Theory & Practice

At Wild Flower, we recognize that many factors can contribute to a learner’s difficulties in school. Oftentimes neurodiverse learners experience difficulties in traditional settings, and their struggles are often seen as deficits. We operate from the neurodiversity approach, rather than the medical approach. In their article Valuing Difference: Neurodiversity in the Classroom, Retenbach, Prislovsky, and Gabriel presents the following definition for the neurodiversity approach; “The neurodiversity movement values human differences that have often been pathologized, underscores the strengths associated with each unique neurological design, and demonstrates how partnerships and teams that include neurodiverse individuals can enhance problem-solving in a complex world”(2017). We emphasize with all of our learners the strengths that their brain brings to the table, and we help them to develop these strengths. We also recognize that social-emotional learning is critical to being successful learners and successful adults. When learners possess the skills to create positive relationships with their peers and teachers, have the skills to regulate themselves under stress, and possess confidence and self-esteem, they are more likely to have positive academic outcomes and relationships in the school setting. Our practice is also trauma-informed, and we recognize that students who have experienced trauma need to feel safe in their environments before learning can take place. Because of this, we make social-emotional learning a core piece of education at Wild Flower. Specifically in regards to trauma, we look to the neurosequential model in education to inform our approach. Our practice is also informed by the principles of progressive pedagogy, and we implement this through project-based and inquiry-based learning, all while focused on whole child development. 

References

Bărbuceanu, C. D. (2022). Improving academic outcomes and behaviors through SEL (social and emotional learning). Revista De Stiinte Politice, (75), 181-188. Retrieved from https://proxy.wichita.edu/login?url=https://www.proquest.com/scholarly-journals/improving-academic-outcomes-behaviours-through/docview/2715838565/se-2 

 

Berg, Amanda E., "Trauma in schools: Identifying and working with students who have experienced trauma" (2017). Social Work Master’s Clinical Research Papers. 711.
https://ir.stthomas.edu/ssw_mstrp/711 

 

Cherewick, M. Future directions for neurodiversity affirming autism interventions: adolescence is a second sensitive period to support positive developmental trajectories. Curr Psychol (2023). https://doi.org/10.1007/s12144-023-05053-7 

 

Durlak, J. A., & Weissberg, R. P. (2011). Promoting social and emotional development is an essential part of students’ education. Human Development, 54(1), 1-3. 

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Ijeoma John Adubasim, Chinelo Ugwu. Impact of Trauma on Neurodevelopment and Learning. Arch Neurol & Neurosci. 3(2): 2019. ANN.MS.ID.000557. DOI: 10.33552/ANN.2019.03.000557. 

 

 

Leadbitter K, Buckle KL, Ellis C and Dekker M (2021) Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Front. Psychol. 12:635690. doi: 10.3389/fpsyg.2021.635690 

 

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2020, October 8). Systemic Social and Emotional Learning: Promoting Educational Success for All Preschool to High School Students. American Psychologist. Advance online publication. http://dx.doi.org/10.1037/amp0000701 

 

Mitran, C. L. (2023). Experiences of Licensed Counselors and Other Licensed Mental Health Providers Working with Neurodiverse Adults: An Instrumental Case Study. The Family Journal, 31(3), 357-366. https://doi.org/10.1177/10664807221104138 

Osher, D., Guarino, K., Jones, W., & Schanfield, M. (2021). Trauma-sensitive schools and social and emotional learning: An integration. Issue Brief.

Phillips, B. (2022). The Montessori Method and the Neurosequential Model in Education (NME): A Comparative Study. Journal of Montessori Research, 8(2), 33-43.

 

Ragozzino, K., Resnik, H., Utne-O'Brien, M., & Weissberg, R. P. (2003). Promoting academic achievement through social and emotional learning. Educational horizons, 81(4), 169-171. 

 

Rentenbach, B., Prislovsky, L., & Gabriel, R. (2017). Valuing differences:: Neurodiversity in the classroom. Phi Delta Kappan, 98(8), 59-63. https://doi.org/10.1177/0031721717708297 

 

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of educational and psychological consultation, 17(2-3), 191-210. 

https://childrenofthecode.org/

https://features.apmreports.org/sold-a-story/

https://www.thereadingleague.org/what-is-the-science-of-reading/