Date of Award
5-2025
Document Type
Project
Degree Name
Master of Science in Special Education
Department
Special Education, Rehabilitation, and Counseling
First Reader/Committee Chair
Kim, Jemma
Abstract
This project introduces the INSPECT Framework, a trauma-informed and neurodivergent-affirming classroom culture model that challenges traditional, compliance-based behavior systems in inclusive educational settings. INSPECT—an acronym for “I first, Nurturing environment, Structure, Planning, Engagement, Consistency, and Time”—provides educators with a sequential, research-informed framework for cultivating emotional safety, engagement, and regulation among students, particularly those with ADHD, Autism spectrum disorders, sensory processing differences, and trauma histories.
The issue being addressed is the widespread use of punitive behavior management strategies that intensify student distress and misinterpret neurologically based behaviors as defiance. Drawing from recent literature in neuroscience, trauma theory, Universal Design for Learning (UDL), and inclusive education, this project creates a proactive framework rooted in connection and co-regulation.
The methodology synthesizes peer-reviewed research and practitioner-based insights to design and articulate each framework component. Tools for implementation, educator reflection, and long-term sustainability are also provided to support practical integration across diverse classroom contexts.
The major findings indicate that transforming classroom culture begins with educators practicing self-regulation and creating relational safety. INSPECT offers educators an accessible and adaptable framework that shifts their role from being behavior enforcers to engaged co-regulators and advocates. This shift allows them to focus on what they originally entered the profession to do: teach and inspire.
The project concludes that equity-centered education requires emotionally responsive environments. Every student—especially those who are neurodivergent or have experienced trauma—deserves a teacher who approaches them with empathy, structure, and a belief in their abilities and potential.
Recommended Citation
Palmer, David A., "THE EDUCATIONAL IMPERATIVE OF INSPECT: A TRAUMA-INFORMED, NEURODIVERGENT-AFFIRMING CLASSROOM CULTURE FRAMEWORK" (2025). Electronic Theses, Projects, and Dissertations. 2220.
https://scholarworks.lib.csusb.edu/etd/2220