The ‘insider’ perspective from Dr Annemarie O’Dwyer, Director of neurodivergent insider:
There is a paradox that exists in the education sector, one which hinders the inclusive practice of educational establishments.
Inclusive culture and practice are written into student policies to ensure that, regardless of disability or neurodivergence, provisions are made to accommodate and support students who require adjustments, with the purpose of assisting them through their chosen qualifications.
However, the same inclusive policies and practices are often not extended, or indeed, even considered necessary for neurodivergent teaching professionals. This certainly was my own experience. I was left to navigate through the performative expectations of what it is to be a teaching professional in an education sector governed by accountability measures.
In order to manage the demands, I developed resilient techniques and strategies, which I refer to as my ‘neurodivergent ways of knowing,’ to make an often untenable situation bearable and manageable. At both middle and senior management levels, there was a will to accommodate, but a lack of knowledge or awareness of what to do and how to address the deficit of support.
My own experience set me on an academic path, first in my master’s thesis, and later in my PhD degree, to explore the paradox described. The exploration of theory and practice, along with my own ‘insider’ experience, equips me with a unique perspective, one which I demonstrate in the training and services I provide. The aim of ‘neurodivergent insider’ is to encourage organisations to recognise neurodivergent professionals and to provide the tools and techniques for individuals and organisations to truly engage in neuro-inclusive practice.
Be a champion for inclusive practice.
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“Be a champion for inclusive practice”
“I developed resilient techniques and strategies”
Qualifications and experience:
Over 20 years’ experience working in education and training sectors
PhD in Education
Teaching and management experience in the Further Education sector
Workplace based trainer
‘insider’ perspective as a neurodivergent professional
Member of the British Educational Research Association (BERA)
Neurodiversity in Education CIC: Director, FE/HE Educational Leadership & Management
Published work
INTUITION The journal for professional teachers, trainers and leaders in the further education and skills sector. Issue 54 Winter 2023. Society for Education & Training
Research and insight from the Further Education and Skills Sector: The knowledge - Fresh approach.
SFCA Blog6 post
‘Where are all the neurodivergent teaching professionals?’ (2022). Access here: Where are all the neurodivergent teaching professionals? - Blog 6 - Sixth Form Colleges Association
BERA blog post
Performative education policy and the challenges for teachers with specific learning differences (2018). Access here: Performative education policy and the challenges for teachers with specific learning differences | BERA
University of Surrey
“Let’s hear it for the neurodiverse academics”, Be/com/ing Academic, University of Surrey, 2017.
Access here: “Let’s hear it for the Neuro-diverse academics….” – Be/com/ing Academic (wordpress.com)
O’Dwyer, A., and Thorpe, A. (2013) Managers’ understandings of supporting teachers with specific learning disabilities: macro and micro understandings in the English Further Education Sector. Cambridge Journal of Education, 28(2), pp. 51-56.
PhD thesis
The construction of teachers with specific learning differences (SpLDs) as subjects in the English Further Education sector: an exploration of the contribution of policy techniques, policy process and performativity. University of Roehampton (2020).