The Learning Curve

“Neurodiversity” is a term that is used to describe differences in the way peoples' brains work, the idea being that there is no single way for the brain to work but rather a wide range of ways that we can perceive and respond to the world around us. 

Origin of the term “Neurodiversity” 

The term "neurodiversity" was coined in the 1990’s in response to stigma towards people on the autism spectrum as well as people with attention deficit disorders and learning differences like dyslexia and dyscalculia. “Neurodiversity considers those that are both neurotypical and neurodivergent. Those who are neurodivergent are considered to have different neurocognitive functioning from a typical (neurotypical) cognitive profile” (Neurodiversity at Work, CIPD, 2018). It was, and is still the case, that those of us who think, learn, and respond in ways that are less neurotypical end up feeling that we are broken in some way, that we need to be “fixed”. This can result in children ending up feeling less than, marginalised, judged and unaccepted as they are. These children can end up suffering from self esteem issues and risk growing into adults that carry debilitating feelings around with them, impacting their relationships and work-life.

But what if we were to turn things upside down and rather than seeing the individual as having the problem, we saw society as being the problem? If we embrace differences as normal, residing under the umbrella of a diverse society then maybe we would start taking responsibility and thinking about how schools and society can adapt to embrace all people, harnessing their strengths, rather than thinking they need fixing. 

“Neurodiversity" – A Scope of Differences

Within art, one of the first things we are taught is the value scale, the many hundreds of shades of grey that exist between the black and the white. We learn about the colour spectrum and the myriad of shades and tones that can be made from the three primary colours. A world without all those hues of colour would be boring indeed. And so it is with the variety of people we live next to day by day, all of us different yet each a thread weaving and woven into a beautiful living tapestry. 

But that’s not to say it’s just a case of acceptance and then everything will be rosy. Some differences, while coming with great strengths can also come with great challenges. It is the case that we have to find ways of getting along in life socially and be able to navigate a world full of words and numbers. Overcoming barriers to learning and other social and emotional barriers can require a lot of support. Students need support and so do their families.

RISE Programme

At Mougins British International School we aim to support every child in our community. The RISE programme, which is part of the Inclusion Department, offers individualised support to pupils through personalised learning, using multisensory approaches and interactive technology.

Technology can help support students overcome barriers to learning. The advances in technology have enabled us to live and work and thrive in ways that were not possible before. Challenges with reading, writing and communication can be overcome through assistive technology, audio, readers, speech to text and messaging software all of which have been a game changer for people with dyslexia and are now the norm for many of us. 

Neurodivergent individuals have skills, perspectives, and talents that can give organizations a competitive edge and create a more innovative, equitable and diverse workplace which is fit for the future. In an article by Ernst & Young in association with Made by Dyslexia, a U.K. charity, Kate Griggs, founder and CEO of Made by Dyslexia states:

“For decades dyslexic individuals have been expected to ‘fit in’, measured and benchmarked for the very skills they find challenging. Now, technology is replacing the need for these skills. In contrast dyslexic thinking skills are the 'in demand' skills in this changing world of work. Put simply, the workforce of today and tomorrow needs dyslexic thinking, and dyslexic individuals should no longer be expected to ‘fit in’ but ‘stand out’, and focus on their strengths. Businesses, and educators must lean in and adapt their organisations and systems to embrace this change, and fast, if we are to truly build the workforce of tomorrow.”

And it is here and now that our children are growing into those adults who will make up that diverse workforce. Let’s welcome them how they are, adapt to accommodate their needs and encourage them to accept others as they are by modelling a spirit of acceptance ourselves.