Teaching for Neurodiversity

A new approach helps teachers work with students with dyslexia and other specific learning difficulties. Dominic Griffiths and Liz Horobin show how by thinking of these learning differences as part of a neurodiverse system, the human equivalent of biodiversity, the needs of the whole learner can be addressed and solutions that move beyond labelling or identifying problems can be implemented.
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Background to the ‘Teaching for Neurodiversity’ project

In 2016, a consortium led by the British Dyslexia Association in partnership with Dyslexia Action, Dyspraxia Foundation, The Helen Arkell Centre, and The Professional association of teachers of students with specific learning difficulties (Patoss), was awarded a Department for Education-funded contract to provide support for Dyslexia and other Specific Learning Differences. A research team from Manchester Metropolitan University was tasked with evaluating the project.

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