S4 Ep5: Mind the Kids - Special Educational Needs to Label or Not to Label? That is the question.
Échec de l'ajout au panier.
Veuillez réessayer plus tard
Échec de l'ajout à la liste d'envies.
Veuillez réessayer plus tard
Échec de la suppression de la liste d’envies.
Veuillez réessayer plus tard
Échec du suivi du balado
Ne plus suivre le balado a échoué
S4 Ep5: Mind the Kids - Special Educational Needs to Label or Not to Label? That is the question.
-
Narrateur(s):
-
Auteur(s):
À propos de cet audio
Together, they delve into whether the use of diagnostic labels such as ADHD, autism, and dyslexia should continue or if it is time to reconsider their role. The discussion explores the challenges and benefits of these terms, as well as the deeper philosophical questions surrounding how such classifications shape understanding, support mechanisms, and young people’s identities.
They examines the current framework used: communication and interaction, cognition and learning, social, emotional and mental health difficulties, and sensory and physical needs. It considers the impact these labels have on children’s educational provision and inclusion, weighing them against a potential shift towards a needs-led system that might allow for a more personalised and human-centred approach.
Drawing from both professional experience and current research, the conversation reflects on the delicate balance between the necessity of shared terminology for effective communication and the risk that such labels may oversimplify complex individual needs or contribute to stigma.
This episode invites listeners to reflect on how best to support neurodiverse young people within education, ensuring their unique strengths and challenges are both recognised and respected without losing sight of their individuality.
It offers fresh perspectives for academics, practitioners, families, and educators alike on the practice of diagnosis, its effects on young people, and the possibilities for creating a more inclusive and supportive educational environment.
Pas encore de commentaire