The neurodiversity* movement, founded by adults with developmental disabilities, has taught us that it is critically important to value all kinds of minds and include all learners on equal terms. Educators committed to teaching all learners are often in the difficult position of being without clear guidance on how to act on these inclusive values in practice. Because learners with developmental disabilities have been excluded from most learning environments, most approaches to education have been designed primarily for typically-developing learners. To some extent, every inclusive educator is doing original research and testing new waters. This course is designed to help educators continuously build inclusive teaching capacity even though there are currently more open questions than clear answers. It is appropriate for educators in all roles, and for educators with and without preexisting familiarity with neurodiversity. *Neurodiversity is the concept that neurological disabilities (eg: autism, Down’s syndrome, ADHD, dyslexia, etc) are a natural part of human diversity, and that all kinds of minds should be equally valued.
At the conclusion of each course, participants will be able to:
- Identify unresolved inclusion problems in their educational context
- Describe key insights of the neurodiversity movement
- Incorporate neurodiversity concepts into ongoing reflective practice as educators
- Apply a neurodiversity framework to lesson/activity planning
- Identify and articulate the applicability of Jewish cultural and religious concepts to neurodiversity inclusion work
- Self-assess their existing skills and expertise as educators and identify ways to apply their strengths to neurodiversity inclusion work