The term “neurodiversity” is one that has been increasingly heard in schools in recent years. What, then, are some key things that teachers should know about it?
Here are five essentials:
1. ‘Neurodiversity’ is a relatively new term
Neurodiversity is the name given to a burgeoning social movement, thought first to have been coined by Australian sociologist Judy Singer in the 1990s. Neurodiversity is not a medical diagnostic label, rather it is an umbrella term that encourages neurodevelopmental differences such as autism, ADHD and dyslexia to be viewed and understood in a positive way. The neurodiversity paradigm was first embraced by the autistic community (and then by other groups) who use the term as a means of empowerment and to dispel the belief that autism is something to be treated and cured rather than an important and valuable part of human diversity.
2. The whole of society is neurodiverse
The neurodiversity movement has helped to challenge how structures within society, such as institutions, attitudes and culture, exclude or disadvantage individuals who might be considered to be “neurodivergent”, or part of a “neurominority”. Under Singer’s definition, individuals would not be referred to as “neurodiverse” - this is a term that refers to society as a whole, and the varying neurotypes within the overall population. Overall understanding of the concept of neurodiversity and associated terminology is rapidly evolving, often propelled by discussions around the movement that are taking place on social media.
3. The term neurodiversity usually encompasses a range of developmental differences
These include:
- Attention deficit hyperactivity disorder (ADHD)
- Developmental coordination disorder (DCD), also referred to as dyspraxia
- Developmental language disorder (DLD)
- Epilepsy
- Foetal alcohol spectrum disorder
- Intellectual disability
- Tourette’s and tic disorders
- Specific learning disorder/differences, for example dyslexia and dyscalculia.
It is normal practice for specific learning differences such as dyslexia and dyscalculia to be identified through a non-medical pathway.
4. Support must focus on need, not a label
The vast majority of children and young people in Scotland are supported in the universal level of the staged level of intervention. Using a universal design approach enables the development of learning and teaching that is accessible for all learners. Support must focus on need - it is not dependent on a label or diagnosis.
5. Co-occurrence of learning differences is common
It is estimated that about one in seven people (more than 15 per cent of the UK) has neurodevelopmental differences, which are observed when they learn and process information in a particular way.
The term neurodiversity is increasingly being used in the workplace, education and beyond. It is rare that a child or adult would have only one area of difficulty, and co-occurrence of learning differences appears to be the rule rather than the exception.
Dyslexia Scotland
For those keen to find out more, Dyslexia Scotland’s education conference for primary and secondary teachers takes places on 28 October in Glasgow to help teachers consider different aspects of neurodiversity in the classroom, taking in all of the issues above. Keynote speaker Dr Rob Long will explore practical interventions for both staff and school systems to improve the educational outcomes for all learners.
Workshops will look at different aspects of supporting neurodivergent pupils including: co-occurring difficulties, dyslexia, deafness and auditory processing, maths difficulties, and dyslexia and Gaelic-medium education
Early-bird rates apply until 5pm on Friday 8 September. Find out more and book places here.
Lena Gillies is national development officer for Dyslexia Scotland. Some of the information in this article has been supplied by Fran Foreman of Education Scotland
