Facilitating Effective Neurodiverse Group Work in Teacher Education

Abstract

Group work can be challenging for all students, particularly neurodivergent learners. Teacher educators can facilitate equitable, inclusive experiences by communicating group work expectations clearly, actively guiding group processes, reflecting on neurodivergence and disability, and engaging in inclusive group work practices. By experiencing these practices firsthand, preservice teachers learn to foster classrooms where all students are seen, supported, and empowered to participate meaningfully, ensuring inclusion, access, and belonging in diverse learning communities. This article provides strategies for supporting teacher educators in preparing neurodiverse preservice teacher cohorts, including neurodivergent and non-neurodivergent students, to collaborate effectively in college-level group work.