Course summary
Join clinical psychologist and family therapist Andrew Fuller in Part 2 of an exploration of Neurodiversity and its transformation into Neuro-advantage. Derived from Fuller's extensive research papers, this series delves into understanding various types of neurodiverse students and strategies to optimise their learning experiences and overall wellbeing within educational settings.
In Part 2 of this course, we will be recapping neurodiversity and what it is, as well as exploring ways to support and enhance the wellbeing and learning of neurodiverse students through the lens of students with Oppositional Defiant Disorder, Dyslexia, Dysgraphia and Dyscalculia before delving into the role of friendships and parental involvement in supporting neurodiverse students as well as strategies for supporting neurodiverse colleagues. The previous instalment in this series, Part 1, explored ways to support and enhance the wellbeing and learning of neurodiverse students through the lens of students with attention issues (ADHD, ADD), autism and trauma.
By participating in Part 1 and Part 2 of this course, educators and anyone involved in supporting neurodiverse individuals will acquire valuable knowledge and tools to foster inclusive environments and unlock the unique strengths of Neurodiverse learners.
Other courses with Andrew Fuller:
- From Neurodiversity to Neuro-advantage with Andrew Fuller: Part 1
- Relationships Part 1: Building Relationships with Andrew Fuller
- Relationships Part 2: Why Relationships Matter with Andrew Fuller
- Brain-Based Learning Strategies With Andrew Fuller
Video transcript
H: Hi, I'm Helen Masters, an education specialist here at cool.org.
A: Hi, I'm Andrew Fuller. I'm a clinical psychologist and a family therapist.
H: And today we're talking all things neurodiversity, neuroscience, relationships, behaviour management, and we're answering your questions that you've had about how we can be the most effective educators in our classroom. Go check them out!
You will learn:
- what neurodiversity is
- how to recognise different forms of neurodiversity in the classroom, such as students with oppositional defiant disorder, dyslexia, dysgraphia and dyscalculia.
- how to enhance the overall wellbeing of neurodiverse individuals in schools
- how to support neurodiverse students in the classroom with practical strategies for teaching and learning
Course time:
About 45 minutes - perfect for after work or during a spare period. You will have ongoing access via your user dashboard.
Accreditation:
This course is mapped to the Professional Standards for Teachers.
- 1.1 Physical, social and intellectual development and characteristics of students
- 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
- 1.6 Strategies to support full participation of students with disability
- 4.1 Support student participation
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Course Content
From Neurodiversity to Neuro-advantage with Andrew Fuller: Part 2
Course Writers
Andrew Fuller is a clinical psychologist and family therapist. He has worked in many schools and communities in Australia and internationally, specialising in the wellbeing of young people and their families. He is a fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne. Andrew is the author of Tricky Kids, Guerilla Tactics for Teachers, Help Your Child Succeed at School, Raising Real People, From Surviving to Thriving, Work Smarter Not Harder and Beating Bullies and has co-authored a series of programs for the promotion of emotional resilience and intelligence used in over 3500 schools in Britain and Australia called The Heart Masters.
Andrew has established programs for the promotion of mental health in schools, substance abuse prevention, and the reduction of violence and bullying, suicide prevention programs and for assisting homeless young people. Andrew continues to counsel young people, and he also conducts workshops for organisations, parents, students, teachers and health professionals on a wide range of topics.
Helen started as a primary school teacher in Brisbane, but her education career has led her overseas, underground, through forests and along beaches. Helen has taught in a wide range of classrooms, from bush-kinders to university lecture halls, virtual classrooms, penguin-filled beaches, snowy mountain tops, the decks of boats, 300m underground while hanging from a rope, and the scariest place of all, the standard Australian year 9 classroom.
Currently, Helen is applying her 22 years of educational experience as Education Manager at Cool.org. Here, she gets to do what she loves best - bringing the real world into the classroom. By working with sustainability industry organisations, she creates teaching resources that share the enthusiasm, passion, and knowledge of experts with schools. Students get to apply knowledge and skills to real-world situations, teachers get ready-made, easy-to-use resources, and everyone gets to work together towards a brighter, more sustainable future. Win-win!
Frequently Asked Questions
Can I log this PD with my states teaching authority?
Yes! Our courses are mapped to the Australian Professional Teacher Standards (AITSL), and your completion can be logged as elective PD hours with your state's teaching regulatory authority. To do this, grab your certificate of completion from your personal dashboard once the course is complete.
How long will this take to complete?
About 30 to 45 minutes - perfect for after work or during a spare period. You will have ongoing access via your user dashboard.
Will I get proof of completion?
You will get a Cool.org certificate when you finish to prove that you have completed this course. You can access this certificate (and your course progress!) anytime via your personal dashboard.
Is this course accredited?
This course is mapped to the Professional Standards for Teachers.
- 1.1 Physical, social and intellectual development and characteristics of students
- 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
- 1.6 Strategies to support full participation of students with disability
- 4.1 Support student participation
This course is not currently accredited in the ACT (TQI). However, it can be counted towards teacher identified learning hours (ACT).
Who are the instructors?
This course is designed in consultation with teachers, principals, psychologists, counsellors, scientists, and all manner of experts in the education field.
Cool.org's curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum and best educational practice, so you can be sure your learning is at the cutting edge of education theory.
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