English Language Teaching in a Neurodiverse World: From theory to neurodiversity-affirming practice
English Language Teaching in a Neurodiverse World: From theory to neurodiversity-affirming practice
Due: April 2026
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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 a number of inclusive practices.
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 a number of 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 pathologised ‘deficits’. From this, she provides clear pathways from theory to practical adjustments and real-world classroom applications.
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 pathologised ‘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.
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…
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…
Understanding Others in a Neurodiverse World: A Radical Perspective on Communication and Shared Meaning
Understanding Others in a Neurodiverse World: A Radical Perspective on Communication and Shared Meaning
For a long time it was thought that the social communication difficulties experienced by autistic people were due to cognitive and social ‘deficits.’ This book offers a neurodiversity-affirming alternative to this problematic approach by presenting a novel perspective on cross-neurotype communication, for example between autistic and non-autistic people.
For a long time it was thought that the social communication difficulties experienced by autistic people were due to cognitive and social ‘deficits.’ This book offers a neurodiversity-affirming alternative to this problematic approach by presenting a novel perspective on cross-neurotype communication, for example between autistic and non-autistic people.
Autistic people often experience difficulties with social communication. This can impact all areas of life and can contribute to poorer mental health outcomes, reduced opportunities for fulfilling social interactions and barriers to health and social care, education and employment. Understanding Others in a Neurodiverse World offers a new way to conceptualise and understand why cross-neurotype misattunements in communication may happen by taking the double empathy problem – the reframing of social communication difficulties as a two-way problem, not simply the result of an autistic ‘deficit’ – and a cognitive linguistics theory, ‘relevance theory’, as a starting point.
Autistic people often experience difficulties with social communication. This can impact all areas of life and can contribute to poorer mental health outcomes, reduced opportunities for fulfilling social interactions and barriers to health and social care, education and employment. Understanding Others in a Neurodiverse World offers a new way to conceptualise and understand why cross-neurotype misattunements in communication may happen by taking the double empathy problem – the reframing of social communication difficulties as a two-way problem, not simply the result of an autistic ‘deficit’ – and a cognitive linguistics theory, ‘relevance theory’, as a starting point.
Weaving together threads from critical autism studies, cognitive science, social justice, linguistics and sociology, this book offers a new perspective on understanding these breakdowns in understanding.
Weaving together threads from critical autism studies, cognitive science, social justice, linguistics and sociology, this book offers a new perspective on understanding these breakdowns in understanding.
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