There is no 'correct' way for the brain to work.
Neurodiversity is the term first coined by Judy Singer, to acknowledge and celebrate the diversity inherent in humanity and human brains and the different and unique ways in which people think, learn and behave. Neurodiversity reminds us that there is no 'correct' way for the brain to work, and no brain is the 'right' brain. Neurodiversity is frequently used in the context of children and young people with Special Educational Needs and Disabilities ("SEND"), to refer to Autism and Attention Deficit Hyperactivity Disorder ("ADHD"). However, the term cover much more than this and includes any way in which we think differently such as dyslexia, dyspraxia and more.
Importantly, neurodiversity shifts the conversation away from deficits and pathology. Instead, it acknowledges that there are different ways of thinking and experiencing the world, all of which are equally valid. And although not the same, the neurodiversity paradigm aligns with the social model of disability. Both shift the focus away from individual (perceived) deficits to societal barriers. and emphasising the need to provide adjustments and accommodations which level the playing field for neurodivergent students, rather than expecting them to change their authentic selves to meet society's idea of normality.
There are many ways that schools and other education settings can improve the experience of neurodivergent students, including by creating a sensory-friendly classroom environment through the use of sensitive lighting, visual schedules, flexible seating arrangements and the normalisation of concentration aids (often called fidget toys) and movement breaks. All of this helps to reduce the anxiety and stress so often experienced by neurodivergent learners, who frequently worry about not fitting in, not understanding instructions, and difficulty navigating social interactions. Accommodations and adjustments are crucial in preventing burnout amongst neurodivergent students, who often expend extra mental energy to cope with sensory overload, social nuances, and the challenges of executive dysfunction. Seen in this way they become tools for empowerment, not mere concessions. They are also likely to constitute reasonable adjustments under the Equality Act 2010.
If your child or young person is neurodivergent, whether diagnosed or not, and struggling in education, SEND Advocacy can provide advice and assistance. If you need someone in your corner to help you secure the education your child deserves, contact SEND Advocacy today.
Great post. The more we talk about neurodiversity, the more we reduce the stigma. And I say this as an autistic person with an autistic child (and a researcher in this field too :-))