Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum

Abstract

The inclusion of neurodivergent learners in English language lessons has gained
significant attention to promote equitable and effective learning environments for
all students. This article presents reflections stemming from my role as a mentor in
an English language practicum. It is within this context, supporting student-
teachers, that I have helped to develop lessons designed to embrace autism as a
unique neurological diversity within the realm of English Language Teaching.
Employing narrative inquiry as a research methodology, the transition from
instrumental to humanizing perspectives regarding lesson planning is examined
providing insights into meaningful practices for teacher education. The narratives
inspected reveal the potential to contest normative curricula perpetuating
oppression, silencing, and marginalization. Insights into challenges, opportunities,
and meaningful practices associated with neurodiversity inclusion in English
language teaching (ELT) settings are provided, along with implications for teacher
education. The study underscores the adaptability of lesson planning to address the
diverse needs of neurodivergent students and highlights how teaching practicum
experiences enhance student-teachers’ abilities to cultivate inclusive and effective
learning environments.