1. Handbook
  2. Subjects
  3. Neurodiversity and Inclusive Practice

Neurodiversity and Inclusive Practice (EDUC90967)

Graduate courseworkPoints: 12.5Not available in 2018

You’re viewing the 2018 Handbook:
Or view archived Handbooks
You’re currently viewing the 2018 version of this subject

Overview

FeesLook up fees

This subject draws upon multidisciplinary accounts of neurodevelopmental conditions including autism, social (pragmatic) communication disorder and attention deficit hyperactivity disorder, reframing them as reflective of human diversity.

The subject is aimed at professionals working with individuals identified as or who identify as neurodiverse. It provides participants with the skills and knowledge to use critical frameworks in their responses to neurodiversity.

Situating neurodiversity within social, evolutionary, biological and neuroscientific frameworks allows participants to critically analyse current intervention practices and notions of inclusion. This in turn reveals the ethical and social complexities surrounding neurodiversity particularly with regards to the science of mind, brain and behaviour.

Evidence-based approaches are applied to the creation of differentiated opportunities for learning and engagement. Participants also apply their knowledge to decisions around enriching social interaction, adaptive communication and the building of relationships. The result is a development of sustaining inclusive professional practices that accept and elevate neurodiversity across educational and vocational communities.

Intended learning outcomes

On completion of this subject students should be able to:



  • Review, relate and critically evaluate major theoretical accounts of neurodevelopmental differences including the situation of neurodiversity within evolutionary, biological and neuroscientific frameworks and the social model;
  • Critically analyse intervention practices in relation to educational, psychological and neuroscientific literature and rights-based approaches;
  • Apply a multiple-perspective approach when reflecting on challenges to equality and equity;
  • Demonstrate an appreciation of the political, ethical and philosophical complexities of neurodiversity, particularly with regards to the mind, brain and behaviour.
  • Collect, interpret and initiate responses to multiple types of evidence;
  • Address challenges as professional dilemmas within vocational or educational contexts by recognising obstacles and initiating opportunities for support, acceptance and enrichment.

Generic skills

  • Students will be able to demonstrate: • Understanding of the relativity of discipline knowledge and the value of bringing different perspectives to bear on the field of inquiry. • Confidence tackling professional problems utilising multiple disciplinary perspectives. • Highly developed independent learning. • Ability to read critically and present material concisely and coherently in written and oral presentations • Commitment to professional and academic ethics and excellence.

Last updated: 10 February 2024