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What is Neurodiversity: A Video for Children by Dr Tamara Soles

Neurodiversity

Caroline Martin - November 1, 2022

It is estimated that 15% of our population is neuro-diverse. Neurodiversity is a term used to describe neurological differences in the human brain. Just as we have a range of different cultures represented in our learning spaces we also have a diverse range of social and learning needs.

Neurodiversity is an umbrella term that includes both conditions that are life-long and those that can develop throughout life. This includes acquired illness or brain injury, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyscalculia, dyslexia, dyspraxia, intellectual disability, mental health, and Tourette syndrome.

Myths and misconceptions

There are a number of myths and misunderstandings associated with neurodiversity and neurodiverse students.

  • Neurodiverse students cannot learn. All students have the potential to learn. While some students may require curriculum adaptation and differentiated teaching instruction, this does not mean they are incapable of learning and succeeding at school.
  • Neurodiversity means changing how we talk about people with neurological conditions. Neurodiversity is more than just changing the language we use to define neurological conditions. Neurodiversity is a model that challenges society’s assumptions about what is normal and how they frame difference. Under this model, it is not the characteristics of neurological conditions but societies themselves that create barriers to the participation, achievement, and success of neurodiverse individuals.
  • It is the teacher’s responsibility to make sure neurodiverse students are included in the classroom. It is everyone’s responsibility to make sure all children are included in the classroom. While the teacher is the leader of their classroom, students, other teachers, school leaders, and even parents can contribute to the culture of the learning environment. The teacher plays a key role as both a facilitator and role model for approaches to neurodiversity in the classroom.

Ways that we support neurodiverse learners at Oaklands Te Kura o ĹŚwaka

  • We use a range of social and emotional well being programmes to support students to be able to recognise and manage different emotions. These include PB4L restorative circles; Pause, Breathe, Smile; Kimochis; Zones of Regulation, Health programmes in Term 1 etc.
  • We use Universal Design for Learning strategies to adapt learning so that students have different ways to access new knowledge and skills and share their learning with others.
  • We provide tools to support learning and well being. These may include visual timetables or prompts, different seating, learning apps, headphones etc.
  • We ensure our learning spaces are set up with calm down spaces, quiet work zones and visual prompts that help students feel a sense of belonging.