The primary role of contemporary teaching should be addressing our learners’ complex needs by creating an oasis of growth for neurodiverse minds, says Anna Machura.
Teaching is constantly evolving. It can take many forms depending on the learner’s needs and goals, their abilities, interests, norms or expectations. It considers individual career paths, the learner’s age group, their values and beliefs as well as their socio-cultural background. Although these characteristics are definitely significant, there are other features that shape a person even more. They include metacognitive skills (how the learner perceives themselves as someone with a certain skillset), the learner’s ability to manage their own emotions and reactions and finally, their unique way of learning (or how their brain processes information). Our learners differ, yet they all have something in common. They want to belong, unlock their potential and grow in a safe environment. I believe that the primary role of contemporary teaching should be addressing our learners’ complex needs by creating an oasis of growth for neurodiverse minds.
How can this be achieved? Firstly, by constantly increasing the level of awareness around various kinds of minds (both neurotypical and neurodivergent), recognising and appreciating learning differences by all involved, including educators, parents and those around. In other words, neurodiversity should be celebrated and teaching ought to support it in every possible way. Changing the mindset from fixed to flexible is another crucial step to success. As for effective teaching methodologies, everyday practice shows that the one-size-fits-all approach does not work in the classroom. An increasing number of learners with specific learning differences and some cognitive, emotional or behavioural challenges requires urgent changes to the traditional educational system.
The fact that many learners, from primary to secondary to university level, are still awaiting assessment for dyslexia, dyscalculia, Autism Spectrum Disorder or ADHD, makes us think of the bigger picture and the scale of the issue. While some pioneering countries are already adopting a more inclusive approach to teaching, by adjusting their teaching methods and creating bias-free learning environments for all learners, there is still a gap to be bridged between schools all over the world. The pace at which such much needed changes towards all-in, neuro-affirming classes are implemented depends hugely on the human and financial resources available to a given institution. It can be supported and encouraged by exchanging and sharing best practices (as model strategies) among educators and their schools globally.
International collaboration between educational institutions, authorities, policy makers and all relevant bodies is another way of accelerating the process of promoting an inclusive culture of caring in class. Introducing carefully crafted methodologies should follow naturally, bringing more positive outcomes. The concept of a Community of Unity is based on the fundamental principles of equality, equity, cooperation and the spirit of support so that all stakeholders could participate actively and benefit from quality teaching. Simply put, the efforts of teachers and senior staff are primarily focused on utilising available accommodations and learning supports for learners, neurotypical and neurodivergent alike. Everyone is included in the process and no child is left behind in the Community of Unity. The goal—creating an oasis of growth for all—is attainable by continually fostering the climate of inclusion. An interesting observation here is that nowadays the role of a teacher has undergone a massive transformation. From a professional who passes on knowledge, to a facilitator who seeks solutions to make learning as effortless as possible at all times. In other words, the focus is on encouraging inquiry and discovery while nurturing learners’ individual traits to reach one’s potential with the best suited method(s).
The nature of teaching has changed too. Sometimes it may be more therapeutic, restorative, soothing or calming. At other times, more stimulating or challenging. Once we shift our focus from the teacher’s to the learner’s perspective, we quickly realise that there are a lot of important elements of this puzzle rooted mainly in psychology, neurolinguistics or cognitive-behavioural education. Among them, we can find the direct connection between thoughts, feelings and actions, which is clearly visible in a learner’s cognitive, behavioural and emotional profile, their interpersonal communication and social interactions. Apart from these, a person’s organisational and time management skills are probably more significant than the traditional profiling features, usually gathered during the assessment for learning. There is no doubt that individual predispositions, preparedness for and responsiveness to teaching instructions may also differ from learner to learner. It seems that UDL (Universal Design for Learning) can optimise and improve the teaching and learning process for all in this regard.
Another aspect worth mentioning is the person’s emotional management skills as the ability to cope with strong emotions such as fear, anger or anxiety affects learning. During the so called amygdala hijack, the limbic system shuts down logical or analytical thinking in the prefrontal cortex. Neurodivergent learners are likely to experience such emotions in a more intense way, and as a result they generally need more time to self-regulate. According to Howard Gardner’s multiple intelligences theory, we can distinguish at least eight different modalities of human intelligence. It is an important aspect to consider while working with neurodiverse minds. Despite visible differences in students’ learning styles, their cognitive, behavioural, emotional and social characteristics or preferences, we can apply one approach that will be beneficial for everyone, that is prioritising individual strengths.
Teaching has altered dramatically in the 21st century. The positive side of such change for educators is becoming more agile, receptive and adaptable to the ever-changing circumstances. Additionally, more efforts these days are directed at preparing young minds to function in a modern society, where they can use their skills, talents, or “superpowers” such as dyslexic thinking. Thanks to this perspective shift, they get a better chance of becoming emboldened and empowered in and outside the classroom. By incorporating the latest research findings into our daily practice, we are able to create an oasis of growth for neurodiverse learners. We educators should concentrate on building classrooms with environments full of respect, acceptance and understanding, where every person can thrive, gain confidence and boost their self-esteem. As specific learning differences are more and more prevalent now, it is paramount to continue personalising learning experiences, introducing new strategies, such as the UDL, multisensory, brain-friendly or therapeutic teaching techniques. Finally, providing sensory equipment and leveraging technology for educational inclusion. As Temple Grandin said, The world needs all kinds of minds (link, below). We just need to embrace the benefits of this neurodiverse mosaic in our classes.
Watch Temple Grandin’s entertaining TED Talk The world needs all kinds of minds: https://www.youtube.com/watch?v=UKhg68QJlo0