This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
This webinar explores some of the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges and support neurodiverse students to celebrate and use their strengths in the classroom.
Dr Chiara Horlin is a lecturer in psychology at the University of Glasgow and a founder of their Neurodiversity Network. She is a developmental psychologist with particular interest in Autism and neurodiversity in general.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 1.39: | What do we mean when we talk about ‘neurodiversity’? |
| 6.14: | Which neurodivergent conditions sit under the neurodiversity banner? |
| 8.13: | How can teachers take a strengths-based approach with neurodivergent students, while acknowledging and making adjustments for the challenges they face in some educational settings? |
| 19.20: | How can teachers be more inclusive in their expectations of what engagement and success look like for students? |
| 21.10: | How adjustments for neurodivergent students can serve all students |
| 23.56: | Considerations and practical strategies for teachers and schools to better support neurodivergent students |
| 39.06: | Striking the balance of flexibility and structure |
| 42.10: | Adjusting expectations of what counts as success while providing valuable new challenges for neurodivergent students |
| 44.43: | Resources for building knowledge and awareness of neurodiversity |
| 47.14: | How much research is there on the experience of neurodivergent teachers? |
| 52.02: | The Neurodiversity Network |
