NADP Spring Conference 2010
Thursday 29th April 2010
The Copthorne Hotel, Paradise Circus, Birmingham B3 3HJ
Theme: Neurodiversity
David Grant opened the conference with an overview of Neurodiversity and the conference included presentations from:
- James Kirby, Consultant in Disability and Inclusivity, addressed the areas that are the key challenges for Higher education, building on the subject of the article in Issue 2 of the Journal of Inclusive Practice in further and higher education;
- ADSHE (Association of Dyslexia Specialists in Higher Education).
- Clare Trott (Loughborough University) gave a presentation on dyscalculia in higher and further education;
- Kate Esser (Southampton Solent University) explored some of the issues and debates relating to visual and right-brained strengths attributed to individuals with dyslexia.
Transcripts and presentations from this conference can be downloaded by members. (login required)
Programme
Opening Presentation: Neurodiversity, an overview - David Grant
The concept of neurodiversity is a recent one, dating from 1998. The development of this concept can be viewed as a radical one, for while it emphasised the 'hard-wiring' of the brains of autistic individuals, it also advocated their wish to be accepted for whom they are, and not what others might wish them to become. As such, it placed those who described themselves as being neurodiverse within a social model of disability. While the term neurodiverse was rapidly adopted by a number of autistic individuals, within a short period of time it had also been embraced by other individuals with a variety of specific learning differences. For example, the UK organisation DANDA (Developmental Adult Neuro-Diversity Association) welcomes into its association, and speaks on behalf of individuals with a range of specific learning differences, including dyslexia, dyspraxia, dyscalculia, ADHD, Asperger's, and Tourette's Syndrome. The term neurodiverse can even include those with depression and brain-injury. Given that the concept now embraces an extremely wide range of specific learning differences, a key question to be asked is whether there are good reasons for continuing to use it.
This question will be explored through considering the most common specific learning differences encountered in higher education: dyslexia, dyspraxia and ADHD. It will be argued that the concept of neurodiversity is of value when it is used as a broadening focus when undertaking diagnostic assessments, providing appropriate accommodations, and designing modules and courses. For example, approximately 40% of individuals who have ADHD are also dyspraxic, and approximately 10% are dyslexic. The frequency of co-occurrence of specific learning differences, and the current lack of knowledge about ADHD, a specific learning difference that occurs with the same frequency as dyslexia, has significant implications for delivering support and for how best to create a learning environment that welcomes the neurodiverse.
Presentation by ADSHE (Association of Dyslexia Specialists in Higher Education)
This session will provide an understanding of the ways in which a specialist tutor supports dyslexic students in Higher Education. It will demonstrate the importance of individual differences in the student's underlying profile and how this impacts on the way they study and the way in which they should be supported. It will show how specialist support for students with SpLDs differs fundamentally from general study skill support. It will also highlight the difficulties that have arisen because this difference has not been clearly recognised. Guidelines for best practice in specialist support and how these can be implemented will be proposed.
Consultant in Disability and Inclusivity - James Kirby
This session will address the areas that are the key challenges for Higher education, building on the subject of the article in Issue 2 of the Journal of Inclusive Practice in further and higher education. The speaker will present thoughts on directions forward. In particular, will address the development of the inclusive curriculum, the funding for disability support and the mainstreaming of inclusivity into the workload model of the academic, and will also outline where disability services will play key roles in these developments.
Dyscalculia in Further and Higher Education - Clare Trott, Mathematics Education Centre, Loughborough University
Dyscalculia is one of the newer challenges that face practitioners and researchers, particularly in the post 16 sectors. The focus of this presentation will therefore be "Dyscalculia in Further and Higher Education". Consideration will be given to some current definitions and prevalence of dyscalculia as well as the difficulties dyscalculic students experience, both in academic life and more generally. The presentation will highlight some current screening tools and the subsequent support for students. A number of case studies will serve to illustrate ways in which dyscalculic students can be supported on a one-to-one basis.
Pictures into Words - Dr Kate Esser (Southampton Solent University)
This presentation explores some of the issues and debates relating to visual and right-brained strengths attributed to individuals with dyslexia. It then outlines some of the areas of difficulty faced by dyslexic students in the context of the demands of academic writing, an area with which many of them are unfamiliar. It then makes some positive suggestions as to how staff supporting such students can address these difficulties constructively and assist students in developing approaches to academic writing which are in tune with their more visual thinking style.
Dyspraxia and Attention Deficit (Hyperactivity) Disorder (AD[H]D) - Mary Colley
In this talk, I would like to cover two of the lesser known Specific Learning Difficulties/Differences or neuro-diverse conditions. Dyspraxia and AD[H]D are often overlooked when making diagnoses and people are instead diagnosed with the more widely known and understood condition of Dyslexia. Dyspraxia and AD[H]D overlap with each other in many respects and to a lesser extent with Dyslexia and Autistic Spectrum Disorder - particularly Asperger's Syndrome. I will go into the characteristics of these two conditions as they present in the further and higher education setting; in many cases the difficulties/differences are very similar to one another and, as previously indicated, to Dyslexia and Asperger's Syndrome. I shall illustrate this by using case studies. In conclusion, I shall describe practical coping strategies that students can use; and more importantly what adaptations can be made by educational authorities and staff.
Transcripts and presentations from this conference can be downloaded by members. (login required)
Further information
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