Neurodiversity is an umbrella term, including Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, and Tourette Syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally.An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection, and analysis, are described. Three main themes and eleven subthemes were identified. Although the majority of publications focus on either Dyslexia, Autistic Spectrum Disorder or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are ̯ϭ̯ΊΜ̯̼Μ͋ χΪ ͋͋χ νχϢ͇͋Σχν͛ νζ͋̽Ί͕Ί̽ Σ͇͋͋ν χ·͋ι͋ Ίν ̯n apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is ̯ϭ̯ΊΜ̯̼Μ͋ χΪ ͋ΣνϢι͋ Σ͋ϢιΪ͇Ίϭ͋ιν͋ νχϢ͇͋Σχν͛ νϢ̽̽͋νν ΊΣ ·Ίͽ·͋ι ͇͋Ϣ̯̽χΊΪΣ Ϯ·͋ι͋ ͽΪΪ͇ ΊΣχ͋ΣχΊΪΣν are evidently not enough.
Il contributo affronta la tematica delle famiglie che si confrontano con la disabilità di un/una figlio/a. A partire dalla comunicazione della diagnosi, si delineano dimensioni educativo-pedagogiche per promuovere una presa in carico "in rete" la cui finalità è quella di tendere all'autodeterminazione dei genitori (e dei figli) verso la promozione di un Progetto di Vita familiare.
Convention U.N. on the Rights of Persons with Disabilities Didactic corporealities Didactic morphologies Didactic postures Linearity National Observatory on the Status of Persons with Disabilities Physical education Simplexity childhood constructionism cooperative learning design process, curriculum educational services inclusion learning primary school school projects smart white stick special educational needs teaching technology
The paper aims to analyse the well-being of feminine caregivers in Palestine. In order to do that it explores the outcomes of the preliminary step of the Emancipatory Research (ER) carried out in the “PARTICIP-ACTION” Project (financed by the Italian Agency for Development Cooperation – Ministry of Foreign and International Cooperation, promoted and carried out by EducAid – Inclusive Education and Social Innovation for International Cooperation). The ER is a bottom-up process that promotes a progressive involvement of vulnerable groups of people as researchers at first hand. In case herein considered, the researchers are 30 feminine caregivers of relatives with disability. Starting from their own point of view and their own personal experience, they first selected and then investigated a few dimensions of well-being deemed essential for them to reach a good quality of life.
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