Productive Pegagogies: Moving towards inclusion for learners with ADHD: A film based inclusive sensory ethnography

该项目的主要目的是集中以前默默无闻的多动症青年的声音，沿着的是关键的成年人从他们的支持网络。这样做是为了解决和重新想象大型中学的教学和学习的主导和不变的模式;因为它的立场，这些教学法未能适应多动症的认知概况，往往会惩罚和剥夺那些有条件的人。该项目将使用电影作为自我表达的手段，以及研究方法的关键部分，以确定有关数据：身份，生活经验和感官/认知变化。希望电影可以在未来的课堂实践中被调动起来。

The main purpose of the project is to centralise the previously unherad ADHD youth voice, along with that of the key adults from their support networks. This will be done in order to address and reimagine the dominant and unchanging modes of teaching and learning at large secondary schools; as it stands these pedagogies fail to accommodate the ADHD cognitive profile and often work to penalise and disenfranchise those with the condition. The project will use film as a means of self-expression as well as a key part in research methodology to ascertain data regarding: identities, lived experiences and sensory/cognitive variations. It is hoped that film may be mobilised in future classroom practices.