Abisola Anabah’s Post

In a recent blog post, Professor Linda Graham and I from QUT’s Centre for Inclusive Education challenge the Australian Senate Inquiry’s push for a ‘Behaviour Curriculum’ aimed at reducing classroom disruptions. We argue that this recommendation overly simplifies the complex nature of student behaviour, particularly overlooking the needs of specific students, such as those with ADHD, by not accounting for the diverse factors influencing behaviour. Instead, we advocate for the adoption of Social and Emotional Learning (SEL), proposing a more holistic educational approach. In our piece, we suggest implementing SEL through a multi-tiered, systematic approach to ensure it reaches all students and is integrated into various aspects of their lives, including the classroom, school, family, and community. Furthermore, we highlight the necessity for an educational paradigm shift towards inclusivity and comprehensive support for all students, challenging the efficacy of conventional disciplinary approaches. Read our blog post here: https://lnkd.in/gY6r6rhg

💜 Unlocking Potential with Alternative Provision 💚 In today's educational landscape, alternative provision is proving to be a game-changer for students with specific learning difficulties. These tailored educational settings offer a more personalised approach, ensuring that every student receives the support they need to thrive. But how exactly does this work? 💭 Firstly, alternative provision often means smaller class sizes and more one-on-one attention. This allows educators to understand each student's unique challenges and strengths, creating bespoke learning plans that cater to their needs. For instance, students with dyslexia might benefit from multi-sensory teaching methods, while those with ADHD could thrive in a more flexible, less structured environment. The focus on emotional and social development helps build confidence and resilience, preparing students for future success. It's inspiring to see how alternative provision is making education more inclusive and effective. By recognising and addressing the diverse needs of students, we can help them unlock their full potential! 🔐 What are your thoughts on the impact of alternative provision? let us know your thoughts 🙏😊 #InclusiveEducation #LearningDifficulties #alternativeprovision

For all those educating and supporting the growth of Neurodivergent and Gifted children, I highly recommend this 4 day online summit. #giftededucation #neurodiversity #education #professionaldevelopment

🌟 Unlocking Potential with Alternative Provision 🌟 In today's educational landscape, alternative provision is proving to be a game-changer for students with specific learning difficulties. Alternative Provision By Ackerman Pierce offer a more personalised approach, ensuring that every student receives the support they need to thrive. But how exactly does this work? Firstly, alternative provision often means smaller class sizes and more one-on-one attention. This allows educators to understand each student's unique challenges and strengths, creating bespoke learning plans that cater to their needs. For instance, students with dyslexia might benefit from multi-sensory teaching methods, while those with ADHD could thrive in a more flexible, less structured environment. Additionally, the focus on emotional and social development helps build confidence and resilience, preparing students for future success. It's inspiring to see how alternative provision is making education more inclusive and effective. By recognising and addressing the diverse needs of students, we can help them unlock their full potential. What are your thoughts on the impact of alternative provision? Drop a comment below! 👇 #InclusiveEducation #LearningDifficulties #StudentSupport #AlternativeProvision

Advocating for Neurodiversity - Reflections on the Neurodivergent Conditions (Screening and Teacher Training) Bill In April, the Neurodivergent Conditions (Screening and Teacher Training) Bill was presented in Parliament, marking a significant step towards creating a more inclusive educational system. The bill aims to ensure the introduction of universal screening for neurodivergent conditions in all primary schools. Its purpose is to guarantee that no child begins secondary education without knowing if they learn differently. Without early identification, individuals may not realise their neurodivergent condition and, consequently, may not harness these valuable skills to their fullest potential About the Neurodivergent Conditions (Screening and Teacher Training) Bill - The bill addresses two critical areas: early identification of neurodivergent conditions in primary schools and secondly, to ensure that teacher training is strengthened. This approach aims to support neurodivergent students from the outset, providing them with the necessary accommodations to succeed academically. By identifying neurodivergent students early on, we can significantly reduce the number of individuals being diagnosed with these conditions at the university level. This proactive approach not only enhances academic success but also fosters a more inclusive educational environment The bill seeks to enhance teacher training to better support neurodivergent students. Teachers play a crucial role in creating inclusive learning environments and understanding the unique needs of neurodivergent students It's crucial to recognise that neurodivergent individuals often possess skills that are increasingly valued in today's world. The future workforce requires creativity, lateral thinking, empathy and enhanced communication skills – traits that are often more prevalent among the neurodivergent community 🚀 #Neurodiversity #InclusiveEducation #EarlyIdentification #UniversalScreening #SupportingStudents

We call for papers aimed at understanding the value of context, relatedness and ‘true’ choice on self-determination and self-development and the long-term effects on functioning in society. We especially welcome articles that center student voice within informal, non-formal, and self-directed educational approaches that operate outside the mainstream educational system, like unschooling/homeschooling or democratic schools. #callforpapers #selfdevelopment #selfdetermination #education #sdt #sde #studentvoice #qualitativeresearch #quantitativeresearch #researcharticle #democraticschools #unschooling https://lnkd.in/enrwFV-C

Why is it so hard for parents to accept that their child is neurodivergent? As someone who has worked in child development for decades, I’ve seen firsthand how challenging it can be for parents to accept that their child is neurodivergent. This difficulty often stems from a variety of factors:  - Societal stigma - A lack of understanding of neurodiversity - The natural hopes and expectations parents have for their children's futures.  - Many parents fear that a neurodivergent diagnosis will limit their child's opportunities and success, leading to denial and hesitation in seeking appropriate support. One case that stands out involved a child enrolled in an IB school who came to BVerve for remedial support. Despite his slow and steady growth in his learning to read he continued to struggle with his academics and the learning gaps widened. The parents were initially reluctant to accept the full extent of his challenges, hoping that he would eventually catch up with his peers in a traditional academic environment. The turning point came during the COVID-19 pandemic when his parents realized just how difficult it was for him to cope with the demands of his current school. With our expertise and suggestions over the Covid years, they decided to transfer him to an NIOS school. The change was remarkable – he is now flourishing in an environment that better suits his learning needs. This experience underscores a crucial point: it’s not about enrolling your child in a prestigious school, but rather finding an educational setting that allows them to thrive. Recognizing and embracing your child’s unique abilities and needs can lead to a more fulfilling and successful academic journey. Let's prioritize understanding and supporting our children's individual strengths to help them reach their fullest potential.

The Urgent Need for Inclusive Learning Accommodations for Neurodivergent Students As conversations about diversity and inclusion grow, the unique needs of neurodivergent students—those with ADHD, autism, dyslexia, and more—are gaining recognition. Yet, many educational institutions still fall short in providing the necessary accommodations. The Reality Top international schools have started to create supportive environments for neurodivergent students, but most universities lag behind. Neurodivergent students are often grouped with neurotypical peers, and their unique needs are ignored. This one-size-fits-all approach is inadequate and unfair. Universities' Responsibility Universities must: Develop Specialized Programs: Create personalized learning plans, assistive technologies, and one-on-one tutoring. Train Educators: Ensure faculty understand neurodivergence and can implement inclusive teaching strategies. Foster Inclusivity: Promote a culture of acceptance through awareness campaigns and workshops. Offer Flexible Learning: Provide online classes, recorded lectures, and extended deadlines. Personal Perspective As a neurodivergent person with ADHD, I find traditional classrooms challenging. It’s my hope that the university I join will offer the necessary accommodations. Neurodivergent students shouldn’t be blamed for their disabilities; instead, universities must adapt to meet their needs. A Call to Action Universities must proactively create inclusive environments, listening to neurodivergent voices and implementing effective support strategies. This will not only help neurodivergent students thrive but also enrich the entire academic community. Let’s strive for a future where every student, regardless of neurodivergence, can succeed. #Nuerodivergent #InclusiveLearning #ADHD #Autism #Dyslexia #Nuerodiversity #UniversitySupport #Learning #LearningAccommodations

Empathy is one of the core qualities of great leaders

It’s more important than ever for educators to understand how to support their neurodivergent students. Jane Thierfeld Brown, from the Yale Child Study Center, and Amy Knight, from Saint Michael's College, share five strategies for helping neurodivergent learners succeed: 1. Consider sensory sensitivities in your classroom. 2. Be clear in your communication. 3. Offer students choices in course material. 4. Show students what success looks like. 5. Provide explicit feedback early and often. Learn more about these strategies here: https://lnkd.in/ewb784vg #Neurodivergent #Students #Accessibility #Inclusivity #HigherEducation