Learner Support

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    Supporting Students with Neurological Differences in the Classroom - Promoting diversity and inclusion of neurodiverse students within Higher Education
    (National Forum of Teaching and Learning - Seminar Series, 2021) Butler, Orla; Ni Bhraonain, Dimphne
    The goal of this webinar is to celebrate neurodiversity and promote how it can be harnessed to encourage greater engagement and creativity within the learning environment. Participants can expect to walk away with a clear, basic understanding of neurodiversity, the challenges faced by neurodiverse learners and how these challenges can be addressed. Using principles of best practice in this area, contributors will discuss some achievable practical teaching strategies that have the potential to be inclusive, flexible and engaging for neurodiverse students. Intended learning objectives of the session: - Support diverse cohorts of students better using practical strategies - Discuss learning challenges associated with neurological differences such as ADHD, Autism, Dyslexia and Dyspraxia - Explore strategies based on neurodiversity - Plan to use strategies to encourage student success for all students Panelists: Fiona Ferris: Deputy CEO of AsIAm, Ireland's National Autism Charity and Advocacy Organisation. Presentation: Building an Inclusive Culture​ in Higher Education - Nicola James: CEO and founding director of Lexxic, a consultancy providing specialist support and dyslexia/ AD(H)D e-learning services for individuals in the workplace and higher education. Presentation: Empowering Neurodiverse Students. Change One Thing Repository of resources to support neurodiverse students: Following on from the webinar, a repository of resources to support implementing practical, immediate changes to teaching practice was made available: https://library.griffith.ie/lecturer-support/change-one-thing-repository/
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    Connected Conversations: The Teaching, Learning and Assessment Practices Experienced in Higher Education Colleges Association (HECA) Colleges during the COVID-19 Pandemic
    (HECA, 2021) Butler, Orla
    The role of dialogue in higher education is vital in facilitating an open exchange and deep understanding of diverse perspectives. This title of this work, “Connected Conversations”, echoes the process of analysis and reflection undertaken by staff and students across the Higher Education Colleges Association (HECA) during a time of great disruption and transformational change in the sector. The conversations that form the central part of this research carry important dialogues that illustrate the first-hand experiences of staff and students learning, teaching and supporting learning during the earlier stages of the COVID-19 pandemic.