Neurodiversity in the classroom is a concept that refers to the idea that people have different ways of processing information and experiencing the world due to the diversity in how their brains function. It recognizes and values the natural variability in students’ behavior, thinking, and cognitive abilities.
How can we guarantee the right to education for neurodiverse children? School plays a fundamental role in the inclusion of all people, which is closely related to recognizing the value of diversity.
The metaphor of the brain as a computer is one of the most used to describe cognitive functioning. However, all brains are different – neurotypical as well as neurodiverse – so many experts believe that the enormous complexity of the brain cannot be reduced to hardware and software that work in a certain way.
What is neurodiversity?
Neurodiversity is a term that refers to a way of understanding reality taking into account the diversity (with difficulties and strengths) and individuality that each person possesses. It is within a paradigm of inclusion, where the objective is to see people through their abilities and what they can contribute, instead of focusing on what are socially considered shortcomings.
This paradigm holds that all people, regardless of their motor, physical, or intellectual problems, should be included in activities. This is especially true in school, which is the first encounter a person has with an educational community.
What is neurodivergence?
From this perspective, it becomes necessary to clarify that the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition) does not use the term “neurodivergence”. However, the term has become popular in autistic and neurodiversity communities to refer to a natural variation in neurocognitive and neurobiological functioning. It is used to describe people whose neurological processing and functioning differ from the so-called “norm” or neurotypicality.
How is neurodivergence related to autism?
Neurodiversity advocates the idea of understanding autism as a variant of normality, an expression of human diversity rather than a pathology. Accepting this idea, while appealing to us, has consequences that go beyond health-related aspects since the neurodiversity paradigm fits with the gifts that some neurodivergent people possess.
Initially, the word was used specifically to refer to neurology related to autism (AD). Currently, it is used to refer to other neurodevelopmental conditions such as dyslexia, Attention Deficit Hyperactivity Disorder (ADHD), etc. What has been maintained is the positive connotation to replace words like “disorder”, “disorder” or “disease”.
Neurodiversity in the Classroom
In a classroom where neurodiversity is taken into account, inclusion is the key. This means that each student will receive resources and tools so that they can learn to the fullest extent of their abilities and also contribute their best to the classroom. All children have powerful skills that will help them in their teaching, even if they are not the same as those seen in neurotypical people (without alterations in their neurodevelopment).
That is to say, at school, we try to promote their strengths rather than seeing students with learning problems suffering from a deficit. In the classroom, we do not try to make all children adapt to certain ways of learning, but rather to understand that each child is different and it is precisely in this diversity where learning is more feasible due to the variety of applicable strategies.
What impact does neurodiversity have on the creative process?
In a neurodiverse environment, people think differently, ask different questions, and provoke changes in the way things are done. This translates into contributing innovation and creativity in companies, families, schools, etc. The fact that cognitive functioning is different also means that there will be a different perspective on the same reality.
What is the role of neuroeducation and inclusive education?
Within the inclusive paradigm, and the application of the vision of neurodiversity in the classroom, we can find the term neuroeducation. This is a discipline that seeks to make the most of the potential of students so that everyone can learn better.
Special Education professor Natalia Tapia explains that neuroeducation studies the functioning of the brain in the teaching-learning process. This allows for a diversification of teaching strategies to meet the learning needs of all children, young people, and adults, with special emphasis on those who are vulnerable to marginalization and social exclusion.
How to apply neuroeducation?
To apply neuroeducation we need to understand the development of the human brain and its reaction to stimuli that will develop knowledge. The central idea is always to improve the quality of teaching through comprehensive education and meaningful learning.
There are various ways to apply neuroeducation. For example, it can be used to design pedagogical strategies that adapt to students or to identify students’ strengths, problems, and weaknesses and generate intervention programs that allow them to overcome any difficulties they may have.
What is neurodivergence in children?
Children considered neurodivergent are those who present a neurological development that is different from that of so-called neurotypical children. Although this occurs with all neurodivergent people, the difference between children and adults with this condition is in their socio-emotional development.
For example, neurodivergent people may suffer from social exclusion, as neurotypical people sometimes find it difficult to understand them. They may also have problems with rigid school schedules or noisy work environments with lots of visual stimuli, such as the classroom. All of this can generate stress or anxiety that they would not be prepared to handle, which can be avoided with teachers who apply neuroeducation.
How to know if a child is neurodivergent?
To know exactly if a child or adolescent is neurodivergent, a formal diagnosis through professional testing is necessary. The ADOS-2 test is a screening tool for ASD, to mention an example. There is also the Bangor dyslexia test that focuses on linguistic and phonological processing skills.
Some characteristics of neurodivergence in children are communication difficulties, lack of social skills, or repetitive behaviors. The important thing is to know that any suspicion should be addressed by a professional.
At Adipa we want to support you with accurate information based on up-to-date scientific evidence, which is why we offer various courses and diplomas in psychology and mental health related to this topic. We invite you to review our programs, which will provide you with valuable practical and theoretical tools.