Case study 2 Autonomy-support for twice exceptional students

Before you can dive further into the case study, it is important to know more about secondary education in the Netherlands and the way 'tailored education' (Passend Onderwijs) is designed. In this step you read about the Dutch school system and talk about the similarities and differences between the different countries. Moreover, the concept 'neurodivergence' is introduced. 

Materials

• Secondary education and 'tailored education'

• https://www.government.nl/topics/secondary-education  

• https://open.overheid.nl/documenten/ronl-a41cf0a5778c2261540adc7945b4edea23eb000b/pdf on 'tailored education'

• Neurodivergence 

  1. • https://www.weforum.org/agenda/2022/10/explainer-neurodivergence-mental-health/ 

     • https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645 

After reading the information, answer the following questions with your team. Make sure to take notes in your team document at each step. 

• What are the main characteristics of secondary education in the Netherlands? 

• How does the system of 'tailored education' work in the Netherlands? In your team, discuss the following: 

  1. • • What does inclusive education look like in your own country? 

       • Do you recognize the issue from the case study in your own experience?  

       • What do laws or agreements on inclusive education envision for neurodivergent students? 

• What is neurodivergency? In your team, discuss the following: 

  1. 1. • What pupils do you know in secondary education that show signs of neurodivergency? What are these pupils like? 

        • What are strengths of these pupils? What are they interested in? 

        • What are challenges of these pupils?  

        • How does this affect your teaching? 

        • How are neurodivergent children being offered additional support at your own school? 

In this step, you will learn more about what neurodivergence entails when it comes to children and their education, as well as learn more about autonomy-support. 

Materials

• Revisit literature and team notes from The basics 

  • • Katz & Assor 2006

    • The Radboud University brochure on autonomy support

The brochure is in Dutch. An English translation is provided for in the Google Drive folder (-> Course materials). 

• • • Deci & Ryan 2000 on the self-determination theory of motivation 

• Neurodivergence 

  • • Lang, et al. 2004 on a system redesign concerning neurodivergence in children 

    • Ker & van Gorp 2023 on supporting neurodivergent learners to success

Feel free to divide the reading of these two articles among your group, as long as you are able to exchange notes and insights afterwards.

After reading the materials, answer the following questions with your team. 

• How are students with other needs referred to in your different countries? 

• Does a change in terminology (what neurodivergence aims to do) constitute a change in perspective on these pupils? Why? 

• How do the needs of neurodivergent students conflict with ‘traditional’ school systems? 

• What is important to consider regarding autonomy and structure for neurodivergent pupils?

• What strategies does autonomy-support provide for motivating neurodivergent students?

• What strategies does autonomy-support provide for promoting metacognitive learning, that could benefit neurodivergent pupils? 

In this step, you will dive deeper into neurodivergence and inclusion.

Materials

• • Cook 2024 on conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools

Read the article and take notes based on the following questions. You can do this as a team or individually (but make sure to exchange notes). 

• What have you learned from the article? 

• What questions do you have based on this article? 

• What would you like to use or explore further? 

In this step, you will integrate the findings from the earlier steps.  

With your team, 

• Re-read the case study 

• Formulate the problem of this case study in your own words

• Check your notes from step 1-3 

• Do you have any unanswered questions? If so, how can you answer these questions? 

• Integrate your findings to formulate a solution to the problem 

• What questions do you have left? 

In the exchange week you will visit a Montessori secondary school. Montessori is an educational concept for preschool, primary and secondary education. Based on the philosophy of Italian educator Maria Montessori, this educational approach revolves around the principle help me to do it myself. The Montessori method supports children’s sense of curiosity and initiative, and encourages the development of their natural abilities, particularly through practical play. Children learn to work independently. Nowadays, Montessori schools often combine Montessori materials with regular language and math methods. At a Montessori secondary school, the same core objectives apply as for other secondary schools: all students finish their track (vmbo, havo or vwo) with school exams and the central exam.   

Materials

• Brouwer, Leenders, & Sins 2023 on Montessori education in the Netherlands

• The Montessori Theory: Key Concepts (video) 

Take the final steps of the case study:

• Read the article about Montessori education in the Netherlands and watch the video with the key concepts of the Montessori Theory. 

• The teacher from this case study works at the Montessori school you are visiting. At this school, the track offered to twice exceptional children is called MC2 (see this page for more information). How does this specific school context affect the outcome of step 4? Discuss within the group on which basis you need to change your advice to help the specific teacher at the Montessori school.   

• Formulate at least one question that you are curious about after the case study and want to ask one of the pupils or MC2-coaches present at the Montessori school visit in January.  

Teachers involved with the MC2 track at Montessori College Nijmegen recommended the following articles for more insight in twice exceptionality and effective learning strategies: 

• Willard-Holt, et al. 2013, Twice-Exceptional Learners' Perspectives on Effective Learning Strategies 

• Reis, et al. 2014, An operational Definition of Twice-Exceptional Learners: Implications and Applications 

Both articles are also included in the Google Drive folder.

Consult your teacher trainer via e-mail or during the physical meeting on campus planned in week 4 of the course. 

It is also possible to contact the coordinator of STEP, Esmée Bruggink. She can help you out with practical matters and connect you to teacher trainers from Radboud University when you have questions on the materials and/or assignments of this case study specifically. 

Are any of the links to the materials for this case study unavailable to you? Downloads of all course materials are also available in our Google Drive.