- #UKEdChat session 567
- Neurodiversity is an umbrella term which highlights the differences in the ways in which individuals think, and how they process information and sensory input.
- Labels, such as ADHD or dyscalculia, are only useful if it leads to improvement
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In our UKEdChat discussions, we usually like to take a deep dive into a topic. However, this week we are looking at a broad topic to get a sense of an overview of how neuro-diverse individuals are being catered for in our schools. As the father of children who fit the neuro-diverse definition.
Neurodiversity is an umbrella term that highlights the differences in the ways in which individuals think, and how they process information and sensory input. Naturally, we all think different things, but the pathways which lead to our thoughts are remarkably (perhaps depressingly) similar in most people. Neurodiversity can be thought of as referring to those individuals with different pathways, where a particular stimulus results in diverse reactions or thoughts. A common example is Autism, which is another umbrella term with a great deal of complexity underneath. However, a label, such as ADHD or dyscalculia is only useful if it leads to improvement in learning and in improving the classroom experience for our young people.
In this #UKEdChat session, which took place on Thursday 26th August 2021 at 8pm(UK), we discussed an overview of Neurodiversity in schools, what teachers understand by the term, what is the advantage of labelling neuro-differences, and, in recognition that every neuro-diverse person is different, we invite teachers to think of individuals and experiences from their own classroom to consider how things come to be improved for those individuals.
- What is your understanding of the term ‘Neurodiversity’?
- Cite examples of Neurodiversity within your own classroom and how your teaching adapts to cater for the needs of these pupils.
- Neurodiversity: To label or not to label? What are the advantages or disadvantages labelling difference?
- How can teachers move from ‘dealing’ with neurodiversity and begin to cater for it and build upon it?
- Based on your own experience of a neuro-diverse individual, how could technology help and assist neuro-diverse individuals and their teachers?
- Based on your own experience of a neuro-diverse individual, how could the classroom be made a more neuro-diverse-friendly space?
- What support or training do you think you would like to better cater for Neurodiversity in your classroom?
- How can the teaching profession be made more welcoming for neuro-diverse educators?