It Takes All Kinds of Minds: Fostering Neurodivergent Thriving at School

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This book provides an accessible introduction to neurodiversity in educational settings, informed by research and real-world experience. 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.

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.

Obsah

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. Morewood

6. Embracing Monotropism and Flow

Fergus Murray and Helen Edgar

7. Embedding a Humanising Compassionate Pedagogy for Collaborative Learning in the Neurodiverse Classroom

Elaine McGreevy

8. Informing Educational Practice by Supporting, Listening 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