TEACHING NEURODIVERSE EARLY CHILDHOOD LEARNERS: A BIO-ETHNOGRAPHIC STUDY

Daniel L. Mpolomoka, Moono Muvombo, Namakau Noyoo, Joseph Mwale, Edina Chirwa

Abstract


This study explored experiences, attitudes and strategies employed by Early Childhood Education (ECE) teachers in teaching neurodiverse learners. The study had three objectives: (1) to explore ECE teachers' experiences and attitudes toward neurodiverse learners, (2) to identify the cultural and institutional factors influencing their approaches, and (3) to examine the strategies and adaptations used to support neurodiverse learners. Vygotsky’s Social Interaction Theory provided the theoretical foundation, emphasizing the role of social context in learning, as interpretivism underpinned the research philosophically, allowing for a detailed understanding of teachers’ lived experiences. A qualitative research paradigm was followed, in particular, the bio-ethnographic approach. To collect data, interviews, observations and field notes were used. Findings revealed that teachers’ experiences were shaped by both positive and challenging attitudes toward inclusion, with institutional factors like resources and training impacting their approaches. Various strategies such as differentiated instruction, sensory adaptations and collaboration with specialists were found to be essential in supporting neurodiverse learners. The study concluded with recommendations for enhanced teacher training, institutional support and the integration of inclusive strategies in ECE classrooms.

 

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Keywords


ECE, Neurodiversity, Inclusive Education, Bio-ethnography, Learner, Teacher

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References


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DOI: http://dx.doi.org/10.46827/ejphs.v8i3.223

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