Harvey Blume'Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will be best at any given moment?'
Neurodiversity is:
Harvey Blume'Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will be best at any given moment?'
Just as no two people are alike, all brains are unique and learn differently. The perspective of neurodiversity is that there is no ‘normal’ brain, but innumerable variations.
It is estimated that at least 10% of the population are neurodivergent and perhaps the number is far greater. In recent years, the term 'neurodiversity' has been commonly associated with Autism, but has also been used to describe a wide range of other neurological differences previously pathologized by society as a disorder or, seen in terms of deficit, for example: ADHD, dyslexia, tourette's syndrome, dyspraxia and more.
Proponents of the neurodiversity perspective, challenge models of employment and education that are structured for ‘neurotypical’ people, and the traditional efforts to assist neurodivergent individuals ‘fit in’. Rather, they contend that environments and programs must become more flexible, individualized and inclusive. Embracing diverse approaches to problem solving, and opening up to a different world view is essential for innovation, creativity and visionary thinking. This will lead to new ideas, better productivity and inspired solutions.
The neurodiversity movement values the individual's strengths and capacity for growth and contribution through inclusivity, empowerment, awareness and education.
Thomas Armstrong has written an article titled: 8 Reasons Why We Need Neurodiversity in Education. He cites building a growth paradigm (as opposed to a deficit one); high expectations and achievement; inclusivity; reduction of discrimination and bullying, and, stimulating school reform.
As part of the Australian Government's Special Needs Plan, there is a recognition of a need for support and education to build the capacity of teachers to cater for diverse learners in the classroom.
The Australian Student Wellbeing Framework explicitly states 'that students feel safe in a community where all members are active participants in building a welcoming school culture that values diversity and fosters positive, respectful relationships. Schools are required to recognise and respond to the distinct needs of specific groups in the school community and ensure that everyone feels a sense of belonging and connectedness.'
Building awareness through education is essential to promote a culture of diversity and tolerance as universal values in our schools and society.
Genazzano Institute is putting a spotlight on neurodiversity to further the work of progressive individuals, educational bodies and organisations in raising awareness and promoting a culture of appreciation of others in our society. We see the term 'neurodiversity' as being inclusive of all brains' unique ways of functioning, thinking and learning. The Institute is committed to promoting a positive approach to neurodiversity through providing awareness and educational opportunities for students, staff and the community.
AIMS:
Below is a snapshot of some the exciting work being done internationally and in Australia to promote neurodiversity:
Neurodiversity Initiative
Victoria Honeybourne'Differences in neurocognitive functioning need to be anticipated, expected and accepted –the benefits for society as a whole are immense.'
References:
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