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Wow. I just had to share this. In my opinion this is probably one of the best GCSE maths books for neurodivergent learners on the market. The book is aimed at GCSE students; allowing them to learn about and consider their own learning styles and decide what methods work best for them. It is an empowering book of practical tips and one I would highly recommend. The book gives great clarity on the different learning difficulties encountered by neurodivergent students and how these difficulties specifically impact maths learning. It covers basic maths strategies for a wide range of GCSE topics, and also looks at maths anxiety, revision and exam techniques. I particularly like the style of the book: the use of colour; pictorial representations of ideas; and the simple, unambiguous language. Although aimed at students, I would also highly recommend it to all maths tutors and teachers; who will undoubtedly benefit from the huge amount of strategies it contains to help us, as educators, to think outside the box with how we present material to our students. It is also a book I wish I had had access to when I was doing my own GCSEs! Books like this are simply useful for EVERY learner. Having been a SENDCo and now an SEND Education Consultant, I will be recommending this book far and wide to tutors, teachers, parents and students alike. It is simply brilliant! @JKPBooks @JKPSpecialEducation Judith Hornigold #maths #neurodivergent #mathsanxiety #mathsteacher #mathstutor https://lnkd.in/e6hUG6F6 When it comes to acquiring mathematical knowledge, certain adjustments are required for neurodiverse students. The conventional approaches to education are ineffective for many people, which may result in feelings of exasperation and inadequate performance on the part of the student. The author of this book has collated the strategies for teaching that are particularly suited to the needs of neurodiverse students, and they have presented it in this volume. For learners who have already internalised the idea that their way of communicating or socialising is 'wrong’, it may be useful for them to join clubs or groups specifically for neurodivergent young people. Meeting peers who they have things in common with can boost self-esteem, provide a neurodivergent model for successful communication and interaction, and help them to develop social interaction skills in a way which feels comfortable to them in a welcoming environment. I teach a L3 Teaching Assistant Apprenticeship Program and all my TAs have to pass level 2 functional skills in Maths and English before the end of the program (or have a suitable alternative qualification.). One of my TAs is neurodivergent and is struggling with the functional skills maths. I saw a meme not so long ago that perfectly captures her view on arithmetic.
It was a brilliant webinar and every part of it resonated with different experiences I have had with all three of my children. Further chapters of the book focus on factors and primes, directed numbers, indices, ratio and proportion, algebra, equations and inequalities, and even quadratics.
Students are given a better chance of grasping the material that is being presented thanks to the use of visual aids and activities that require them to use multi-sensory approaches. Lessons are highly interactive, which ensures that students are actively involved throughout the whole process of learning. Students will be able to put their newly acquired knowledge to the test with the book’s plenty of practise problems.
Caitlyn's story is all too familiar to me as I have supported many young people going through similar journeys, as a result of the unconscious bias against neurodiversity that we see in our society today. Here are our top tips and useful resources for making your social skills teaching neurodiversity affirming:A neurodiversity affirming approach to social skills is one which appreciates the preferences, interaction styles and communication priorities of neurodivergent individuals, and places the same value on these as the preferences, interaction styles and communication priorities of neurotypical individuals. We can all learn maths, we just need the right environment, the right support and the right mindset I could get on board with this chapter, the grid method is common, easily used wherever I am (even if my hand drawn grids look a little tipsy) and quite simply, simple. I believe the tide is turning, as you will see from my posts earlier this week some pioneering and world renowned schools and universities are already embarking on change. This change will be hard work, but the results will literally save lives. The term ‘neurodiversity’ was coined by Judy Singer, an Autistic sociologist, in the 1990s. It is the idea that there are many natural variations in the ways that human brains function. Singer argued that traits of some conditions such as Autism, dyslexia and ADHD, which were previously seen as deficits, are in fact normal variations in the brain. People with these neurodivergent traits may have different strengths and challenges to neurotypical people.
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