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With campuses seeing greater numbers of neurodivergent students, and neurodivergence becoming a larger component of inclusive education, Classroom Mindscapes offers a much-needed primer in the concept, terms, and history of neurodiversity for college faculty and staff, as well as a clear overview of its relationship to disability and its role and potential applications in higher education. Written by a neurodivergent scholar and faculty developer, the book provides curious educators with an informed, practical introduction to what neurodiversity is, where it comes from, and what it means for teaching and learning. Although neurodiversity and disability are overlapping concepts, Sarah E. Silverman draws out the significant differences between such categories—and reveals how the system of disability accommodations in higher education does not always support neurodivergent students and staff. Accordingly, she introduces an approach called "teaching in the neurodiversity paradigm," which views teaching as a practice of navigation and negotiation among multiple, sometimes contrasting needs of students and teachers. This approach targets certain "pressure points" in the classroom, where neurodiversity comes to bear, such as group assignments, class participation expectations, and practical activities like labs. Illustrated with anecdotes from Silverman's own experience and consulting work, her book gives readers a useful, thought-provoking firsthand look at the complexity and opportunity offered when we view teaching and learning through the lens of neurodiversity.
With campuses seeing greater numbers of neurodivergent students, and neurodivergence becoming a larger component of inclusive education, Classroom Mindscapes offers a much-needed primer in the concept, terms, and history of neurodiversity for college faculty and staff, as well as a clear overview of its relationship to disability and its role and potential applications in higher education. Written by a neurodivergent scholar and faculty developer, the book provides curious educators with an informed, practical introduction to what neurodiversity is, where it comes from, and what it means for teaching and learning. Although neurodiversity and disability are overlapping concepts, Sarah E. Silverman draws out the significant differences between such categories—and reveals how the system of disability accommodations in higher education does not always support neurodivergent students and staff. Accordingly, she introduces an approach called "teaching in the neurodiversity paradigm," which views teaching as a practice of navigation and negotiation among multiple, sometimes contrasting needs of students and teachers. This approach targets certain "pressure points" in the classroom, where neurodiversity comes to bear, such as group assignments, class participation expectations, and practical activities like labs. Illustrated with anecdotes from Silverman's own experience and consulting work, her book gives readers a useful, thought-provoking firsthand look at the complexity and opportunity offered when we view teaching and learning through the lens of neurodiversity.
