Stock Status: Temporarily out of stock. To be ordered in from the Publisher
Published 2026.
English Language Teachings in a Neurodiverse World blends theory with neurodiversity-affirming practice to help you create an inclusive, supportive classroom.
As teachers, our intrinsic motivation is to support our students in their learning. ...
Published 2026.
English Language Teachings in a Neurodiverse World blends theory with neurodiversity-affirming practice to help you create an inclusive, supportive classroom.
As teachers, our intrinsic motivation is to support our students in their learning. Because every student's learning journey is unique, ELT professionals tend already to be experts at adapting materials, grading our language and planning out individualised learning targets. But even for the most experienced English language teacher, understanding how to anticipate and meet the needs of neurodivergent learners can feel a stretch too far, even if you are already informally incorporating several inclusive practices.
In English Language Teachers in a Neurodiverse World, Dr Gemma Williams provides a research-informed and neurodiversity-affirming perspective, that respects and values neurodivergence as simply a different way of processing the world, rather than a collection of pathologized 'deficits. From this, she provides clear pathways from theory to practical adjustments and real-world classroom applications.
Section One starts at the beginning, to explore what neurodiversity really means. In Section Two Gemma brings the focus to the classroom to explore meaningful inclusion. Section Three thinks about our neurodivergent learners as unique individuals with different needs. Finally, Section Four moves towards the practicalities of teaching for neurodiversity; not just teaching neurodivergent students but also helping them ready themselves for navigating a neurodiverse world.
By reading this book, our hope is that you finish it not only equipped with a greater understanding of the generalities of a neurodiverse world, but also the encouragement and confidence to support neurodivergent learners. Supporting neurodivergent students doesn't mean reinventing your practice: just thinking about it in (potentially) new ways. Many of you will already be doing lots of things that support your neurodivergent learners. All that's needed is a little additional underlying theory and some structure?
