The article What Is Neurodiversity? written by Caroline Miller, highlights key concepts that we’ve been talking about and experiencing in class. The main idea of the article is that “"Neurodiversity" is the concept that there is natural variation in how people’s brains work. The idea is that there’s no “correct” way for the brain to work.” This rejects the typical assumption that there is one set way for each brain to work. As a future English teacher, whose job relies on communication, understanding, and mutual respect, this is an important topic to think about.
Embracing neurodiversity in the classroom is something that we as teachers need to understand how to do. One of the most important takeaways from this article is that we should think about our students with an asset-based mind. Remembering the strengths that shine in neurodiverse students, such as their creativity and hyperfocusing, can help us provide a personalized and engaging education.
Another important aspect of teaching neurodiverse students is creating a classroom environment that caters to all. Some students may thrive in a quiet environment, while some need 1:1 help, and others may prefer to work with their peers. These are all needs that teachers should address. I experienced this during last week's volunteering session. In the class I was helping, two students with ADHD asked to work with me individually. I realized I needed to adapt my teaching approach to better meet their needs. This is something that every teacher needs to do to truly utilize an asset-based model of thinking.Overall, Caroline Miller’s What Is Neurodiversity? offers a reminder that teaching is not about making all students fit into one mold, but about understanding and celebrating the different ways they think and learn. As future educators, it’s our responsibility to make sure every student feels valued for who they are, not judged for how they learn.
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| This image highlights some common examples of neurodiversity |
