Date Approved

4-17-2023

Embargo Period

4-18-2023

Document Type

Thesis

Degree Name

M.A. Higher Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Stephanie Lezotte, Ph.D.

Committee Member 1

Andrew Tinnin, Ed.D.

Committee Member 2

Tyrone McCombs, Ph.D.

Keywords

neurodivergent students, neurodiversity

Subject(s)

Neurodiversity; College students; College teachers

Disciplines

Higher Education

Abstract

The purpose of this study was to use quantitative research methods to better understand the knowledge and attitudes that full-time instructors of undergraduate students at Rowan University have regarding the concept of neurodiversity and neurodivergent students. The sample consisted of 97 full-time instructors of undergraduate students at Rowan University. Participants completed an online survey about their knowledge and feelings regarding the concept of neurodiversity, participation in neurodiversity-related professional development, knowledge and attitudes regarding neurodivergent students and accommodations, and knowledge of support resources on campus. Overall, the findings showed that full-time instructors of undergraduate students at Rowan University have high levels of knowledge and positive attitudes regarding the concept of neurodiversity and neurodivergent students. However, instructors are somewhat less certain about how to locate campus resources for neurodivergent students. Additionally, less than half of instructors reported receiving adequate support from their department, program, or unit in working with or supporting neurodivergent students. Further recommendations for research include conducting a similar study of instructors using qualitative research methods; studying the knowledge and attitudes of adjunct, graduate, and/or medical school instructors regarding neurodiversity and neurodivergent students; and studying the experiences of neurodivergent students, faculty, and staff.

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