Dr Chris Knifton’s Post

This well-considered and informed article highlights some of the specific issues our neurodivergent students face. In summary: - 1 - Stress Impairs Academic Performance and Breeds Executive Dysfunction Without Adequate Support - 2 - Not All Neurodivergent Students Have Accessibility Plans - 3 - Not All Students Have The Wherewithal To Articulate Their Needs - 4 - It Is Possible To Possess Heightened Intellectual Capacity AND Have Neurological Challenges -5 - Designing and Implementing Solutions That Work Is Difficult, But Not Impossible Point 3 is of particular importance. We often judge those who advocate for themselves or assert their needs, and passivity can be rewarded in many environments. Creating an environment of patience and tolerance in our classrooms (and systems), where students can articulate their needs in different ways, is a cultural and systemic challenge. It's a necessary one. For our networks Danielle Logan-Fleming SFHEA jock boyd Associate Professor Robyn Latimer OAM Selene Martinez Pacheco Debi Howarth #highered #diversity #students #support

We’d like to introduce the amazing speakers presenting at our event from our Self-Regulation & Adolescent Development learning track, Emily Underwood, Knowable; Dr. Agatha Lenartowicz, UC Los Angeles; Dr. Jennie Grammer, UC Los Angeles; Zoe Mao, UC Los Angeles; Kyle Hay, UC Los Angeles; Dr. Angela James, UC Los Angeles. Below are brief summaries of all three presentations: Join Knowable Magazine editor Emily Underwood and UCLA cognitive neuroscientist Agatha Lenartowicz for a conversation about the metaphors often used to explain executive function — for example, the brain’s “air traffic control system” or “CEO.” How well do these metaphors reflect our evolving understanding of executive function? Where do they fall short? Come for a primer on the neuroscience of executive function — and stay for a multi-disciplinary discussion of how these concepts translate to the classroom. Dr. Jennie Grammer, Zoe Mao, and Kyle Hay’s presentation will analyze how executive functions and self-regulation play a central role in students’ academic growth, and what those skills look like in the classroom. Using real-world examples, in this interactive session we will discuss the connections between research on EF and classroom behavior, as well as opportunities for supporting educator understanding of these important processes. Dr. Angela James’ presentation will explore issues and challenges related to delivery of educational services to incarcerated youth, and provide an overview of a statewide survey of court schools and what we hope to learn from the results. To attend our event, register at: bit.ly/3MYTVBP 

How new opportunities open up when we recognize the diverse needs of students. An interesting article looking at the many opportunities and challenges facing universities across Canada when it comes to ensuring that neurodivergent students feel like they belong in the classroom. From the current edition of @universityaffairsmagazine

Here’s a thought-provoking article which speaks to the challenge neurodiverse students and staff alike may experience within the Higher Education sector, and the need for changing our culture which perpetuates this. There are many ‘gems’ in this article including the concept of “Neuroqueerness” which asks ‘who benefits from the model where those who are different have to marginalise themselves just to access the resources and support?, and, the emphasis placed “on being the self-directed student or the research rock star academic’ which risks excluding rather than including neurodiverse students and staff from ‘belonging as a member of a relationship-rich community with shared interests and goals’. I found this article to be both powerful and hopeful in its call to embrace ‘multiple, non-linear pathways to ‘student success’’ and to overcome ‘care-washing’ by genuinely understanding and embracing the uniqueness and appropriateness of the perspective and insights neurodiverse that students and staff bring. I’d love to hear your thoughts on this. https://lnkd.in/gJZrZiKA

🧠 Dive into sessions that deconstructs existing biases surrounding neurodiversity and embraces inclusivity. Learn from educators about how to create a learning environment that helps neurotypical and neurodivergent students alike, and students about their experiences navigating a system that did not cater to them in the past. Learn more at https://ow.ly/vJRE50Ueca9

I recently completed my PhD studies in the area of digital inclusion in the university with a focus on disability. Here is a simple write-up on my experiences studying at Flinders University:

Read the recent article by the Principal of our Lonehill campus, Mr Rauiri Maarman, here. 📣 Neurodiversity and change - How schools can help students. 📣 https://lnkd.in/dgFf_MRy

'Instead of viewing neurodivergence as a deficit and trying to force neurodivergent individuals into “normal” ways of being, we should instead focus on dismantling the entrenched normativity within higher education systems. If there is no '“normal”, then there is no "abnormal.”' Read my latest blog post on how we can embrace neurodiversity within higher education without the need to tack on additional support 🙌 https://lnkd.in/exfzpEjm

In this Impact journal article, Sarah Alix shares information on a research inquiry that was completed with autistic trainee teachers and an ITT provider. Read the full article here: https://lnkd.in/eGqXTcT5 #EducationResearch #ThisIsND #NeurodiversityWeek

Excited to have visited the Newall Green Primary School in Wythenshaw, Manchester, UK yesterday. The purpose of the clinical observation visit was to get a flavour of the speech and language development support provided within the education sector within the early years division. Some key points of reflection from the visit: 1. Just spectacular to see truly inclusive schools where each child is given the opportunity and right to education as they truly deserve. I wonder if it is the same in India. How many primary schools in India have a designated resource room, SEN cell and systems in place to identify and support young children who are neurodiverse or may be at risk of developing a pathology later in life? 2. How much say do parents have in their child's needs and education? Research shows that you have better outcomes when parents are a part of the educational team. For example, the parent, teacher and clinician together decide a list of 20 functional words for an autistic child. These words then become a part of not just educational plan but all key people who come in contact with the child are aware of these words and try to incorporate them in their interactions with them. 3. What capacity building opportunities and support networks are in place for our educators? Dreaming of an inclusive school is one thing, getting the systems to adequately equip the teachers with tools to support neurodivserse learners is another. 4. The multi-sectoral approach where health and education functionaries collaborate to ensure the most robust and holistic support is provided to every child and their family is remarkable and something that we as a country need to think about. My motive is not to put down what my own beautiful country has to offer. I am a firm believer that a lot of the inclusive education practices and policies in our country are revolutionary and should be celebrated. But one is also forced to ask, are they adequate and enough?