Facilitating Effective Neurodiverse Group Work in Teacher Education
This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.
About the autistic author markerVictoria VanUitert, V. & Santhanam, S. p. (2026). Facilitating Effective Neurodiverse Group Work in Teacher Education. Journal of Special Education Preparation, 6(1), 26-36. https://doi.org/10.33043/725pmv7r5vj
This publication is integrated into AutiHub through:
Authors
Abstract
Group work can be challenging for all students, particularly neurodivergent learners. Teacher educators can facilitate equitable, inclusive experiences by communicating group work expectations clearly, actively guiding group processes, reflecting on neurodivergence and disability, and engaging in inclusive group work practices. By experiencing these practices firsthand, preservice teachers learn to foster classrooms where all students are seen, supported, and empowered to participate meaningfully, ensuring inclusion, access, and belonging in diverse learning communities. This article provides strategies for supporting teacher educators in preparing neurodiverse preservice teacher cohorts, including neurodivergent and non-neurodivergent students, to collaborate effectively in college-level group work.
Bibliography cited by this reference
Cited references are imported from external metadata sources when they are available. The list may be partial.
No cited bibliography is currently integrated for this reference. This does not necessarily mean that no bibliography exists.