Full Description
As teachers, our intrinsic motivation is to support
our students in their learning. Because every student's learning journey is
unique, ELT professionals tend already to be experts at adapting materials,
grading our language and planning out individualised learning targets. But even
for the most experienced English language teacher, understanding how to
anticipate and meet the needs of neurodivergent learners can feel a stretch too
far, even if you are already informally incorporating a number of inclusive practices.
In this book, Dr Gemma Williams provides a
research-informed and neurodiversity-affirming perspective, that respects and
values neurodivergence as simply a different way of processing the world,
rather than a collection of pathologised 'deficits'. From this, she provides clear
pathways from theory to practical adjustments and real-world classroom
applications.
Section One starts at the beginning, to explore what
neurodiversity really means. Section Two brings the focus to the classroom to
explore meaningful inclusion. Section Three thinks about our neurodivergent
learners as unique individuals with different needs. Finally, Section Four
moves towards the practicalities of teaching for neurodiversity; not just
teaching neurodivergent students but also helping them ready themselves for navigating
a neurodiverse world.
By reading this book, our hope is that you finish it
not only equipped with a greater understanding of the generalities of a
neurodiverse world, but also the encouragement and confidence to support
neurodivergent learners. Supporting neurodivergent students doesn't mean
reinventing your practice: just thinking about it in (potentially) new ways.
Many of you will already be doing lots of things that support your
neurodivergent learners. All that's needed is a little additional underlying
theory and some structure...
Contents
Introduction
Section One: Neurodiversity
· Chapter 1: What is 'neurodiversity'?
· Chapter 2: The spectrum of neurodivergence
Section Two: Neurodiverse Classrooms
· Chapter 3: Inclusion and neurodivergent learners: our
responsibilities
· Chapter 4: Universal Design for Learning
Section Three: Neurodivergent Learners
· Chapter 5: Communicating neurodivergent communication
· Chapter 6: Intersectionality and decolonial
perspectives
Section Four: Teaching for Neurodiversity
· Chapter 7: Supporting neurodivergent language learners
beyond the classroom
· Chapter 8: Accessibility for all
Afterword
Appendices
