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Journal Article

Theory and practice in art & design education and dyslexia: the emancipatory potentials of a neurodiversity framework

25 May 2018-Humana.Mente (Edizioni ETS)-Vol. 11, Iss: 33, pp 121-143
TL;DR: In this article, the pedagogic potential of re-interpreting the problematics of traditional academic writing for arts students through a neurodiversity framework was assessed through case studies of the two primary dynamics evidenced in literature, both of which are at play in the teaching of non-visual concepts to art and design students.
Abstract: In the UK, Art and Design Higher Education currently faces multiple challenges regarding its validity, efficacy and cultural value. These challenges are tractable against a complex historical background of successive governmental agendas aimed at both widening social participation and increasing professionalization/standardization. A specific problematic in this context is the teaching of 'critical', 'theoretical', or 'cultural' studies components on undergraduate degrees especially where written outputs are viewed as separate to visual work. The complexity of equitable and effective instruction is increased by the high proportion of neurodiverse, as opposed to neurotypical, learners engaging with this sector of education.In this paper, the pedagogic potential of re-interpreting the problematics of traditional academic writing for arts students through a neurodiversity framework will be assessed through case studies of the two primary dynamics evidenced in literature, both of which are at play in the teaching of non-visual concepts to art and design students. Adopting a neurodiverse framework, so I will argue, undermines the most pernicious aspects of neoliberal management routed through competitive differences, and empowers students to access truly emancipatory forms of learning.

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Citations
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01 Jan 2016
TL;DR: The learning to teach in higher education is universally compatible with any devices to read, so you can get the most less latency time to download any of the authors' books like this one.
Abstract: Thank you for reading learning to teach in higher education. As you may know, people have look numerous times for their favorite books like this learning to teach in higher education, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some infectious bugs inside their laptop. learning to teach in higher education is available in our digital library an online access to it is set as public so you can get it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the learning to teach in higher education is universally compatible with any devices to read.

1,332 citations

01 May 2016
TL;DR: In this paper, the authors provide an overview of the literature from different research perspectives that shows that study choice and career decisions made by young adults have their roots in earlier in childhood.
Abstract: Although science, technology, engineering and mathematics (STEM) study paths and STEM work fields may be relatively difficult and therefore not appropriate for everyone, too many children prematurely exclude STEM-related study and work options, based on negative images of the field or negative ability beliefs. In the present article, we provide an overview of the literature from different research perspectives that shows that study choice and career decisions made by young adults have their roots in earlier in childhood. In our view, the literature reviewed points to three interrelated factors that are important in the study choice and career development of children aged 8–16: knowledge, affective value, and ability beliefs and self-efficacy building. Based on this review, we argue that knowledge of the STEM field, and of the self in STEM activities, and parents’ and teachers’ knowledge of the early circumscription processes of children aged 8–16 needs to be broadened. Also, negative and often-stereotypical affective values adhered to STEM study choices or careers among parents and teachers need to be countered. With regard to ability beliefs, we argue that we should focus more attention on turning pupils’ entity beliefs into incremental ones.

97 citations

23 Apr 2019
TL;DR: To be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, AS, and More (3rd. ed.) as discussed by the authors.
Abstract: Book review of To be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students With LD, ADHD, AS, and More (3rd. ed.)

7 citations

References
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Journal ArticleDOI
TL;DR: The ten-year edition of the 10th anniversary edition as mentioned in this paper is devoted to the theory of multiple intelligences and its application in the socialization of human intelligence through Symbols Implications And Applications.
Abstract: * Introduction to the Tenth Anniversary Edition Background * The Idea of Multiple Intelligences * Intelligence: Earlier Views * Biological Foundations of Intelligence * What Is an Intelligence? The Theory * Linguistic Intelligence * Musical Intelligence * Logical-Mathematical Intelligence * Spatial Intelligence * Bodily-Kinesthetic Intelligence * The Personal Intelligences * A Critique of the Theory of Multiple Intelligences * The Socialization of Human Intelligences through Symbols Implications And Applications * The Education of Intelligences * The Application of Intelligences

11,512 citations

Journal ArticleDOI
TL;DR: This issue of the NJP, three articles on the prevalence of psychiatric disorders are published and depression appeared to be on a continuum where ‘‘proxy’’ measures such as impairment and need for treatment were associated with the intensity of depressed mood.
Abstract: In this issue of the NJP, three articles on the prevalence of psychiatric disorders are published. Two of the studies are from the well known Swedish Lundby study [1], [2] and one is from Greenland...

2,036 citations


"Theory and practice in art & design..." refers background in this paper

  • ...…charts the high proportions of dyslexic students in art departments, for example, 30% in a well-respected London specialist arts college (Steffert, 1999), and increased percentages in art departments of non-specialist Higher Education institutions (Wolff & Lundberg, 2002; Rankin et al, 2007)....

    [...]

01 Jan 2016
TL;DR: The learning to teach in higher education is universally compatible with any devices to read, so you can get the most less latency time to download any of the authors' books like this one.
Abstract: Thank you for reading learning to teach in higher education. As you may know, people have look numerous times for their favorite books like this learning to teach in higher education, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some infectious bugs inside their laptop. learning to teach in higher education is available in our digital library an online access to it is set as public so you can get it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the learning to teach in higher education is universally compatible with any devices to read.

1,332 citations


"Theory and practice in art & design..." refers background in this paper

  • ...This investigation has advocated for some renewal in approaches with the view that ‘the aim of teaching is simple: it is to make student learning possible’ (Ramsden, 1996: 13)....

    [...]

Book ChapterDOI
20 Jun 2001
TL;DR: This article explore the background to British academic and political debates over the social model, and argue that the time has come to move beyond this position and to a more adequate social theory of disability.
Abstract: The papers explore the background to British academic and political debates over the social model, and argue that the time has come to move beyond this position. Three central criticisms of the British social model are presented, focusing on: the issue of impairment; the impairment/disability dualism; and the issue of identity. It is suggested that an embodied ontology offers the best starting point for disability studies, and some signposts on the way to a more adequate social theory of disability are provided.

1,125 citations


"Theory and practice in art & design..." refers background in this paper

  • ...The specific SpLD student body’s alternative mode of interpreting and experiencing the world can be theorised using an ‘embodied ontology’ (Shakespeare & Watson, 2001; Shakespeare, 2006; Durham & Ramcharan, 2018), as opposed to the deficit model....

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  • ...Embodied ontology argues against qualitative, or hierarchical, differences between ‘disabled and non-disabled people because we are all impaired in some form, some more than others’ (Shakespeare & Watson, 2001: 27)....

    [...]

Book
15 Nov 2006
TL;DR: This chapter discusses classification, definition, and identification of Learning Disabilities, as well as assessment of learning disabilities, and their applications in reading and mathematics.
Abstract: Introduction. History of the Field. Classification, Definition, and Identification of Learning Disabilities. Assessment of Learning Disabilities. Reading Disabilities: Word Recognition. Reading Disabilities: Fluency. Reading Disabilities: Comprehension. Mathematics Disabilities. Written Expression Disabilities. Conclusions and Future Directions

789 citations


"Theory and practice in art & design..." refers background in this paper

  • ...However, since dyslexia is also highly shaped by environmental factors (Fletcher et al, 2007; Samuelsson, et al, 2007; Pollard, 2017) it is important to have in mind a substantive account of this SpLD to better understand the position within which the dyslexic student body finds itself in the Arts…...

    [...]