Breaking the Mould: Schools Must Rethink Neurodivergent Needs Beyond Individualised Support

In our pursuit of inclusivity, it's crucial to challenge the conventional wisdom surrounding meeting the needs of neurodivergent learners. For too long, the default approach has been to rely heavily on costly and isolating individualised support. In recent years there has been a significant rise in the number of children identified as having Special Educational Needs and Disabilities (SEND)[1]. With inadequate funding [2]?and a teaching profession on its knees, the current approach isn’t working.

There is a more inclusive approach which recognises that many neurodivergent traits are indeed natural and normal variations in what it means to be human, one where all members of a school community’s cognitive differences are recognised, celebrated and nurtured: a whole school executive function approach grounded in pedagogy.?

Identifying who needs support

Identifying and supporting children with SEND can be a complex task. Many learners exhibit neurodivergent traits, such as difficulties with attention, organisation, and self-regulation, but may not meet the criteria for formal support [3]. This leaves a significant proportion of students without the targeted assistance they may require, hindering their academic progress and overall well-being.

The social and financial costs of individualised support

One commonly adopted method to address the needs of children with SEND is through individualised support plans. These plans provide tailored interventions to meet the specific requirements of each child.

Whilst I acknowledge that individualised support will always be necessary for learners with unique needs,?I cannot help but think that creating individualised support for nearing 20% of learners doesn't make sense. Implementing such approaches often incurs substantial costs, both in terms of financial resources and the allocation of specialised personnel [3].

?Additionally, these individualised interventions can unintentionally isolate children, making them feel different or stigmatised compared to their peers.?

A paradigm shift: embracing inclusive strategies

Rather than perpetuating a system that separates neurodivergent individuals from their peers, it is time to adopt a more inclusive and empowering approach. This shift requires a collective effort to reimagine educational practices and create environments where neurodivergent individuals can thrive alongside their peers. By focusing on universal strategies that benefit all learners, we can create a supportive ecosystem that enhances the learning experience for everyone.

A neuroinclusive whole school approach

An alternative and inclusive approach is to adopt an executive function-based pedagogical framework, which focuses on developing executive function skills in all students, in every lesson and throughout the school day. Executive functions encompass a range of cognitive processes, including working memory, cognitive flexibility, and self-control. These processes are vital for goal-directed behaviour and academic achievement [4].

By integrating executive function strategies into everyday classroom practices, teachers can create an environment that supports the development of these skills for all students. For instance, working memory strategies, such as chunking information, using mnemonic devices, and encouraging active rehearsal, have been shown to enhance learning outcomes in subjects like mathematics [5]. These strategies help students better organise and manipulate information in their minds, leading to improved understanding and retention of mathematical concepts.

Benefits for ALL learners

An executive function-based pedagogical approach offers several benefits for all learners, regardless of their neurodivergent traits. By explicitly teaching and practising executive function skills, students develop a toolkit of strategies to overcome common challenges in their learning journey.?

These skills extend beyond academic settings and have lifelong applicability, aiding students in areas such as time management, problem-solving, and self-regulation.

Moreover, adopting this approach promotes an inclusive classroom environment where all students can thrive. Rather than singling out individuals with SEND, the focus shifts to equipping every student with the necessary skills to access their learning effectively. This reduces feelings of exclusion and fosters a sense of belonging among all students.

Join me on 20th June 2023 at 4.30 PM for a FREE WEBINAR

It is time to challenge the status quo and create educational systems that foster inclusivity for all learners, regardless of neurodivergent traits. By integrating strategies to enhance executive functions into classroom practices, educators can create an inclusive learning environment that supports the diverse needs of all students. This approach empowers children, reduces stigma, and equips them with lifelong skills to navigate academic challenges and beyond.?

This webinar is open to anyone interested in learning more. Please do share the link the zoom registration link:?https://us02web.zoom.us/webinar/register/WN_jUHGEaNQQMiUnKzzNogjtQ? with anyone you feel might benefit from attending.?

References:

1 Office for National Statistics (2022) “Academic year 2021/22 Special educational needs in England”. Retrieved from?https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england

2 County Councils Network (2022) “Consultation Response: Right support, right place, right time: SEND Green Paper” Retrieved from?https://www.countycouncilsnetwork.org.uk/download/4380/

3 Department for Education (2019). "Special educational needs in England: January 2019." Retrieved from ?https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2019

?4 Diamond, A. (2013). "Executive functions." Annual Review of Psychology, 64, 135-168.

?5 Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). "Adaptive training leads to sustained enhancement of poor working memory in children." Developmental Science, 12(4), F9-F15.