Opinion: Changing and adapting: supporting neurodiverse learners in the classroom

Dr Rhiannon Packer is a Senior Lecturer in Additional Learning Needs at Cardiff School of Education & Social Policy. She has worked in higher education since 2004 and prior to that was a secondary school teacher teaching Welsh as a second language. Rhiannon’s research interests include exploring the educational transition experiences of learners in a range of settings, supporting neurodivergent learners and bilingualism.

“A recent report in the news highlighted the challenges that some parents face in waiting for nearly five years for a diagnosis of autism or ADHD for their child. While this is by no means acceptable, it is important to remember that being neurodivergent is not uncommon. An estimated 15% of the population are neurodivergent, meaning the way their brain functions, learns and processes information is different from neurotypical people whose brains function and process information in a way society expects.

Neurodiversity refers to the natural differences between people. While neurodiverse conditions, such as autism, are often poorly understood, stereotyped and characterised in negative ways, we’re beginning to have a greater understanding of the normal variation in the ways in that humans’ brains work. It’s important that we take these variations into account and recognise the valuable contributions that neurodivergent individuals can make.

Neurodiversity can be viewed on a spectrum, with some people able to function well within society, while others finding this more challenging, such as socialising and working with others. It is rare for an individual to have just one neurodivergent condition as most have a co-occurrence, meaning they have a combination of autism / ADHD / dyslexia, etc. As a result, it can be challenging to diagnose one condition.

We need to consider what benefits a diagnosis and subsequent label has on an individual. In some cases, it can enable further support - but not all. The Additional Learning Needs (ALN) Code for Wales does not stipulate that a diagnosis or a label is needed for a child or young person to receive additional learning provisions. The definition of ALN is that a child or young person has ‘a significantly greater difficulty in learning than the majority of others of the same age’; this means that additional learning provision (ALP) needs to include educational or training provision that is additional to, or different from, learning resources that are made for others of the same age. Again, this does not call for a diagnosis, rather that provision is made in relation to the needs of the child or young person involved.

If we consider this from a social perspective, then we need to change or adapt the environment so that we can include as many individuals as possible in the mainstream classroom environment. Educational psychologists suggest developing an inclusive approach can make it possible for neurodivergent children to succeed in a mainstream classroom. While this can be a challenging, supporting teachers to meet the needs of neurodiverse children in the classroom can break down barriers to learning.

Creating a universal design for learning approach in classrooms could mean tweaking or adapting how lessons are taught; for example, breaking activities into shorter chunks, delivering content in a multi-modal way, and providing opportunities for learners to demonstrate knowledge and understanding in different ways. It also means incorporating spaces in schools for breakout activities such as quiet areas and clubs, basic equipment such as wobble chairs, noise-cancelling headphones, and timeout cards. A universal design for learning approach will only succeed should adjustments be made available to all learners who need it.

It’s important that teachers know the learners’ strengths and what they find challenging or what might be barriers to understanding. Working with parents is essential, as it helps teachers gain a deeper understanding of a child’s needs and ensures a cohesive approach to support their development.

Teachers need regular access to support and guidance, to further develop and enhance their knowledge and understanding of individuals who are neurodivergent, and ALN more broadly. Training needs to be embedded within PGCE programmes with subsequent professional development so that teachers can share best practice with each other.”

For further information or to arrange an interview with Dr Rhiannon Packer, please contact press@cardiffmet.ac.uk or call 029 2041 6362.