Pave the way: Neurodivergent leaders can make a ‘huge difference’

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It is not often that we hear these comments from the Financial world.

In summary they say:

Leaders who are open about their own neurodivergence can set a powerful example of authenticity and send an inspiring message of support to neurodivergent professionals who feel unrepresented in their organisations — a sentiment shared by two professionals on different career journeys.

Openly neurodivergent leaders are crucial for social mobility because people who have struggled in the education system might not think they could ever be an accountant, said Gavin Simpson, ACMA, CGMA, a finance business partner and senior analyst at JLR, a motor vehicle manufacturing company in the UK.

Representation in leadership can make a “huge difference” because it shows neurodivergent employees that there are pathways to promotion in their organisation, according to Eliana Bravos, co-founder of ND Connect, a mentorship and community platform for neurodivergent professionals. Bravos is also the chair and founder of Viability, a Canadian organisation that works with leaders on work neuroinclusivity.

Read the full article HERE

Dyscalculia a trade union issue?

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The term ‘neurodiversity’ is a non-medical umbrella term used to describe conditions such as autism, dyslexia, dyspraxia, dyscalculia and ADHD.

‘Neurodiversity’ is used also as a term to describe an aspect of emerging trade union equality, diversity and inclusion campaigning that focuses on workers who are neurodivergent.

Neurodiversity in the workplace is the acceptance that there are natural and normal variations in the way that people think and process information; and that different cognitive profiles can present both strengths and challenges in the workplace depending on the environment in which people work.

Read all about it HERE

Possible Dyscalculia symptoms

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from @sensoryprocessingspdps, Follow them for more HERE

Resources from Texas

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The purpose of these mathematics instructional routines is to provide educators with materials to use when providing intervention to students who experience difficulty with mathematics. The routines address content included in the grades 3-8 Texas Essential Knowledge and Skills (TEKS). There are 23 modules that include routines and examples – each focused on different mathematical content. Each of the 23 modules includes vocabulary cards and problem sets to use during instruction. These materials are intended to be implemented explicitly with the aim of improving mathematics outcomes for students.

Designed for Texas Teachers and Aligned with the TEKS, these 23 modules are focused on different mathematics content and are designed for grades 2 through 8.

See the full resources list HERE

Understanding Math Learning in Multilingual Minds

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In this interview, Dr. Anna Schmitt from Magrid speaks with Dr. Mila Marinova, a cognitive psychologist at the University of Luxembourg, about her research on the intersection of language, mathematics, and cognitive development. Dr. Marinova’s work explores how children and adults acquire numerical skills in multilingual contexts, and how factors such as math anxiety, socio-cultural background, and language of instruction influence mathematical learning.

Read all about it HERE