Neurodiversity in schools workbook

Madeleine Matanawa

May 24, 2024

This is the personal workbook of

Notes and reflections from Part 1. Understanding neurodiversity

Neurodiversity and neurodivergence

What are the key differences between the medical model of neurodiversity and the neurodiversity paradigm? What signs would you look for in your students that, to paraphrase Sally, might be in danger of their wheels falling off? Strategies to fully understand and appreciate neurodivergence and the neurodiversity paradigm:

Listening and supporting students

Notes:

The value of appropriate support 

Think about the students in your classroom and the ways in which you given them a chance to express their learning needs.

How did you do this? Are there other ways you could give them this opportunity? Keeping Annabelle’s example of the wobble chair in mind, can you identify a student, with or without a diagnosis, who might benefit from a similar type of support or adjustment? What could do you do for them and why do you think it would help? 

The vital importance of teachers in supporting neurodivergent students 

How can teachers help?

Class profile

AREA	LEARNER VARIABILITY	STRATEGIES
Language and Literacy
Numeracy
Fine motor
Gross motor
Behaviour (attention, regulation, emotions, organisation skills etc)
Specific Interests
Others

Sample Page Title

Sample Page Title