Effective learning advisor strategies for neurodiversity: Time to get it right
DOI:
https://doi.org/10.26473/ATLAANZ.2024/004Keywords:
Learning advisor, neurodivergent individuals, support strategies, higher education, academic success, personal growthAbstract
In the current tertiary landscape, learning advisors (LA) are frequently tasked with supporting diverse classrooms that include neurodivergent individuals or learners facing unidentified learning challenges. This article delves into the essential principles and strategies for LAs in their interactions in teaching and learning environments. By fostering environments of inclusiveness and encouragement, LAs play a crucial role in empowering learners to thrive academically and personally. This article aims to enhance the understanding and application of effective strategies that contribute to the success of neurodivergent individuals within learning contexts in the tertiary environment. The article discusses the inspiring story of Rachel van Gorp, a neurodivergent learner and facilitator in Otago Polytechnic’s School of Business, and Glenys Ker, an experienced LA and assessor, in Capable NZ, as they navigated Rachel’s Master of Professional Practice programme. Rachel and Glenys share some of the strategies that they believe have been successful when working together and that could also be applied when working with other learners who present as neurodivergent.
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