Neurodiversity
How have findings in neuroscience informed education for neurodiverse learners?
Findings in neuroscience have significantly informed education for neurodiverse learners by highlighting the need for inclusive pedagogical practices that account for diverse brain functions. Research in neuroscience has shown that neurodiverse individuals, such as those with autism, ADHD, and dyslexia, process information differently, which necessitates a shift in how educators design and deliver instruction.
The integration of models like the Quantum Ten (Q10) Equity Framework, which incorporates neuroscience-based principles such as trauma-informed practices and growth mindset, further demonstrates how neuroscience has shaped educational strategies. These frameworks recognize that neurodiverse students often face unique emotional and cognitive challenges and require tailored support systems to achieve their full potential. (Exploring and Developing Pedagogies for Neurodiverse Students).
In "Creating an Inclusive Classroom for Neurodivergent Learners," Carissa Domrase advocates for a Universal Design for Learning (UDL) approach to better support neurodivergent students, such as those with ADHD or autism, many of whom remain undiagnosed in childhood.
Creating an Inclusive Classroom for Neurodivergent Learners
In "Creating an Inclusive Classroom for Neurodivergent Learners," Carissa Domrase advocates for a Universal Design for Learning (UDL) approach to better support neurodivergent students, such as those with ADHD or autism, many of whom remain undiagnosed in childhood.
Domrase emphasizes offering students choices in assignments, promoting work-life balance to prevent burnout, and fostering self-reflection to support their sense of self. By embedding flexibility and empathy into classroom practices, teachers can create a more inclusive environment that benefits all learners, whether or not they have formal diagnoses.
Consider…
How can schools target executive functioning skills in neurodivergent students?
What steps can schools take to identify and support students who may not have formal diagnoses?
What are some alternative methods teachers can use to assess student understanding?
Special Education Law & Advocacy / Endrew F. v. Douglas County School District
Endrew F. Case Decided: Supreme Court rules on how much benefit Individualized Education Programs (IEPs) must provide
The U.S. Supreme Court case Endrew F. v. Douglas County School District Re-1 (2017) centered on the level of educational benefit that public schools must provide to students with disabilities under the Individuals with Disabilities Education Act (IDEA).
In a unanimous decision, the Supreme Court ruled in favor of Endrew F., holding that schools must offer an IEP that is "reasonably calculated to enable a child to make appropriate progress in light of the child's circumstances."
Senator Creigh Deeds / Creigh Deeds Facebook
New York, Virginia become first to require mental health education in schools
In 2018, New York and Virginia became the first states to enact laws requiring mental health education in schools. This groundbreaking legislation required all public schools to incorporate mental health instruction into their K-12 health education curricula.
New York's law updates the health curriculum for elementary, middle, and high schools to include mental health topics, emphasizing its importance as part of overall health. Virginia's law mandates that mental health education be included in the physical education and health curricula for ninth and tenth graders.