Neurodiversity, Learning, and Pedagogy

Rotterdam : Brill. 2015

Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The chapters address a range of important topics related to the field of critical disability studies in education and include sections dedicated to Schools, Higher Education, Family and Community and Theorising. The contributors entered into discussions during the 2014 AERA Special Interest Group annual meeting hosted by Victoria University in Australia. The perspectives offered here include academic, practitioner, student and parent with contributions from Australia, New Zealand, Nigeria, the UK and the US, providing transnational interest. This book will appeal to readers who are interested in innovative theoretical approaches, practical applications and personal narratives. The Introduction by Professor Roger Slee (The Victoria Institute, Victoria University, Australia) and Afterword by Professor David Connor (City University of New York) provide insightful and important commentary. Cover photograph by Paul Dunn and design by Hendrik Jacobs.

Columbia, SC : National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina, [2018]

Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students' academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students--whether or not they have a recognized disability--have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.

First edition. Washington, DC : American Psychiatric Association Publishing. 2021

Neurodiversity: From Phenomenology to Neurobiology and Enhancing Technologies is an introduction to the strengths-based model of neurodiversity (SBMN), designed to integrate and build on existing theories of positive psychology, positive psychiatry, multiple intelligences, and developmental psychology and to apply them to devise strengths-based assessments and interventions for neurodiverse individuals. Because the field is in its infancy, there are few authoritative resources for clinicians and educators who wish to understand their neurodiverse patients and students and acquire up-to-date strategies for supporting them in daily life. This book, edited by one of the foremost experts on neurodiversity and drawing on the knowledge of a stellar group of contributors, explores social models of disability as the starting point for strengths-based approaches to neurodiversity, translating them into approaches to support, educate, and enable people with neurodifferences to function successfully in educational and work environments.

Syracuse, New York : Syracuse University Press, 2013

Righting Educational Wrongs brings together the work of scholars from the fields of disability studies in education and law to examine contemporary struggles around in-clusion and access to education. Specifically, contributors examine policies and practices as they contribute to or undermine educational access for individuals with disabilities. Kanter and Ferri expand our understanding about the potential of legal studies to inform work around disability studies in education and vice versa. Contributors explore the intersections between disability studies, law, and education, forging a theoretical framework for thinking about educational access. Several essays take a critical look at some of the histories of exclusion in education and the ways that these exclusions have been upheld by a variety of educational policies and practices. Other essays reflect on how students with disabilities and their families experience the Individuals with Disabilities in Education Act. By bridging various disciplines, Righting Educational Wrongs offers new insights to allow us to better understand the multiple perspectives and voices within the field of disability studies.