In this strikingly honest collection, developed from a pioneering new research project, autistic teachers and other autistic school professionals share their stories of the challenges and successes of their careers. Contributors challenge assumptions and stereotypes whilst highlighting the unique strengths autistic staff can bring to schools when their own needs are accommodated. The book explores exclusion and identity, understanding and acceptance, intersectionality and facilitating inclusion. It also celebrates the positives that come with being an autistic teacher, such as relating to neurodivergent pupils and conveying passion and enthusiasm for a subject through intense interests, or demonstrating particular skills in school leadership. It examines how workplace set up can sometimes exclude autistic individuals and lead to skilled teachers and those in other education roles, including visiting professionals, leaving the profession, and sets out the accommodations that can prevent this from happening. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Bestandsnummer des Verk�ufers GOR012614600

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Bibliografische Details

Titel: Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School
Verlag: Jessica Kingsley Publishers, United Kingdom, London
Erscheinungsjahr: 2022
Sprache: Englisch
ISBN-10: 1839971266
ISBN-13: 9781839971266
Einband: Paperback
Zustand: Very Good

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Inhaltsangabe

In this strikingly honest collection, developed from a pioneering new research project, autistic teachers and other autistic school professionals share their stories of the challenges and successes of their careers. Contributors challenge assumptions and stereotypes whilst highlighting the unique strengths autistic staff can bring to schools when their own needs are accommodated.

The book explores exclusion and identity, understanding and acceptance, intersectionality and facilitating inclusion. It also celebrates the positives that come with being an autistic teacher, such as relating to neurodivergent pupils and conveying passion and enthusiasm for a subject through intense interests, or demonstrating particular skills in school leadership. It examines how workplace set up can sometimes exclude autistic individuals and lead to skilled teachers and those in other education roles, including visiting professionals, leaving the profession, and sets out the accommodations that can prevent this from happening.

�ber die Autorin bzw. den Autor

Dr Rebecca Wood is a former teacher and autism education practitioner who is a Senior Lecturer in Special Education at the University of East London and a visiting researcher at King's College London.
Dr Laura Crane is an Associate Professor at UCL Institute of Education, where she is Deputy Director of the Centre for Research in Autism and Education (CRAE).
Professor Francesca Happ� is Professor of Cognitive Neuroscience and Director at the Institute of Psychiatry, Psychology and Neuroscience, King's College London.
Alan Morrison is an autistic consultant to the Autistic School Staff Project (ASSP) and educator.
Dr Ruth Moyse is autistic and trained initially as a primary school teacher, and now works as a Research Assistant for the ASSP.

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