Neurodiversity in the classroom

According to Clouder et al (2020) Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum, and Tourette syndrome and one that has been suggested by Kapp et al (2013) has focused upon differences in individual brain function and behavioral traits, regarded as part of normal variation in the population. It has been mentioned that defining neurodiversity through ‘atypical developmental pathways’ (can and should be challenged on the flickering that there is no typical mental capacity, no normal brain to which all other brains are compared (Armstrong 2012). Armstrong (2012) also went on to say that neurodiversity simply means being wired in a different way rather than in a wrong way. However, according to Robertson (2008), some brain differences result in cognitive processing that makes it problematic for the individual to engage the way they may feel they would like to within wider society. This different way of cognitive process seen within neurodiverse individuals is something that research and researchers are strongly advocating (Rosqvist et al., 2020). Current research is working within a neurodiversity paradigm to oppose and dismantle the medical model of disability by disproving the existence of a neurological norm and the assertion that neurocognitive diversity itself is the norm (Chapman, 2020). It has been mentioned by Haney (2018) that the neurodiversity paradigm understands that there is nothing negative or unhealthy about neurodivergence and believes that neurological diversity is valuable, leads to creative potential, and may be very important to the survival of human beings, and can be viewed as value neutral. This natural concept is highlighted by Walker (2014) who suggests that neurodiversity has been acknowledged as a natural and essential human variation, composed of infinite forms of neurocognitive functioning. The natural essence of neurodiversity among individuals was first mentioned by sociologist Judy Singer coined the term neurodiversity in 1998 (Comberousse, 2019). Comberousse (2019) also said that Singer mentioned that we observe and value around us, which can also be applied to people whose brains are different thus identifying a necessity for terminology which encapsulated a cerebral divergence from the neurotypical norm, and that neurodiversity is a concept which embodies the infinite variation in neurocognitive functioning and is a natural human variation seen among all individuals. However, understanding that a neurodiverse individual embodies the infinite variation in neurocognitive functioning is still something that education does not always understand. Learning is a process subject to the differences in ability (Sheldon, 1997) suggesting that all educational roles should not only start accepting those with neurological differences but adapt their learning models to accommodate and teach how the brain requires to learn and remember. This is vital as according to Sheldon (1997) even though this may take a different learning approach and process whilst teaching and learning, expecting the same outcome as their neurotypical peers are entirely inequitable and unjust. Sheldon (1997) in turn proposed a new definition of learning, viewing learning as a process allowing for individual differences, rather than the consequence of mere biological growth. So, what new ways can education be used in the classroom to ensure that all neurodiverse individuals acquire the learning their brains require? The following are 20 examples of what can be achieved

1. Breaking tasks down into small pieces of information and using microlearning to do this

2. Try not to cognitively overload any individual with information that at that moment is not required to know or think about

3. Have plenty of micro-breaks to prevent cognitive fatigue from occurring

4. Use plenty of physical activities/play/play sport in and out of the classrooms as it is a great way to incorporate sensory stimulation as well as feed the brain with blood and oxygen. Note some individuals may find sensory stimulation difficult to process if this is the case find ways to reduce the simulation without stopping the individual from taking part

5. Get outside in nature, not only will it stimulate the senses only being outside can it allows the body and brain to relax and become reduce the distress that occurs in an artificial environment like a classroom

6. Limit verbal information and give written directions/instructions or visual cues in addition to verbal information

7. Repeat information repeatedly and in as many ways as you can

8. Always have our individuals active in the learning process

9. Try to limit being sedentary

10. Allow your individuals to snack when they feel the need

11. Use keywords and phrases that the individuals know and understand and build upon the knowledge that currently has

12. Make your environment as social as possible and let the individuals arrange the room (if inside) in any way they wish

13. Give the learning materials meaning and make links between items of information

14. Use categories for the information you are teaching

15. Be as creative as possible in how you present the information

16. Always encourage questions and have dedicated times where question time

17. Allow the individual in times of micro-breaks to play computer games or watch something on the computer.

18. Find ways in which to have fun and make the individuals laugh and enjoy the time they have in the lesson

19. Provide plenty of time for the individuals to reflect, think and contemplate what is being learned.

20. Set problems/tasks to the individuals and allow them to achieve them in any way they wish

The above are some examples of what can be added to a classroom or at home all in the attempt to let the neurodiverse brain learn the way it is designed to learn and not through the one size fits all mentality that the current model of education endorses. The key to changing to a natural neurodiverse classroom is through educating teachers and providing an opportunity to learn, develop and grow within the neurodiversity paradigm. A first step is for all teachers to fully understand and engage in the concept that all brains are different, and all brains are natural to each individual and that each brain is perfect.