| CODE | EDU5972 | ||||||
| TITLE | Inclusion, Education and Neurodiversity | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Faculty of Education | ||||||
| DESCRIPTION | Successful inclusive education needs to cater to the naturally occurring variability that is an inevitable part of humanity, and this approach aligns with the concept of neurodiversity introduced by Judy Singer in 1990. Neurodiversity has since evolved into an understanding that recognizes diverse neurological profiles as the result of natural changes and variations in the human genome. This study unit will provide an in-depth exploration of the multifaceted concept of neurodiversity, with a specific focus on autism and 'autistic voices', and aims to explore the potential of neurodivergent individuals within the learning community. Neurodiversity encapsulates a profound understanding of humanity. The prefix 'neuro' signifies the growing prominence of neuroscience, while 'diversity,' a term with political roots in the American civil rights movement, imparts a political perspective. Thus, 'neurodiversity' is a linguistic construct encompassing the entirety of human experience. However, beyond its lexical definition, the neurodiversity movement emerges as a political force鈥攁 collective endeavour championed by individuals advocating for their inherent human rights. The central focus of this unit is to critically examine the question of what constitutes neurodiversity whilst also fostering a more inclusive pedagogy that transcends terms like "disordered." When neurodiversity is embraced inclusively to encompass all individuals and advance a radical agenda of acceptance, the potential benefits are significant. Neurodiversity serves as a powerful reminder of the inherent variability and potential present in every classroom, school and community. Participants in this study-unit will gain a comprehensive understanding of neurodiversity by recognizing and exploring both the challenges and strengths associated with diverse cognitive skills and profiles. By adopting a balanced approach, we will emphasize the significance of terms such as "diversity" and "divergence" to encapsulate the richness of this cognitive spectrum, steering away from stigmatizing language and embracing the unique abilities neurodivergent individuals bring to various aspects of life. Study-unit Aims: - To immerse participants in a comprehensive understanding of the intricate concept of neurodiversity, providing them with the tools for a discerning analysis that transcends traditional labels and categories; - To support students to acquire a comprehensive understanding of the historical evolution of the concept of neurodiversity, delving into the rich narrative of how this notion has developed over time, alongside an exploration of the historical trajectory of autism; - To provide students with insights into the distinctive information processing of neurodivergent individuals across various age groups, encompassing children, young people, and adults, including differences in language, sensory stimuli, emotions, and adaptability to change, with the goal of informing and enhancing inclusive pedagogies; - To sensitise students to the challenges faced by neurodivergent individuals in educational settings which do not engage with their unique profiles, strengths, and challenges; - To facilitate the thorough examination and analysis of the criticisms directed towards the Neurodiversity Movement; - To help students explore and critically assess deficit-driven psychological theories related to autism, aiming not only to comprehend these perspectives but also to actively challenge them, fostering a nuanced and informed perspective on the psychological discourse surrounding autism; - To introduce students to the ontological dimensions of autism by examining the "double-empathy problem," unravelling how communication challenges between autistic and non-autistic individuals are mutual, stemming from difficulties in understanding on both ends; - To engage thoughtfully with neurodiversity-affirming (i.e., neuroaffirming) educational supports and interventions. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Utilize neurodiversity-affirming educational supports and interventions which aim to provide a safe and welcoming environment for neurodivergent people; - Discuss the concept of neurodiversity in the context of various profiles, including Autism and other neurodivergent experiences, fostering a nuanced discussion that recognizes the diversity of cognitive perspectives; - Explain deficit and strengths-based conceptualizations of autism and other neurodivergent profiles; - Analyse their own explicit and implicit biases toward autism and neurodivergence that can contribute to personal and professional challenges for autistic people. 2. Skills By the end of the study-unit the student will be able to: - Identify and assess a diverse array of inclusive educational strategies designed to cater to the requirements of neurodivergent individuals, emphasizing a targeted approach to addressing contextual barriers within the physical, attitudinal, societal, and systemic realms; - Outline pivotal advancements in the conceptualization and depictions of autism, as well as other neurodiverse profiles, within the realms of both research and practical applications; - Examine and contrast the foundational assumptions of the neurodiversity and medical paradigms, encouraging a rigorous exploration of their divergent perspectives; - Provide practical suggestions for improving environments to better accommodate neurodiverse profiles; - Recognize personal assumptions and biases concerning neurodivergent individuals, as well as other marginalized groups, aiming to enhance self-awareness and foster a deeper understanding of one's own perspectives and potential preconceptions; - Explore critical points of contention within the neurodiversity paradigm, with the aim of facilitating a seamless translation into enhanced service provision. Main Text/s and any supplementary readings: Main Texts: - Milton, D., Ridout, S., Murray, D., Martin, N., & Mills, R. (2020). The Neurodiversity Reader: Exploring concepts, lived experiences and implications for practice. Pavilion. - Milton, D. (2017). A mismatch of salience: Explorations of the nature of autism from theory to practice. Pavilion Press. Supplementary Readings: - Dwyer, P. (2022). The neurodiversity approach (es): What are they and what do they mean for researchers?. Human Development, 66(2), 73-92. - Dwyer, P.. (2022). The Neurodiversity Approach(es): What Are They and What Do They Mean for Researchers?. Human Development, 66(2), 73鈥�92. https://doi.org/10.1159/000523723 - Gillespie-Lynch, K., Dwyer, P., Constantino, C., Kapp, S. K., Hotez, E., Riccio, A., ... & Endlich, E. (2020). Can we broaden the neurodiversity movement without weakening it? Participatory approaches as a framework for cross-disability alliance building. In Disability alliances and allies (Vol. 12, pp. 189-223). Emerald Publishing Limited. - Jones, D.R., DeBrabander, K.M., & Sasson, N.J. (2021). Effects of autism acceptance training on explicit and implicit biases toward autism. Autism, 25, 1246 - 1261. - Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental psychology, 49(1), 59. - Kapp, S. K. (2020). Autistic community and the neurodiversity movement: Stories from the frontline (p. 330). Springer Nature. - Russell, G. (2020). Critiques of the neurodiversity movement. Autistic community and the neurodiversity movement, 287. |
||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | Yanika Attard Valerie Brincat Louis John Camilleri Pamela Muscat Lyric Schranz |
||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||