Week 1- Diversity matters 27/09/2021
Celebrating Neurodiversity
What is Neurodiversity?
Judy Singer 1990s – introduced the term neurodiversity in an attempt to argue that certain
conditions such as autism, dyspraxia, down syndrome & adhd could be seen as alternative
and acceptable not problematic.
Neurodiversity
Dyspraxia
Developmental
Tic Language
disorders Disorder
Dyslexia SLCN
ASD
Dyscalculia
ADHD Intellectual
ability
Neurodiversity recognizes the fact that our brains naturally vary from person to person and
are a part of human variation.
Coined by Judy Singer in the 1990s.
Perspectives on inclusion
“It is about accepting all children.”
Thomas (1997) cited in Lunt & Norwich (1999)
If you are accepting, are you also going to be inclusive? It doesn’t go as far as we would like
to be.
“All members of the setting are included and there is no discrimination on the basis of
author
gender, sexual orientation, religion, is licensed
language, ethnicity and social class. “
NASEN, 2020
“An educationally inclusive school is one in which the teaching and learning, achievements,
attitudes and well-being of every young person matter.”
Ofsted (2000) cited in Trussler & Robinson (2015)
, “Opportunity to participate in inclusion is about active involvement and choice and not
something done to the disabled.”
Florian (1998)
“It is an unending process of increasing participation.”
Booth and Ainscow (1998) cited in Lunt & Norwich, (1999)
What do we mean by inclusive practice?
Inclusive practice can change depending on the subject and the pupils as all students and
subjects are different, as long as the needs of pupils are being met.
“The concept of inclusive education, ultimately,
is redefined by Warnock in terms of the
involvement in the common enterprise of
learning, rather than in terms of learning in a
common school.” (Terzi in Warnock, 2010,
p.157)
“What we owe to all children is an equal set of
genuine opportunities to achieve educational
functioning’s required to participate in society. “
p.162
Warnock still sees the idea that all students should be educated in the mainstream school as
highly questionable if not completely disastrous. She doesn’t see schools as a microcosm of
society and shouldn’t need to reflect the diverse norms in which we live.
Norwich however does not sure that belief and thinks that direct participation in a common
school when appropriately designed and resourced could be feasible. (Warnock & Norwich,
2010)
Terzi argues that it isn’t about the location but more the equality of the provision and if
children with special educational needs require additional and specific resources to towards
the aim of becoming social participants then that may need to be elsewhere.
Celebrating Neurodiversity
What is Neurodiversity?
Judy Singer 1990s – introduced the term neurodiversity in an attempt to argue that certain
conditions such as autism, dyspraxia, down syndrome & adhd could be seen as alternative
and acceptable not problematic.
Neurodiversity
Dyspraxia
Developmental
Tic Language
disorders Disorder
Dyslexia SLCN
ASD
Dyscalculia
ADHD Intellectual
ability
Neurodiversity recognizes the fact that our brains naturally vary from person to person and
are a part of human variation.
Coined by Judy Singer in the 1990s.
Perspectives on inclusion
“It is about accepting all children.”
Thomas (1997) cited in Lunt & Norwich (1999)
If you are accepting, are you also going to be inclusive? It doesn’t go as far as we would like
to be.
“All members of the setting are included and there is no discrimination on the basis of
author
gender, sexual orientation, religion, is licensed
language, ethnicity and social class. “
NASEN, 2020
“An educationally inclusive school is one in which the teaching and learning, achievements,
attitudes and well-being of every young person matter.”
Ofsted (2000) cited in Trussler & Robinson (2015)
, “Opportunity to participate in inclusion is about active involvement and choice and not
something done to the disabled.”
Florian (1998)
“It is an unending process of increasing participation.”
Booth and Ainscow (1998) cited in Lunt & Norwich, (1999)
What do we mean by inclusive practice?
Inclusive practice can change depending on the subject and the pupils as all students and
subjects are different, as long as the needs of pupils are being met.
“The concept of inclusive education, ultimately,
is redefined by Warnock in terms of the
involvement in the common enterprise of
learning, rather than in terms of learning in a
common school.” (Terzi in Warnock, 2010,
p.157)
“What we owe to all children is an equal set of
genuine opportunities to achieve educational
functioning’s required to participate in society. “
p.162
Warnock still sees the idea that all students should be educated in the mainstream school as
highly questionable if not completely disastrous. She doesn’t see schools as a microcosm of
society and shouldn’t need to reflect the diverse norms in which we live.
Norwich however does not sure that belief and thinks that direct participation in a common
school when appropriately designed and resourced could be feasible. (Warnock & Norwich,
2010)
Terzi argues that it isn’t about the location but more the equality of the provision and if
children with special educational needs require additional and specific resources to towards
the aim of becoming social participants then that may need to be elsewhere.
