Neurodiversity in Mainstream Educational Settings

PAPER DELIVERED TO NASUWT (STOCKPORT BRANCH) AT THE AGM MEETING DATED WEDNESDAY 5TH FEBRUARY 2025

Introduction

First Scenario

I, I am Jo. I am very shy and when I talk, I don’t really like looking at you in the face. I tend to repeat my words and even though I am told to stop, it’s just normal to me. And I don’t even know why I should stop.

Am I- 

(a)  Just rude,

(b)  inconsiderate,

(c)   May be exhibiting traits of autism.

Second Scenario

I, I am Fred, and I have real anger issues. Sometimes I just can’t explain why I respond the way I do. I really try at my work but during lessons after half an hour, I can’t explain why I can’t maintain my focus and to help me, I sometimes tap my feet on the floor

Am I-

(1)  Just a difficult child

(2)  Attention seeking

(3)  May be exhibiting traits of Attention Deficit Disorder

Third Scenario

I, I am Beth. I am friendly and I play sports really well.  I am quite vocal and I am not fazed by new challenges.  I do enjoy reading, but I don’t why, the words sometimes just seem to muddle up. And if I cant make out what I am reading, I just skip it. My mum gets angry when we are reading and asks why I am being lazy to read the words. And did I mention, I absolutely hate spelling.

Am I

(a)  Just lazy with my work

(b)  Need to spend more time studying than sports

(c)   May be exhibiting traits of dyslexia

What is Neurodiversity-

Bland description- it is a wide term used to describe the differences in the way people’s brains work.

You could say is that not normal. Yes, it is however, when that difference begins to affect the way you speak, interact, communicate, learn, then neurodiversity can be a challenging condition.  And God forbit it is not discovered early, a neurodiverse person can suffer stress, anxiety or depression. 

On the flip side, what is Neurotypical- The word “neurotypical” refers to people who have brains that function in a similar way to most of their peers. Individuals who are neurotypical develop skills, such as social or organizational skills, at around the same rate as others of their age.

Looking at the definitions, the difference between a neurotypical child and a neurodiverse child, is not that the neurotypical child may not have communication difficulties, be less attentive but compared to a typical child of their age the neurodiverse child will act differently.

Therefore, if in a class, a child that should otherwise read fluently, seems to muddle words, question should begin to be asked. The child may or may not be neurodiverse, however if questions are not asked, that child’s difficulty may go unnoticed.

I have been asked to discuss about children with Neurodiversity in Mainstream Educational Settings and I will focus on the support that teachers can provide to the students.

Outline-

1.1-         Types of Neurodiversity

1.2-         Impact on learning

1.3-         Support for the Neurodiverse child

1.4-         Conclusion

1.1-         Types of Neurodiversity

There are a number of identified types of neurodiversity, for the purpose of this paper, I will briefly explain a few-

(1)  Autism- Autism can be described as a neurological condition which affects how people communicate and interact with the world. An autistic person may choose to maintain little eye contact, repeat words or phrases, exhibit repetitive behaviour and where significantly impaired, may be nonverbal or experience delayed language development.

However, please note that not all autistic children will present with the above difficulties. Sometimes, they may find social interaction and engagement difficult. They may find it hard to understand how other people think or feel. They may find things like bright lights or loud noises overwhelming, stressful or uncomfortable.

(2)  ADHD- ADHD is a developmental disorder that can cause unusual levels of hyperactivity, inattention or impulsive behaviours. People with ADHD can seem restless, may have trouble concentrating and may act on impulse. So when a child is unusually fidgety, unable to complete tasks, speaks or acts without thinking, let’s not just make assumptions, lets ask questions.

(3)  Dyslexia- This is specific learning difficulty which primarily affects reading and writing skills. Learners with dyslexia may have problems with spellings, read slowly, and might mix up letters in a word. They may mispronounce names or words or have problems retrieving words.

(4)  Tourette Syndrome- This is a neurological condition that involves repetitive, involuntary movements and vocalisations (often referred to as 'tics'), It could be characterized by multiple movement tics or a vocal tic. Common tics are blinking, coughing, throat clearing, sniffing, and facial movements.

(5)  Dyspraxia- This is a condition that affects motor skills and coordination and It is also known as developmental coordination disorder (DCD). A person with this disorder would usually have an impaired coordination of their physical movement as a result of brain messages not being accurately transmitted to the body. For example, they may find dressing up, writing and tying their shoe laces difficult; riding a bike or operating a machine may also be found to be challenging.

(6)  Dyscalculia- This is a neurological difference which can impact on an individual’s ability to acquire, understand and use mathematical skills.  It can affect a person's ability to perform math calculations, learn math facts, and understand quantities. The impact of this is that they struggle with everyday tasks such as managing finances, following directions or keeping track of time.

The above are relatively well known, however there are other neurological condition that have been identified such as

Dysgraphia- difficulty putting thoughts on paper;

Synthesia- a condition that causes people to experience more than one sense when stimulated. For example, they may see colours when they hear music or taste shapes when they eat food;

Down Syndrome-  a condition characterized by an extra copy of chromosome 21. It can cause developmental delays and some of intellectual and physical disability. 

We cant exhaust the list, but I must mention that of the above conditions, while some may be present at birth, some may develop later in life.

So what do we do as Parents, Guardians, Teachers, Counsellors, Pastoral Heads, we must query and ask questions. Let’s not just make assumptions when a child is behaving differently.

1.2-         Impact on learning-

Neurodiversity significantly impacts learning by influencing how individuals process information, focus and interact with their environment.

It often leads to unique strengths in certain areas but also potential challenges in traditional learning settings, particularly when the environment isn't adapted to accommodate diverse learning styles. This means that neurodivergent individuals may learn differently, sometimes requiring alternative teaching methods and support to reach their full potentials. 

Some of the difficulties they experience are – processing speed, sensory overload, difficulty concentrating for extended periods, lack of understanding of social cues and communication.

These difficulties can be exacerbated in a mainstream school environment where for example- The classes are relatively larger in number, structured in a certain way and defined expectations are required from every learner. 

Is mainstream education therefore a no no for the neurodivergent child. I will say not always. Depending on the extent of the needs, a neurodiverse child can function effectively in a mainstream setting if reasonable adjustments are made to support the child’s learning.

Reasonable adjustments can include- lowering expectations, learning in small, focused groups, regular time breaks, reducing sensory overload. It may include support for the child during lunch time, or a child not having to take their lunch in the hall but having their lunch with a smaller number of children in class.

Subject to the extent of the difficulties experienced by the student, with reasonable adjustments mainstream settings can be appropriate and may be able to meet the needs of neurodivergent children.

1.3 Support for the Neurodiverse Child

Educators play a crucial role in fostering an inclusive, understanding, and appreciative environment for neurodivergent students, helping them to feel confident in their abilities to succeed both academically and in life. By recognizing and embracing that students process information in diverse ways, a better understanding of the neurodivergent experience can be cultivated.

There are several ways teachers can support neurodiversity in students, and we will discuss a few of them-

(1)  Using Varying Teaching Methods- Teachers can accommodate neurodivergent students by using methods such as visual, auditory and kinesthetic methods of delivering lessons. For visuals, the use of diagrams, videos and pictures. In auditory- the use of story telling and discussions and for the kinaesthetic learner hands on activities and interactive technology will assist.

(2)  Set realistic targets that foster strengths and interests-  Tasks could be broken down into smaller more manageable chunks. Neurodivergent students may struggle in certain areas, but they may also possess unique strengths, talents and interests, particularly in creative subjects. Teachers need to identify and nurture these assets to help the students learn and hone their talents.

(3)  Create a Sensory friendly environment- This can be through making simple changes such as minimizing clutter, considered colour choices, using natural lighting and creating a designated quiet space where over stimulated students can take a break.

(4)  Provide movement breaks- This is one area of support that can be improved on in a lot of mainstream settings. As humans, we are not designed to sit still for hours on end. Yet that’s what we expect of young people in schools. But if you’re a neurodivergent pupil, particularly one with ADHD, sitting stationary doesn’t come naturally. You feel the need to fidget and move. Movement breaks allow students to release excess energy and refocus their attention. Using exercise balls, fidget balls, finger tracing can also help channel restless energy.

(5)  Offer Flexibility with seating and movement- Embracing flexibility with seating and mobility empowers the neurodivergent learners to stay engaged and focused by meeting their sensory needs in the classroom. For example, Providing alternative seating like standing desks, or beanbags can provide much needed opportunity to reset.

1.4 Conclusion-

As we continue to grow into a more inclusive society, where the strengths of neurodiverse students are identified and harnessed. I believe we will continue to see more self-confident neurodiverse students emerging.

Educators need to continue to tailor their teaching strategies as well as exam preparations and assignments to showcase the abilities of the neurodiverse student and not their weaknesses or difficulties.

Thank you.

Kehinde Obafemi

Solicitor and SEN Advocate

Neurodiverse Advocacy CIC