Neurodiversity 101: Rethinking Education and Assessment for Tomorrow’s World

I think a lot about my grandchildren's futures and if we are preparing them for tomorrow's world.

As technology is moving fast we can see we need to redefine the skills needed for tomorrow’s workforce, one critical question arises: Are our current educational systems—and their methods of assessment—fit for purpose?

For neurodivergent children in particular, these reflections are crucial, as traditional models often fail to capture their diverse strengths and potential. But even more important what was problematic in a neurotypical world may become less of an issue with the emerging technologies. Think about having spelling and writing difficulties- spell checkers, text to speech, and speech to text software is all around you - on your phones, and in your homes. So does everyone need to be able to spell perfectly now or in the future.. bold questions or real questions? As I type this now I am being corrected as a I mispell/mispel a word!

Today we see individuals with physical challenges playing some amazing team game and individual sports ( as long as they can access the technologies available) which would not have been possible even 10 years ago.

So what skills do we need to develop for future workplaces?

The World Economic Forum's "Schools of the Future" report in 2019 identified eight essential shifts in education to align with the Fourth Industrial Revolution:

1. Global Citizenship Skills: Cultivating awareness of global issues and active community participation.
2. Innovation and Creativity Skills: Encouraging complex problem-solving and creative thinking.
3. Technology Skills: Developing digital literacy, including programming and responsible technology use.
4. Interpersonal Skills: Enhancing emotional intelligence, empathy, and collaboration.
5. Personalized and Self-Paced Learning: Tailoring education to individual needs and learning speeds.
6. Accessible and Inclusive Learning: Ensuring education is equitable and available to all.
7. Problem-Based and Collaborative Learning: Focusing on real-world challenges and teamwork.
8. Lifelong and Student-Driven Learning: Promoting continuous education driven by student interests.

Challenges of systemic change

Changing an entire educational system is no small feat and is it possible? We still deliver 'bulk education'. History shows that educational reform is slow and met with resistance:

• The Quill-to-computer shift: It took centuries to move from quills to pencils, then to pens, and eventually computers. Even today, some argue over whether handwriting should remain a priority in a digital world. It is amazing we still are giving out pen certificates for children who can 'write neatly'!!
• Institutional resistance: Standardised exams are deeply ingrained in how we define success. Moving away from these may be seen as “lowering standards,” and threatening the whole premise of how we provide education even though they often favour a narrow set of skills and favour some learners more than others e.g. those who can sit still and regurgitate information at speed and in where handwriting is being used.. write legibly and at speed.
• Infrastructure gaps: Embracing new models, like digital tools and alternative assessments, requires investment in training, technology, and resources—inequalities in access remain a challenge. Teacher's while juggling the current curriculums don't have spare time to taken on a new way of delivering education and so become resistant to change as well. We see differences today in who gets extra time in exams with widening inequity( despite the fact that extra time is not THE answer to levelling the playing field( sorry for the metaphor). In a recent article in the Times it said around 1 in 3 pupils are getting extra time in exams but 42% from private schools getting extra time... it seems like the 'bell curve' is being flattened or at a minimum skewed...

Implications for educators

To prepare students for tomorrow’s realities, educators must adopt a more dynamic and inclusive approach. The OECD's "Future of Education and Skills 2030" project emphasizes the need to equip students with competencies for an unpredictable future. It highlights the importance of fostering knowledge, skills, attitudes, and values that enable individuals to thrive in a rapidly changing world. The initiative advocates for curriculum redesign to focus on student agency, well-being, and adaptability, ensuring learners can navigate complex societal challenges and technological advancements.

1. Focus on skills, not memorisation Emphasise critical thinking, problem-solving, and collaboration over facts that can easily be Googled. Empathy and kindness need to be valued too.
2. Use technology thoughtfully Assistive technologies can enable neurodivergent learners to thrive. For example, speech-to-text tools can remove barriers in writing-intensive tasks. AI tools can allow students to sort their ideas and spend time expanding them further.
3. Move beyond the one-size-fits-all model Personalised learning plans and flexible assessments can better reflect the strengths of each child.
4. Foster continuous learning Rather than teaching towards an exam, educators can instil curiosity and a growth mindset, encouraging children to view learning as an ongoing journey.

What needs to change?

To make meaningful changes, we need:

• Policy Reform: Governments must prioritise inclusion and modernisation of curriculums and assessments. This takes bold thinking. See countries that are making these changes e.g. Finland, Canada and Singapore. (Educational technology sets Singapore apart from many other countries. In classrooms, digital devices are viewed as a means to bring students together in collaboration, rather than using devices in isolation from other students.) We need to move from a medical model influencing educational support e.g. needing a diagnosis of dyslexia or ADHD for example to get extra time.. where you can't get a diagnosis anyway because of long waiting lists.. and creates further inequity.
• Parental advocacy: Parents must challenge systems that fail to serve their children, particularly those who are neurodivergent. Why are we measuring high stakes end points that still favour those who can sit still,rapid recall information, and favour those with good spelling and neat handwriting?
• Cultural shift: Society must embrace the idea that education is not about producing test scores but equipping individuals with the skills to thrive.
• Educator shift: To encourage change in teachers and address resistance effectively:Clearly explain the purpose, necessity, and benefits of the change to build trust and understanding. We need to engage teachers in the decision-making process to foster ownership and reduce resistance. It is essential we carve out time to provide in-service training and resources to boost confidence in managing new tasks or technologies. We need to appreciate and reward efforts to implement change, promoting a positive outlook. Finally we need to recognise and help to reduce anxiety by addressing fears of failure, ambiguity, and workload through transparent and fair practices.(/https://dergipark.org.tr/tr/download/article-file/2389211)

So what?

We’ve resisted change in education before, but this moment demands action. If we don’t adapt, we risk failing the next generation, especially those who think and learn differently. The future isn’t about quills, pencils, or computers—it’s about teaching children how to navigate a world that’s constantly evolving, with confidence and knowledge of their strengths and a belief in their potential.

What do you think? Does school fit your child or does the child still need to fit the school too much?

Blog Author

I am Amanda Kirby, CEO of Do-IT Solutions a tech-for-good company that delivers consultancy and guidance, consultancy, training and web-based screening tools that have helped 10s of 1000s of people. Contact us and we can discuss how we can help.

We strive to deliver person-centered solutions relating to neurodiversity and wellbeing.I am a mixed bag of experiences and skills and have 25+ years of working in the field of neurodiversity.

I am a medical doctor, Professor, and have a Ph.D. in the field of neurodiversity; most important of all I am a parent and grandparent to neurodivergent wonderful kids and am neurodivergent myself.

I have written 10 books so far.Theo Smith and I wrote the UK award-winning book?Neurodiversity at Work Drive Innovation, Performance, and Productivity with a Neurodiverse Workforce. My 11th book came out in 2023 Neurodiversity and Education.

(*Thoughts and ideas are all my own)

#Education #Neurodiversity #FutureOfLearning #Inclusion #Assessment