What does the term ‘neurodiversity’ mean?
The term ‘Neuro-diversity’ was created by a researcher called Judy Singer in 1998 and she described this as infinite and natural variability of the human brain. In simpler terms, this just explores how diverse we are from a neurological perspective and how this impacts the way we communicate and interact.
Who can be classed as neurodiverse?
Individuals who have been diagnosed with autism, ADHD, dyslexia and tourette’s syndrome (to name a few) are identified as neuro-diverse as these diagnoses mean that their brain structure is wired differently compared to those with neuro-typical brains. However, it is important to note that different does not mean broken (Baumer, 2021).
Why is it important to know about ‘neurodiversity’?
Neurodivergent individuals interpret the world differently. This can result in social, communication, language and physical difficulties due to differences in processing information. According to the Department of Education (2020), 15.8% of all school pupils were identified as having a special educational need. 12.2% of pupils required SEN support and 3.7.% received an Education, health and care plan (EHCP).
What about the 8.5% who don’t have an EHCP? It is important to raise awareness into neurodiversity as it is our responsibility to provide the same access to education, the workforce, help and support to all individuals. As the systems of the world cater more towards neurotypical individuals, it is our duty to create changes within the environment to cater for the needs of neurodiverse individuals.
3 top tips!
- Remember that different does not mean broken! Acknowledge the skills of all individuals
- Teach emotional intelligence/resilience
- Understand the needs of each child, attend neuro-specific training and adapt your teaching style
