What is Neurodiversity? - Blog Post Number 10

 From the Child Mind Institute 

Reflection: 

Reading this article, I saw a connection between how the authors viewed neurodiversity using the Asset Based Model. For example, there is a whole subtitled called “Emphasizing the Strengths in Neurodiversity.” One of these strengths is creativity, which I had read before while researching dyslexia (a condition that falls under neurodiversity). The article described that different parts of the brain are activated in people with dyslexia.  Those with conditions like dyslexia can be perceived as “less intelligent,” but my research taught me they have different working minds than the rest of us. It made me think: they are not “less than,” – they have different strengths and differences. 

The article from the Child Mind Institute, highlighted using the term difference instead of disorder to help neurodiverse people have more confidence in them. To me, I believe that you are seeing them more as a person rather than “a disordered person” which can be limiting to a human. Which again, relates back to the Asset Based Model. 

Unfortunately, it can be challenging for those with neurodiverse conditions because they are a minority for our society. Most features in the world accommodate those with a neurotypical mind. For example, bright lights, stiff chairs, and loud noises and we do not think twice about it. In my placement school there is a boy with ADHD who has trouble focusing with me when it is loud in the classroom. As a future teacher, I think it is important to be mindful about students who call for these accommodations. In order to ensure comfort and freedom, I would like to have various types of seating and allow students to work in a quiet space. 

According to the article, there recently appears to be more awareness around neurodiversity. One quote in particular that stuck with me includes, “For kids around middle-school age who are struggling socially, identifying as neurodiverse can be a way to make sense of what they are going through.” By eliminating the stigma on neurodiversity, these individuals can speak to trusted adults about what they are going through. Neurodiverse people can hopefully connect with one so they do not feel alone in their differences. Educating teens early about neurodiversity gives them the tools to start identifying if they are neurodiverse at a younger age. That way, with these diagnoses they do not feel like something is “wrong with them.” Rather, through awareness we can shift this to “I have different strengths.” To me, this is huge for the coming generations. 

Comments: I learned that raising awareness can break down the stigma for neurodiversity. This made me think being introduced to these conditions at a young age could be beneficial. It would be great to see cartoon characters or informational pop up events at elementary schools. That way, children and adolescents have exposure to possible differences.