the neurodivergent learner

With increased access to diagnosis, expanded support and reduced stigma we know more about kids and the way they experience the world than ever before.

We now know that 15-20% of kids experience neurodivergence - this includes autism and ADHD, but also other conditions such as dyslexia, Tourette’s and specific learning disorders. What this tells me is that a single way of teaching and learning no longer fits - when 1 in 5 children experience the world differently, we have to adapt.

Among these kids, we see disproportionate levels of physical inactivity, participation and low motor abilities. While some of these challenges can point to brain differences (and different ways of learning, sequencing and processing movement), many of the barriers are associated with a lack of opportunity.

So how can we understand these brain differences and create more opportunities to learn new skills and increase participation and opportunity?

1. Understand learning differences - interesting vs important

2. Provide opportunity for increased practice

3. Be willing to get it wrong, and try again

A key model I use in my teaching is the concept of Interesting vs Important.

Neurotypical people are wired and socially conditioned to pay attention to what is labelled “important”. This includes the things that we find interesting, as well as those we don’t! It is easy (ish) to find the motivation to do the dishes, complete your taxes, or do the humdrum work at your job, because we know it’s “important”.

Due to reduced social conditioning and an interest-based focus, many neurodivergent people struggle with this paradigm. It isn’t that these kids are lazy - they simply cannot place their focus in low stimulation / low interest spaces. That is why I train therapists and teachers to evaluate their activities using the following:

1. Time Wasters - activities that are not interesting and not important.

2. Distractors - activities that are unimportant and interesting- these can be very difficult to transition away from!

3. Tests - Many neurodivergent people experience perceived failure and amotivation when trying to complete important, uninteresting tasks.

4. Magic - activities that are important and made interesting - where the learning happens.

If we look at a typical lesson or therapy session through this lens, we can evaluate how much opportunity for learning we are creating. How often do you include tasks that are interesting and important? Do you frequently start a session with a “test” that leads to reduced motivation and participation? Are there “time wasters” that you can cut out for increased participation, enjoyment and attention?

When we begin to see differences rather than deficits we create opportunities for curiosity and problem solving. It also allows us to reframe some of the common misconceptions and stereotypes of neurodivergence, such as:

Distracted vs Details Focused

Disengaged vs Passionate

Obsessive vs Monotropic (more on this another time!)

Take a moment to reflect and consider the neurodivergent learners you know -

1. What do they find interesting?

2. How can I make the important stuff more interesting, while reducing demands on the unimportant?

3. How can I champion their strengths, rather than focusing on their deficits?

4. When things don’t work, how can I approach with curiosity and try again?

Good therapists, teachers and support staff don’t always get it right - they try, listen, learn and adapt.

If you need some help - please reach out!