Blog Post #10

"What Is Neurodiversity?" by Caroline Miller

Connections:

I found this piece to be interesting, as it is basically a synthesis and application of some of the theories and models we have previously discussed. After all, giving a name to those with neurological differences aligns with Johnson's approach to naming problems. More prominently featured, though, is the asset-based model. The "strength-based therapy" discussed with Dr. Stephanie Lee is this model applied to mental health. It is noted that neurodiversity can offer benefits, including creativity, hyperfocus, and new perspectives. These traits are like the "gems" that Renkly suggests a teacher finds for each student, and that we are identifying in students at our service placements. Even Dr. Lee's rejection of "fixing" neurodiverse kids is a rejection of a deficit-based model.

Initially, I was thinking that the discussion of neurodiverse-inclusive environments could align with Delpit, as I have independently heard neurodiverse people discuss how helpful it is to be spoken to directly and literally, essentially being given codes clearly. As I reread the section, though, I found it reminded me more of both Kohn and Shalaby. The more engaged, less rigid classroom that Kohn advocates for —a dynamic and student-driven one— could help some students who need a variety of engagement types. On the other hand, a busier classroom, both in activity and appearance, while helpful for some students, could also be overstimulating for others. In another vein, the comment about challenges stemming from the environment also reminded me of Shalaby. As she noted, neurodiverse kids tend to be the canaries when schools do not meet their needs. Striving to change environments to accommodate neurodiverse students seems to be one way to clear the air.

An interesting graphic I found by a Speech Pathologist/Illustrator.

Comments to Share:

As someone who is neurodiverse adjacent ( I find that anxiety and depression tend to have some similarity in symptoms and coping mechanisms to conditions that fall under the neurodiverse umbrella), I found this article very interesting. I have seen both during my own education and now during my service placement that the system isn't really made for those who are different. I am somewhat concerned, though, about people trying to diagnose themselves. I have heard or seen cases before where someone decided they were neurodiverse (Generally ASD or ADHD), only to find that something else was going on. I believe that embracing neurodiverse identities is important, but it should be done responsibly.