Successful Transitions Through Transdisciplinary Working: Enhancing Educational Experiences and Wellbeing for Neurodivergent Children and Young People
DOI:
https://doi.org/10.20933/k8wkv469Keywords:
Transdisciplinary Approaches, Neurodiversity, Transitions, Autonomy, SEN, WellbeingAbstract
Transitions are a critical aspect of human development, encompassing changes such as starting school, moving between classes, moving between activities and people, progressing to further education, progressing to university or vocational courses, leaving home, or navigating healthcare and community settings. This reflective practice-based piece presents a range of effective strategies and resources that have been co-produced and refined through ongoing collaboration with neurodivergent learners and their families. It highlights how integrated, sensitive, and co-produced practices and transdisciplinary approaches, drawing on the strengths and perspectives of learners, parents, educationalists and clinicians, can significantly improve the experience of transitions. This can ultimately enhance effectiveness of professional practice, and lead to improvements in the overall quality of life. Transdisciplinarity is a collaborative, solution-focused approach that transcends traditional discipline specific boundaries to address complex societal challenges. It aims to integrate scientific knowledge with practical, real-world expertise. Grounded in the practice of four independent Special Educational Needs (SEN) schools in the United Kingdom (UK), this article focuses on how transdisciplinary work enhances collaboration, personalization, and consistency, aligned with the strategies and methodologies which are characteristics of a transdisciplinary approach.
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