Perceptions Of Neurodivergent Students Within A Neurotypical Bilingual Environment

Abstract

The present study aimed to identify and establish the perceptions neurodivergent students have in regards their learning environment. Furthermore, this study employed a qualitative methodology, which is particularly well-suited to exploring the subjective experiences and perceptions of neurodivergent students within a predominantly neurotypical educational environment (Creswell, 2013)., gathering information through 3 instruments. The first instrument was an observation applied in some classes, also, a virtual interview was used to ask teachers about some specific aspects around the learning environment and as a last data collection instrument a survey was applied to the neurodivergent students, through this, the study inquired about some general perceptions they have from their learning processes and environments. Also, this is a multiple case study as the target were 3 neurodivergent students from elementary private school in Neiva-Huila, who are currently in 3th, 4th and 5th grade each one. After having carried out all the research steps, it turned out that inclusive education is essential for fostering equitable learning environments that accommodate the needs of all students. This study reaffirms that creating inclusive classrooms is not just a necessity for neurodivergent students but a transformative opportunity for the entire educational system. It emphasizes that inclusion benefits all students by promoting empathy, collaboration, and respect for diversity.