Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences
- UsesÂ international case studies to explain how psychologists identify, assess and support a range of specific learning differences in students
- The higher education sector has come to terms with dyslexia, but todayâ??s students are disclosing a range of learning differences including dyspraxia, ADHD, Aspergerâ??s Syndrome and dyscalculia
- Institutions in all major Western countries are required by law to avoid disadvantaging students with special educational needs, so staff must be up to date on how to recognise and support them
- Supported by an already popular website, Brain HE, with extra materials and colour photographs
Notes on contributors.
Foreword (Sally Brown).
1. Introduction (David Pollak).
2. Neurodiversity, disability, legislation and policy development (Alan Hurst).
3. The psychological assessment of neurodiversity (David Grant).
4. Dyslexia (Ross Cooper).
5. Dyspraxia (Sharon Drew).
6. Dyscalculia (Clare Trott).
7. Asperger Syndrome: empathy is a two-way street (Nicola Martin).
8. Attention Deficit (Hyperactivity) Disorder - AD(H)D (Mary Colley).
9. Mental well-being (Kitty McCrea).
10. Assistive technology (E. A. Draffan).
11. Teaching, learning and assessment: "It’s not like you think" (Heather Symonds).
12. Conclusion: linking the strands together (David Pollak).
–Ros Lehany, Dyslexia/Learner Support Tutor at Northern School of Contemporary Dance and Chair of the Association of Dyslexia Specialists in Higher Education
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