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Plenary session
Neurodiversity and Mainstream University Classrooms
Students with hidden neurodiversities such as ADHD, reading and writing disorders, and other learning barriers, are in every classroom. Because they often react differently, compared to neurotypical students, they can be labeled as problems. If these students leave education early, the health, economic and social consequences for them are profound.
Burke has spent thousands of hours team teaching. In that time, she has closely observed classroom interactions and talked with students about which activities and methods increase their autonomy and confidence, and noticing which created barriers for neurodiverse students. Based on wide reading of international best practice on inclusive teaching and in collaboration with Japanese colleagues, she has trialed a number of culturally appropriate changes to teaching methods and classroom management practices that promote inclusion.
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Alexandra Burke has taught English in Japanese public education from K1-12 and university since 2005. This includes thousands of hours team teaching, observing classroom interactions. She studied activities increase student autonomy and which create unexpected barriers for neurodiverse students. Based on international best practice, in collaboration with Japanese colleagues, she trialed a range of culturally appropriate strategies. Her background is public policy on reducing inequality within the Australian Government. She's presented within Japan, overseas and currently teaches at three universities. Burke has won two Best Poster Awards at JALT International Conferences 2019, 2020 and three Michele Steele Best of JALT Chapter Awards 2020, 2021. She was the Plenary Speaker at CUE Conference in 2021. She is the Accessibility in Language Learning SIG Publications Chair, JALT Mind Brain Ed SIG Neurodiversity Advisor and a member of the JALT Diversity, Equality & Inclusion Committee.