Neurodiversity
Neurodiversity is an umbrella term for a range of neurological differences that aims to reframe them as natural variations rather than disorders.
Definition
Neurodiversity is a term used to describe neurological differences in the human brain. It sees the diverse spectrum of neurological difference as a range of natural variations in the human brain rather than as a deficit in individuals. It is an umbrella term that includes both conditions that are life-long and those that can develop throughout life, including acquired illness or brain injury, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyscalculia, dyslexia, dyspraxia, intellectual disability, mental health, and Tourette syndrome. Neurodiversity deliberately rejects the medical model of diversity that frames human differences as disorders that need to be cured in favour of a more social model of diversity as a natural occurrence.
Relevance
Neurodiversity is extremely common and all teachers are likely to work with a number of neurodiverse students in the course of their careers. The strengths-based approach of neurodiversity has the potential to increase awareness and understanding about neurological difference while also reducing social stigma. The positive framing of difference in the neurodiversity model can also assist teachers and schools who may be thinking about how to support neurodiverse students to be successful learners.
State of the evidence
An increasing number of studies exploring interventions for students with learning differences and difficulties emphasise the importance of taking an additive or strengths-based approach rather than characterising the challenges associated with forms of neurodiversity as problems to be fixed.
In practice
The concept of neurodiversity represents a strengths-based model which acknowledges that, while some children learn and think differently, these are simply differences and not deficits. The neurodiversity model shifts the focus away from the challenges that a neurodiverse individual may experience to the strengths that they possess. Designing learning programmes and tasks that allow children to draw on their known strengths can create opportunities for students to access the curriculum in ways that suit their individual abilities. Another benefit of the strengths-based approach of the neurodiversity model is that support can be provided to students who present some of the characteristics of neurodiversity but lack a formal diagnosis.
Guiding questions
- How well does your school understand the importance of emphasising the strengths as well as the challenges of neurodiverse students?
- How confident do you feel to design learning programmes that allow your neurodiverse students to use their strengths while also tackling the aspects of learning and school life that they find more challenging?
- How confident do you feel to act as both a facilitator and role model for approaches to neurodiversity in the classroom?
Supporting neurodivergent teachers in schools and early childhood settings
What the research says about supporting neurodivergent teachers in the workplace.
Supporting neurodivergent students in secondary schools
An overview of the challenges that neurodivergent students can experience in secondary school settings, and how to help.
Working memory and neurodivergence
Why providing additional working memory support is so important for neurodivergent students.
Supporting neurodivergent students by developing the home-school partnership
Building supportive partnerships with families of neurodivergent students.
Sample safety or de-escalation plan
An example of a de-escalation plan designed to support students to emotionally self-regulate at school.
Understanding and supporting emotional self-regulation at school
Understanding and supporting emotional self-regulation at school: Why some students may find it difficult to regulate their emotions at school, and what to do to support them.
Acorns to Oaks: Rewriting the story of inclusive transitions
This webinar with Lisa Winiata and Tara Solomon from Kaitiaki Kindergartens and Tami Harris from Acorn Neurodiversity shares findings from the research partnership between Kaitiaki Kindergartens and Acorn Neurodiversity which investigated how kaiako can support neurodivergent tamariki through the transition to school.
Using trauma-informed practices to support neurodivergent students
Tami Harris of Acorn Neurodiversity explores how using a trauma-informed lens to support neurodivergent students in school settings can help teachers to mitigate challenges
Neurodiversity and New Zealand’s education system
We held a free webinar to launch our research report into the experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system. Watch the recording of our webinar where we discuss the reports key findings and to explore what needs to happen to improve the support and opportunities neurodivergent young people receive in New Zealand.
Understanding Foetal Alcohol Spectrum Disorder (FASD)
Kim Milne (principal advisor at FASD-CAN) discusses what FASD is, how it affects children and adolescents, and what teachers and schools can do to support students with FASD.
Getting ‘Beyond Quality’ to politics and democracy in (early childhood) education
A special presentation from Emeritus Professor Peter Moss.
Supporting neurodivergent students in the classroom
Dr Emily McDougal shares insights from her work into supporting neurodivergent students in schools and classrooms.
Transitioning neurodiverse tamariki into school: Insights from the Acorns to Oaks project
Key insights from a webinar with Tami Harris from Acorn Neurodiversity and Tara Solomon and Lisa Winiata from Kaitiaki Kindergartens.
How to support the success of dyslexic students at school and beyond
Key insights on supporting dyslexic students from a webinar with Associate Professor Rebecca Gordon from University College London.
How trauma-informed practices can support neurodivergent and trauma-affected students
Key insights from a webinar with Tami Harris from Acorn Neurodiversity.
How to support effective emotion regulation in schools and classrooms
Key insights from the webinar with Dr Tracy Stewart.
Key ideas for supporting students with Foetal Alcohol Spectrum Disorder (FASD)
Insights from our webinar with Kim Milne from FASD-CAN.
Key challenges for neurodivergent students in school settings and how to help
Insights from the webinar with Emily McDougal on supporting neurodivergent students in schools and classrooms.
