Embracing Diversity in Learning Spaces: From Classrooms to Beyond
Courtney Teague, Deputy Director of Internal Professional Learning & Coaching and Chief Culture Officer for CLT & Associates, will present at Tech & Learning's EdExec Summit on Sep 11-13. In her presentation titled "Reaching All Learners: Neurodiversity, Accessibility and Access for All," Teague will share valuable insights on creating inclusive environments for neurodiverse students and teachers.
Teague's presentation underscores the importance of recognising and understanding neurodiversity in the classroom. By doing so, educators can create more effective accommodations and prepare neurodiverse students for a successful future.
Digital literacy and competencies in classroom management, data-informed decision-making, and relationship-building are crucial for using AI effectively in supporting neurodiverse students and teachers. AI can help track behavior patterns of neurodiverse students, allowing teachers to spend more time with those who need it. However, it's essential to understand how to make data-informed decisions and leverage AI to support neurodiverse teachers.
Professional development and implementation support around neurodiversity is necessary for neurodiverse teachers. Teague mentions that accommodations should be offered to neurodiverse students to maximise their productivity, using the example of an individual with ADHD. Offering choice in a classroom can help neurodiverse students feel comfortable and welcomed.
Teachers should differentiate and personalise learning, similar to how they want students to do, at the district level. The goal of partnership between administrators and neurodiverse teachers is to ask what they need to be successful and provide it without disrupting the system. Preparing neurodiverse classrooms for success can have a positive impact on their professional lives.
Teague suggests that school systems and programs should be responsive to the needs of neurodiverse individuals, offering choice and flexibility. Inclusive hiring practices are crucial for neurodiverse teachers, but the article does not provide specific information about making sure neurodiverse hires are catered to as well.
Getting involved at the leadership level can create a culture of inclusion for a district or school, benefiting teachers and students. Inclusive policies for neurodiverse hires can create a positive trickle-down effect for teachers and students. Teachers should collaborate with neurodiverse students and teachers to ensure policies and practices genuinely reflect their needs and preferences.
Cultivating a culture of acceptance through ongoing education and open conversations about neurodiversity is key to reducing stigma and promoting awareness. Embracing these practices not only benefits neurodiverse individuals but enhances the learning and working environment for everyone in educational communities.
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