The number of students with specific learning difficulties entering higher education has increased dramatically over the last decade, yet academic support for these students is often insufficient. This innovative book will equip teaching staff with the tools to support these students with learning and assessment, arming them with the skills they need to excel in higher education.

Combining a scholarly rationale for inclusive pedagogies with practical strategies for busy practitioners, the book uses accessible and meaningful inclusive techniques based on the principles of Universal Design for Learning (UDL), the theory of Complementary Cognition, and the author's own principles of compositional pictography to show how educators can harness students' differing cognitive strengths and help them to use them to their own advantage. The book demonstrates how the challenges associated with learning differences are manifested in student writing and assessment, with chapters covering such topics as:

• How to scaffold support to develop the areas students find challenging.
• How to deploy metaphorical and visual pedagogies to develop approaches to studying and writing.
• How to make assessment design more inclusive.

Presenting an inclusive, practical, and research-informed pedagogical approach to the teaching of academic writing, this practical guide is an essential read for anyone supporting higher education students with assessment, including tutors, lecturers, learning developers, and disability advisors.

About the Author

Adrian J. Wallbank is an Associate Professor of Academic Development at the Oxford Centre for Academic Enhancement and Development, Oxford Brookes University, UK.

Reviews

"If you're looking for ways to support diverse learners - especially when it comes to supporting assessment related learning for students with dyslexia, autism, and ADHD - this book is essential reading. Academic Writing, Assessment, and Neurodiversity: Pedagogies for Inclusion is rich with research, insights, and personal experiences that have already made me reflect on my own practices and think about how I can incorporate its advice into my own practices . This invaluable resource offers practical guidance that educators can immediately apply to create more inclusive learning environments. A great addition to the reading lists of any academic interested in access, inclusion and equity."
Kevin L. Merry, Associate Dean of Curriculum and Assessment, Global Banking School, UK.

"Inclusive pedagogies are inherently good for everyone" - this edited collection successfully grapples with the concepts of neurodiversity, disabilities, learning differences and learning difficulties to argue that adopting a pedagogy of inclusion benefits all learners. The book is a thoughtful, considered authority on the topic, a must-read for anyone who teaches in HE today, with practical examples of how good design can influence successful student outcomes across the board."
Emily McIntosh, Director of Student Success, University of the West of Scotland, UK.

"Our increasingly nuanced understanding of the interconnected nature of learning, cognition, and social interaction offers both opportunities and obligations for how we work with students in more flexible, responsive ways. Academic Writing, Assessment, and Neurodiversity: Pedagogies for Inclusion is a timely and deeply useful book that offers important resources to provide all students with more inclusive and effective teaching. This book combines a rich foundation of current theory and research, with practical and adaptable approaches to writing pedagogy and assessment. Anyone interested in how to approach inclusive teaching in more creative and collaborative ways should be reading this book."
Bronwyn T. Williams, Professor of English / Endowed Chair in Rhetoric and Composition, University of Louisville, USA.

"It's been exciting to read a book on a topic that is close to my heart, to 'educate the educators' in Further and Higher Education, in awareness and supportive strategies for dyslexic and neurodiverse students, so the whole teaching body can offer some support, creating an environment of understanding and inclusivity that would benefit all students. This book gives crucial and evidenced guidance to help achieve this aim and in my view is essential reading for anyone working with neurodiverse students."
Sarah J. Myhill, Dyslexia Specialist Tutor, Lecturer in Academic Skills, and Founder of the Dyslexia Hub, University of Buckingham, UK.

Book Information
ISBN 9781032505497
Author Adrian J. Wallbank
Format Paperback
Page Count 222
Imprint Routledge
Publisher Taylor & Francis Ltd
Weight(grams) 453g