Every child deserves to feel that they belong in school and are understood by the professionals responsible for their care. Neurodiversity affirming approaches provide learners with the skills that they need to be able to communicate and navigate social interactions with confidence and in their preferred way, as well as understand and advocate for their own needs and preferences. This way of teaching social skills supports learners to develop positive relationships with others in a way which they enjoy, and which supports their needs and mental health. How many more young people need to lose their lives to the unconscious bias we have about neurodivergent traits before people really sit up and listen? For a long time, much of the emphasis of social skills teaching has been on supporting neurodivergent learners (in particular Autistic learners) to learn how to interact, socialise and communicate in the same way that neurotypical people tend to. Although this has usually been done with the best of intentions, the more that neurodivergent voices are listened to and learnt from, the more we see that this can in fact cause even greater challenges. Neurotypical children have been able to develop social skills in the way that comes naturally to them, and not expected to alter their social interactions to suit their neurodivergent peers. Neurodivergent children on the other hand have been expected to learn a whole set of challenging rules that do not come naturally and that can feel difficult and uncomfortable, and have been given the message that their own preferred ways are not good enough and need to change. This can cause masking, be detrimental to mental health, and ironically make them feel less confident in social situations and in interactions and communication with others.

If you cannot easily tell what a student’s individual strengths and challenges are, then observe and ask. If you still struggle, try speaking with their parents or main caregiver to gain a deeper understanding, that can allow you to adapt your teaching to their needs. Give Space to Excel This section is the meat and potatoes of the whole book. There are 14 chapters dedicated to various mathematical topics. It’s intriguing that the focus is on the numerical side of things rather than on more abstract concepts like probability or shape and space. When it comes to acquiring mathematical knowledge, certain adjustments are required for neurodiverse students. The conventional approaches to education are ineffective for many people, which may result in feelings of exasperation and inadequate performance on the part of the student. The author of this book has collated the strategies for teaching that are particularly suited to the needs of neurodiverse students, and they have presented it in this volume. Communication can be challenging for neurodivergent students. Typing may be an easier way for some to articulate themselves and to communicate with others. This is because they are able to control what they are saying and break it down into smaller parts.What does a neurodiversity affirming approach to social skills mean, and why do some approaches to social skills teaching need updating? I highly recommend this comprehensive book for every neurodiverse learner working towards GCSE Maths. It provides valuable insight (for the learner and those working with them) into the challenges being neurodiverse can have on the acquisition of maths, but then offers essential tips on overcoming these challenges to achieve success. The study guide covers fundamental topics in a straightforward, easy to follow way with useful visual images and practical examples to aid understanding. A 'must have' resource. The quote “We see the world, not as it is, but as we are – or, as we are conditioned to see it” by Stephen R. Covey couldn’t ring more true for the estimated 1 in 7 people (more than 15% of people in the UK) classed as neurodivergent. And if you are a teacher, that could mean there are quite a few neurodivergent students in your class. With Neurodiversity week running from the 16th (Saturday) to 20th of May, I thought now would be an ideal time to highlight the subject. What is Neurodiversity? Neurodivergent brain variations are often associated with particular strengths. However, neurodivergent individuals may also face challenges in environments designed with the neurotypical majority in mind. As educators, if we teach with neurodiversity in mind, everyone is able to flourish. This is where a neurodiversity affirming approach to teaching social skills comes in!

I have dedicated my life to changing this. My organisation Connections in Mind, which is a community interest company, works with schools to help them to better understand neurodivergent young people and supports professionals to help young people to understand their brains and different brain states better so they can be kinder to themselves and those around them. The schools we work with are changing the way they interact with students on so many levels but most importantly the behaviour policies which, as clearly indicated in the article, cause so much psychological harm to vulnerable young people. A neurodiversity affirming approach to social skills is one which appreciates the preferences, interaction styles and communication priorities of neurodivergent individuals, and places the same value on these as the preferences, interaction styles and communication priorities of neurotypical individuals.Caitlyn's story is all too familiar to me as I have supported many young people going through similar journeys, as a result of the unconscious bias against neurodiversity that we see in our society today. The term was originally coined in the late 1990s by Australian sociologist Judy Singer, who is autistic herself. It is used to describe people who have any or more than one of the following: Dyslexia and Dysgraphia, Dyscalculia ( to have a difficulty in the learning and understanding of arithmetic ), ADHD, Autism, Tourette’s Syndrome and Dyspraxia ( affecting language abilty and sometimes thought and perception ).

school #universities #students #community #training #educationreform #autism #executivefunctions #neurodiversity #neurodivergent Autistic people are often described as having difficulties with social interaction and communication, and most report that they find it challenging to process and understand the intentions of others within social interactions. However, this problem goes both ways - studies have found that neurotypical people also find it difficult to read the emotions of Autistic people. This was first described by Dr Damien Milton in the early 2010s as the double empathy problem. We can all learn maths, we just need the right environment, the right support and the right mindset I believe the tide is turning, as you will see from my posts earlier this week some pioneering and world renowned schools and universities are already embarking on change. This change will be hard work, but the results will literally save lives. Thank you for appreciating the reality of the situation for parents. It really means a lot to know that there are professionals out there who really ‘get it’ and who are working so proactively to offer appropriate support and advocate for us.

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This is a well-used, maybe even well-worn quote, but that doesn’t make it any the less true. It is the driving force behind successful strategies and interventions for many neurodiverse children. In any maths classroom there will be children with dyslexia, dyscalculia, dyspraxia and ADHD, plus many more neurodiverse ways of thinking. It would be fair to say that initial teacher training does little to prepare a teacher to meet the individual needs of all the children they are presented with. It could indeed be argued that all children are neurodiverse. In a class of 30 children, there will be 30 individual profiles and personalities, all with their own strengths, weaknesses and interests. Their attitudes to education and their own self-belief will have been formed and informed by their experience of school up until that point. Teaching would be very simple if every child in the class were identical in every respect, but they are not and that is what makes teaching so challenging and, ultimately, so rewarding. Looking to the creative fields, the world has seen many achievements from the likes of David Bailey (Photographer) who has Dyspraxia and Daryl Hannah (Actress) and Temple Grandin (Activist) who both have Autism. Singer Cher is dyscalculic. Your neurodivergent students have the potential to become great achievers too. I teach a L3 Teaching Assistant Apprenticeship Program and all my TAs have to pass level 2 functional skills in Maths and English before the end of the program (or have a suitable alternative qualification.). One of my TAs is neurodivergent and is struggling with the functional skills maths. I saw a meme not so long ago that perfectly captures her view on arithmetic.