WE are a planet filled with neurodiverse humans. The term neurodiversity developed out of autism advocacy, but is now applied more generally to many kinds of neurological differences.

Neurodiversity refers to the idea that there is natural variation in our brains and that these brain differences are normal rather than deficits that need to be fixed. There is no ‘standard’ brain to which all other brains are compared. It is a scientific concept arising from brain imaging which has shown differences between individuals’ neural pathways, that is, humans’ brains are wired differently. Who can say which form of brain wiring will prove best at any given moment?

Neurodiversity acknowledges the range of naturally occurring variation in cognition, learning and behaviour occurring within our human population. This simply means that we think and learn differently. People with Attention Deficit Hyperactive Disorder (ADHD), dyslexia, dyscalculia, dyspraxia and autism have different ways of thinking, learning, interacting and perceiving and are considered neurodiverse. It is estimated that one in seven individuals are neurodivergent.

It is the norm to find a classroom with neurodiverse individuals having a range of learning preferences and abilities. This requires equity in teaching delivery to cater to the diverse student learners. It requires inclusive education thus decreasing the need for special education classrooms and removing the stigma and labels associated with learning differences. It may also mean a shift in the assessment process to embrace all learners.

For inclusive education to be successful, it must be thought of as everyone’s responsibility. It is a collaborative effort between the student, the family, the school and the community and it requires commitment. Inclusiveness involves awareness and re-education of the public at large to demystify learning differences. It also includes teacher professional development and support as the teacher is seen both as facilitator and as role model.

Neurodiverse students struggle in traditional classroom settings due to misunderstanding of their differences by parents, teachers and peers. These students are often the victims of bullying and name-calling which leads to low self-esteem, depression, high anxiety, anger management issues and poor academic performance. They suffer from a sense of futility, limited expectations and learned helplessness. These factors play a major role in crime and youth delinquency in our country.

This paradigm shift in school culture to one of inclusivity with greater acceptance of students with learning differences must occur quickly and decisively to bring quality education and conflict resolution in the classroom. Students should develop agency where they are given the tools and skills needed to enhance their own learning.

I want us to see neurodiversity in the same light that we see biodiversity. The following questions come to mind:

•What if we focused on a child’s strengths and not their weaknesses?

•Would that child then develop a healthier self-esteem?

•What if we see learning differences as assets and not deficits?

• What if we taught and spoke about neurodiverse individuals and celebrities who have used their ‘difference’ to catapult their careers?

•What if we encouraged and supported an inclusive classroom?

While there is no ‘one-size-fits-all’ solution, we must develop a classroom culture which embraces all students, caters to differences and which is empathetic to all learners. The barriers to inclusive education must be removed.

The neurodiverse-aligned educator will respect each child’s unique brain and will create the best learning environment within which all students thrive. As educators, one of our tasks is to help all students recognise their strengths as well as their difficulties and provide them with tools to master the skills they have issues with. Strength awareness is a big deal. It promotes confidence and builds healthy self-esteem.

Dr Karla Hylton is the founder and CEO of Your Empowerment Solutions (YES) Institute, offering mathematics and science tutoring as well as a host of workshops for parents, teachers, and students. She is the author of Yes! You Can Help Your Child Achieve Academic Success and Complete Chemistry for Caribbean High Schools. Reach her at (876) 564-1347, e-mail: ceo@yes-institute.com, or visit www.yes-institute.com, or www.khylton.com.