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Pulled in different directions?

Pulled in different directions?. Considering the role and responsibilities of disability service providers in Higher Education in respect of Neurodiversity James Kirby james.kirby10@ntlworld.com. A bit about me. Lord Mayor Trealor National specialist college (1995-2000)

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Pulled in different directions?

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  1. Pulled in different directions? Considering the role and responsibilities of disability service providers in Higher Education in respect of Neurodiversity James Kirby james.kirby10@ntlworld.com

  2. A bit about me... • Lord Mayor Trealor National specialist college (1995-2000) • Special Needs Co-ordinator Surrey Institute of Art and Design (2000-2004) (Chair of the CADISE Disability Group) • Independent Consultant (2004-2005) • Head of Disabilities and Additional Needs Service (DANS) Loughborough University (2005-2009) • Vice Chair NNAC (2008-2009) • June 2009 onwards.... • Identified as being dyslexic and dyspraxic at the age of 8

  3. Key Aims... • Identify some roles adopted by disability service providers in HE when working with neurodiverse students in a neurotypical world • Identify some tensions, paradoxes and pressures experienced by those performing these roles • Suggest some ways in which these ideas can be taken forward in a way cogent with the concept of neurodiversity

  4. …an indication that a person learns in a different or unusual way…. …not uncommon, about 10% of the population have some form of Neurodiversity… ...Dyslexia, Dyspraxia ADD, ADHD, Asperger’s Syndrome, Autism, Dyscalculia as defined by those who experience the world in this way... …not a negative reflection of a person’s inateability or capacity to achieve… Neurodiversity …a spectrum which may (or may) not reflect difficulties with reading, writing, spelling, memory, organisation, time management, physical skills… …a pattern of differences in skills which can reflect great strengths as well as challenges….

  5. Roles & Identities for practitioners in HE.... • Not intended to be exhaustive; demonstrate areas of activity and how this may affect neurodiverse students • Look at some individual roles/identities; challenges and benefits of each (Adjudicator/Verifier; Procurer; Advocate/Activist) • Look at the synergy and conflicts (paradoxes) between these identities

  6. Tensions between roles... pulled in different directions?

  7. Synergy between the roles...?

  8. Neurodiversity and a way forward? • Look at the importance of neurodiversity in addressing issues in 3 areas, highlighted by the roles: • Learning, Teaching and Assessment • Strategy and Resources • Student Life

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