Professional Development for Teachers to Meet the Needs of Neurodiverse Learners

Autor/in	Derin, David Freemark
Titel	Professional Development for Teachers to Meet the Needs of Neurodiverse Learners
Quelle	(2023), (253 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9840-5
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Student Needs; Need Gratification; Neurodevelopmental Disorders; Students with Disabilities; Elementary School Teachers; Private Schools; Experiential Learning; Cognitive Processes; Difficulty Level; Instructional Design; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bedürfnisbefriedigung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Experiental learning; Erfahrungsorientiertes Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis
Abstract	Neurodiversity in learning is the understanding that the different neurological development of students impacts their learning. In adopting a neurodiverse approach to education, educators shift the paradigm from being focused on student deficits to highlighting students' strengths. Many K-8 independent schools do not have explicit programs or services to support neurodiverse learners. Teachers are often at a loss as to how they can best support their neurodiverse learners. Their lack of proper training in this realm has led to a focus on students' deficits, rather than supporting student strengths. To address this problem, a professional development course for educators in K-8 independent schools is proposed. The design of the training is informed by the guided experiential learning (GEL) framework, cognitive load theory (CLT), and the four-component instructional design (4C/ID) model. Conducted twice a month, these sessions will address the involvement of parents, building relationships and rapport, maintaining high expectations for all students, implementing universal design for learning, chunking content into manageable units, and delivering content through diversified modalities. Participating educators will maintain a reflective journal during the course to facilitate the educators' reflection upon their usage of supportive strategies, and the potential benefits of integrating such strategies into their classrooms. A full implementation of this curriculum is described, as well as an evaluation plan that measures the success of the instruction contained in the curriculum. With the utilization of the knowledge gleaned from this course, educators will be better situated to support their neurodiverse students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01