Education for students with neurodevelopmental disabilities—Resources and educational adjustments

• Published in: Handbook of Clinical Neurology Vol. 174; pp. 369 - 378
• Main Authors: Nadeau, Marie-France, Massé, Line, Argumedes, Malena, Verret, Claudia
• Format: Book Chapter Journal Article
• Language: English
• Published: Elsevier Health Sciences 2020
• Subjects: ADHD; Autism spectrum disorder; Developmental coordination disorder; Dyslexia; General teacher; Inclusive education; Neurodevelopmental disorder; Special education needs; Tiered systems of interventions; ADHD; Tiered systems of interventions; General teacher; Inclusive education; Dyslexia; Special education needs; Neurodevelopmental disorder; Developmental coordination disorder; Autism spectrum disorder
• ISBN: 9780444641489; 0444641483
• ISSN: 0072-9752
• DOI: 10.1016/B978-0-444-64148-9.00027-2

Children with neurodevelopmental disorders are more likely to face challenges of various kinds throughout their schooling due to their vulnerability factors. Although certain evidence-based practices have been recognized to be effective in supporting academic performance or social and personal adjustment, transferring these practices to school realities remains a challenge. Indeed, the educational trend favored for more than 20 years promotes the development of all students in the most natural context possible. The objective of this chapter is to shed light on how resources and EBPs can be organized in an inclusive education context. A tiered framework, commonly adopted as different models across the world, is presented and used to demonstrate how interventions can be prioritized for the difficulties and special needs of specific (e.g., ADHD, dyslexia, and developmental coordination disorder) and complex (e.g., autism spectrum disorder) neurodevelopmental disorders. The chapter ends with a discussion of the conditions and drivers of intervention fidelity and effectiveness in an inclusive context and, more specifically, support for teachers and parents.