Neurodiversity

All human beings can be described as neurodiverse. We vary in the way our brains work and take in information in different ways. We process it in different ways and therefore, we behave in different ways.

When we talk about neurodivergence, this covers a wide range of neurological differences which may either enhance or be a barrier to learning. These differences can affect a number of developmental areas and be observed as characteristics that are indicative of autism, ADHD, dyslexia, dyspraxia, dyscalculia, Classic Tic disorders, developmental coordination disorder, intellectual disability and Developmental Language Disorder (DLD).

These differences can affect a number of developmental areas. The child or young person may or may not choose to self-describe in this way. Having a common understanding of neurodiversity among education and health and social care staff working with children and young people is important, as well as acknowledging how it is integral across all areas of the Graduated Response.

Therefore, this section on neurodiversity should not be read on its own. It is important that all professionals refer to the other need toolkits of the Graduated Response for detailed strategies and interventions related to key areas of need. Additionally, all members of staff should understand neurodiversity and neurodivergence and the range of needs and conditions that this includes to ensure that all relevant adults have a shared understanding of individual strengths and needs and that appropriate targeted interventions are planned for and delivered using the ‘Assess, Plan, Do and Review’ cycle.

Support for Neurodiversity

Every school, health setting, social worker and community support worker will:

• Have a supportive ethos and environment which promotes neurodiversity
• Have clear processes in place to:
  Capture each child and young person’s voice
  Respond to concerns raised by parents/carers/children and young people/professionals
• Involve families, discuss barriers to learning and share strategies/training for parents to understand neurodiversity
  Share appropriate information with partners as part of a multi-disciplinary team approach to understand the child/young person’s strengths and needs
• Have systems in place to review whether an environment is ‘neurodiverse friendly’ and make reasonable adjustments as necessary
• Have systems to implement a whole school/setting/workplace approach
• Provide opportunities for all workforces to audit the key skills and knowledge needed to support the neurodiverse needs of children and young people
• Provide training for all staff to develop understanding and confidence around supporting neurodiverse needs that is relevant to their role
• Support parents/carers and professionals by signposting to resources and sources of information
• Adapt teaching and learning styles (e.g. online versus face to face). Wider theories of neurodivergence suggest monitoring students’ progress and adapting to their preferred approaches for future lessons accordingly.

Further resources including local support available for Neurodiversity, can be found here

Links open in new tab