Full Description
It Takes All Kinds of Minds provides an inspiring and accessible introduction to neurodiversity in educational settings, informed by research and real-world experience.
Drawing upon core principles that underpin the neurodiversity paradigm, the book offers a carefully curated collection of chapters exploring many different kinds of minds and how they can best learn and flourish at school. The book is divided into three main parts: Environments, Practice and Pedagogy, and Relationships In and Around School, with each chapter underpinned by core values of care, inclusion, celebration of difference and the collective power of diverse minds.
Pioneering contributions help to realise a vision of environments, relational systems and pedagogical practices that are designed for all minds, learners and educators.
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, as well as clinicians and outside agencies that work in partnership with schools.
Contents
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. Moorwood
6. Embracing Monotropism and Flow
Fergus Murray and Helen Edgar
7. Embedding a Humanisting Compassionate Pedagogy for Collaborative Learning in the Neurodiverse Classroom
Elaine McGreevy
8. Informing Educational Practice by Supporting, Listenint 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
