Invisible: An Autoethnographic Study of Teaching and Learning With Physical Disabilities and Neurodivergence
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 markerGoodwin, A. J. A. A. (2026). Invisible: An Autoethnographic Study of Teaching and Learning With Physical Disabilities and Neurodivergence [Dissertation]. https://www.proquest.com/pqdtglobal1/dissertations-theses/invisible-autoethnographic-study-teaching/docview/3361506727/sem-2
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Abstract
In this autoethnographic study, vignettes of a female high school teacher and graduate student with invisible disabilities are analyzed through the lens of Critical Disability Theory. This study provides teachers, administrators, and policy makers with a first-hand account of some of the barriers individuals with invisible disabilities face. Policies, environments, and practices in K-12 education, higher education, and broader society are analyzed. Advancements in inclusivity and accessibility as well as improvements in teacher education programs are suggested. Reflection throughout this study, three core themes emerged: listen, believe, and support individuals with invisible disabilities.
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