A Tale of Two Educators: An Observational Case Study

Increasing numbers of disabled and neurodivergent students are enrolling in postsecondary institutions, including teacher preparation programs. Although teacher educators strive to prepare their students to use strategies and provide support effectively in their future classrooms, many of these educators need tools to offer comparable services to disabled and neurodivergent preservice teachers. Specifically, disabled and neurodivergent preservice teachers have reported barriers to disclosing their disabilities and receiving access to needed accommodations. Instead, they report feeling scrutinized as to whether they are capable of being teachers due to their disability. These experiences seem to be especially pronounced during their teaching placement, and one of the biggest issues reported is that some cooperating teachers did not provide support with instructional skills such as lesson planning or classroom management, leading the disabled and neurodivergent students to struggle. As a result, some of these students exit the field, which may contribute to the significant underrepresentation of disabled and neurodivergent teachers. To address these concerns, this observation-based case study will focus upon a commonly used measure to assess preservice teacher development called disposition rubrics. This case shares the experiences of two individuals: a higher education faculty member of teacher preparation and a neurodivergent pre-service teacher candidate, specifically an autistic teacher candidate with anxiety and depression. This case study will provide opportunities for both teacher educators and pre-service teacher candidates to reflect upon (a) the nature of disposition statements and (b) what supports might be needed to improve outcomes of neurodivergent and disabled pre-service teachers. Reflective questions focus on ways that dispositions can be adjusted to enhance success of all preservice teachers, including neurodivergent and disabled ones.