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Download full textSharon Amador – Texas Education Review, 2024
Teachers are essential in ensuring children and society are aware of neurodiversity by actively incorporating inclusive children's literature into their classroom activities to promote understanding and acceptance of neurodiverse individuals. Integrating such literature may enhance children's awareness and acceptance of neurodiverse individuals.…
Descriptors: Neurodevelopmental Disorders, Elementary Education, Kindergarten, Grade 1
Direct linkB. M. Gustafsson; M. Sund Levander – European Journal of Education, 2024
The interprofessional, interagency model PLUSS offers education for preschool teachers on how to detect and support preschool children with neurodevelopmental symptoms. A total of 119 preschool teachers used the Strengths and Difficulties Questionnaire (SDQ) to assess behavioural problems and the Children's Engagement Questionnaire (CEQ) to…
Descriptors: Child Behavior, Behavior Problems, Preschool Teachers, Preschool Children
Danniels, Erica; Pyle, Angela – Journal of Early Childhood Research, 2023
As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically…
Descriptors: Foreign Countries, Inclusion, Play, Teaching Methods
Irene Lacruz-Pérez; Gemma Pastor-Cerezuela; Carlos Caurín-Alonso; Antonio José Morales-Hernández; Raúl Tárraga-Mínguez – Journal of Research in Special Educational Needs, 2025
Teachers' beliefs in certain neuromyths about neurodevelopmental disorders can negatively impact the educational inclusion of students who present them. This study aims to analyse the prevalence of neuromyths about the health and the emotional competences of people with autism spectrum disorder (ASD) in pre-service teachers; and to assess the…
Descriptors: Misconceptions, Neurodevelopmental Disorders, Autism Spectrum Disorders, Inclusion
Tyler T. Christopulos; Sean M. Redmond – Language, Speech, and Hearing Services in Schools, 2023
Purpose: Developmental language disorder (DLD) is an underidentified neurodevelopmental disorder that affects, on average, one out of 11 kindergarten-age children (ages 4-6 years). Children with DLD can face academic, behavioral, psychiatric, emotional, and social challenges. Universal screening is seen as an effective way for public school…
Descriptors: School Personnel, Public Schools, Suburban Schools, Language Impairments
Corinne Meier – South African Journal of Childhood Education, 2024
Background: This review explores the pastoral role of early childhood development (ECD) teachers through a trauma-informed lens, grounded in neuroscience. Traumatised learners experience neurobiological changes that hinder cognitive and physical functioning. The review highlights the importance of pastoral support in ECD because of learners'…
Descriptors: Foreign Countries, Early Childhood Education, Trauma Informed Approach, Early Childhood Teachers
Vasiliki Totsika; Athanasia Kouroupa; Amanda Timmerman; Amanda Allard; Kylie M. Gray; Richard P. Hastings; David Heyne; Glenn A. Melvin; Bruce Tonge – Journal of Autism and Developmental Disorders, 2024
Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and…
Descriptors: COVID-19, Pandemics, Students with Disabilities, Neurodevelopmental Disorders
