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

First: identify strengths, then consider the options

Spainhour (2023)

-movement

-partner/ group work

-routines

-intentional layout, print, size,...

-good structure throughout the learning session

Spainhour (2023), Pradeep et al. (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

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

Time available: 15 min

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”).

cf. Alix (2024)

• 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)

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?

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?

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.

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