms of neurodiversity, such as attention deficit hyperactivity disorder (ADHD), learning disabilities (LD), and Tourette's Syndrome. As the field of special education continues to advance, the demand for highly qualified professionals who possess the knowledge, skills, and sensitivity to effectively support these students has grown exponentially. This chapter delves into the essential methods and learning frameworks that educator preparation programs can employ to equip future professionals with the expertise needed to meet the diverse needs of neurodiverse students.

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