Empowering neurodivergent learners requires a shift from standardized education toward inclusive practices that recognize and support diversity. Effective applications and practices offer multiple means of engagement, representation, and expression to accommodate varying learning styles. Assistive technologies play a key role in enhancing access and participation. Personalized learning plans, sensory-friendly environments, and trauma-informed teaching strategies create supportive spaces where neurodivergent individuals can thrive. These practices also foster self-advocacy, encourage autonomy, and involve learners in decisions about their education. By prioritizing flexibility, empathy, and collaboration, educators and institutions can create pathways that accommodate neurodivergence.

Applications and Practices for Empowering Neurodivergent Learners explores the integration of inclusive learning strategies to accommodate neurodivergent learners in education. It examines applications and practices for effective learning, accessibility, and personalized education. This book covers topics such as digital technology, personalized learning, and pedagogy, and is a useful resource for educators, sociologists, academicians, researchers, and scientists.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Administration and Leadership
Digital Technology
Diversity, Equity, and Inclusion
Executive Functions
Higher Education
Inclusive Education
K-12 Education
Learning Environments
Lifelong Learning
Neurodivergence
Pedagogy
Personalized Learning

Table of Contents

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Editor/Author Biographies

Krysia Emily Waldock , Ph.D, is an autistic researcher who has undertaken research on neurodivergent people in religious groups, including churches, for the last 8 years, as well as lifting and emphasizing the importance of neurodivergent people’s voices and experiences in all settings and contexts. They are currently a postdoctoral researcher at Swansea University on the Autism: from Menstruation to Menopause project, as well as being members of both the Centre for Autism and Theology at the University of Aberdeen and a member of the Neurodiversity Working Group in the Church of England.

Nathan Keates , Ph.D., is a Lecturer at the University of Sunderland in London, where they joined the Health and Social Care department in 2023. Their academic work focuses on autism, neurodiversity, disability, education, and theatre. As a researcher, he approaches these topics from a social science perspective. Dr Keates has contributed significantly to the field of neurodiversity research. Their work includes investigating the ‘double empathy problem’ in autism, which explores the challenges faced by non-autistic individuals in understanding and connecting with autistic people. Their has also emphasised the importance of autistic voices in research, advocating for active citizenship among the autistic people in the community. Dr Keates’s commitment to understanding and advocating for the neurodivergent community makes him a valuable contributor to the field. Their research not only informs academic discourse but also promotes inclusivity and understanding in society.

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