Neurodiversity is a term that was originally developed within online lay discourses (Singer 2017), and popularized by the nascent Autistic Pride Movement (Silberman 2015). It was then extended to include a wider range of individuals not part of the neurological mainstream. A neurodivergent person is thus understood as a person who belongs to a minority neurotype, e.g., by being autistic, dyslexic, or by having ADD or ADHD.

First person accounts

We believe that these experiences and opinions of neurodivergent learners can be highly relevant information for (future) teachers. While not all learners’ intuitions about their learning process are borne out by the facts (this applies to learners of all neurotypes), they are essential starting points for investigating how to best support each learner. This project will contribute to teacher training by collecting first person accounts of neurodivergent learners and making them available as means for teacher training and professional development.

Teacher training students

This project involves teacher training students in researching the needs of a specific learner group by interviewing learners themselves, i.e., by treating neurodivergent learners as evolving experts of their learning process. By scaffolding the IBL-related skills and competencies of pre-service teachers for their own learning, this initiative equally models how, in partnership with neurodivergent learners, the target population’s learning strengths and needs can be critically identified, analyzed, and addressed in educational settings.

Projektzeitraum01/2021 - 06/2023

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Cooperation partners

  • Carolyn Blume, TU Dortmund University
  • Judith Buendgens-Kosten, Goethe University Frankfurt
  • Raúl E. García López, TU Dortmund University
  • Geert Van Hove, Ghent University