Simple Accommodations in Schools and Communities

Inclusive education is fundamental to neurodiversity acceptance. Simple accommodations can make a significant difference in the lives of neurodiverse students. Here are a few examples:

  1. Visual Timetables and Visual Supports: Visual aids help all students, especially those with dyslexia or other processing or learning differences. Visual timetables can provide structure and predictability, reducing anxiety and improving focus. This visual associative method of learning, akin to how Chinese characters are learned, can enhance word recognition and language acquisition for all.
  2. Teaching Makaton Sign Language: Makaton, a language program that uses basic gestural signs and symbols to aid communication, supports students with hearing impairments as well as those with slower processing abilities. It is also another type of kinesthetic learning for all, developing unique neural pathways that support empathetic thinking. Additionally, it can reveal subtle variations in imitation skills among ‘neurotypical’ students, which can be early indicators of mild dyspraxia or developmental coordination disorder (DCD). Occupational therapists can guide educators in implementing these universal methods. Why Makaton? Sign language differs internationally and regionally as with any sophisticated, developed or complex language. Makaton is simplified, has the potential to be as effective and international as business English and promotes widespread use of Augmentative and Alternative Communication and facilitating Inclusion.
  3. Voice Output Communication Aids (VOCAs) and Speech Generating Devices (SGDs): Devices that use applications can help students learn and use grammatically correct English, tailored to their academic level. Encouraging peer use of these programs and devices promotes a different use of technology within the community and an environment that is both supportive and inclusive. This collaborative learning approach fosters kindness and peer learning.

Collaboration Between Teachers and Therapists

Early collaboration between teachers and therapists is crucial in supporting neurodiverse children. By working together, they can develop effective strategies and accommodations, making these practices a normal part of good education rather than a response to segregation. This holistic approach involves creating tools for referral to specialists, ensuring a shared learning process between educators and professionals.

One successful model of this collaboration can be seen in Switzerland, where experienced Special Educational Needs Coordinators (SENCOs) are present in every class. This model reduces the need for one-to-one support from less qualified assistants, addressing some of the concerns highlighted in the Mary Warnock Report. The report, updated in recent years, discusses the pros and cons of “velcro” teaching assistants for students with mild, moderate, and severe learning difficulties, advocating for more qualified support to enhance inclusive education.

Augmentative and Alternative Communication (AAC)

AAC is a basic human right, acknowledging individuals as capable of thought and communication, regardless of their ability to speak. Advances in technology have enabled communication for many who were previously thought to be ineducable. Research and technology, such as eye-tracking devices and advanced software, have paved the way for eliciting communication from those who may never gain speech. This shift in understanding offers hope and underscores the importance of integrating AAC universally.

Prominent Neurodiverse Influencers and Role Models

The movement towards neurodiversity acceptance is supported by numerous influencers, professionals, teenagers, and key opinion leaders (KOLs). These individuals demonstrate the strengths and capabilities of neurodiverse people and innovative applications of communication across multiple platforms and communities:

  • Dr. Temple Grandin: An autism advocate and animal science professor, Dr. Grandin has significantly impacted both the autism community and the livestock industry.
  • Greta Thunberg: The young climate activist has brought global attention to climate change while openly discussing her Asperger’s syndrome.
  • Chris Packham: A TV presenter and naturalist, Packham uses his platform to raise awareness about autism and neurodiversity.
  • @ADHDfounder: An influencer raising awareness and offering support for those with ADHD.
  • @SensorySLP: A speech-language pathologist providing resources and strategies for sensory and communication needs.
  • @Speechdude: A speech-language pathologist using humor and creativity to support communication challenges.
  • @PsychDoctorMD: A psychiatrist and advocate for mental health and neurodiversity, offering insights and support through social media.

These role models inspire others and promote a positive understanding of neurodiversity.

Universal AAC and Inclusive Environments

Integrating AAC and understanding neurodiversity in all aspects of life, particularly education, fosters inclusive environments. Here’s how:

  1. Visual Learning: Using visual aids in teaching supports all students, including those with dyslexia, by associating words with images, similar to learning Chinese characters.
  2. Makaton and Early Indicators: Teaching Makaton can support varied learning needs and identify early signs of developmental issues, which can be addressed with professional guidance.
  3. Speech Generating Devices: Devices like Proloquo2Go enable students to communicate effectively, promoting inclusive education and mutual respect among peers.

Inclusive Information, Communication, and Technology (IICT)

Proposing a curriculum that integrates inclusive information, communication, and technology (IICT) skills can benefit all students. This approach emphasizes collaborative learning and technological proficiency while fostering an understanding of diversity and inclusion.