Diverse Neurotypes in the Classroom

Neurodiversity describes the spectrum of neurological differences in the ways we think as individuals. As the University of Edinburgh notes, a person or student is neurodivergent if they have dyslexia, ADHD, or autism, among other mental health differences. However, it can be argued that each and every person is neurodivergent to some degree, meaning we are all on a spectrum of differences in thinking, learning, and socializing. This continuum is something to be celebrated in schools, as our differences should be defined as individual strengths that can enhance the overall classroom experience.

Raised children's hands
covered in multicolored paint.

As someone with dyslexia that went undiagnosed all throughout my time in grades K-12, I know firsthand how it is to feel like there is something different or even wrong about the way you think, feel, understand, and complete tasks than those around you. This can be especially true if many of those around you seem neurotypical, even if it is a facade, as they may be masking their differences due to pressures to fit in or meet expectations. Particular areas I struggled with (and still do) include memorization, organization, and following step-by-step processes. However, my strengths include above-average creativity and visualization skills. 

While screening, testing, and accommodations for neurodivergent students are improving in classrooms, there is still much to consider about how we as educators can tailor each child's experience to maximize their benefit from each activity. For example, the Say Dyslexia law that required screening and intervention in Tennessee was not implemented until 2016, way after students like me could have benefited from that support. Students screened for dyslexia in this program could be offered more visual supplements to reinforce print-based instruction as well as be given the option to present their work in more visual and creative ways than the original task intended. In the same manner that you can't judge all of a zoo's animals based on their performance in climbing a tree, we cannot and should not compare or rank all students based on their performance in completing the same learning tasks. In the classroom, this could be addressed by teachers' intimate awareness of each student's unique ways of thinking. This would necessitate differentiated instruction and regular communication with parents to celebrate student successes and work on areas of difficulty. If you yourself are neurodivergent or have worked with neurodiversity firsthand, leave a comment as I would like to hear more experiences!