navigating neurodiversity
London
The European Agency on the Development of Special Needs Education (EADSNE)
(2006) highlighted individual differences as one of the largest challenges faced
by teachers in mainstream schools not only in the UK but across Europe. Teacher
training and preparation to support neurodiverse pupils within a mainstream
setting has failed to keep up with the changes within the field of inclusion
leaving teachers ill equipped to achieve true inclusivity within their
classroom. The most recent study of mainstream teachers within the West Midlands
highlighted that less than 29% of teachers felt confident to support the
neurodiverse pupils within their class with 17% unsure of the meaning of
Neurodiversity. Navigating Neurodiversity provides hands-on training and support
for mainstream schools to improve teacher confidence when supporting the
neurodiverse pupils within their classroom. To provide advice and guidance of
ensuring barriers to learning within the classroom/school are permanently
removed and providing ongoing intervention and support strategies, including
de-escalation techniques to provide and happy, safe and inclusive environment
which best supports learning for all pupils. We also work with leadership team,
including SENCo, providing support, advice, planning and assessment
documentation throughout the EHCP application process to ensure a successful
outcome is achieved with maximum support gained for learners with SEN. Book Now
What is Neurodiversity? Neurodiversity is the term to show the diverse way of
the way the brain functions, specifically the range of ways in which we learn,
think and relate to others (Honeybourne 2018). The neurodiversity paradigm
argues that there is not one ‘normal’ way in which the brain functions.
Originating within the study of autism to show that there was no ‘norm’ with
regard to learning and social interaction and that autism was not a disorder,
neurodiversity is now the term used to include all perceived neurological
differences including dyscalculia, dyslexia, dyspraxia, ADHD and Tourette
syndrome and supports the theory that no set way of neurocognitive functioning
is more important/normal than the other and that differences in learning should
be supported and embraced.
