# data[].attributes.body
What have you heard around the term “Neurodiversity”? What does it mean to you? Where have you heard it and when?

# data[].attributes.attachment_caption
Source: Victoria Honeybourne (2018): The Neurodiverse Classroom. A Teacher’s Guide to Individual Learning Needs and How to Meet Them, Jessica Kingsley Publishers: London & Philadelphia.

# data[].attributes.headline
Neurodiversity: Definitions, Models and Inclusive Language

# data[].attributes.subject
Neurodiversity: Definitions, Models and Inclusive Language

# data[].attributes.body
The term “Neurodiversity” refers to individual differences in how humans process information and how they respond to this. In a sense, everyone is neurodivergent in their own way. However, the neurotypical population – implying that there is a “right” way of functioning, processing and learning – ranges from 60 to 85 %. A person who does not “fit in” to the expectations and “norms” of the neurotypical population is seen to have an “impairment” or a “deficit” (ADHD, Dyslexia, Post-Traumatic-Disorder).

cf. Alix (2024)

# data[].attributes.body
There are three models of Neurodiversity:

• The Medical Model (most widely used)

• The Social Model

• The Biopsychosocial Model

Towards a Model of Difference rather than Deficit:

Differences in cognitive functioning are part of natural human variation, just as other parts of human development and differences are!

cf. Alix (2024)

# data[].attributes.body
1998: Judy Singer coined the term neurodiversity. The aim was to increase acceptance and inclusion of all people while embracing neurological differences.

2000s: parent and student advocacy groups began using the term to push for more inclusive and individualized approaches.

The No Child Left Behind Act was passed in 2002 and included provisions such as annual testing, annual academic progress, report cards, and teacher qualifications.

2013: the term “neurodiversity” was officially recognized by the Oxford English Dictionary.

Fifth edition (DSM-5) was published, with a new organizational structure and including 300 diagnoses.

2015: the Every Student Succeeds Act (ESSA) was passed, replacing No Child Left Behind and provisions for students with learning disabilities.

since 2015: integration into education: teacher training programs, inclusive education policies, curriculum and assessment frameworks (UDL) -> strength-based approach rather than focusing only on remediation.

# data[].attributes.headline
Neurodiverse Learners - Neurodiverse Teaching Strategies

# data[].attributes.subject
Neurodiverse Learners - Neurodiverse Teaching Strategies

# data[].attributes.body
Neurodiverse Learners = Students whose neurological development is considered atypical or unique

e.g.: ADHD, DCD, Tourette Syndrom, Autism, Dyslexia

First: identify strengths, then consider the options

Spainhour (2023)

# data[].attributes.body
-sensory-friendly activities

-movement

-partner/ group work

-routines

-intentional layout, print, size,...

-good structure throughout the learning session

Spainhour (2023), Pradeep et al. (2024)

# data[].attributes.body
You are teaching a group of 25 children in first grade (10-11 years) with both neurdiverse and neurotypical learners. There is one child with dyslexia, one with ADHD and one child with a mild form of autism. Two children barely speak German and have a different cultural background.
You have agreed to take part in an interdisciplinary project about the topic of Tyrolian culture (e.g. music, traditions, language,…). You have a team-teacher and an additional room to use. Chose one of your subjects and design one introductory lesson that suits the needs of the learner group.

You can rely on the presented methods or include additional ones.

Time available: 15 min

# data[].attributes.headline
Group 1: Strengths of Neurodiverse Learners

# data[].attributes.subject
Group 1: Strengths of Neurodiverse Learners

# data[].attributes.body
How can teachers support neurodiverse learners; not by fixing problems, but by recognizing strengths.

You receive a set of fictional learner profiles. Your task is to put yourself in the role of inclusive educators. Think about different subjects and everyday life at school and discuss the following guiding questions:

1. What are this learner’s strengths?
Think of interests, talents, and how they process or express knowledge.

2. What challenges might they face in a typical classroom?
Consider social interactions, attention span, language, or sensory needs.

3. What specific strategies or support structures could you implement?
Focus on inclusive teaching practices and strength-based support (not deficit-focused “fixes”).

# data[].attributes.body
Diagnosis: Autism Spectrum Disorder (Level 1, DSM-5)

Background: Recently moved from Spain to Austria. At home, Leo speaks Spanish and a bit of Catalan. Now learning German and English at school.

Strengths:

Highly detail-oriented, excellent memory for facts.

Passionate about trains, maps, and geography; can memorize routes and capitals.

Enjoys predictable routines and clear structures.

Challenges:

Struggles with unstructured social situations and group work.

Sensitive to loud noises (e.g., cafeteria, group activities).

Has difficulty reading social cues or making eye contact.

Teacher’s Dilemma: How can Leo’s passion and focus be harnessed while helping him feel comfortable in group settings and multilingual tasks?

# data[].attributes.body
Diagnosis: ADHD (Primarily inattentive type)

Background: speaks Arabic at home; spoken German is no problem but she feels quite insecure about about writing; learns English as an additional language

Strengths:

Exceptionally creative thinker and storyteller.

Strong oral skills and rich vocabulary.

Thrives in fast-paced, hands-on or movement-based activities.

Challenges:

Struggles with sustained attention and following multi-step instructions.

Often forgets materials or homework.

Gets overwhelmed in quiet, structured environments that demand a lot of reading or sitting still.

Teacher’s Dilemma: How to support Amina’s executive functioning and engagement while also helping her keep up with language-based content?

# data[].attributes.body
Diagnosis: Dyslexia (moderate-severe), no official gifted identification, but above average in logical reasoning

Background: Grew up in a German household. Enjoys building things, math puzzles, and robotics. Quiet and anxious in class.

Strengths:

Excellent visual-spatial skills.

Strong problem-solving and logical reasoning.

Enjoys working independently on hands-on tasks.

Challenges:

Avoids reading aloud; frustrated with reading and spelling tasks.

Often misunderstood as shy or disengaged.

Hesitant to ask for help; low self-esteem due to past failures.

Teacher’s Dilemma: How to support Elias’ learning in literacy-heavy subjects without discouraging his natural confidence in math and design?

# data[].attributes.body
Read the following description about a situation in the classroom. Afterwards, reflect about it by yourself and/or within your group. The questions might help to guide your reflection, but do not feel limited to them.

Ron is frustrated. Again, his English teacher has made everyone remember a set of 10 vocabularies. “I suck at this”, Ron says to a fellow student aloud. “Psst”, Mrs. Bowers has keen eyes on him. “Ron, don’t disturb Judy. You know how this works. It’s the same with you each time.” Ron is frustrated. I cannot do this, he thinks to himself this time. “Mrs. Bowers, can I do my homework instead? I can’t learn vocabularies like this.” Mrs. Bowers grows more impatient. “No, homework should be for practice. We are here to learn. If you cannot do it, at least do not disturb the others!” Ron is frustrated. He wants to learn, but he cannot. He needs space, freedom, he needs to say the words out loud. But I’m not good at this, Ron thinks. Why can’t I do this? What’s wrong with me? After class, his friend Ben says to him: “Bro, just learn them in class. They will be on the test tomorrow. Now we cannot go for soccer later.” Ron is frustrated. Ben does not need to learn at home, he just learns in class. It comes easy to him. Everything does…

• Reflect what assumptions of learning and processing are in place.

• Is there an alternative approach you might consider as Ron’s teacher?

• Would Ron’s teacher benefit from a neurodiverse approach? If yes, how?

# data[].attributes.body
Pradeep, K., et al. "Neuroeducation: Understanding Neural Dynamics in Learning and Teaching." Frontiers in Education, vol. 9, 2024.

Spainhour, Kelley (2023): Neuroplasticity and the Whole Child Approach to Teaching.

Sarah Alix (2024): The Neurodiversity Handbook for Teaching Assistants and Learning Support Assistents. A Guide for Learning Support Staff, SENOCs and Students, Routledge: Oxon & New York.

Baumer, Nicole (2021): What is neurodiversity? https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645

Spaulding, Laura (2024): The History of Neurodiversity. https://www.thejoyschool.org/news/post/~board/news/post/neurodiversity-timeline

# data[].attributes.body
In your group, you should design a learning environment for an exceptionally able student(s). What elements would you include to support their strengths?

Here are some questions that can help you in designing an adequate learning environment:

1. What (cognitive) strengths do exceptionally able students often demonstrate?

2. How might an exceptionally able student’s strengths go unrecognized in a traditional classroom setting?

3. Can you think of a situation where a strength in one area could be a challenge in another (e.g., perfectionism, boredom)?

4. How can educators balance supporting strengths with ensuring these students are challenged appropriately?

# data[].attributes.attachment_caption
Gordijn, F., Eernstman, N., Helder, J., Brouwer, H. (2018). Reflection Methods. Practical Guide for Trainers and Facilitators. Tools to make learning more meaningful. Wageningen Centre for Development Innovation, Wageningen University & Research.

# data[].attributes.body
Draw the silhouette of your hand on a piece of paper. Write down "Neurodiversity" in the middle of the hand. Then answer the following 5 questions (one for each finger) and write down your answers within the respective finger.

Thumb: What was the most important lesson/information you learned?

Index Finger: As a teacher, I have to be careful about ... when it comes to neurodiversity in my classroom.

Middle Finger: Identify one element of the topic or discussions that triggered

you or that you did not agree with?

Ring Finger: What unanswered questions do you have? What more would you like to know or find out?

Little Finger: A small promise or step I can take to use this new

knowledge in my current/future classrooms