Stars in the Sky: Celebrating Our Countless Individual Minds
Hug your brain! We all learn in our unique ways and these are gifts to be celebrated and embraced instead of trying to squeeze this galeton thought computer into a different shape. Neurodiversity is a term that means we all learn, think and experience the world in different ways and this is okay and there is no right way of learning (Baumer & Frueh, 2021). For years as a learner, I had to do math the same way, through rote memorization, fact-based practice worksheets, complete homework, and timed assessments. However, current research suggests (e.g. Augustine, 2024), when learners are embraced as individuals, academic and self esteem performance increase.
Neurodiversty is “ individual differences in brain functioning regarded as normal variations within the human population” (Merriam-Webster, 2024). Neurodiverseity encompasses experiences which include attention-deficit/hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD), dyslexia and social anxiety. In particular, learners with Autism do not have a “disease” to be fixed, but a unique mind to be embraced and celebrated (Park, 2024). When addressing all learning needs, all learners benefit. When participating in group activities with all learners participating, everyone can create a better product as learners get to experience the project and solutions from different perspectives.
When educators do not embrace neurodiversity, learners paint their experiences with a monochrome palette. This limited palette hinders experiences and can create anxiety. The result is students may struggle to learn. When neurodiversity is embraced and supported we get a new, varied palette of colors. Using an expanded and diverse palette, provides neurodivergent learners opportunities to succeed in ways that have not always been mainstream (or prevalent…pick your choice of word there). When neurodivergent students are in schools that do not embrace teaching neurodivergent minds, these learners may feel isolated, frustrated and experience anxiety as they learn to communicate and complete the work. Whereas schools that offer curriculum that focuses on learners’ uniqueness there is likely to be higher academic success, self esteem, and a feeling of confidence.
Schools that adopt the neurodivergent learners do a few things differently than those that do not. These schools allow students to communicate in different ways, such as digitally, through pictures, or anonymously. They are flexible with due dates and give more time when needed. Teachers will break assignments into smaller sections or even allow the learners to express their thoughts and answers in a way that works for them which gives learners a chance to express their creative thoughts and ideas. When schools focus on neurodivergent inclusion and teaching practices, it benefitsall learners. All learners get to feel heard, be seen, and participate in the learning environment. This creates a learner-centered environment in which learners are more confident, less anxious, and know themselves more as learners.
The intersection of neurodiversity and constructivist learning theory is vital to understanding how learning can work for neurodiverse learners. Constructivism considers what the learner knows and builds upon it while allowing for the flexibility in learning (Choi & Lee, 2021). . From this perspective, learners who are neurodivergent are supported in creating new knowledge, building their confidence, developing growth mindset, and taking more control of their learning when teachers guide them.
For me, growing up with Bipolar disorder, I experienced a non-supportive, non-constructivist education. Teachers made me write papers about why I need to focus as a punshiment, criticized me for being lethargic or unmotivated, and when I experienced manic episodes I was sent to the office or missed recess. I spent many days making up and missing work. Many of my teachers had the teaching mentality of one- size-fits-all and you-will-fit-into-it. I was put into a special education room to collect us all without focusing on our different learning abilities and needs. I had many counselors and principals so it will be goal and blessing if I graduate and count college out. It took many therapies, one-on-one teachers, and mentors on weekends and summers that embraced constructivist perspectives to help me gain confidence, find tools, and work with me on identifying what I know and how to use the tools I had. When struggling with work, learning how to manage anxieties, and self-talk, constructivist principles were the most effective for my learning and confidence.
As neurodivergence is more mainstream and accepted , it makes me wonder what my experience would have been like having gone through what I did in today's learning environment, specifically with teachers who rely on constructivist pedagogies. All of my experiences provide me with empathy, patience, and a willingness to provide a supportive space for all all my students, including my neurodivergent students.
REFERENCES
Augustine, A. (2024, April 18). The importance of neurodiversity in schools. EAV. https://earlyautismventures.in/importance-of-neurodiversity-in-schools/
Choi, S. E., & Lee, S. (2021). Applying constructivism in Neurodiverse classrooms. Review of Educational Theory, 4(4), 6. https://doi.org/10.30564/ret.v4i4.3876
Merriam-Webster. (n.d.). Neurodiversity definition & meaning. Merriam-Webster. https://www.merriam-webster.com/dictionary/neurodiversity
Baumer, N. M., & Frueh, J. M. (2021, November 23). What is neurodiversity?. Harvard Health. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
Park, H. G. (2024, April 2). Embracing neurodiversity: The essence of autism acceptance . The Mind Store. https://www.themindstore.com/embracing-neurodiversity-the-essence-of-autism-acceptance/
