Journal of K-12 Educational Research 51 neurodiverse student to communicate fear of failure and misunderstanding. The neurodiverse learningdisabled student embraces vulnerability, requiring them to step away from their self-preservation mentality to one of engagement with the curricula (Sullo, 2009). The comorbidity of anxiety and attention deficit hyperactive disorders are often present because there is an increased inability to compensate in the regular general education setting (Foss, 2016; Shaywitz & Shaywitz, 2020). Despite legislation throughout the years to provide support to students with neurodiversity, even the most recent Every Student Succeeds Act (ESSA) in 2015 did not specify curricula, classroom settings, or teacher training that best meet the academic, physical, and emotional needs of the neurodiverse child. The addition of a Christian private school setting allows these students to feel acceptance, inclusion, and the realization of their identity in Christ (Association of Christian Schools International [ACSI], 2023; Birsh & Carreker, 2018). Additionally, the research supports hiring professionals with experience and training in the instruction of neurodiverse learning-disabled students (Birsh & Carreker, 2018; Shaywitz & Shaywitz, 2020; Stefanakis, 2002; Sullo, 2009). Further, the tone set, and the culture created in a specialized school for neurodiversity are connected to multisensory instruction and freedom to learn in informal settings (Birsh & Carreker, 2018; Raudys, 2018). Significant to the overall tone of the school is the Head of School or administrator in charge of the entire campus. They are charged with bringing out the best in every member of the team while setting the vision and mission of the school (Buckingham & Coffman, 2016; Couros, 2015; Toprak & Savas, 2020).) Research Design The current study was a case study of a specialized school, known as Inspire Academy, for neurodiverse learningdisabled students. The qualitative case study examined the components of the school for these neurodiverse learners along with the elements of a Christian environment aiming to support student success through individualization and remediation. A specialized school built on a Christian foundation has not been examined specifically, making the current study important for exploring important details related to its unique culture and effect on neurodiverse learning-disabled students. One-to-one interviews were the primary tool used to answer the research questions (RQs) of the current study. A portrait of the school’s unique features was presented to help provide context for the questions under investigation. In addition, the data was reviewed by a peer group with experience in qualitative data collection to solidify the thematic summaries of the study. Participant groups included parents of students with neurodiversity, neurodiverse students, and teachers and staff of Inspire Academy, who interact with the students daily. Data revealed a calming tone of acceptance and inclusivity was a vital dimension of the school, which allowed these complex learners to achieve academic and emotional success. The current study’s purpose was to explore an environment best suited to the neurodiverse learner in a Christian school environment. The three research questions addressed in the study included: Research Question (RQ1) What components are included in a school designed for neurodiverse students? Research Question (RQ2) What strategies are used to provide safety for students in neurodiverse schools? Research Question (RQ3) What unique elements of a neurodiverse school are present in a Christian school? To answer the RQs for the current study of Inspire Academy, components of the specialized school for neurodiverse students along with strategies of their teachers and staff were examined. In addition, these components and strategies were all considered in the context of a Christian school environment. Participants of the current study engaged in one-to-one in-person interviews with the researcher. Participants included 11 parents, eight teachers and staff, and 22 students for a total of 43 interviews for data collection. Thematic discovery was performed with the assistance of the ATLAS.ti data software package where 17 axial codes resulted in nine overlapping themes.
RkJQdWJsaXNoZXIy ODc4ODgx