Session C8
Tracks
Stream C
| Sunday, May 18, 2025 |
| 11:45 AM - 12:45 PM |
Overview
- Improving Student Curiosity: Comparison Of Three Pedagogical Approaches | Prof Nadira Pardo (30 mins)
- Supporting Autistic Students: Development and evaluation of neurodiversity affirming course for teachers | Lydia Meem (30 mins)
Presenter
Prof. Nadira Pardo
UNSW
Improving Student Curiosity: Comparison Of Three Pedagogical Approaches
11:45 AM - 12:15 PMAbstract
Action research methodology examining the Aboriginal yarning pedagogical approach, combined with the QUEST model (Graesser, 1990) is examined compared to more traditional pedagogical approaches to teaching and learning (Pardo and Bakes, 2015). Examining 6 different disciplines and 3 pedagogies, this case study involving 7 teachers at an Australian public college examines the level of cognitive processing and specifically curiosity measured in classroom engagement and on assessment tasks, to determine which approach enhances curiosity and improves retention of long term memory for the national curriculum material being presented in class. Comparison of one way teacher driven presentation (traditional) of material is compared to application of Graesser's QUEST model, and whether Aboriginal approach of yarning, when combined with QUEST improves outcomes. School Psychologists in Australia offer advice to teachers on how to improve outcomes for students, so this case study will be attractive to those who work in school settings.
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Dr. Pardo is an Honorary Professor of Psychology and Business who has published 48 books and over 280 articles and consulting reports in her career. She has APA accredited degrees from the US that specialized in Cognitive and Developmental Psychology, Educational Psychology, Clinical Psychology and I/O Psychology. Her work with Aboriginal communities in Australia to encourage application and different cultural perspectives began when she was Dean at UniSA and USQ, and continues to assist with research applications in schools. This presentation is the result of a team of college teachers wanting to improve memory retention and drive the cognitive processes of curiosity, from an Aboriginal perspective compared to traditional and QUEST model applications.
Ms Lydia Meem
Autism Understanding
Supporting Autistic Students: Development and evaluation of neurodiversity affirming course for teachers
12:15 PM - 12:45 PMAbstract
Aim: The 'Supporting Autistic Students' online course was developed by Autism Understanding as a resource for primary and high school teachers, as well as early childhood educators, allied health professionals and parents, explaining neurodiversity affirming approaches, what's changed in our understanding of autism, and how to implement practical supports and accommodations for Autistic students.
Content: The 'Supporting Autistic Students' online course was developed by editing down recordings of a series of 10 live 90-minute online workshops with teachers. It includes the Q and A from the workshops, as well as quizzes for each module to assist participants to actively reflect on the content. The course includes the option to ask questions directly with the course creator, clinical psychologist Lydia Meem, and to read responses to previous deidentified questions. The focus is on understanding the experiences, perspectives and needs of autistic students, so that teachers can better connect with their students and accommodate autistic thinking styles and social communication styles.
The course includes:
*discussion of neurodiversity affirming concepts
*rethinking goals and re-evaluating older interventions
*examples of challenging playground and classroom situations
*supports and accommodations that could be helpful for autistic students (and students with other brain styles),
* recommended resources developed by neurodivergent people, including Autism Understanding's free ‘Neurodivergent Student Profile’.
The 10 modules are:
1. Language update and latest autism diagnostic criteria
2. Causes of autism and why we don't need a cure
3. Special interests, passions and opportunities to engage
4. Communication styles and the Double Empathy Problem
5. Neurodiversity and thinking styles
6. Social interaction styles and creating opportunities around interests
7. Sensory preferences and sensitivities
8. Preferences around sameness and routines, easing transitions
9. Repetitive movement and stims, moving to listen and learn
10. Planning for life after school, finding your tribe
Our evaluation process included asking participants what kind of difference (if any) the course made to their approach to supporting autistic students, including any strategies they feel more confident in implementing. We then refined the evaluation process by developing a pre-course questionnaire and comparing this with responses to follow-up questionnaires 6 weeks and 6 months after completing the last module of the course.
Goals: Describe the development and evaluation of Autism Understanding's Supporting Autistic Students course, a helpful resource to include in the recommendations section of autism assessment reports, and consider when working with Autistic clients who require neurodiversity affirming supports and accommodations at school.
Content: The 'Supporting Autistic Students' online course was developed by editing down recordings of a series of 10 live 90-minute online workshops with teachers. It includes the Q and A from the workshops, as well as quizzes for each module to assist participants to actively reflect on the content. The course includes the option to ask questions directly with the course creator, clinical psychologist Lydia Meem, and to read responses to previous deidentified questions. The focus is on understanding the experiences, perspectives and needs of autistic students, so that teachers can better connect with their students and accommodate autistic thinking styles and social communication styles.
The course includes:
*discussion of neurodiversity affirming concepts
*rethinking goals and re-evaluating older interventions
*examples of challenging playground and classroom situations
*supports and accommodations that could be helpful for autistic students (and students with other brain styles),
* recommended resources developed by neurodivergent people, including Autism Understanding's free ‘Neurodivergent Student Profile’.
The 10 modules are:
1. Language update and latest autism diagnostic criteria
2. Causes of autism and why we don't need a cure
3. Special interests, passions and opportunities to engage
4. Communication styles and the Double Empathy Problem
5. Neurodiversity and thinking styles
6. Social interaction styles and creating opportunities around interests
7. Sensory preferences and sensitivities
8. Preferences around sameness and routines, easing transitions
9. Repetitive movement and stims, moving to listen and learn
10. Planning for life after school, finding your tribe
Our evaluation process included asking participants what kind of difference (if any) the course made to their approach to supporting autistic students, including any strategies they feel more confident in implementing. We then refined the evaluation process by developing a pre-course questionnaire and comparing this with responses to follow-up questionnaires 6 weeks and 6 months after completing the last module of the course.
Goals: Describe the development and evaluation of Autism Understanding's Supporting Autistic Students course, a helpful resource to include in the recommendations section of autism assessment reports, and consider when working with Autistic clients who require neurodiversity affirming supports and accommodations at school.
.....
Lydia is a neurodivergent clinical psychologist and founder of Autism Understanding psychology practice in Newcastle, NSW. She offers training and clinical supervision for psychologists on providing neurodiversity affirming assessments, and tailoring supports and accommodations for neurodivergent clients and their families. Lydia loves to assist Autistic people to find joy and opportunities for connection, study and employment through their passions. Lydia created the 'Neurodiversity Affirming Clinician' online learning hub, which includes 15 courses, with a mix of on-demand and live webinars, resources, tools, case studies, sample reports and sample letters to assist psychologists to feel confident in neurodiversity affirming practices. She is the author of 'Beyond IQ Scores: A handbook for clinicians providing neurodiversity affirming cognitive and developmental assessments'. She also developed a 10-module online 'Supporting Autistic Students' course for teachers. Lydia has worked with neurodivergent individuals since 1998, provided autism assessments from 2003, and presented autism professional development from 2009.
