It Takes All Kinds of Minds: Fostering Neurodivergent Thriving at School
Routledge (Verlag)
978-1-032-79621-5 (ISBN)
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It Takes All Kinds of Minds provides an inspiring and accessible introduction to neurodiversity in educational settings, informed by research and real-world experience.
Drawing upon core principles that underpin the neurodiversity paradigm, the book offers a carefully curated collection of chapters exploring many different kinds of minds and how they can best learn and flourish at school. The book is divided into three main parts: Environments, Practice and Pedagogy, and Relationships In and Around School, with each chapter underpinned by core values of care, inclusion, celebration of difference and the collective power of diverse minds. Pioneering contributions help to realise a vision of environments, relational systems and pedagogical practices that are designed for all minds, learners and educators.
Placing a focus on amplifying neurodivergent voices and having a direct impact on practice, this book is essential reading for practitioners at all stages of teacher education and professional development, as well as clinicians and outside agencies that work in partnership with schools.
Rachael Davis is a lecturer in Psychology and Education at Queen Margaret University, Edinburgh. Informed by her experiences as a teaching assistant, Rachel’s current research prioritises neurodivergence voices to inform best practice in educational settings. She is a strong advocate of public engagement and community outreach; ensuring that research is accessible for everyone. Claire O’Neill is an experienced teacher and teacher-educator, working in the areas of inclusion, neurodiversity and wellbeing. She is also a writer and researcher and shared her participatory autism research at the It Takes All Kinds of Minds conference in 2023. Claire’s lived experience as a neurodivergent parent of two neurodivergent children informs both her professional work and research. Sue Fletcher-Watson is a Professor of Developmental Psychology at the University of Edinburgh and was Co-Chair of the It Takes All Kinds of Minds conference in March 2023. Her recent research has focused on investigations of the double empathy problem in cross-neurotype interactions, and on the application of the neurodiversity paradigm to methods of school support. Sue uses co-production methods in all her work and is an advocate for neurodivergent leadership in research. She is also a parent of two neurodivergent children.
Editor Biographies
Contributors
Acknowledgements
Preface
Glossary
Introduction
Section Introduction: Environments
1. Using Outdoor Spaces to Support Neurodiversity-Affirmative Playtime in Schools
Catherine Watson
2. Space to Be Myself: Getting Play and Breaktimes Right for Neurodivergent Pupils
Jenny Gibson and Samantha Friedman
3. Understanding and Meeting the Sensory Needs of Neurodivergent Learners: Implementing and Evaluating the Use of Flexible Seating in an Inclusive Primary School
Heba Al-Jayoosi and Laura Crane
4. SPaRKs (Songwriting, Performance and Recording Kickstarter) Music Project – Informing Creative Learning and Skills for Neurodivergent Teenagers
Jane Macdonell, Sam Johnston, Devin Casson and David Calver
Section Introduction: Practice and Pedagogy
5. Creating Inclusive Learning Spaces for Neurodivergent Young People: A Personal Journey, 30 Years in the Making
Gareth D. Morewood
6. Embracing Monotropism and Flow
Fergus Murray and Helen Edgar
7. Embedding a Humanising Compassionate Pedagogy for Collaborative Learning in the Neurodiverse Classroom
Elaine McGreevy
8. Informing Educational Practice by Supporting, Listening to and Acting Upon the Voices of Neurodivergent Learners
Craig Goodall
9. It Takes All Kinds of Minds (ITAKOM) and Intersectionality
Frances Akinde
10. Character Strengths: Changing the Language to Change Expectations
Clara O’Byrne
11. Universal Design for Learning in a Neurodiverse World
Margaret Flood
Section Introduction: Relationships in and Around School
12. The Learning About Neurodiversity at School (LEANS) programme in the Context of Neurodiversity-Affirmative Practice
Alyssa M. Alcorn, Amy Nic Thaidhg and Alun Flynn
13. Empowering Neurodivergent Young People: Insights from a School-Based Peer Support Initiative
Francesca Fotheringham, Katie Barrowman and Justine Young
14. Islands of Safety: The Importance of Non-Teacher Educators in Curating Felt Safety for Autistic Children and Young People
Kieran Rose
15. The LISTEN Framework – Fostering a Values-Led Neuroaffirmative Climate in Schools
Paula Prendeville
Conclusion: A Shared Journey Forward
Index
| Erscheinungsdatum | 14.11.2025 |
|---|---|
| Zusatzinfo | 18 Tables, black and white; 11 Line drawings, black and white; 11 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 730 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-032-79621-9 / 1032796219 |
| ISBN-13 | 978-1-032-79621-5 / 9781032796215 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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