Neurodiversity-affirming classrooms

Neurodiversity is a relatively new term, coined in the late 1990s by an Australian sociologist, Judy Singer, which aims to promote the view that neurological variances are to be recognised and respected as a normal human variation. It is used to counter negative social connotations that currently exist and to make it easier for people of all neurotypes to contribute to the world as they are, rather than attempting to think or appear more 'typically'. The term “neurodiversity” shifts the focus away from impairments, deficits and disorders toward their strengths without glossing over any challenges or assuming weakness.

?It is becoming increasingly recognised that neurodiversity encompasses a range of neurological variances, and many of us have more than one neurodiverse condition because neurological variances can overlap or be part of a spectrum. Therefore, we may not experience the same challenges as others or may experience those challenges in different ways or at different times.

?Similarly, when we are talking about inclusive education, it’s important to not just focus on one individual neurological variances at a time. A wide variety of classroom strategies and adjustments may be required.

1. Create a psychologically safe and sensory-friendly classroom
2. Recognise the students’ strengths (support and empower)
3. Learn as much as you can about neurodiversity to make sure you know how to support them.
4. Differentiate lessons (consider UDL)
5. Encourage parents to participate in the IEP process (don’t make them passive receivers of information)
6. Check your attitude, is it neurodiversity-affirming?

Remember that neurodivergent students face daily challenges that neurotypical students don’t. These challenges may be sensory, social, processing, and linguistic and can lead to feelings of overwhelm or being undervalued. This may have a knock-on effect on their behaviour that can escalate to disruption, demanding or attention seeking if not addressed appropriately. Build a connection with your student so you develop ways to communicate that are supportive and empowering. See behaviour as communication, so try to understand what your neurodivergent student is trying to say to you.