This book provides an accessible introduction to neurodiversity in educational settings, informed by research and real-world experience. Placing a focus on amplifying neurodivergent voices and having a direct impact on practice, this book is essential reading for practitioners at all stages of teacher education and professional development.
This book provides an accessible introduction to neurodiversity in educational settings, informed by research and real-world experience. Placing a focus on amplifying neurodivergent voices and having a direct impact on practice, this book is essential reading for practitioners at all stages of teacher education and professional development.
Rachael Davis is a lecturer in Psychology and Education at Queen Margaret University, Edinburgh. Informed by her experiences as a teaching assistant, Rachel's current research prioritises neurodivergence voices to inform best practice in educational settings. She is a strong advocate of public engagement and community outreach; ensuring that research is accessible for everyone. Claire O'Neill is an experienced teacher and teacher-educator, working in the areas of inclusion, neurodiversity and wellbeing. She is also a writer and researcher and shared her participatory autism research at the It Takes All Kinds of Minds conference in 2023. Claire's lived experience as a neurodivergent parent of two neurodivergent children informs both her professional work and research. Sue Fletcher-Watson is a Professor of Developmental Psychology at the University of Edinburgh and was Co-Chair of the It Takes All Kinds of Minds conference in March 2023. Her recent research has focused on investigations of the double empathy problem in cross-neurotype interactions, and on the application of the neurodiversity paradigm to methods of school support. Sue uses co-production methods in all her work and is an advocate for neurodivergent leadership in research. She is also a parent of two neurodivergent children.
Inhaltsangabe
Editor Biographies Contributors Acknowledgements Preface Glossary Introduction Section Introduction: Environments 1. Using Outdoor Spaces to Support Neurodiversity-Affirmative Playtime in Schools Catherine Watson 2. Space to Be Myself: Getting Play and Breaktimes Right for Neurodivergent Pupils Jenny Gibson and Samantha Friedman 3. Understanding and Meeting the Sensory Needs of Neurodivergent Learners: Implementing and Evaluating the Use of Flexible Seating in an Inclusive Primary School Heba Al-Jayoosi and Laura Crane 4. SPaRKs (Songwriting, Performance and Recording Kickstarter) Music Project - Informing Creative Learning and Skills for Neurodivergent Teenagers Jane Macdonell, Sam Johnston, Devin Casson and David Calver Section Introduction: Practice and Pedagogy 5. Creating Inclusive Learning Spaces for Neurodivergent Young People: A Personal Journey, 30 Years in the Making Gareth D. Morewood 6. Embracing Monotropism and Flow Fergus Murray and Helen Edgar 7. Embedding a Humanising Compassionate Pedagogy for Collaborative Learning in the Neurodiverse Classroom Elaine McGreevy 8. Informing Educational Practice by Supporting, Listening to and Acting Upon the Voices of Neurodivergent Learners Craig Goodall 9. It Takes All Kinds of Minds (ITAKOM) and Intersectionality Frances Akinde 10. Character Strengths: Changing the Language to Change Expectations Clara O'Byrne 11. Universal Design for Learning in a Neurodiverse World Margaret Flood Section Introduction: Relationships in and Around School 12. The Learning About Neurodiversity at School (LEANS) programme in the Context of Neurodiversity-Affirmative Practice Alyssa M. Alcorn, Amy Nic Thaidhg and Alun Flynn 13. Empowering Neurodivergent Young People: Insights from a School-Based Peer Support Initiative Francesca Fotheringham, Katie Barrowman and Justine Young 14. Islands of Safety: The Importance of Non-Teacher Educators in Curating Felt Safety for Autistic Children and Young People Kieran Rose 15. The LISTEN Framework - Fostering a Values-Led Neuroaffirmative Climate in Schools Paula Prendeville Conclusion: A Shared Journey Forward Index
Editor Biographies Contributors Acknowledgements Preface Glossary Introduction Section Introduction: Environments 1. Using Outdoor Spaces to Support Neurodiversity-Affirmative Playtime in Schools Catherine Watson 2. Space to Be Myself: Getting Play and Breaktimes Right for Neurodivergent Pupils Jenny Gibson and Samantha Friedman 3. Understanding and Meeting the Sensory Needs of Neurodivergent Learners: Implementing and Evaluating the Use of Flexible Seating in an Inclusive Primary School Heba Al-Jayoosi and Laura Crane 4. SPaRKs (Songwriting, Performance and Recording Kickstarter) Music Project - Informing Creative Learning and Skills for Neurodivergent Teenagers Jane Macdonell, Sam Johnston, Devin Casson and David Calver Section Introduction: Practice and Pedagogy 5. Creating Inclusive Learning Spaces for Neurodivergent Young People: A Personal Journey, 30 Years in the Making Gareth D. Morewood 6. Embracing Monotropism and Flow Fergus Murray and Helen Edgar 7. Embedding a Humanising Compassionate Pedagogy for Collaborative Learning in the Neurodiverse Classroom Elaine McGreevy 8. Informing Educational Practice by Supporting, Listening to and Acting Upon the Voices of Neurodivergent Learners Craig Goodall 9. It Takes All Kinds of Minds (ITAKOM) and Intersectionality Frances Akinde 10. Character Strengths: Changing the Language to Change Expectations Clara O'Byrne 11. Universal Design for Learning in a Neurodiverse World Margaret Flood Section Introduction: Relationships in and Around School 12. The Learning About Neurodiversity at School (LEANS) programme in the Context of Neurodiversity-Affirmative Practice Alyssa M. Alcorn, Amy Nic Thaidhg and Alun Flynn 13. Empowering Neurodivergent Young People: Insights from a School-Based Peer Support Initiative Francesca Fotheringham, Katie Barrowman and Justine Young 14. Islands of Safety: The Importance of Non-Teacher Educators in Curating Felt Safety for Autistic Children and Young People Kieran Rose 15. The LISTEN Framework - Fostering a Values-Led Neuroaffirmative Climate in Schools Paula Prendeville Conclusion: A Shared Journey Forward Index
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