Early childhood teachers on Neurodiversity: Perspectives and professional development needs

Abstract

Background: The increasing recognition of neurodiversity in early childhood education (ECE) highlights the need for inclusive practices and targeted professional development. Teachers’ ability to support neurodiverse learners is central to fostering equitable learning environments.

Aim: This research explores early childhood teachers’ perspectives on neurodiversity and identifies their professional development needs to effectively address the diverse requirements of neurodiverse learners.

Setting: The research was conducted in six urban primary schools in South Africa, reflecting on a variety of socioeconomic contexts.

Methods: Using a qualitative case research approach, data were collected through semi-structured interviews conducted with six early childhood teachers. Thematic content analysis was applied to interpret the findings.

Results: Teachers expressed a strong willingness to support neurodiverse learners, but highlighted significant gaps in their training and access to resources. The research identified a need for professional development in areas such as understanding neurodiverse conditions, implementing inclusive teaching strategies and fostering collaborative partnerships with families and specialists.

Conclusion: Comprehensive professional development programmes addressing neurodiversity are critical for equipping early childhood teachers to create inclusive and supportive classroom environments.

Contribution: This research contributes to the limited research on early childhood teachers’ experiences with neurodiversity, and provides insights for designing targeted professional development initiatives.