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Neurodiversity is a collective superpower

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Neurodiversity is a collective superpower

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The SEND handbook is reflecting a growing awareness that human brain studies are actually demonstrating the variety of patterns observed in the human brain across our population: that each human thinks differently. Each child in a classroom will have a unique response to the class environment and there isn't a right or wrong response. The environments we establish for our children, in our classrooms, will impact each child differently and therefore, as teachers, we should be mindful that their responses are always a reflection of our facilitated environment. In teaching a classroom of children, we're taking the responsibility to support each and every child's personal and educational development towards adulthood. Our society will benefit from neurodiverse adults, so we need to foster that diversity in our classrooms by embracing teaching adaptable methods that aim to benefit all children as learners.

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How can you ensure the adaptions made for one individual don’t negatively impact another who has different requirements.  

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How can you ensure the adaptions made for one individual don’t negatively impact another who has different requirements.  

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I found it interesting the emphasis on being ‘proactive’. The need to understand the individual and their requirements and how the environment can be adapted to ensure a positive learning experience. However, sometimes it is difficult to prepare for every eventuality. Considering the increasing numbers of children who are recognised as neurodivergent, how can you ensure the adaptions made for one individual don’t negatively impact another who has different requirements.

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How can we overcome the league table pressure schools face when considering high academic achievement so we can ensure a more inclusive classroom. (Are progress 8 scores enough?)  

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How can we overcome the league table pressure schools face when considering high academic achievement so we can ensure a more inclusive classroom. (Are progress 8 scores enough?)  

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Would a change in legislation with a social model focus lead to this approach being adopted more widely by society?  

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Would a change in legislation with a social model focus lead to this approach being adopted more widely by society?  

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This reading suggests that the medical model is substituting for the progress that needs to be made in the social model. It is filling the gaps whilst society catches up. The concern with this is that whilst the medical model is bridging those gaps individuals/society may feel that the gaps don’t need to be bridged as it appears the provision is there just in an alternative way. Until society has changed the medical model needs to be used to ensure inclusion. I can understand why most organisations sit in between the two. However, it is interesting to hear that the Government Equalities Office endorsed the social model in 2014 and yet a few years prior the Equality Act 2010 mainly utilised the medical model to support the legislation. Would a change in legislation with a social model focus lead to this approach being adopted more widely by society?

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Discusses intersectionality (overlapping needs) and neurodiversity. Recognises that all brains are wired differently and should be celebrated.

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Both models offer their own insight into disability: medical focuses on the treatment of individual impairments, social concentrates on the need for a more inclusive mindset. If we can combine both, then a more holistic support system could be established. Greater awareness of both models would lead to a more inclusive society where we not only look to treat disabilities but offer the equal chance to engage fully in day to day life.

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It appears that the social model is preferred for use by organisations, including the government, however the paper acknowledges that models are not necessarily suitable for all people which may limit their effectiveness. The social model posits that the issues faced by disabled people are caused by society’s reaction to them, not disabled people themselves. The model also distinguishes between a disability and an impairment; a disability is a social reaction experienced by a person which prevents them from doing things that non-disabled people can do without barriers, and an impairment is the characteristic this person has that affects their functioning and/or ability and/or appearance.

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The medical model seems to try to fix the individual. Solutions involve medical intervention, therapy, or providing specialised services for the disabled person as an individual (e.g., providing specialist transport, special schools).

It seems that the social model wants to change society. Solutions involve removing barriers to inclusion and making society accessible to all (e.g., making mainstream transport accessible, providing information in a variety of formats, designing accessible workplaces). A good example of this is how in the UK we have a large amount of accessable train stations and blind-accessible public spaces when compared with other EU countries which usually appear follow a more medical model. ( see https://publications.parliament.uk/pa/cm5901/cmselect/cmtrans/770/report.html )

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The social model has been designed by disabled people themselves and therefore integrates their lived experiences, providing insight to non-disabled persons through it's redirection of attention from the person to the environment.

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From segregation to integration to inclusion?

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From segregation to integration to inclusion?

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From segregation to integration to inclusion.docx

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Parliamentary and health service obudsman reading 

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Parliamentary and health service obudsman reading 