Chapter 14: Incorporating the Needs of Undiagnosed 2e Students Into an English Communication Program for High-Performing Junior High School Students
Hugh Graham-Marr
Abstract
There is some evidence that ‘gifted’ students may be more likely to be neurodiverse than the population at large. In the English communication program at a junior high for high-achieving students, changes were made in how tasks were presented and managed in a way that made them much more friendly to neurodiverse students. Since institution of the changes, as reported by the teachers, there appears to have been a decrease in incidents of disruptive behavior and an increase in class engagement. The chapter discusses the students, the types of changes that were made, and why the changes may have had the observed effects.
About the Contributor
Hugh Graham-Marr is on the faculty of the School of Business Administration at Meiji University. His first degree was in Human Biology with an emphasis on neurobiology. His Master's is in Teaching English for Specific Purposes.
Citation
Graham-Marr, H. (2024). Incorporating the needs of undiagnosed 2e students into an English communication program for high-performing junior high school students. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 246-254). Candlin & Mynard. https://doi.org/10.47908/30/14
There is some evidence that ‘gifted’ students may be more likely to be neurodiverse than the population at large. In the English communication program at a junior high for high-achieving students, changes were made in how tasks were presented and managed in a way that made them much more friendly to neurodiverse students. Since institution of the changes, as reported by the teachers, there appears to have been a decrease in incidents of disruptive behavior and an increase in class engagement. The chapter discusses the students, the types of changes that were made, and why the changes may have had the observed effects.
About the Contributor
Hugh Graham-Marr is on the faculty of the School of Business Administration at Meiji University. His first degree was in Human Biology with an emphasis on neurobiology. His Master's is in Teaching English for Specific Purposes.
Citation
Graham-Marr, H. (2024). Incorporating the needs of undiagnosed 2e students into an English communication program for high-performing junior high school students. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 246-254). Candlin & Mynard. https://doi.org/10.47908/30/14
Information About the Book
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...