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Happens due to brain development being affected or genetic disorders which affect development. Varying degrees affecting intellectual ability- learning, memory, understanding and communication.

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Affecting the senses of sight, hearing and speech.

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Varying degrees affecting a person's ability to socialise, communicate or have difficulty in processing sensory stimulus.

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Varying degrees of mobility affecting the use of limbs or motor skills.

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Caused by neurological development with varying levels: Dyslexia, Dyspraxia, Dyscalcula, Dysgraphia and ADD/ADHD.

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Other medical conditions that may cause difficulties performing every day tasks and that require special care or other adjustments/provisions: Diabetes, Epilepsy.

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Professional Model with Down's Syndrome

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The teacher helping young people who stammer find their voice

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The teacher helping young people who stammer find their voice

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Abed Ahmed is a teacher from Birmingham. He began to stammer from the age of four, and struggled at school due to lack of support. At age 19, he started working with a speech and language therapist, and his confidence flourished. He's now a teacher at his former secondary school, and has set up a Stammer Support Group to empower today's students who have a speech impediment, and to help them to find their own voice.

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BBC Three - Amazing Humans, The teacher helping young people who stammer find their voice

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Abed Ahmed is a teacher from Birmingham. He began to stammer from the age of four, and struggled at school due to lack of support. At age 19, he started working with a speech and language therapist, and his confidence flourished.

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Andrea Bocelli - Italian Opera Singer - Eyesight impairment

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Andrea Bocelli - Italian Opera Singer - Eyesight impairment

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Stephen Wiltshire - British architectural artist and autistic savant

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Stephen Wiltshire - British architectural artist and autistic savant

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Official home of ParalympicsGB - the Great Britain and Northern Ireland team that competes at the Paralympic summer and winter Games, run by the British Paralympic Association. Meet the athletes, find out about paralympic sports and get the latest news from across the Movement.

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List of Famous People with ADHD, ASD, Dyslexia or another related condition

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List of Famous People with ADHD, ASD, Dyslexia or another related condition

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History has and will probably look favourably on those in this list. Indeed society owes a great deal to many on this list, leaving us to wander what society would have been like without their personal contribution. This said, we must remember that the vast majority of people who have had ADHD, ASD, Dyslexia and other related conditions will never appear on this list. Like them, most of those who do appear on this list were not popular, were not considered extraordinary during their time, never had a penny to rub together, and have not been scientific geniuses, but wandered if the world would notice they had ever existed. Each name here represents hope, ambition, gifts and above all confirmation that despite their personal struggle through out life, those who have these conditions can and do make a real and fundamental difference to those they come into contact with. They have earned as much right as the rest of society to be accepted, and treated with respect and dignity, and be provided with the high quality of education experienced by their peers.

Sources: ADHD Texas, ADHD Relief, Adult/Child ADHD, and many other websites. Chelmsford ADHD Support Group is not responsible for the content of external internet sites.

Disclaimer: The following list contains people who have diagnosis or ADHD, ASD, Dyslexia or another related condition. ADHD has been around discussed since the 1790's. Most of those still alive have specifically been diagnosed with the condition, the remainder and those who died prior to this date have been professionally diagnosed using the diagnosis rules being applied to their biographies. Some of the above listed websites provide links to websites which confirm their ADHD diagnosis or their biographies which fulfil the diagnosis rules.

Acting / Directors

Ann Bancroft
Bill Cosby
Cher
Danny Glover
Dustin Hofman
F. Scott Fitzgerald
George Burns
George C. Scott
Henry Andersen
Henry David Thoreau
Henry Winker

Harry Belafonte
James Stewart
Jim Carrey
Keanu Reeves
Kirk Douglas
Lindsay Wagner
Mariette Hartley
Mariel Hemmingway
Robin Williams
Steve McQueen
Suzanne Somers

Steven Spielberg
Sylvester Stallone
Tom Cruise
Tom Smothers
Tracey Gold
Ty Pennington
Will Smith
Whoopi Goldberg

Architect

Frank Lloyd Wright

Arts

Ansel Adams
August Rodin

Pablo Picasso
Salvador Dali

Vincent Van Gogh

Athletes

Business

Andrew Carnegie
Bill Gates
F W Woolworth
Henry Ford

John D. Rockefeller
Malcolm Forbes
Walt Disney
William Randolph Hearst

William Wrigley, Jr.
Wright Brothers

Comedy

Billy Connolly
Jay Leno

Michael Palin
Robin Williams

Woody Allen

Chefs

Jamie Oliver

Film Director

Alfred Hitchcock

Literature

Mathematics

Alan Turing

Galileo

Millitary

Eddie Rickenbacker

General George Patton

General Westmoreland

Music

Ozzy Osbourne
Stevie Wonder
Wolfgang Mozart
Will-I-Am

Politics

Science and Invention

Russell Varian
Socrates
Thomas Edison
Werner von Braun

Facebook

Come and visit our Facebook Page, on which we will provide special offers new product news, and much more.

Meetings:

Details of our meetings are on a Diary

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attention deficit and hyperactivity disorder

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History has and will probably look favourably on those in this list. Indeed society owes a great deal to many on this list, leaving us to wander what society would have been like without their personal contribution.

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Disability and Health Related Conditions

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Disability and Health Related Conditions

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Centers for Disease Control and Prevention

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Studies have shown that individuals with disabilities are more likely than people without disabilities to report:

Poorer overall health.

Less access to adequate health care.

Smoking and physical inactivity.

People with disabilities need health care and health programs for the same reasons anyone else does-to stay well, active, and a part of the community.

Although a smaller percentage than people without disabilities, most people with disabilities report their health to be good, very good, or excellent. Being healthy means the same thing for all of us-getting and staying well so we can lead full, active lives. That means having the tools and information to make healthy choices and knowing how to prevent illness. For people with disabilities, it also means knowing that health problems related to a disability can be treated. These problems (also called secondary conditions) can include pain, depression, and a greater risk for certain illnesses.

Secondary Conditions

People with disabilities often are at greater risk for health problems that can be prevented. As a result of having a specific type of disability, such as a spinal cord injury, spina bifida, or multiple sclerosis, other physical or mental health conditions can occur.

Some of these other health conditions are also called secondary conditions and might include:

Bowel or bladder problems

Fatigue

Injury

Mental health and depression

Overweight and obesity

Pain

Pressure sores or ulcers

Click on the following links to learn more:

Bowel and Bladder

Some disabilities, such as spinal cord injuries, can affect how well a person's bladder and bowel works.
Learn about bowel and bladder concerns for people with disabilities "
Fatigue

Fatigue is a feeling of weariness, tiredness, or lack of energy. Fatigue can affect the way a person thinks and feels. It can also interfere with a person's activities of daily living.
Learn about fatigue "
Injury

Injuries-including unintentional injury, homicide, and suicide-are the leading cause of death for people 1 through 44 years of age. The consequences of injuries can include physical, emotional, and financial consequences that can affect the lives of individuals, their families, and society.

Mental Health and Depression

Mental health is how we think, feel, and act as we cope with life. People with disabilities report higher rates of stress and depression than people without disabilities. There are different ways to treat depression. Exercise can be effective for some people. Counseling or medication also might be needed.
Learn about depression "
Learn more about anixety and depression data " Learn about healthy weight "
Learn about overweight and obesity " Learn about pain associated with specific types of disabilities "
Overweight and Obesity

Children and adults with disabilities are less likely to be of healthy weight and more likely to be obese than children and adults without disabilities. Overweight and obesity can have serious health consequences for all people.

Pain
Learn about pressure sores "
Pain is commonly reported by people with many types of disabilities. For some, pain can affect functioning and activities of daily living. The length of time a person experiences pain can be classified as either long term (also called chronic) or short term.

Pressure Sores or Ulcers

Pressure ulcers-also known as bed sores, pressure sores, or decubitus ulcers-are wounds caused by constant pressure on the skin. They usually develop on body parts such as the elbow, heel, hip, shoulder, back, and back of the head.

People with disabilities who are bedridden or use a wheelchair are at risk for developing pressure sores.
Learn about arthritis "
Other Concerns, Conditions, and Prevention

Many related health conditions and chronic diseases can be prevented. Chronic diseases are among the most common and costly of all health problems, even though many chronic diseases can be prevented. Some chronic diseases can be prevented by living a healthy lifestyle, visiting a health care provider for preventive care and routine screenings, and learning how to manage health issues. For more information and tools on other health conditions that are important to living healthy with a disability, click on the links that follow the text in each of the next sections.

Arthritis
Learn ways to manage and treat asthma "
Arthritis-or join inflammation-is the most common cause of disability among adults residing in the United States. It limits everyday activities for 24 million Americans. People with disabilities can be at greater risk of having arthritis.
Learn about cancer "
Learn about breast cancer screening for women with disabilities " Learn about chronic fatigue syndrome "
Asthma

Asthma is a disease that affects the lungs. It is one of the most common long-term diseases among children, but adults can have asthma, too. Asthma is the most common chronic disease of childhood and a leading cause of disability among children.
Learn about diabetes "
Cancer

Getting screened for breast, cervical, and colorectal cancers as recommended helps find these diseases at an early, often highly treatable, stage. Research shows that women with disabilities are less likely to be screened for breast and cervical cancer within the recommended guidelines. Some reasons identified by women include encountering inaccessible facilities and equipment, and having to focus on other health issues.
Learn about seasonal flu "
Chronic Fatigue Syndrome

Chronic fatigue syndrome (CFS) affects more than one million people in the United States. It is four times more common among females than males. People of both sexes and of every race and ethnicity and age (including adolescents) can develop CFS.
Learn about heart disease "
Diabetes

Diabetes is a chronic disease for which care and treatment can help people to live normal and productive lives. However, some people might be limited in their everyday activities. People with diabetes, in general, report rates of disability that are significantly higher than those reported by the general U.S. population.
Learn about learning disabilities "
Flu

People with certain types of disability have a higher risk of getting flu-related complications, such as pneumonia. Some physical disabilities can affect how well their body fights off infection. They should discuss their risk of illness with their health care provider.
National Limb Loss Information Center "
Amputee Coalition of America " Learn about MRSA "
Heart Disease

Heart disease, also called cardiovascular disease, is the leading cause of death in the United States. Around 630,000 Americans die of heart disease each year. It is also a leading cause of disability.

Learning Disabilities
Learn about musculoskeletal disorders "
Learning disabilities are disorders that may affect a person's ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention. Learning disabilities can be lifelong conditions and some people can have several overlapping learning disabilities. Other people can have a single, isolated learning problem that has little effect on their lives.

Limb Loss
Learn about nutrition "
Limb loss can occur due to trauma, infection, diabetes, vascular disease, cancer, or other diseases. Some children are born with limb loss or differences. Limb loss more often is the result-rather than the cause-of other health problems. However, loss of a limb can result in decreased physical activity, skin problems associated with using a prosthesis, and phantom pain for the residual limb.

MRSA
Learn about oral health "
Methicillin-resistant Staphylococcus aureus, or MRSA, is a type of bacteria that is resistant to certain antibiotics. MRSA, most often occurs among people in hospitals and health care facilities such as (nursing homes and dialysis centers) who have weakened immune systems. A person can get MRSA through direct contact with an infected person or by sharing personal items, such as towels or razors that have touched infected skin.
Learn about respiratory virus "
Musculoskeletal Disorders

Musculoskeletal disorders include problems such as back pain, joint injuries, tendinitis, and repetitive strain. Musculoskeletal injuries can cause temporary or even permanent disability, leaving some individuals unable to move around easily. Work-related musculoskeletal disorders are the leading cause of disability for people during their working years.
Learn about alcohol use "
Learn about substance abuse and people with disabilities "Learn about violence prevention "
Learn about fetal alcohol spectrum disorders and alcohol use during pregnancy "
Nutrition (Healthy Eating)

Healthy eating is associated with reduced risk for many diseases, including the three leading causes of death in the U.S.: heart disease, cancer, and stroke.

Oral Health

Good oral health is important and can affect the health and well-being of a person's life. Oral health is more than just having healthy teeth; for example, lifestyle behaviors, such as tobacco use, can affect general and oral health. Oral diseases and conditions are associated with other health problems as well. However, safe and effective measures exist to prevent the most common dental diseases.

Respiratory Virus

Respiratory syncytial virus-or RSV-is a virus common in childhood and important among older adults. RSV infects the lungs and breathing passages. Most otherwise healthy people recover from RSV infection in 1 to 2 weeks. However, infection can be severe among some people.

Substance Abuse

Alcohol, tobacco, illicit drugs, and prescription medications all can be substances of abuse. People with disabilities might have multiple risk factors that can increase their chances for substance abuse.

Violence

Violence is a serious public health problem in the United States. People with disabilities are 4 to 10 times more likely to become victims of violence, abuse, or neglect than people without disabilities. Children with disabilities are more than twice as likely to be physically or sexually abused as children without disabilities.

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Related Conditions | Disability and Health | NCBDDD | CDC

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Studies have shown that individuals with disabilities are more likely than people without disabilities to report: Poorer overall health. Less access to adequate health care. Smoking and physical inactivity. People with disabilities need health care and health programs for the same reasons anyone else does-to stay well, active, and a part of the community.

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Learning Disability and Intellectual Disability Website

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Learning Disability and Intellectual Disability Website

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We aim to provide information, education, resources, advocacy and services for those working with adults with learning disabilities.

We are committed to the social inclusion for all people with a learning disabilities into mainstream society. This can be achieved through the wider education and training of all communities in understanding learning disabilities, it's impact upon the individual, the family and equality of life.

Our Mission

To educate wider society on the specific needs of people with a learning disability and promotion of their equal status in society.

Safeguarding

Welcome to the Carers Blog

Mental Health & The Law

Health & Social Care Training Courses

We provide professionally recognised courses for the the Health & Social Care Sectors for Social Workers, Nurses, AMHPs, BIAs and Care & Support Workers. Please contact us for our standard and bespoke training packages.

We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you are happy with it. Ok No Privacy policy

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We provide for those staff who work with people with a learning disability and associated syndromes, such as Down syndrome, Autism, Asperger Syndrome, Fragile X and other associated syndromes with education, support and practical training that promotes independence and dignity for people with a learning disability and intellectual disability

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Scope UK (Charity) - Equality for Disabled People

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Scope UK (Charity) - Equality for Disabled People

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We use cookies on the Scope website to show us how many people our content is reaching.

It means we can:

See what content is most useful to people

Target more help where it's needed

Show relevant advertisements for our own services, no-one else's

It also means we can work more closely with partners in government, local councils and other public bodies, targeting support where it's needed most and offering a better range of services.

It's your choice whether to allow them or not, but you're helping us do more if you opt in. Thank you.

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We're Scope, the disability equality charity in England and Wales

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Richard and Jaco Mylan - Interview about documentary "Life with Autism"

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Richard and Jaco Mylan - Interview about documentary "Life with Autism"

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Involving people with a learning disability - NHS England

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Involving people with a learning disability - NHS England

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Involving people with a learning disability

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Health and high quality care for all, now and for future generations

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THE WORLD’S BIGGEST LEARNING DISABILITY FILM FESTIVAL

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THE WORLD’S BIGGEST LEARNING DISABILITY FILM FESTIVAL

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Oska Bright Film Festival is the leading learning disability film festival in the world, taking place in Brighton biennially.

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- Design a poster to raise awareness of any of the disabilities in this Padlet. Make sure it is/has:

- Colourful

- Visual impact

- Professional (not messy)

- Strong, positive message

- Not wordy/descriptive/information heavy

- Include QR codes or links to more information-based websites (if you know how)

- Make it interactive if possible

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Disability and Autism Learning Resources

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Disability and Autism Learning Resources

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As a teacher, you can encourage the younger generation to celebrate diversity and really tackle disability hate crime at its roots.

We have developed free teaching materials and provide advice around how you can support your students who have autism or learning disabilities.

Autism and learning disability hate crime is distinct from bullying, and should be treated with more sensitivity to help make sure it doesn't grow into a more serious crime.

Talking to students who have autism or a learning disability

You can raise a child's confidence, prepare them for the world and help them enjoy their time at school. Children who have autism or a learning disability are more vulnerable to abuse from other people - this includes adults and strangers as well as their peers.

"My child was bullied at school and online. Both reported to the school. I had a gang of children wanting my son to go outside so they could hit him, because my son who is autistic. He's been called a retard and someone tried to gouge his eyes out. My son was excluded for pushing the boy away."

Sometimes, children with autism or a learning disability might find it difficult to communicate and engage with you.
There are steps you can take to help them and build up that crucial level of trust:

Talk to them in a quiet and comfortable environment where you won't be disturbed

Ask if they would like to talk alone or have a parent present

Don't embellish, be clear with what you're saying and avoid using metaphors

Use visual cues to help them understand what you're saying and so they can communicate too

Give them extra time to process what you're saying, think about what they want to say and communicate that with you

Let them communicate in a way that makes them feel comfortable, their parent or carer will understand this best

Give them clear, concise questions to answer

Write a clear, simple plan about what you will do to help them and what they need to do

Be aware that challenging behaviour [link] or meltdowns [link] are their way of expressing frustration at their environment and not being able to communicate. Give them time to calm down and don't treat them as the perpetrator

Ask them and talk to them regularly, not just about hate crime. Make sure they know they can trust you and can approach you to talk

It is important your pupils with autism and learning disabilities understand disability hate crime too.

Being aware is the first step to preventing a serious crime taking place and knowing there are people who can help provide comfort.

Download your free teaching resources and help tackle hate crime

Working with the P.S.H.E Association, Dimensions has developed free #ImWithSam learning materials to tackle autism and learning disability hate crime in the classroom.

These key stage 3 materials have been developed in partnership with the PSHE Association, the national body for Personal, Social, Health and Economic education.

Students will look at facts and myths about learning disability and autism, explore a day in Sam's life, and look at men and women who have challenged stereotypes in the past and present.

The resources are accompanied by comprehensive teacher guidance and a full lesson plan.

All materials are quality assured by the PSHE Association and have been developed through consultation with Dimensions subject experts.

For information about the campaign, please visit our #ImWithSam webpage. You can also find out more about PSHE education by visiting the PSHE Association website.

Downloads

A day in Sam's life - ImWithSam
Challenging language or behaviour - ImWithSam
Challenging Stereotypes - ImWithSam
Fact or Myth Answers - ImWithSam
Fact or Myth cards - ImWithSam
KS3 Lesson Plan - ImWithSam
Teacher Guidance - ImWithSam

Reporting a hate crime

Often, disability hate crimes committed in the school environment or surrounding areas are treated as bullying. This is potentially a pre-curser to more serious crimes and must be tackled before it escalates.

However, if the disability hate crimes are being committed on school property, it's likely they are being committed in other environments too.

It's important to report all instances of disability hate crime so there is an accurate report of crimes in the area and the police are aware of repeated incidences and problem areas.

If you suspect a hate crime has occurred, you can find out how to report it.

Sign up and support #ImWithSam

By signing up to support #ImWithSam and sharing our message and resources you are showing the world that autism and learning disability hate crime will not be tolerated.

Through our campaign against autism and learning disability hate crime, we are working with organisations, professionals and influencers to tackle hate crime at its roots and improve support for victims.

In the first year of #ImWithSam we worked with the Crown Prosecution Service, Police Force, Law Commission and PSHE Association. We drove changes to the criminal justice system, police training and school teaching.

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As a teacher, you can encourage the younger generation to celebrate diversity and really tackle disability hate crime at its roots. We have developed free teaching materials and provide advice around how you can support your students who have autism or learning disabilities.

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Greta Thunberg - Teenage Climate Activist with Asperger's Syndrome

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Greta Thunberg - Teenage Climate Activist with Asperger's Syndrome

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Greta Thunberg has spoken about her Asperger's syndrome diagnosis after she was criticised over the condition, saying it makes her a "different", but that she considers it a "superpower".

Thunberg, the public face of the school climate strike movement said on Twitter that before she started her climate action campaign she had "no energy, no friends and I didn't speak to anyone. I just sat alone at home, with an eating disorder."

She said she had not been open about her diagnosis of being on the autism spectrum in order to "hide" behind it, but because she knew "many ignorant people still see it as an 'illness', or something negative".
Welcome to the US, Greta. With your help we can save the planet and ourselves | Rebecca Solnit
"When haters go after your looks and differences, it means they have nowhere left to go. And then you know you're winning!" she wrote, using the hashtag #aspiepower.

While acknowledging that her diagnosis has limited her before, she said it "sometimes makes me a bit different from the norm" and she sees being different as a "superpower".

Greta Thunberg (@GretaThunberg)
I'm not public about my diagnosis to "hide" behind it, but because I know many ignorant people still see it as an "illness", or something negative. And believe me, my diagnosis has limited me before. >

Asperger's syndrome was named after the Austrian paediatrician, Hans Asperger, who, in the 1940s, described some of its characteristics, including difficulties in social interaction and nonverbal communication, including difficulties reading body language. In 2013, Asperger's was folded into the wider diagnosis of autism spectrum disorder.

Tony Attwood, a world authority on Asperger's, has said people diagnosed are " usually renowned for being direct, speaking their mind and being honest and determined and having a strong sense of social justice".

Boys are more widely diagnosed than girls.

Thunberg was diagnosed four years ago. She has acknowledged that her passion for her climate crisis work was partly down to viewing the world in stark terms.

In July, Thunberg hit back at the Australian News Corp columnist Andrew Bolt for writing a deeply offensive column that mocked her diagnosis.

He criticised her two-week trip across the Atlantic on a solar-powered yacht because, he said "she refuses to fly and heat the planet with an aeroplane's global warming gasses".

Bolt repeatedly referred to Greta's mental health, saying she was "deeply disturbed".

Thunberg responded by tweeting that she was "deeply disturbed" by the "hate and conspiracy campaigns" run by climate deniers like Bolt.

Greta Thunberg (@GretaThunberg)
I am indeed "deeply disturbed" about the fact that these hate and conspiracy campaigns are allowed to go on and on and on just because we children communicate and act on the science. Where are the adults? pic.twitter.com/xDSlN0VgtZ

On Friday Thunberg was joined by crowds of American teenagers at a protest outside the UN headquarters in New York following her transatlantic crossing.
Topics

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Greta Thunberg responds to Asperger's critics: 'It's a superpower'

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Greta Thunberg has spoken about her Asperger's syndrome diagnosis after she was criticised over the condition, saying it makes her a "different", but that she considers it a "superpower". Thunberg, the public face of the school climate strike movement said on Twitter that before she started her climate action campaign she had "no energy, no friends and I didn't speak to anyone.

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Strictly pros and Candoco Dance Company perform to 'Life on Mars'- BBC Strictly 2018

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Neurodiversity - Information, Videos and Resources 

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Neurodiversity - Information, Videos and Resources 

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What is Neurodiversity?

Neurodiversity encompasses a wide range of neurological differences. Although considered to be a relatively new term, it is thought to have been coined by autism activist Judy Singer back in the 1990s in a bid to move away from the 'medical' view of autism and the idea it is something that should be "cured".

The term "neurodiversity" is used to describe the 1 in 20 people who have any or more than one of the following:

There is an emerging 'neurodiverse paradigm' - that argues that if 1 in 5 human beings are neurodiverse then this must be part of the natural diversity in human evolution. This new thinking about neurodiverse people argues that they are not errors of genetics but part of our growing understanding of the diversity of minds, intelligences, abilities and differences that are part of humanity.

Employers such as Tech companies Google, Microsoft and Apple, actively recruit neurodiverse individuals. Even major financial institutions are actively recruiting neurodiverse people - Goldman Sachs announced in April 2019 that they are also actively recruiting neurodiverse individuals.

The word 'Diversity' means 'inclusion'. Diversity means a range of different things that encompasses acceptance, respect for individual differences that ensures we are all included - that we 'belong'. It also means therefore that our difference should not be a barrier that excludes us from achieving our potential, contributing to society and afforded the same rights and protections under law as everyone else.

And what influence should it have over what is happening in the classroom and within our education system? Why are we seeing this change in attitudes and thinking about things we have traditionally thought of as 'disorders' or disabilities?

But is it helpful to refer to these challenges as disabilities? For many people, life can be especially challenging if you have some difficulty reading and writing, or difficulty remembering information or concentrating for long periods of time. We could encompass a lot of these difficulties under the umbrella of 'communication'. We communicate in many ways - not just in the spoken word but also in writing, in gestures, actions, tone and pace of our voices and through various electronic devices and platforms from email and social media to video chat. Difficulty communicating can therefore affect our ability to study, learn, and succeed in our employment and indeed in our relationships.

There has been an explosion of research on the brain that has revolutionised our understanding of intelligence. There has also been an exponential growth in our understanding and use of technologies. All of this of course changes how we can communicate - so in some sense, some of the difficulties that were experienced by neurodiverse individuals, are lessened by our knowledge and skills in a 21st century learning paradigm.

Is being neurodiverse a 'disability'? Are those labels stigmatising and perpetuating stereotypes and a deficit model of intelligence that 'disables' others who are seen as 'less than' because of what they 'can't do'? Does our education system - designed in the 19th century, not recognise the intelligence of the 1 in 5 neurodiverse human beings? Certainly the way we 'measure' intelligence in the form of school exams has not changed much in the past 100 years, the world we live in however, has changed beyond recognition in the past 100 years. So we have to ask ourselves, does our education system prepare young people to transition successfully from childhood into adult hood? Does it prepare them for the joys and challenges of adult relationships or the 21st century work place and rapidly changing economy? If not then why not and what do we need to do to 'enable' everyone - especially the 'neurodiverse' to achieve their potential?

There has been increased recognition that not all 'disabilities' or ''differences' are visible. This has been reflected in increased public awareness of conditions such as autism, with shops providing "autism-friendly" times where the music may be switched off and lights dimmed and signs on public toilets stating that not all disabilities are visible. We are perhaps more aware that the neurodiverse can and do experience some very significant challenges - especially when an individual has more complex combinations of co-existing ADHD, Autism, Dyslexia, Dyspraxia, Dysgraphia and Dyscalculia and Tourette's Syndrome.

Are neurodiverse differences only 'disabilities' if viewed through the lens of modern society or our education system? Harvey Blume, writing in 1998 for The Atlantic commented: "Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?". This certainly rings true for the rapidly changing 21st century.

Neurodiversity in the classroom

What should schools do to support young people with neurodiverse minds?

1. Celebrate Neurodiversity!

Make neurodiversity awareness a whole-school focus by teaching all young people about it. Celebrate successful individuals with a neurological difference.

2. Raise aspirations, confidence and self esteem

Embrace the special interests and successes of neurodiverse pupils within the school and outside the classroom. Active citizenship and hobbies are as important to the development of young people just as much as the national curriculum.

3. Recognise the vulnerabilities such as mental-health issues and 'learned helplessness'

Work in partnership with parents and be aware of any signs of 'learner anxiety, emotional and mental distress. Ensure any school mentors and counsellors are trained to understand the unique perspective and world view of neurodiverse pupils.

4. Support and reasonable accommodations and adjustments to 'enable' achievement

Allowing a student with an 'invisible' difficulty to struggle academically when all that is required for academic success are appropriate accommodations and explicit instruction, is no different from failing to provide a ramp for a wheelchair user.

Ensure you staff are trained to identify neurodiverse learners and understand that outstanding teaching involves not only making appropriate adjustments but also liaising with parents, school leaders and other services to ensure the child's needs are understood - it takes a village!

Currently 2 out of every 5 neurodiverse children with dyslexia, dyspraxia, dyscalculia, ADHD and Autism, in the UK leave secondary education at 16 never having had their learning difficulty identified - so what mistaken assumptions are we making about their lack of progress and what does the young person believe about their own ability and intelligence and employability if no one has helped them identify that they have a mind that processes information differently?

Those with neurodiverse minds may also experience difficulties with their 'executive function skills' and may require support with organisation, planning and time-management. Assigning a learning support assistant or mentor could be useful. Peer educators are also really helpful.

We must 'enable' learners - not 'disable' them. Teach students self-help strategies, utilising daily diary, electronic smart phones and tablet computers to help with remembering and planning homework, structuring assignments, reviewing work and learning strategies that involve structured movement. Not all learning has happen sitting down - the research tells us cognition is improved with movement so all lessons should include movement and strategies for getting into a 'learning state of mind' such as deep breathing and mindfulness. Think also about the brightness of lights, the levels of noise in the classroom - are wall displays creating information overload?

Devise a strategy for exam performance; access arrangements, extra time, a scribe etc. Also consider pre exam 'de- stress' workshops to manage performance anxiety to improve exam performance. Ensure that young people have access to the support they require in order to make 'assessment' a level playing field. For example, some students will be entitled to additional processing time, or a reader/scribe. Some may need rest breaks or a small room, away from distractions. Sensory considerations should be taken into account, not only during exams but also when young people are in the classroom.

Last but by no means least - get to know the young person, help them understand how they experience their world and how they learn and work with them so they are enables to become successful, persevering lifelong learners - confident in their ability and resilient to take risks with learning.

Resources

Articles
ITV News - Neurodiversity: The buzzword on everyone's lips
Video Resources

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Neurodiversity encompasses a wide range of neurological differences. Although considered to be a relatively new term, it is thought to have been coined by autism activist Judy Singer back in the 1990s in a bid to move away from the 'medical' view of autism and the idea it is something that should be "cured".

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Lack of accessibility in big cities (funny)

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Lack of accessibility in big cities (funny)

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Zach Anner & The Quest for the Rainbow Bagel

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The Wheel of Discrimination is a tool to measure your perception on equality issues in Northern Ireland. To make your own personal wheel of discrimination

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•WHAT  assumptions do we make about people?

•WHY do we come to the conclusions we do?

•WHEN do we tend to make these assumptions?

•WHERE can this cause us difficulties?

•HOW can we stop ourselves doing this?

•WHO does it and who does it affect?

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I feel like I've got two identities: being deaf and being black. It's a double struggle to fit in and I've had to work 10 times harder than my classmates. [A recent report from the National Deaf Children's Society, which analysed government data, found deaf pupils in England are struggling "at every stage of their education".]

I was born hearing but became ill with meningitis when I was a baby. After that I became deaf. I grew up in Barking and Dagenham, in East London, with my mum, who works as a caterer and a cleaner at two different colleges. I was bullied in primary school - people would say "ew, you've got hearing aids in" - and felt like I didn't belong. By the time I got to secondary school I had accepted my identity, but that didn't mean everyone accepted me. I communicate using sign language, so people would stare and I knew I stood out.

I worked hard in secondary school, but was still told I wouldn't be able to go to college or university. I was told deaf people didn't go on to higher education. "Which deaf people do you know who have gone to university?" someone asked. The truth was I didn't know any, because I had no role models.

This made me frustrated, and my frustration came out as anger. The main way I dealt with my anger, though, was positive. I channelled it into a determination to show people I could achieve, despite my disability.

I got my GCSEs and applied to do BTec business level three at Barking and Dagenham College. I spent two years at the college and the vocational course was fantastic. I met so many different professional people, I had a mentor and people supported me. I'm now able to study a degree in politics and economics and have completed my first year at Lancaster University.

However, the discrimination hasn't gone away. The first person I met when I got to university immediately made a racist joke. He said: "I've got loads of black friends, don't worry."

I also get combined prejudice for being both black and deaf. I chose a white hearing aid because I like it and I'm proud of who I am, so I don't mind if people notice it. But recently a deaf woman pointed at me and said: "Look at him, his hearing aid doesn't match his skin colour!"
Want black students to feel at home? Don't ignore the little things
It's difficult to keep calm all the time. I try to stay positive, but quite often I feel like I want to give up. When that happens, I tell myself I've got to look to what I can achieve next. That keeps me going.

I made a few friends at uni last year, but so far I feel I've missed out on the full university experience. Next year, I'm transferring to Leeds; it's a bigger city and I think there will be more deaf students, so I'm hoping I'll feel less isolated.

I want to talk about my experiences and show young deaf students that it's possible to go to college or university and achieve things. I got a 2:1 at the end of my first year of university, which I'm proud of, and last year I was named Leidos Career Ready UK Student of the Year.

I want to tell other deaf black students to keep working hard. Have the right attitude and arrive on time, because you can achieve anything if you stay strong. To young people with disabilities, I say keep your identity and be proud of it. Society will always try and push you aside; show them you're not going to disappear.
Topics

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How I found my vocation: 'As a black, deaf student, I work 10 times harder'

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I feel like I've got two identities: being deaf and being black. It's a double struggle to fit in and I've had to work 10 times harder than my classmates. [A recent report from the National Deaf Children's Society, which analysed government data, found deaf pupils in England are struggling "at every stage of their education".]

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Learning Disability

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Nothing About Me Without Me - Richard's Story

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Below are short biographies of some people in the public eye who have or had learning disabilities or autism. Can you find out more about them, or anyone else who has challenged stereotypes about learning disabilities and autism in this way?

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Can you find out more about who these people are?

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Anti-bullying alliance: a coalition of organisations working together to stop bullying (including that of people with learning disabilities and autism), and create safer environments in which young people can live, grow, play & learn.

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www.anti-bullyingalliance.org.uk needs to review the security of your connection before proceeding.

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#ImWithSam campaign: Dimensions’ campaign to end autism and learning disability hate crime.

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Our #ImWithSam hate crime campaign is a long term mission to tackle hate crime at its roots and promote better support for victims.

Sam represents the 73% of people with a learning disability and/or autism who have experienced hate crime. People who have been subjected to physical attacks, sexual assault and emotional manipulation because of their disability.

Dimensions is working with the Law Commission to answer their questions on disability hate crime laws. Tell us your experiences
Use the buttons below to find out more about hate crime and how you can help.
What is a disability hate crime?

A hate crime is any crime where somebody is targeted because of their disability.

A hate incident is when somebody is targeted because of their disability, but the act committed against them doesn't amount to a crime. Multiple hate incidents committed by the same person against the same victim can become a hate crime.

Disability hate crime is serious - the motivations are different to other crimes and it's important the police force and Crown Prosecution Service are aware of this.

It's important victims understand their rights and the people who support them do too.
Watch our video and use the buttons below to find out more.

Hate crime can wreck lives. It creates a huge mental health problem for...people who often don't have the ability to understand or cope with it.

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Say NO more autism and learning disability hate crime - #ImWithSam

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Our #ImWithSam hate crime campaign is a long term mission to tackle hate crime at its roots and promote better support for victims. Sam represents the 73% of people with a learning disability and/or autism who have experienced hate crime. People who have been subjected to physical attacks, sexual assault and emotional manipulation because of their disability.

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Dimensions: Provides support and services for people with learning disabilities, autism and complex needs, and enables them to be actively engaged in their communities.

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John's story

Where others may have seen a young man with a history of violence, we saw John's unique situation as an opportunity to develop a positive behaviour support programme to both reduce his challenging behaviour and improve his quality of life.

Read his story

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Learning disability and autism support with Dimensions

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We provide a range of support services for people with learning disabilities and autism, including challenging behaviour and complex needs. By working with families and professionals we develop personalised support plans, with goals and ambitions we can help the people we support achieve.

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Learning Disability England: a user-led, membership and advocacy organisation for people with learning disabilities, their families and other interested individuals and organisations.

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Learning Disability England - Stronger, Louder, Together!

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We are sharing information and resources about the virus and what you can to do to stay safe and well, and how people are staying connected and finding solutions. You can also find out about work we or partners are doing.

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• The National Autistic Society: the leading UK charity for autistic people (including those with Asperger syndrome) and their families

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Autism support - leading UK charity - National Autistic Society

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The National Autistic Society is the leading UK charity for autistic people (including those with Asperger syndrome) and their families. We provide information, support and pioneering services, and campaign for a world that works for autistic people.