What is Neurodiversity

• What is Neurodiversity

  The current concept of neurodiversity has a basis in science. We know from brain-imaging studies that there are some differences between children and young people with learning and thinking differences and their peers. Those differences appear in how the brain is “wired” and how it functions to support thinking and learning.

  These findings can explain the source of difficulty for many children and young people with learning and thinking differences. But the neurodiversity view is that brain differences are normal, and children and young people who have them are as ‘mainstream’ as those who don’t have them.

  This idea of neurodiversity emphasises that the goal shouldn’t be to “cure” people whose brain works differently. The goal is to embrace them as part of the mainstream, and that means providing needed support so they can fully participate as members of the community.

• Neurodiversity and learning and thinking differences

  The idea that people are naturally diverse learners is important for children and young people with learning and thinking differences, as it can reduce stigma and the feeling that something is “wrong” with them.  This can help build confidence, self-esteem, motivation, and resilience, and also supports teaching approaches that can benefit students with learning and thinking differences.

  Neurodiversity can sometimes be discussed negatively and whilst there are challenges, it is important to remember that there are some real strengths too. 

  

• Differences vs Disabilities

  Celebrating differences is important. But it is not always enough to get children and young people with learning and thinking differences the help they need at school. It’s important to acknowledge disabilities in order for children and young people to get support and services.

  It can be so important that children and young people receive special education, social care and health support through an assessment of an identified disability.  Without a disability label, they won’t be protected by special education and disability laws. Of course children and young people can still get the support even without the label at school as any identified need should be supported without a label but it may not be enough support.

  Acknowledging disabilities has other benefits, too:

  • It makes it less likely that children and young people with learning and thinking differences will be overlooked or fall through the cracks in school.
  • It makes it clear they have challenges that require support.
  • It encourages research funding for these issues.

  That’s why it’s important to recognise both differences and disabilities. Each one can help children and young people find their own path to success.

  Neurodevelopmental disorders are a group of disorders in which the development of the central nervous system is interrupted.  This can include developmental brain dysfunction, which can manifest as neuropsychiatric problems or impaired motor function, learning, language or non-verbal communication.

  Children and young people with neurodevelopmental disorders can experience difficulties with language and speech, motor skills, behaviour, memory, learning, or other neurological functions. While the symptoms and behaviours of neurodevelopmental disabilities often change or evolve as children and young people grow older, some disabilities are permanent.

• The Make-up of Neurodiversity

  This an example of how some of these different conditions interact with some typical problem and strengths with students presenting with neurodiversity.