GCSE Maths for Neurodivergent Learners: Build Your Confidence in Number, Proportion and Algebra

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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. If you cannot easily tell what a student’s individual strengths and challenges are, then observe and ask. If you still struggle, try speaking with their parents or main caregiver to gain a deeper understanding, that can allow you to adapt your teaching to their needs. Give Space to Excel Exam: Fred flies an aeroplane at 30,000 feet for 150 miles, whilst eating 4 canteloupe melons. He is transporting seventeen elephants to his Uncle Derek. He departed at 5 am. How much does Aunt Nellie weigh?

How many more young people need to lose their lives to the unconscious bias we have about neurodivergent traits before people really sit up and listen? Burnt Out By School? Understanding and Helping Your Autistic Young Person, Mon 9 Oct 19:30 - 21:00 BST The double empathy problem talks about the idea that autistic people DO actually have social skills. They might look different to neurotypical social skills. The way that a person interacts with other people, the way that a person has conversations. What is deemed okay. And acceptable and rude. The way that body language plays into it. All of these factors contribute to the way that autistic communication can be different from neurotypical communication styles.” Thank you for appreciating the reality of the situation for parents. It really means a lot to know that there are professionals out there who really ‘get it’ and who are working so proactively to offer appropriate support and advocate for us.

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Further chapters of the book focus on factors and primes, directed numbers, indices, ratio and proportion, algebra, equations and inequalities, and even quadratics.

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

I highly recommend this comprehensive book for every neurodiverse learner working towards GCSE Maths. It provides valuable insight (for the learner and those working with them) into the challenges being neurodiverse can have on the acquisition of maths, but then offers essential tips on overcoming these challenges to achieve success. The study guide covers fundamental topics in a straightforward, easy to follow way with useful visual images and practical examples to aid understanding. A 'must have' resource. 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. What does a neurodiversity affirming approach to social skills mean, and why do some approaches to social skills teaching need updating? school #universities #students #community #training #educationreform #autism #executivefunctions #neurodiversity #neurodivergent Looking to the creative fields, the world has seen many achievements from the likes of David Bailey (Photographer) who has Dyspraxia and Daryl Hannah (Actress) and Temple Grandin (Activist) who both have Autism. Singer Cher is dyscalculic. Your neurodivergent students have the potential to become great achievers too.

This is the first GCSE maths study guide (covering number, proportion and algebra) that uses engaging multisensory methods of learning for students with specific learning differences. It offers unique insight into why you may find maths extra challenging and gives practical advice on how you can adapt your studying processes to suit the way that you learn best. With care and nurturing, evidence shows that a neurodivergent classroom translates to a diverse and positive working world, one filled with great promise and creativity. This is reflected in the way employers such as Google, Microsoft and Apple look to embrace neurodiversity by actively looking to recruit neurodivergent people. Neurodivergent Students and Creativitity The term was originally coined in the late 1990s by Australian sociologist Judy Singer, who is autistic herself. It is used to describe people who have any or more than one of the following: Dyslexia and Dysgraphia, Dyscalculia ( to have a difficulty in the learning and understanding of arithmetic ), ADHD, Autism, Tourette’s Syndrome and Dyspraxia ( affecting language abilty and sometimes thought and perception ).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. The word neurodiversity includes all of the many different ways of thinking, learning and processing information that we see in humans. 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.

It was a brilliant webinar and every part of it resonated with different experiences I have had with all three of my children. Every child deserves to feel that they belong in school and are understood by the professionals responsible for their care. 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. 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.

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These beautiful infographics from @neurowild_ also illustrate the double empathy problem, and the differences that we might see in the social communication styles of Autistic and neurotypical people. This section is the meat and potatoes of the whole book. There are 14 chapters dedicated to various mathematical topics. It’s intriguing that the focus is on the numerical side of things rather than on more abstract concepts like probability or shape and space. Communication can be challenging for neurodivergent students. Typing may be an easier way for some to articulate themselves and to communicate with others. This is because they are able to control what they are saying and break it down into smaller parts. People who are neurodivergent are sometimes described as having learning differences. These conditions on their own do not impact on IQ (although a person may also have a learning disability which does impact IQ), but may mean that learning is accessed more easily in ways that are different from more ‘typical’ learning and teaching styles which have historically dominated the education system.