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Neurodiversity and Assessment

Neurodiversity and Assessment. EAP and beyond.. Ruth Arrowsmith. Session Aims. Overview of what we mean by neurodiversity and Learning Differences and how they could affect learning/EAP Look at common EAP assessment tasks and the challenges they might pose.

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Neurodiversity and Assessment

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  1. Neurodiversity and Assessment EAP and beyond.. Ruth Arrowsmith

  2. Session Aims • Overview of what we mean by neurodiversity and Learning Differences and how they could affect learning/EAP • Look at common EAP assessment tasks and the challenges they might pose. • Look at adjustments that could be made to support neuro-diverse students • Reflect on your own practice and workplace in terms of inclusivity

  3. What is Neurodiversity?

  4. Task • Where on the diagram would you put the following? • Planning and organising, time management • Sensory issues • Anxiety • Social issues • Working memory issues • Processing differences and difficulties

  5. How might we see it in the classroom? • Executive functioning • Anxiety (this is not always obvious) • Working memory (how might students ‘cover up’?) • Sensory issues • Processing issues • Social / communication • So how does this translate to EAP and assessment??? • What value judgements are attached to differences and difficulties in these areas??

  6. Simulation • What extra issues does this present for international students?? • Language, culture, living away from home, anxiety, pressure etc • How did you feel?? • What are the problems with the spelling game?

  7. What are the challenges with assessment? • Discuss the common EAP tasks and the challenges they might pose. • Draw your ideas if you want. • What other tasks might be a challenge? Why?

  8. Some Samples • Look at the EAP coursework tasks for Listening, Reading and Speaking • What challenges might they pose and how could you make them more accessible? • Think about the opening spelling task. Why isn’t it inclusive? How could you adjust it so it is?

  9. So what can we do? • Support executive functioning • Support working memory • Multi-sensory learning • Instructions / rubric • Over-learning and repetition • Visuals • Feedback • Build confidence and academic self-concept • Adapt materials • Spread awareness

  10. Wider Issues • Exams – ‘reasonable adjustments’ • Learning Support provision • The role of culture and stigma • The challenge of identification • Coursebooks and exam rubric • Lack of awareness and understanding • Teacher training • Mental health and related conditions

  11. Reflection • What might you do differently? • What is within your power to change and what isn’t? • What could you share with colleagues / managers / subject teachers?

  12. Final Questions • What are we actually testing? • How do we balance inclusivity with assessment requirements? • Are we unintentionally putting up barriers for some students? • Are we allowing our neuro-diverse students to shine? • How can we ensure an equal footing?

  13. Further Information • British Dyslexia Foundation • Dyspraxia Foundation • National Autistic Society • ADHD Foundation • ELT Well – Anne Margaret Smith • ‘Teaching Languages to Students With Specific Learning Differences’ JuditKormos and Anne Margaret Smith • ‘Understanding Working Memory’ Alloway and Alloway

  14. Further Training and Support • ruth.arrowsmithcrook@intoglobal.com • learningwithadifference17@gmail.com • FB Learning With A Difference @learnwithadifference

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