The article "What is Neurodiversity?" by Caroline Miller gives a level of flexibility to the concept of atypical neurological behavior. Miller notes that the term originated from working to reduce stigma around lifelong neurological conditions such as autism or dyslexia, and now is broadly applicable to a range of conditions or even a self-diagnosis of neurodivergence. The article argues that the most important thing in all cases is to work from a perspective of strengths, what they are good at, and things they need to improve. This creates a growth mindset that is open, welcoming, and acknowledges that no two brains work exactly alike.
As Miller says, neurodiversity can be something particularly appealing to a middle school perspective. Giving a young person an easy explanation for challenges can help them understand their difference, and can even create a sense of community with others who might identify as neurodiverse. I have met many students who are self-diagnosing as neurodiverse, and I think Miller's analysis of the clarity that they can derive is accurate. However, I have also found that while these types of diagnoses provide students with a potential answer, the transition to real action or addressing these challenges is a less frequent occurance.
The challenge for me really begins when working with students through their neurodiversity challenges. To begin with, both years I've taught students who have severe ADHD and lack consistent access to medication. They are left with the challenge of school without something that has worked for them in the past, and I think this really adds a layer of frustration and anger to the students' reality. I cannot imagine how frustrating it is to have a much easier time at school because you've finally recieved medicine, and then having that taken away.
Hey Tom, thanks for the insight on the perspective of the middle school students and how many are possibly trying to fit into that category. Regarding the last paragraph I can't imagine how hard it is needing to navigate with those students through puberty and their newly gained consciousness and a diagnosis. I just saw an educator on TikTok mentioning how they're struggling with their large class sizes where many who are diagnosed and have accommodations are stretching educators thin to teach a subject multiple ways.
ReplyDeleteHi Tom, I see a lot of the same things at my school. We have so many students at our school that need all different kinds of supports and accommodations. I feel as though I am doing a disservice by not being able to do everything little thing, every day to help these students succeed. I also feel like I am under qualified like you said.
ReplyDeleteTom, I think your frustration with the systems of support for youth with neurodivergent needs is so valid. I have seen firsthand the difficulties some children have had when (for a variety of reasons) they lose their consistent access to medication. Although I don't have a solution to the challenge, I hope you understand how much of a positive impact your presence and steady support have on your students!
ReplyDeleteThe title of your post really spoke to me as I often ask myself as a parent... is this ADHD or "teenager" that I am dealing with here? The response that I often give myself is, "does it matter?" I know that we ar not medical professionals and yet I still believe that there are things I can do for my neurodivergent child or student that at least doesn't make it worse.
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