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

Autor/inn/en	Sewell, Alexandra; Park, Jane
Titel	A Three-Factor Model of Educational Practice Considerations for Teaching Neurodiverse Learners from a Strengths-Based Perspective
Quelle	In: Support for Learning, 36 (2021) 4, S.678-694 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12387
Schlagwörter	Educational Practices; Neurology; Diversity; Student Characteristics; Ability; Teaching Models; Case Studies; Autism; Attention Deficit Hyperactivity Disorder + Suchen Sie Ihr Suchwort? Bildungspraxis; Neurologie; Fähigkeit; Fertigkeit; Lehrmodell; Case study; Fallstudie; Case Study; Autismus
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01