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Event 8: Creating a Neuro-inclusive Classroom

90 minutes

Tuesday, 19 March 2024

14:30 to 16:00 (GMT)




About the event

Educators have a really important role in ensuring neurodiverse students feel included, understood, and empowered in their ability to do well - both in school, higher education and in life! But many of our education systems are not designed to support learning differences or may be targeted towards ‘neuromajority’ learning styles. So how can we be flexible and make positive change?

 

Please join us for a panel discussion exploring how we can integrate neurological differences into teaching practices. By appreciating that different students will process information in different ways, our classrooms can be designed to be more inclusive for all. We will explore topics such as:

 

  • Creating a psychologically safe teaching environment

  • Diversifying and adjusting your teaching strategies

  • Using Assistive Technologies to remove systemic barriers to learning

  • Classroom and school design and build

  • Managing bullying or challenging conversations amongst students

  • Widening the social model of disability to include children disabled by circumstance

  • Exploring strengths and challenges of neurodifferences

  • Thinking about inclusive design in education, including the need to challenge the government about the design of the National Curriculum and how children are assessed through the current Examination System (e.g. Is the way we teach and assess the English Curriculum discriminatory?!)

  • Closing the gap between the classroom and the workplace... for all

 

As this is a panel discussion, there will be lots of time for questions and interaction with you!


This is a free online event via Zoom.

Marius Frank | Event Chair

Co-Head of Education Microlink PC UK Ltd

Former Headteacher, CEO of ASDAN Education and Director of E-Learning at Achievement for All, Marius is now pioneering the establishment of Assistive Technologies in Mainstream Classrooms with Microlink, which is already having a profound impact on the progress of neurodiverse children and young people in participating schools. He has developed a school improvement programme called Raising Attainment with Wellbeing, currently used by over 400 primary and secondary schools across the British Isles, which can also be used to support the development of Senior Mental Health Leaders.

Alexandria Hough

Developing Local Provision lead for SEND (West Midlands) and national lead for Secondary education at SEND Station

As a SEND practitioner and parent of a neurodiverse teen, my holistic overview of supporting SEND learners has led my career down many paths. Currently I lead a project across secondary schools in Birmingham supporting and empowering SENCOs and leaders to have SEND at the forefront of everything they do.
From whole school SEND reviews to coaching and modelling adaptive teaching in action my job is varied.
I also work as a learning partner with SEND station to deliver training internationally on adaptive teaching secondary which is my passion! My goal is to make sure SEND learners feel happy and safe in schools and are provided with an equitable education that is accessible and challenging.

Kevin Hewitson

Director – Advocating Creativity in Education

Teacher and published author with over four decades of experience in education and who is driven by the desire to understand “Why?” when it comes to teaching and learning. Supporter of learning being a problem-solving process and advocate for creativity in education. Creator of the concept of Learning Intelligence, defined as the ability to manage our learning environment to meet our learning needs using identified skills, attributes, attitudes and behaviours. Champion of the importance of building relationships based on meeting engagement needs in order to achieve learning behaviours.

Mark Ellerby

Architect

Mark Ellerby is principal of Mark Ellerby Architects, a small architectural consultancy with a particular passion for designing inclusive educational spaces.

With a long successful track record in designing within the Education Sector across all age groups, ASD inclusion within mainstream secondary education has become a specialism and a mission. Pioneering this approach for the National Autistic Society over the last decade, through the innovative Cullum Centre programme, Mark has extended the principles of the approach to other projects.

A better understanding of neurodiverse sensory needs has led to a wider look at the context of what it means to be truly inclusive; looking beyond ‘a classroom’ to the whole school.

Ultimately, it’s not merely about ‘design’, but working collaboratively with educationalists, to equip the teaching team with the best possible tool to do their job, and to provide the student with the best possible space in which to thrive and learn.

And it’s not always a Classroom.

Nic Ponsford

Award-winning CEO & Founder
of the Global Equality Collective (GEC)

After working in education for over 20 years as a teacher, school leader and coach, Nic wanted to find an accessible means to make ordinary classrooms extraordinarily inclusive. As well as being Co-Head of Education for Microlink, Nic is also the founder of the Global Equality Collective (GEC), addressing one of the biggest issues in education; diversity and inclusion. The GEC is a collective of over 300 culture, diversity and inclusion experts and the creator of the multi-award winning ‘GEC Platform’, the “world’s first DEI” app for education. Nic has been recognised as one of Europe's top 50 women in tech #InspiringFiftyEurope, is a doctorate researcher and has listed 'Highly Commended' in the category of 'Role Model of the Year' 2023 by Computing magazine.

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