Written by Annette Edmondson, Business Development Officer at Open Awards
With approximately 15-20% of the population having a neurological difference, it's not just specialist educators who need the knowledge and skills to support neurodivergent learners.
As a parent of a neurodivergent young man and a late-diagnosed neurodivergent person myself, I am sharing my advice on how training providers, colleges and other educational organisations can better support their learners and their parents.
What is Neurodiversity?
The term neurodiversity was coined in 1998 by Judy Singer, an Australian sociologist. It refers to ‘the diversity of human brains and minds’ – the infinite variations in neurocognitive functioning within our species. Simply put, we all think, feel and process the world differently.
Some common types of neurodiversity you may have heard of:
- Autism, or Autism Spectrum Conditions
- Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD)
- Dyscalculia
- Dyslexia
- Dyspraxia, or Developmental Coordination Disorder (DCD)
- Tourettes Syndrome
So, why do we need ‘Neurodiversity week’?
It is thought that approximately 15-20% of the population has a neurological difference. Instead of viewing people as having deficits or disorders, when we use the term neurodiversity, we take a balanced view of an individual’s unique strengths and challenges.
By celebrating neurodiversity week, we aim to change how neurodivergent people are perceived and supported by giving schools, colleges, universities and organisations the opportunity to recognise the many talents and benefits of being neurodivergent, while also creating more inclusive and supportive cultures that celebrate differences and empower all individuals to thrive.
Another reason to celebrate neurodiversity is to challenge the stigma and stereotypes that often surround neurodivergent conditions.
Too often, people with neurodivergent traits are portrayed in the media and popular culture as being “broken” or “deficient” in some way.
This can lead to harmful and inaccurate stereotypes that can be extremely damaging to the self-esteem and mental health of neurodivergent individuals.
By celebrating neurodiversity, we can challenge these stereotypes and promote a more accurate and positive understanding of neurodivergent conditions.
My experience
As a parent of a neurodivergent young man who spent many years struggling in educational settings, I have first-hand experience of what an enormous difference it can make to be simply listened to and believed.
The first time I was able to relax and trust a setting was when my son started his further education at Marine Football Academy.
Why was this? The staff there were not necessarily better trained in SEN or neurodiversity than staff at any other setting. It wasn’t a specialist provision. How were they able to make such a difference in my son’s life, and therefore mine too?
They listened. They trusted that I knew my son best. They took on board ideas for reasonable adjustments and they worked with me to bring out the best in my son. They did not ever make me feel that I was being unreasonable asking for his needs to be met.
At the end of the two years, he came out with Distinctions across the board and a ‘Student of the Year’ award. That support has made a huge difference to myself as a parent as well as my son. He is now in his first year at university and I have a new job here at Open Awards!
How training providers can support learners and their parents
If you are reading this and wondering ‘how does it relate to our organisation as a training provider?’ or ‘what can we do to support our neurodivergent learners and their parents?’, here’s my advice:
- Accept that parents know their child/young person best and have probably already tried all the ‘helpful advice’ and ‘parenting tips’ that are often seen as gold standard.
- Recognise that parents may also be neurodivergent – clear unambiguous communication is always appreciated.
- Avoid making assumptions about parents or indeed learners.
- Sign up for good quality training in neurodiversity – for example, we offer a range of e-courses you can complete such as Equality and Diversity Level 2.
- Understand that what works for one neurodivergent learner, will not necessarily work for others, even if they have the same diagnosis or profile.
- Be willing to listen and work with parents to find innovative ways of supporting the learner.
- Ensure all staff are aware and fully informed about learners’ needs and support plans. I cannot stress the number of times we ended up at crisis point because information was not always shared effectively within a setting.
- Reasonable adjustments, clear communication and patience generally cost nothing but can make an enormous difference to how a neurodiverse individual may cope or indeed thrive on a daily basis, whether that’s at work, school, college or any other setting.