# data[].attributes.body
Neurodiversity has its roots in the social model of disability, which considers disability to be a civil rights issue. The social model rejects the notion that an individual must be “normal” to enjoy the full range of human experience, arguing that an impairment should not constitute a barrier to inclusion or access.

# data[].attributes.attachment_link.readable_text
This item is archived. Information presented here may be out of date.

You probably can't tell by looking at me, but my brain works very differently to yours. If you were to meet me, you'd probably notice that I'm short and my hair is in a bob. You might notice that I don't often make eye contact. But you won't see that I'm also extremely sensitive to bright lights and loud noises, I often miss conversational cues, and I'm hopeless at reading body language. Like around 700,000 people in the UK, I am autistic.

This isn't an apology or an explanation for my 'faults'; I'm proud to be autistic. I think autism makes me a strong analyst, and an asset to teams I've worked in. I love coding and problem solving, and I'm good at it too. I feel very fortunate to work in the Civil Service, and proud of the encouragement I've had here as an autistic person to succeed in my career.

I am part of the neurodivergent community, a group of people whose brain is wired a bit differently to the 'average' person (someone who is neurotypical). Neurodivergent people can be autistic like me, or have ADHD, Dyslexia, Dyspraxia or a range of other Neurodivergent experiences. As a co-chair of the ONS Neurodiversity Support group, and a member of the Analysis Function Diversity and Inclusion working group, I want to share how teams can best support their neurodivergent members.

Valuing the contributions of neurodivergent people and having different neurodivergent experiences represented is known as neurodiversity. Neurodiversity is an important and often overlooked aspect to diversity at work; but we bring huge strengths to our organisations, and there's a lot that can be done to be more inclusive of our needs. The working world supports neurotypical people by default, and often neurodivergent people are left to advocate on our own behalf to get reasonable adjustments. Without good support, neurodivergent people like me may not progress in our organisations or may even leave jobs altogether.

If you're not sure what I mean, think about the modern office. Nearly everywhere I've worked, most teams hot desk. As an autistic person I find this stressful; not knowing where I'll sit can put my whole day out of step. This might sound baffling to some, but changes in my environment impact me more than most. To counter this, I like to have a reserved seat. Without being mindful of neurodivergent colleagues' needs, you may unknowingly add extra stress to their days.

Creating an inclusive environment and encouraging neurodiversity

As an analyst, I spend a lot of my day working at a screen. Inclusive technology is vital. Specialised technology to adjust for different ways of reading is incredibly useful, like colour filters for screens. I use dark mode on apps to reduce visual strain, and most coding environments support this functionality.

Additionally, managers must be mindful of different ways of working and communicating. Not everyone's ideal working hours are nine to five; some people find they are more productive in the evenings or early mornings. Some people may find written summaries of meetings essential or might need to have a verbal conversation after receiving tasks via email to properly process the information. Some may need tasks explained more literally than others. Many neurodivergent people have Workplace Adjustment Passports that travel through their Civil Service career with them. This gives information about their workplace adjustments to ease transitions between jobs. Crucially, managers shouldn't feel unable to talk about neurodiversity! When conversations are initiated by managers about working more inclusively, the burden is taken off individuals. Employees may not know the full extent of resources available to them, so it's important for managers to be proactive in helping their teams succeed.

The past year has shifted how we communicate, and remote working has become the norm. To make online meetings more inclusive, make sure long meetings include breaks, minimise the use of the chat function as this can be distracting, and don't always expect people to use their cameras.

These adjustments aren't all specific to being neurodivergent, but instead suit a wide range of needs. The curb-cut effect. shows that by making positive changes to support disadvantaged members of society (in this case, making dipped curbs to allow wheelchair users to more easily cross the street), the whole of society benefits. Dipped (or 'cut') curbs also support parents with pushchairs, tourists with suitcases and people on bikes. In the workplace, flexible working hours, which work well if you have fatigue problems (a common condition alongside being neurodivergent), can suit early birds and night owls, working parents and those with medical appointments and caring responsibilities. Being supportive of diversity in the workplace has positive impacts for everybody.

The best advice I can give is to have conversations with your colleagues to understand how work can work best for everyone. Make sure that everyone's thoughts and opinions are listened to. You may find there are better ways of working that you hadn't even considered, or the answers to problems you didn't even know existed. A more diverse workplace means more innovation, more problem solving, and a better Civil Service. So, what are you waiting for? Start talking today!

Catherine Bean

# data[].attributes.attachment_link.description
This item is archived. Information presented here may be out of date. You probably can't tell by looking at me, but my brain works very differently to yours. If you were to meet me, you'd probably notice that I'm short and my hair is in a bob.

# data[].attributes.attachment_link.readable_text
According to the Department of Education, 15% of students in the United Kingdom have a learning difference. I am one of these students. Many students with special educational needs (SEN) have negative school experiences. I know what it feels like to be frustrated, embarrassed and humiliated at school. I also know what it feels like to have some teachers and classmates assume you are not smart. At school, we are constantly reminded of what we can't do. This can be very discouraging and demoralising.

Many neurodivergent adults look back on their school experience in a negative light. Many of these adults spent much of their time at school feeling bad about themselves. They were often made to feel like failures. No one should ever be made to feel this way. By acknowledging and celebrating the strengths of SEN students, we can begin the seismic shift of changing the way students with special needs are perceived and treated at school and also the change the way neurodivergent students feel about themselves. My hope is that all students have happy, positive and fulfilling school experiences.

I n order to empower SEN students to flourish, schools need to stop focusing only on what we cannot do and should begin to recognise, nurture and celebrate the many strengths and talents of being neurodiverse . It is important for schools to recognise our creativity, innovation, ability to think outside-the-box, problem-solving skills, unique insights and perspectives, as well as our perseverance and resilience.

The future business leaders.

We are the trailblazers.

We are the Einsteins and Bransons of tomorrow.

Yet, our ability to fulfil our potential is being threatened by the stigma associated with having a special educational need and the misconceptions many people still have about autistic people and people with learning differences. We are also more vulnerable to being mistreated. In a 2017 bullying report by Ditch the Label, 75% of autistic students and 70% of students with learning differences reported being bullied at school.

It is time to create a more inclusive educational landscape so that SEN students have equal access to education. But in order to bring about this change, we need your help. Please support SEN students by registering to take part in Neurodiversity Celebration Week this March 15 - 21, 2021 . Please join the other 830 schools and over 565,000 students from around the world that are taking part.

# data[].attributes.attachment_link.title
Neurodiversity Celebration Week - Pledge

# data[].attributes.attachment_link.description
According to the Department of Education, 15% of students in the United Kingdom have a learning difference. I am one of these students. Many students with special educational needs (SEN) have negative school experiences. I know what it feels like to be frustrated, embarrassed and humiliated at school.

# data[].attributes.headline
Are you or a family member neurodiverse?.  

# data[].attributes.subject
Are you or a family member neurodiverse?.  

# data[].attributes.body
Use this space to share your experiences of neurodiversity. We are celebrating differences,                  use any medium; a few words, an essay, poem, illustration or record spoken words or make a video.

# data[].attributes.attachment_link.description
Someone who is neurodivergent behaves, thinks and learns differently compared to those who are neurotypical. This term can be used to describe an individual whose brain functions differently to what we consider “normal”. This includes people with autism, ADHD, Tourette’s, dyslexia and a range of other neurodiverse conditions.

# data[].attributes.body
Elaine Gault

# data[].attributes.body
You may know Ms Hegerty as being one of the chasers on ITV's 'The Chase', but she has ben up to many other things.

One common trait of people with AS is that they have an obsessive interest for something. In Anne's case, she is addicted to quizzing.

Her 'superpower' has led to her being paid by TV bosses for her hobby.

Here is some more about her:
https://en.wikipedia.org/wiki/Anne_Hegerty

# data[].attributes.body
Inspired by Elaine, I am sharing my story too.

# data[].attributes.body
Scroll through the tiles for information on Neurodiversity. Do you have an experience to share ?
Click on the plus sign at the top of the next tile 'over to you' and share some thoughts.
Click on the video below for an inspiring look at how easy it is to make subconscious judgements.
What do you think?

# data[].attributes.attachment_link.title
Susan Boyle - Britains Got Talent 2009 Episode 1 - Saturday 11th April | HD High Quality

# data[].attributes.headline
Great way to demonstrate how it feels to have mild autism.

# data[].attributes.subject
Great way to demonstrate how it feels to have mild autism.

# data[].attributes.attachment_link.readable_text
Neurodiversity is a relatively new term that many people may not yet know much about. However, learning more about neurodiversity and taking steps to better support it in workplaces can be hugely beneficial for employers and employees.

What is Neurodiversity?

Neurodiversity refers to the different ways the brain can work and interpret information. It highlights that people naturally think about things differently. We have different interests and motivations, and are naturally better at some things and poorer at others.

Most people are neurotypical, meaning that the brain functions and processes information in the way society expects.

However it is estimated that around 1 in 7 people (more than 15% of people in the UK) are neurodivergent, meaning that the brain functions, learns and processes information differently. Neurodivergence includes Attention Deficit Disorders, Autism, Dyslexia and Dyspraxia.

Types of neurodivergence

Most forms of neurodivergence are experienced along a 'spectrum'. Each form of neurodivergence (such as dyslexia and autism) has a range of associated characteristics and these can vary from individual to individual. For example, the effects of dyspraxia on one person can be different to another person who also has dyspraxia. The effects on the individual can also change over time.

Additionally, an individual will often have the characteristics of more than one type of neurodivergence.

It is therefore important that people are not stereotyped according to the better known characteristics. For example, not all autistic people will be good at maths.

Despite this, it is still helpful to have an awareness of some of the indicative traits that each type of neurodivergence can have:

ADHD (Attention Deficit Hyperactivity Disorders)

It is estimated that about 4% of the UK population have ADHD. It affects the person's ability to control attention, impulses and concentration, and can cause inattention, hyperactivity and impulsiveness. Some people have problems with attention but not the hyperactivity or impulsiveness. This is often referred to as ADD (Attention Deficit Disorder).

People with ADHD can often be good at completing urgent, or physically demanding tasks, pushing on through set-backs and showing a passion for their work.

Kate Gilbert from Genius Within talks about how her ADHD is supported at work

Autism (which includes Asperger's Syndrome)

It is estimated that about 1-2% of the UK population are autistic. It impacts how a person perceives the world and interacts with others, making it difficult for them to pick up social cues and interpret them. Social interactions can be difficult as they can have difficulty 'reading' other people and expressing their own emotions. They can find change difficult and uncomfortable.

People on the autistic spectrum are often very thorough in their work, punctual and rule observant. Many autistic people develop special interests and can hold high levels of expertise in their given topic.

Luca Borrelli from @GSTTnhs talks about being autistic in the workplace

It is estimated that 10% of the UK population are dyslexic. It is a language processing difficulty that can cause problems with aspects of reading, writing and spelling. They may have difficulties with processing information quickly, memory retention, organisation, sequencing, spoken language and motor skills.

People with dyslexia can often be very good at creative thinking and problem solving, story-telling and verbal communication.

NHS nurse Tamara Thomas talks about how her Dyslexia is supported at work

Dyspraxia (also known as Developmental Coordination Disorder)

It is estimated that up to 5% of the UK population are dyspraxic. It relates to issues with physical co-ordination, and for most, organisation of thought. People with dyspraxia may appear clumsy or have speech impediments and might have difficulties with tasks requiring sequencing, structure, organisation and timekeeping.

People with dyspraxia often have good literacy skills and can be very good at creative, holistic, and strategic thinking.

Fundraiser Jonathan Levy talks about how he is supported at work

Other forms of neurodivergence include Dyscalculia, Dysgraphia, and Tourette's syndrome. Like other forms of neurodivergence, these bring strengths as well as difficulties.

Why should employers be taking steps to support neurodiversity in their workplace?

There are a number of reasons why employers should be ensuring their workplaces support neurodiversity.

Make the workplace more inclusive

Neurodivergence is fairly common, so most workplaces are already neurodiverse. Yet, there is still a lack of understanding around most forms of neurodivergence, and misperceptions persist. It therefore makes sense for organisations to take steps that make their neurodivergent staff feel valued, part of the team and supported to contribute fully towards achieving the goals of the organisation.

Creating a more inclusive workplace can:

highlight the employer's commitment to diversity and inclusion

reduce the stigma around neurodivergence

make staff feel safe and empowered to disclose a neurodivergence

make it more likely that neurodivergent staff will be treated fairly by their managers and colleagues

open the organisation up to a pool of talent that may otherwise have been overlooked

help retain skilled staff and reduce recruitment costs.

Remember, everyone is different. While creating a workplace that supports neurodiversity is particularly important for neurodivergent employees, the actions and strategies put in place can benefit all staff and help an employer get the best out of their whole workforce.

Comply with legal obligations

Being neurodivergent will usually amount to a disability under the Equality Act 2010. This means the organisation has a legal obligation to make reasonable adjustments to the workplace and the individual's role that will remove or minimise any disadvantage to them.

Having a workplace that is set up to proactively think about what can be done to support the needs of each employee can make it much easier to identify and implement adjustments for neurodivergent staff.

Remember, a person is disabled if they have 'a physical or mental impairment' which has 'a substantial and long-term adverse effect' on their 'ability to carry out normal day-to-day activities'. Therefore, someone may not have been diagnosed with a neurodivergence but still be considered to have a disability under the Equality Act 2010.

Create a more resilient and competitive organisation

While some time and resource is needed to identify ways to minimise any potential difficulties, there are clear benefits and competitive advantages to having employees who think differently. Positive attributes commonly associated with neurodivergent employees include:

creativity and innovation

lateral thinking

strategic analysis

bringing a 'different perspective'

development of highly specialised skills

consistency in tasks once mastered.

Remember, around 15% of the UK population is estimated to be neurodivergent. Supporting neurodiversity within the workplace can make it easier to identify and provide the support that neurodivergent customers need too.

Improve health and well-being across the organisation

The health and well-being of staff should be important to employers. Healthy and motivated employees are more likely to perform well, have good attendance levels and be engaged in their work. Many issues are caused by not understanding neurodivergence or how the working environment can affect neurodivergent employees. Making the workplace more accommodating and supportive can reduce much of the stress they often experience and contribute to better mental health.

Remember, everyone is unique and so changing the workplace to better meet different needs and preferences can improve the health and well-being of all staff.

Make staff feel safe to disclose and seek support

Many performance issues are caused by neurodivergent employees not feeling safe to disclose it, trying to hide it and not asking for the adjustments or support they need. If staff know that the organisation is dedicated to supporting neurodiversity, then they are more likely to disclose their neurodivergence at an early stage. If an employer can make staff feel more able to disclose, it makes it easier for them to:

treat each employee fairly

identify and implement appropriate workplace adjustments

tailor management and training support to better meet the needs of the employee

help staff flourish

spot issues early and resolve them before they become serious.

Remember, it can be difficult for neurodivergent staff to tell their manager about it. Even if an organisation does claim to support neurodiversity, it may still take some time before they feel confident enough to disclose it and not worry about being treated differently or unfairly.

Employers: Changing your workplace to better support neurodiversity

It can be difficult knowing what to do or where to start when first considering how to better support neurodiversity in the workplace. Employers should ask themselves some key questions that will help them identify what actions they can take to improve their workplaces.

For more information, go to Employers: Changing your workplace to better support neurodiversity.

Managers: Managing staff with ADHD, Autism, Dyslexia, Dyspraxia and other forms of neurodivergence

When a manager becomes aware that a team member is neurodivergent, they may be unsure about what to do and how best to support them.

Managers should focus on identifying what they can do to provide their team member with the support and guidance they need to perform at their best and ensure they are treated fairly if any issues arise.

For more information, go to Managers: Managing staff with ADHD, Autism, Dyslexia, Dyspraxia and other forms of neurodivergence.

Employees: Working when neurodivergent

Neurodivergent employees should feel supported and valued by their employer. Knowing what their rights and responsibilities are in the workplace can help to ensure that they are treated fairly by their employer.

For more information, go to Employees: Working when neurodivergent.

Research and case studies

Neurodiversity at work [619kb] looks at the impact neurodiversity can have on workplace relations and seeks to identify policies and practices which help neurodivergent people find work and flourish.

It is based on the case studies of two organisations who are good practice employers in many ways, coupled with expert testimony from a number practitioners operating in the field.

This guidance has been produced with contributions from Dr Nancy Doyle and the Neurodiversity and Employment Working Group, British Psychological Society; the British Dyslexia Association and the Dyspraxia Foundation.

We would like to thank all those who assisted in the development of the guidance.

# data[].attributes.attachment_link.description
Neurodiversity is a relatively new term that many people may not yet know much about. However, learning more about neurodiversity and taking steps to better support it in workplaces can be hugely beneficial for employers and employees. Neurodiversity refers to the different ways the brain can work and interpret information.

# data[].attributes.body
Worklife 101

# data[].attributes.attachment_link.readable_text
In recent years, big names including Hewlett Packard, Vodafone and Microsoft have all run autism-focused employment programmes. These efforts to improve the diversity of workplaces are all focused on hiring for "neurodiversity", people who might have conditions such as dyslexia, autism or ADHD.

Around one in seven will have some form of condition linked to neurodiversity. The condition means that one's brain may function, process and learn information in a different way from someone who is "neurotypical". This prevents some from being able to find the jobs they want: statistics published in 2017 show just 16% of autistic adults are in full-time employment in the UK, even though 77% of unemployed autistic adults want to work.

Hiring more diversely can be as simple as implementing a reflexive interview process, or offering contracts that are flexible to worker's needs. At New York-based Ultra Testing, the software quality company offers individuals the opportunity to work on a DTE (a variation on full-time-equivalent) which allows workers to choose the number of hours they work based on what is suitable for them. Seventy percent of the company's staff are on the autistic spectrum.

"Internally as we redesign the workplace we aren't creating 'accommodations' for particular groups," says Ultra Testing CEO Rajesh Anandan. "We're redesigning the system so it's better for all groups."

In future, the changes taking place around inclusive recruitment could have wider benefits, helping to open up opportunities for more flexible attitudes for every worker.

# data[].attributes.attachment_link.description
In recent years, big names including Hewlett Packard, Vodafone and Microsoft have all run autism-focused employment programmes. These efforts to improve the diversity of workplaces are all focused on hiring for "neurodiversity", people who might have conditions such as dyslexia, autism or ADHD. Around one in seven will have some form of condition linked to neurodiversity.

# data[].attributes.body
Fueling creativity.

# data[].attributes.attachment_link.readable_text
You might know will.i.am, the performer, producer and award-winning founder of the Black Eyed Peas, for his music. The hip-hop group has won eight Grammy awards.

But music is only one area in which will.i.am has made a mark. He has a company that creates tech gadgets. He's an inventor. And he runs a foundation that provides education and college scholarships to low-income kids.

What fuels his many pursuits? According to will.i.am, having ADHD is a big factor.

"One thing I learned about ADHD is that it's hard to keep your attention, and you can't sit still and you're always moving and thinking about a whole bunch of things. But those traits work well for me in studios and in meetings about creative ideas," he has said.

But if ADHD has helped him with his musical creativity, will.i.am believes his music helps with his ADHD. It's allowed him, as he puts it, to "keep my attention disorder in order."

It's also taught him a lifelong lesson: "For every obstacle, there's some type of solution."

Growing Up With ADHD, and Lots of Support

Born William James Adams in 1975, will.i.am was raised near Los Angeles by his mother. He remembers what it was like to have ADHD when he was a child. People told him he was "hyper." But there was one voice constantly cheering him on, according to will.i.am: "My mom encouraged me in everything I did."

His mother also helped keep him on track. She sent him to a charter high school and discouraged him from getting involved with local gangs. And she always supported his artistic pursuits. will.i.am was performing with a rap group by the eighth grade. It was the group that would evolve into the Black Eyed Peas.

will.i.am discovered early on the power music had to keep him focused. "It keeps my mind from wandering. I can stay in the music," he has said. "Music brings control to my thoughts."

Creativity and Passion in Many Directions

Music may help will.i.am focus his creative energy. But he still has plenty to spare.

In the last decade, he designed a watch that's also a smartphone. He started a technology company called i.am+ and created a line of camera accessories for the iPhone.

And in 2009, he formed the i.am.angel Foundation. The foundation helps kids who lack resources realize their potential. It funds educational programs that focus on STEAM (Science, Technology, Engineering, Arts and Math). It prepares kids for college-and provides scholarships as well.

will.i.am speaks honestly about his goal of inspiring young people. "It's just going to keep inspiring me back," he explains.

"I want to do my part," he adds. "I want to invest in America's future."

And he has a message for all young people: "I am here to let you know that you can be anything you want to be."

Any opinions or views of individuals featured on Understood.org are the sole responsibility of the individual, and do not necessarily reflect the views, values, opinions or beliefs of, and are not endorsed by, Understood.

# data[].attributes.attachment_link.title
Celebrity Spotlight: Why will.i.am Says ADHD Fuels His Creativity

# data[].attributes.attachment_link.description
You might know will.i.am, the performer, producer and award-winning founder of the Black Eyed Peas, for his music. The hip-hop group has won eight Grammy awards. But music is only one area in which will.i.am has made a mark. He has a company that creates tech gadgets. He's an inventor.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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".

# data[].attributes.headline
Watch this video for a better understanding of what its like to be dyslexic. 

# data[].attributes.subject
Watch this video for a better understanding of what its like to be dyslexic. 

# data[].attributes.body
What is dyslexia? - Kelli Sandman-Hurley

# data[].attributes.attachment_link.title
What is dyslexia? - Kelli Sandman-Hurley

# data[].attributes.attachment_link.readable_text
This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

# data[].attributes.attachment_link.description
The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

# data[].attributes.headline
We have our own dyslexia co coordinator.

# data[].attributes.subject
We have our own dyslexia co coordinator.

# data[].attributes.body
Cilla Hawkley

# data[].attributes.body
Some fonts are easier to read than others. It's a personal choice. Ask your learners. This Padlet has been produce using Comic sans , this is generally one of the easy to read fonts. Think about the fonts you are using for worksheets, feedback and PowerPoints.

# data[].attributes.attachment_link.title
What is Dyslexia - info using different fonts

# data[].attributes.attachment_link.readable_text
Throughout the past decade, we've witnessed an incredible improvement of people's understanding of dyslexia. It is one of the most commonly studied learning differences nowadays. What's changed?

Teaching reading through more approachable techniques still is the main focus. However, we're also getting access to online resources that can improve the reading fluency and comprehension with dyslexic students. These are visual spatial learners. Their primary way of processing information is visual, and that's exactly what online learning materials are focused on.

Does it work? The student has to make some effort to master eLearning techniques. This type of learning can be more engaging than the traditional classroom method, but it has to be done right.

We'll list 7 ways for dyslexic students to master eLearning techniques.

1. Find the Right Course or Adapt Existing Ones

A case study at the University of Zagreb, Croatia, confirmed the importance of adapting e-learning courses for students with dyslexia. What does this adaptation mean? In this case, the researchers designed a course Introduction to Programming in C++, and adapted it for dyslexic students. They included interactive video tutorials, eBooks with narration, mind maps, PowerPoint presentations, images, and self-assessments.

This shows that any online course can be adapted for a dyslexic student, regardless of their age and preferences. If you cannot find a specific course designed for dyslexic students, you can create additional materials, such as narrated eBooks, mind maps, and PowerPoint presentations to help them learn.

2. Use All Websites to Their Full Potential

Online learning is useful for dyslexic students because it offers them an ability to restrict the volume of text visible on the screen. This makes any material easier to read. Just let the student zoom the page, so the font size will increase.

3. Practice Navigation

Before the student starts learning, they have to know how to navigate the material. That might be difficult at the beginning, but it becomes a habit as they practice. The student should be able to navigate without any effort within an online course. Explain how they can use navigational aids, such as buttons in different colors, icons, and arrows.

4. Print Out the Text

When an online course includes text, you can print it out for the dyslexic student. Why is this important? They have control over the font and font size. If they do better with a particular font, that will make the material easier to read.

You can also adjust the column width. For some students, this makes a big difference.

5. Identify the Goals

When any student decides to take an online course, they have to do it with a plan. For a dyslexic student, the goals and objectives make an even greater difference. What do they want to achieve? How can they meet the course requirements within a given period of time?

Encourage the student to stick to a clear roadmap. If they learn a little every single day, they will meet the objectives, eventually.

6. Create a Dedicated Study Space

One of the most important advantages of online learning is that it's not associated to a traditional classroom. However, it's still important for the student to learn in an organized, quiet, and distraction-free space that's available for them to use at any time.

The study environment will affect their focus and will to learn. It will quickly get them into work mode, so they will be able to go through another module without making crazy efforts.

7. Give Them Access to Help

Dyslexic students may not be able to look for answers to their questions related to the course. They will need support during the process of learning. As a parent or educator, you have to be there for them. You can also connect with an online tutor, who will provide additional instructions via video conferencing.

The most important thing is to keep them motivated. If you notice the student is not meeting the objectives, remind them that online courses are flexible. They can adjust their calendar and continue working towards their goals.

Chris Richardson is a journalist and editor. He is fond of traveling, sports, and playing the guitar. Chris finds his inspiration in writing.

# data[].attributes.attachment_link.title
7 Tips for eLearning for Dyslexic Students

# data[].attributes.attachment_link.description
Throughout the past decade, we've witnessed an incredible improvement of people's understanding of dyslexia. It is one of the most commonly studied learning differences nowadays. What's changed? Teaching reading through more approachable techniques still is the main focus. However, we're also get

# data[].attributes.attachment_link.readable_text
Adults with dyslexia are all different

Some dyslexic adults feel unable to cope with their difficulties, whilst others have found ways to get round their problems, but changing demands at work or a new v enture in life can present tough challenges.

Some adults have known about their for years, whilst others wonder whether they might be dyslexic, or are coming to terms with a recent .

It is estimated that dyslexia affects as many as 1 in 10 of the population to some degree. One person in 25 is severely dyslexic.

People with dyslexia think and learn differently from others. They sometimes feel as if their mind is 'differently wired'.

Does this sound like you?

My boss can't understand why I don't write better reports.

I'm not the quickest reader, but I'm often the quickest thinker.

I can't try for promotion because I won't pass the test. But I could do the job.

I really can't read much at all. I usually say I forgot my specs.

As long as I use a spellchecker, I'm fine. Just don't ask me to write by hand.

People say I'm careless and forgetful, but I really try and I get furious with myself.

I haven't a clue about filling in forms.

I've found ways to hide my problems, but I'm really struggling

There is no cure for dyslexia but with the right teaching and , dyslexics can overcome their difficulties and achieve great things.

Many dyslexic people learn to cope with their difficulties, to make good use of their areas of strength and to become successful and fulfilled individuals. They develop strategies which compensate for areas of weakness, and use their strengths.

Dyslexic people are likely to find learning skills like reading and writing much harder than other people, but they can be helped by careful, systematic teaching. There are well-established methods for teaching reading and writing to dyslexic people, and with patience and hard work, they are effective. Many dyslexic people learn to read and write well, though spelling often continues to be a weakness.

We can help you to succeed & achieve

Dyslexic adults benefit from understanding their own individual learning style and pattern of strengths and weaknesses. That way, they can study and work in a way which is most likely to be successful. They can learn strategies appropriate to their learning style.

Dyslexic people often find it helpful to use technological aids such as computer packages, digital recorders and smart phones. This frees them from some of the effort involved in written work and routine organisation, and allows them to concentrate on the parts of their work they do best.

# data[].attributes.attachment_link.title
Adults with dyslexia - The Dyslexia Association

# data[].attributes.attachment_link.description
Adults with dyslexia are all different Some dyslexic adults feel unable to cope with their difficulties, whilst others have found ways to get round their problems, but changing demands at work or a new venture in life can present tough challenges.

# data[].attributes.attachment_link.title
Exceptional Individuals | Neurodiverse Recruitment & Employee Support

# data[].attributes.attachment_link.description
At Exceptional Individuals we provide neurodiverse recruitment & employment services for neurodivergent people & companies trying to be more neurodiverse!

# data[].attributes.body
What are the signs of Autism in Adults

# data[].attributes.attachment_link.description
Find out about common signs of autism in adults.

# data[].attributes.body
Learn more about autism

# data[].attributes.attachment_link.description
Outside of the book, this website has lots of other resources about autism. They might have more detail about certain topics we couldn't get to in our book. You can look at those resources by clicking here. We also have information just for allies of autistic people.

# data[].attributes.body
We are here to help.

# data[].attributes.attachment_link.readable_text
The Learner Support Team

Breaking down the barriers to achieving your potential
If you would like to access our courses or learning opportunities but think you will need extra support to be successful in the classroom our team are here to help.
Our Learner Support Team have a wealth of knowledge and experience in providing assistance and support to help adults with learning difficulties or disabilities access courses and achieve their learning goals.

We are not just here to get you onto a course, during your time with BAES we will be available to support you through your course and help to find ways to deal with any additional difficulties you may encounter during your time with us.
Talk to us if you would think you would need help with

Classroom and Exam Support because of a learning difficulty or disability

The cost of the course and need advice on financial support

Dyslexia support and screening

Finding out about pastoral support

To book an appointment

Fill in our online appointment booking form or email This email address is being protected from spambots. You need JavaScript enabled to view it.

If you prefer leave a message on our Information Line on 0121 303 4318 or contact a member of the team directly on one of the numbers available at the top of the page.

# data[].attributes.attachment_link.description
The Learner Support Team Breaking down the barriers to achieving your potential If you would like to access our courses or learning opportunities but think you will need extra support to be successful in the classroom our team are here to help. Our Learner Support Team have a wealth of knowledge ...

# data[].attributes.attachment_link.title
What is Autism? (Part 2) | Written by Autistic Person

# data[].attributes.attachment_link.description
We operate six services all rated 'good' by CQC across the West Midlands which provide residential care to autistic adults. These homes vary in size from small to large. We believe in the potential of each person, residents in all of these homes are encouraged to take part in leisure and education activities within the community.

# data[].attributes.body
Written by an autistic person

# data[].attributes.attachment_link.title
What is Autism (Part 1)? | Written by Autistic Person

# data[].attributes.body
Tech can help.

# data[].attributes.body
Be a part of something bigger.

# data[].attributes.attachment_link.description
Resources for schools taking part in Neurodiversity Celebration Week.

# data[].attributes.attachment_link.title
Midland Mencap | The Voice of Learning Disability

# data[].attributes.attachment_link.description
We are Midland Mencap. And we believe in a world where everybody is valued and included as active and equal citizens in their community regardless of need. We believe that everybody should be entitled to safe, secure and quality places to live, with the right care, support & information to live the life they choose and have access to meaningful social & recreational activities.

# data[].attributes.attachment_link.readable_text
How do you rate your overall experience of this service?*

Tell us more about your experience*

About you

If you are willing to provide us with some monitoring information please click here.

Please note: Monitoring information helps us identify trends and gaps in our information gathering, enabling us to provide more detailed evidence to service providers and commissioners about your health and social care services.

Only your overall rating, comment and name (if disclosed) will be visible online.

# data[].attributes.attachment_link.description
How do you rate your overall experience of this service?* Tell us more about your experience* If you are willing to provide us with some monitoring information please click here. Please note: Monitoring information helps us identify trends and gaps in our information gathering, enabling us to provide more detailed evidence to service providers and commissioners about your health and social care services.

# data[].attributes.attachment_link.description
We operate six services all rated 'good' by CQC across the West Midlands which provide residential care to autistic adults. These homes vary in size from small to large. We believe in the potential of each person, residents in all of these homes are encouraged to take part in leisure and education activities within the community.

# data[].attributes.attachment_link.readable_text
Adults with dyslexia are all different

Some dyslexic adults feel unable to cope with their difficulties, whilst others have found ways to get round their problems, but changing demands at work or a new v enture in life can present tough challenges.

Some adults have known about their for years, whilst others wonder whether they might be dyslexic, or are coming to terms with a recent .

It is estimated that dyslexia affects as many as 1 in 10 of the population to some degree. One person in 25 is severely dyslexic.

People with dyslexia think and learn differently from others. They sometimes feel as if their mind is 'differently wired'.

Does this sound like you?

My boss can't understand why I don't write better reports.

I'm not the quickest reader, but I'm often the quickest thinker.

I can't try for promotion because I won't pass the test. But I could do the job.

I really can't read much at all. I usually say I forgot my specs.

As long as I use a spellchecker, I'm fine. Just don't ask me to write by hand.

People say I'm careless and forgetful, but I really try and I get furious with myself.

I haven't a clue about filling in forms.

I've found ways to hide my problems, but I'm really struggling

There is no cure for dyslexia but with the right teaching and , dyslexics can overcome their difficulties and achieve great things.

Many dyslexic people learn to cope with their difficulties, to make good use of their areas of strength and to become successful and fulfilled individuals. They develop strategies which compensate for areas of weakness, and use their strengths.

Dyslexic people are likely to find learning skills like reading and writing much harder than other people, but they can be helped by careful, systematic teaching. There are well-established methods for teaching reading and writing to dyslexic people, and with patience and hard work, they are effective. Many dyslexic people learn to read and write well, though spelling often continues to be a weakness.

We can help you to succeed & achieve

Dyslexic adults benefit from understanding their own individual learning style and pattern of strengths and weaknesses. That way, they can study and work in a way which is most likely to be successful. They can learn strategies appropriate to their learning style.

Dyslexic people often find it helpful to use technological aids such as computer packages, digital recorders and smart phones. This frees them from some of the effort involved in written work and routine organisation, and allows them to concentrate on the parts of their work they do best.

# data[].attributes.attachment_link.title
Adults with dyslexia - The Dyslexia Association

# data[].attributes.attachment_link.description
Adults with dyslexia are all different Some dyslexic adults feel unable to cope with their difficulties, whilst others have found ways to get round their problems, but changing demands at work or a new venture in life can present tough challenges.

# data[].attributes.attachment_link.readable_text
Autistic UK are strong supporters of the Neurodiversity Paradigm. This excellent piece of writing from Nick Walker, (more of his work can be found here; http://neurocosmopolitanism.com/ )

The Neurodiversity Paradigm

by Nick Walker

Neurodiversity is the diversity of human brains and minds, the infinite variation in neurocognitive functioning within our species.
The Neurodiversity Paradigm is an emergent paradigm in which neurodiversity is understood to be a form of human diversity that is subject to the same social dynamics as other forms of diversity (including dynamics of power and oppression).

Principles

Neurodiversity is an essential form of human diversity. The idea that there is one "normal" or "healthy" type of brain or mind or one "right" style of neurocognitive functioning, is no more valid than the idea that there is one "normal" or "right" gender, race or culture.
The classification of neurodivergence (e.g. autism, ADHD, dyslexia, bipolarity) as medical/psychiatric pathology has no valid scientific basis , and instead reflects cultural prejudice and oppresses those labeled as such.
The social dynamics around neurodiversity are similar to the dynamics that manifest around other forms of human diversity. These dynamics include unequal distribution of social power; conversely, when embraced, diversity can act as a source of creative potential.

In Practice

Psychotherapists who integrate the neurodiversity paradigm into their work do so by refusing to label neurodivergence as intrinsically pathological.
Instead of attempting to "cure" autistic or bipolar clients, for instance, these therapists seek to help autistic or bipolar people thrive as autistic or bipolar people, finding ways of living that are more in harmony with their natural neurological dispositions, and helping them to heal from internalized oppression.

Development

The Neurodiversity Movement has its origins in the Autistic Rights Movement that sprung up in the 1990'sThe term neurodiversity was coined in 1998 by an autistic Australian sociologist named Judy Singer, and was quickly picked up and expanded upon within the autistic activist community.
The focus of work within the neurodiversity paradigm has broadened beyond autism to encompass other forms of neurodivergence, while at the same time the paradigm has increasingly gained footholds in various realms of scholarship, literature and praxis.

# data[].attributes.attachment_link.description
Autistic UK are strong supporters of the Neurodiversity Paradigm. This excellent piece of writing from Nick Walker, (more of his work can be found here; http://neurocosmopolitanism.com/ ) by Nick Walker Neurodiversity is the diversity of human brains and minds, the infinite variation in neurocognitive functioning within our species.

# data[].attributes.attachment_link.description
The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

# data[].attributes.attachment_link.title
What is Dyslexia? - The Dyslexia Association

# data[].attributes.attachment_link.description
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

# data[].attributes.body
My secret past

# data[].attributes.attachment_link.title
My Secret Past - Shane Lynch: Dyslexia | Learning Disabilities Documentary | Reel Truth

# data[].attributes.headline
Would you choose to have a dyslexic child?

# data[].attributes.subject
Would you choose to have a dyslexic child?

# data[].attributes.body
Greta Thunberg

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.title
Greta Thunberg responds to Asperger's critics: 'It's a superpower'

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
Throughout her life, Scottish singing sensation Susan Boyle has carried the label "brain damaged". Now, in an exclusive interview with the Observer, the 52-year-old has revealed that she was misdiagnosed after complications at birth and has actually had Asperger's, a high-functioning form of autism.

Boyle, who shot to fame on Britain's Got Talent in 2009 to become one of the bestselling British female artists, received the diagnosis a year ago but has kept it secret. "It was the wrong diagnosis when I was a kid," she says. "I was told I had brain damage. I always knew it was an unfair label. Now I have a clearer understanding of what's wrong and I feel relieved and a bit more relaxed about myself."

Boyle's success has recently led to a cameo role in the festive film, The Christmas Candle, while Fox Searchlight is interested in making a film of her life story with Oscar-winner Meryl Streep in the lead role. But her achievements have sometimes been marred by reports of volatile behaviour and emotional outbursts.

Asperger's affects social interaction and communication skills, and sometimes hinders the ability to form relationships and gauge appropriate behaviour in different social contexts. Boyle, who was called "Susie Simple" while growing up in her home town of Blackburn, West Lothian, was bullied as a child because she was "different" from her classmates. Now she can give that difference a name.

"I went to seek a diagnosis from a Scottish specialist," she says. "Nobody told me to. I thought I had a more serious illness and couldn't function properly." Asperger's often creates anxiety in sufferers because of their inability to deal with situations which others take in their stride, and Boyle admits to being nervous about the consultation. But she coped well with a series of simple tests that showed her intelligence levels were not connected to her condition:"I was told my IQ was above average."

The singer has also suffered from depression and mood swings and acknowledges her own vulnerability and need for support. "I am not strong on my own," she admits. "When I have the support of people around me I am fine. I have a great team."

Despite building what she calls "the posh house" with her newfound wealth, she moved back to her late mother Bridget's terraced council house in Blackburn to "stay grounded". She was particularly close to Bridget, who died just before Boyle's rise to fame, and says she had to get social services in to help her cope after bereavement. She attributes her success to her mother: "I made a promise to my mum that I would do something with my life. Spiritually, she's with me all the time. She has had a word with someone upstairs because I wouldn't have had this otherwise."

Boyle says that her struggles growing up made her more determined to succeed but also left their mark on her. "You don't fight without some resentment."

She insists the new Asperger's diagnosis neither defines nor confines her. "It will not make any difference to my life. It's just a condition that I have to live with and work through." She hopes, though, that it will lead to people showing greater empathy and understanding towards her and her condition.

"I think people will treat me better because they will have a much greater understanding of who I am and why I do the things I do."

# data[].attributes.attachment_link.title
Susan Boyle: my relief at discovering that I have Asperger's

# data[].attributes.attachment_link.description
Throughout her life, Scottish singing sensation Susan Boyle has carried the label "brain damaged". Now, in an exclusive interview with the Observer, the 52-year-old has revealed that she was misdiagnosed after complications at birth and has actually had Asperger's, a high-functioning form of autism.

# data[].attributes.attachment_link.title
Susan Boyle - Britains Got Talent 2009 Episode 1 - Saturday 11th April | HD High Quality

# data[].attributes.attachment_link.readable_text
According to the Department of Education, 15% of students in the United Kingdom have a learning difference. I am one of these students. Many students with special educational needs (SEN) have negative school experiences. I know what it feels like to be frustrated, embarrassed and humiliated at school. I also know what it feels like to have some teachers and classmates assume you are not smart. At school, we are constantly reminded of what we can't do. This can be very discouraging and demoralising.

Many neurodivergent adults look back on their school experience in a negative light. Many of these adults spent much of their time at school feeling bad about themselves. They were often made to feel like failures. No one should ever be made to feel this way. By acknowledging and celebrating the strengths of SEN students, we can begin the seismic shift of changing the way students with special needs are perceived and treated at school and also the change the way neurodivergent students feel about themselves. My hope is that all students have happy, positive and fulfilling school experiences.

I n order to empower SEN students to flourish, schools need to stop focusing only on what we cannot do and should begin to recognise, nurture and celebrate the many strengths and talents of being neurodiverse . It is important for schools to recognise our creativity, innovation, ability to think outside-the-box, problem-solving skills, unique insights and perspectives, as well as our perseverance and resilience.

The future business leaders.

We are the trailblazers.

We are the Einsteins and Bransons of tomorrow.

Yet, our ability to fulfil our potential is being threatened by the stigma associated with having a special educational need and the misconceptions many people still have about autistic people and people with learning differences. We are also more vulnerable to being mistreated. In a 2017 bullying report by Ditch the Label, 75% of autistic students and 70% of students with learning differences reported being bullied at school.

It is time to create a more inclusive educational landscape so that SEN students have equal access to education. But in order to bring about this change, we need your help. Please support SEN students by registering to take part in Neurodiversity Celebration Week this March 15 - 21, 2021 . Please join the other 830 schools and over 565,000 students from around the world that are taking part.

# data[].attributes.attachment_link.title
Neurodiversity Celebration Week - Pledge

# data[].attributes.attachment_link.description
According to the Department of Education, 15% of students in the United Kingdom have a learning difference. I am one of these students. Many students with special educational needs (SEN) have negative school experiences. I know what it feels like to be frustrated, embarrassed and humiliated at school.

# data[].attributes.body
We are all unique

# data[].attributes.attachment_link.title
Neurodiversity Celebration Week Film (2019)

# data[].attributes.attachment_link.readable_text
1. Introduction

Consider these guidelines when communicating with or about disabled people. Some of these guidelines are aimed at government communicators but could also be useful to other communication professionals.

Portraying disability and disabled people positively is critical in changing and improving services.

A positive image of disability is a fair, creative and stimulating portrayal of one or more disabled people. It should be based on the social model of disability rather than medical model of disability. It could be anything from a photo, graphic or character in a storyline, to a visual or aural cue.

Positive portrayal will help to change public attitudes and raise expectations of what disabled people can achieve. It will also help disabled people to connect and associate with your communication or campaign.

2. Raising expectations

Many government objectives rely on communicating with disabled people and their families. Currently there is inequality for disabled people in terms of healthcare, education and employment opportunities and government recognises a real need for change.

By including disabled people in its creative output, government advertising can help to shift the idea that disability is a tragedy affecting a small minority. Instead we can show that it is a normal part of life, and that disabled people can be successful in a range of roles.

The more positive representations of disabled people are produced, the easier the task of changing attitudes becomes. Every campaign which includes positive disability messages will help achieve this.

3. Getting your audience's attention

The presence of disabled people and way in which they are portrayed in communications will also influence how much attention disabled people and their families, friends and representatives will pay to your messages.

For example, a communications campaign encouraging people to work in social care should include content that assumes that disabled people will give as well as receive care.

4. Portraying a range of disabilities

Try to represent a wide range of disabilities or impairments, including non-visible impairments and health conditions.

5. Hero characters

Use hero characters sparingly. They don't reflect the everyday reality of all disabled people. Bear in mind that:

a gold-medal winning disabled athlete is no more representative of disabled people than Usain Bolt is of non-disabled people

constant depictions of very high achievers can lower the self-confidence of some disabled people

some people may interpret the heroic achievement as compensating for the disability

6. Victim characters

Generally speaking, avoid presenting disabled people as victims or being passive.

It is important to reflect reality - for example, disabled people may be at greater risk of crime than non-disabled people. However, anyone may be vulnerable or feel fearful of crime.

Many UK carers are family members of disabled people. They are also under-represented in the media. When including characters who are carers be wary of portraying them as martyrs or angels - but don't reduce their importance. Show them and disabled family members as equals.

Humour can be a very powerful creative tool. Advertising agencies regularly use it to push at boundaries and make unusual connections while selling messages or products.

Humour invites participation rather than passive reading, watching or listening. It can juxtapose similarities with differences and can force you to make the jump between two often contradictory ideas.

9. Casting disabled actors and models

Always use disabled actors for disabled roles.

Be prepared to be flexible. There may not be an actual person with the particular combination of disability, age and gender that has been scripted.

Ask casting agencies specifically for disabled people. When casting agencies become aware of the demand they will put more disabled actors on their books.

Look in as many places as possible for the right person.

Work creatively with your disabled actor's impairment or health condition. There may be room for humour or surprise.

Don't automatically cast beautiful or aspirational people. Challenge yourself to cast on other criteria than aesthetics.

Sometimes disability has been successfully introduced to a campaign during the casting and pre-production stages, for example if an actor with a hearing aid comes to a casting.

Ensure that your model release forms are accessible.

Where to look:

Graeae Theatre trains disabled actors and has a database of many actors who have a disability

Equity has a list of actors with disabilities

VisABLE People is the first agency in the UK with the sole objective of supplying professional models, actors and presenters with disabilities to the television, film and advertising industries

mind the gap represents actors with learning disabilities

Spotlight is a large UK casting agency with over 30,000 performers

# data[].attributes.attachment_link.description
Consider these guidelines when communicating with or about disabled people. Some of these guidelines are aimed at government communicators but could also be useful to other communication professionals. Portraying disability and disabled people positively is critical in changing and improving services. A positive image of disability is a fair, creative and stimulating portrayal of one or more disabled people.

# data[].attributes.attachment_link.description
The ADHD Foundation Neurodiversity Charity - an integrated health and education service.