Teacher agency is an important factor in student success; it is the ability to intentionally lead classrooms to support student learning outcomes, environments, and school culture. However, teacher agency remains underexamined as a construct for neurodiverse students in K-12 classrooms. This literature review argues that teacher agency is an essential component of genuine inclusivity for neurodiverse students and supports asset-based instruction. Grounded in social-cultural theory, this literature review examines five interconnected areas: theoretical foundation for teacher agency, neurodiversity as an asset-based approach, instructional strategies, teacher development, and the role of collaboration and family engagement. Findings suggest that instructional barriers, including structural policy, curriculum, and limited professional development, can hinder teacher agency. Conversely, collaboration among stakeholders and authentic family engagements emerge as enablers of teacher agency. Implications for teacher preparation programs and future research are discussed to further teacher conceptual understanding of neurodiverse students. This literature review contributes to the growing body of literature on teacher agency for neurodiverse students in inclusive classrooms.
Gibson et al. (Fri,) studied this question.