Podcast episode: Neurodiversity Revolution: Embracing Differences for Success!! MTICBIAI

Logo for “Support Group for Neurodivergent Educational Professionals”.

This blog entry is in part an insight into one of the key findings of my doctoral research, ‘the cult of the performative teacher’, as well as a piece of personal reflexivity, one which led me to question my own ‘stimulated’ response to the use of performative measures. And, why as neuro-inclusive practitioners we should move away from perpetuating the ‘cult’ of the neurological and performative ideal.

It is within the gift of all school and college employers to become an ally of neurodivergent teachers. This blog discusses what it is to be an ally, and provides a couple of suggestions on what allyship could look like in a teaching environment.

‘Spotlight’ the many talents of neurodivergent teachers, and celebrate them as positive role models.

This piece summarizes the intent and purpose of ‘neurodiverse insider’. |t proposes, if education is to be truly inclusive then more needs to be done to accommodate neurodivergent teaching professionals.

Mental Health Awareness week: This month’s blog is a personal account of my own experience of mental health stresses while working and teaching in the FE sector. Whether you are neurodivergent or not, this piece is to remind teaching professionals their mental health matters.

Three ‘gems’ when recruiting neurodivergent teachers. Three short and simple ideas on how to make the recruitment pack more inclusive.

Neurodivergent teachers have unique talents and make a very valuable contribution to the teaching and learning experience of students. In addition, they are a role model for neurodivergent students, and should be celebrated as such.

The lesson observation process and the neurodivegent teacher. Some helpful suggestions on how neurodivergent teachers can be accommodated through the performative expectations of lesson observations.

If a neurodivergent teacher chooses to disclose, it is often not a one-time event, and often they enter into a ‘cycle of disclosure’. Read on for some suggestions on how the process can be made that little bit easier.

Should a teacher declare they are neurodivergent? There is no simple right or wrong answer here, often the decision to declare is influenced by a persons personal and professional experiences of how others have responded to their neurodivergence.

Accommodating neurodivergent teaching professionals requires the same policy planning and practice as for neurodivergent students. However, at the department level, some quick-win solutions could be put in place to further accommodate neurodivergent teaching professionals.