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A Three-Factor Model of Educational Practice Considerations for Teaching Neurodiverse Learners from a Strengths-Based Perspective

Authors :
Sewell, Alexandra
Park, Jane
Source :
Support for Learning. Nov 2021 36(4):678-694.
Publication Year :
2021

Abstract

The purpose of this practice paper is to promote the teaching of learners with neurodevelopmental conditions from a neurodiverse perspective. The challenge teachers face in having to draw on up-to-date research evidence and theoretical perspectives, and align these with practical considerations to generate contextualised teaching strategies, are addressed with the introduction of a three-factor model. The utility of considering pupil assessment data gathered from a strengths-based perspective is positioned as a central component to bridging the gap between the incipient neurodiversity literature and the realities of applied teaching practice. Two case examples have presented that draw on the proposed three-factor model to demonstrate how teachers can assess and teach learners from a neurodevelopmental perspective. These case studies focus on supporting learners with Autism and Attention Deficit Hyperactivity Disorder in a secondary setting.

Details

Language :
English
ISSN :
0268-2141
Volume :
36
Issue :
4
Database :
ERIC
Journal :
Support for Learning
Publication Type :
Academic Journal
Accession number :
EJ1319230
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1111/1467-9604.12387