We are delighted to be partnering with Cambridge University Faculty of Education with a grant of over £150,000 for an 18-month project aimed at tackling the core question: How can we operationalise knowledge of learners and child development for better, neurodiversity-affirming classroom practice? To answer this question, the Cambridge research team has devised a two-pronged approach – undertaking a scoping review of relevant science and identifying best practice and experience from classroom practitioners.
We’re looking forward to learning what practical strategies may enable neurodiverse pupils to better access their learning.