Friday, February 21, 2025
12 Noon – 1 pm, central
Teresa Hooper, PhD
Faculty Consultant
Center for Teaching and Learning Innovation
University of Tennessee Knoxville
When discussing neurodiversity and neurodivergence in an educational setting, a medical model of neurodivergence has been the norm: from the IDEA and IEPs in elementary school to the ADAAA and accommodations in college, students’ cognitive differences are characterized “disorders” and “deficiencies,” and those assumptions can color how we welcome these students into our classes. But the social model of neurodiversity popularized by Judy Singer provides an alternative that better supports the needs of neurodivergent students in our classes.
This session will introduce participants to the medical and social models of neurodiversity and explore how interrogating our foundational attitudes to students with cognitive differences can help us create more inclusive and effective spaces for everyone.
Learning Outcomes:
By the end of the first session, participants will be able to:
- Define “neurodiversity” and list some of the common conditions under the umbrella
- Explain the pedagogical implications of the medical vs. the social models of neurodiversity
- Utilize empathy to anticipate the most common barriers affecting neurodivergent students in the classroom
Link to register for session: https://libcal.uthsc.edu/event/13932179