Neurodiversity: Importance of Inclusive Classrooms

Sara Hall, PharmD
PGY-1 Resident, Sinai Hospital of Baltimore

Neurodiversity is a term used to describe a variety of cognitive and neurological diagnoses including attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), epilepsy, dyslexia, Tourette’s syndrome, etc1. This term has become increasingly popular as a movement focused on neurodiversity has grown to produce social change. This movement is led by neurodivergent advocates who work to shift attitudes about neuro-atypicality.

According to the US Department of Education, neurological conditions can affect school performance for a variety of students. For example, students with ADHD had lower average marks, more failed grades, more expulsions, higher rates of dropping out, and lower rate of undergraduate completion2. Neurodiverse students have a variety of challenges that neurotypical students may not face, as public education was designed for neurotypical students. Many neurodiverse students have difficulty with executive function, which can cause difficulty with time management. Some may take longer to process information that they read3. Educators must be conscious of these differences to ensure student success. Conscious educators could provide accommodations, or alternatively can work with students to improve time management and provide coping strategies to address executive dysfunction.

A major concept that is generally encouraged in the neurodiversity movement is an inclusive classroom. When looking at a neurological condition as just a difference instead of a deficit, taking the steps to inclusion can be beneficial for a student’s social and educational development. An inclusive classroom integrates both general education students and students eligible for special education services. In an inclusive classroom, teachers work together to meet the needs of all students regardless of if they are neurodiverse or neurotypical. This involves systemic reform and can include modifications of content, alterations of teaching methods, and integrating strategies that can overcome potential barriers to provide equitable education for all students. This inclusive style of classroom benefits the neurodiverse students as well as neurotypical students and helps create welcoming communities while combating discriminatory attitudes4.

With the idea of inclusive classrooms in mind, understanding neurodiversity and destigmatizing it is necessary to become the best educator possible. When developing a learning experience, it is already standard practice to perform a preliminary analysis where the audience is identified, and an education plan is developed based on the results of the preliminary analysis. To benefit all students, this analysis must be conducted with neurodiversity in mind. A neurodiverse mind may require different teaching styles. For example, some neurodiverse students may find it beneficial to physically move or “fidget” during class so they may be able to better focus if the lesson plan includes movement. A study revealed that fidgeting showed higher performance on focused related tasks specifically when comparing students with ADHD to those without5. Other neurodiverse brains may require alternative methods to help improve focus. It is important to identify the needs of each student and attempt to develop a plan that has aspects which are beneficial to all learning styles.

Currently, research surrounding neurodiverse students in graduate level health profession programs is scarce. Though specific data is lacking, that does not mean that neurodiverse students are not still present in these programs. One study showed that among students in US allopathic medical schools surveyed, students with self-disclosed disabilities represented 2.7% of total enrollment. Of those students identified, the most common disabilities were ADHD (33.7%), learning disabilities (21.5%) and psychological disabilities (20.0%). This same study showed that 97.7% of students with self-reported disabilities received some level of accommodations ranging from testing, assistive technology, clinical assistance, and facilitated learning6. These accommodations allow neurodiverse students to be successful in their programs and does not directly impact their neurotypical peers.

As a neurodiverse student myself who struggled as a child to find teachers who were willing to accommodate my learning style, I can personally speak to the importance of inclusive learning. Punishing students for their perceived flaws associated with their neurodiversity does nothing but discourage students from learning. Teachers who recognize a neurodiverse student’s strengths and adjusts their teaching style to be fully inclusive can truly change the lives of their students and encourage them to be interested in their education.

References

1. Tougaw, J. (2020, April 18). Neurodiversity: The Movement. Psychology Today. Retrieved September 18, 2021, from https://www.psychologytoday.com/us/blog/the-elusive-brain/202004/neurodiversity-the-movement.

2. US Department of Education. (2021, March 30). Identifying and treating attention deficit hyperactivity disorder: A resource for school and home.-- PG 4. Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home. Retrieved September 18, 2021, from https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-identifying_pg4.html.

3. O'Donnell, Z. (2020, March 10). Challenges for neurodiverse students. Ranger Review. Retrieved September 18, 2021, from https://www.rangerreviewonline.org/features/2020/12/07/challenges-for-neurodiverse-students/.

4. Hehir, T. (2016, August 15). A Summary of the Evidence on Inclusive Education. Abt Associates. Retrieved September 18, 2021, from https://www.abtassociates.com/insights/publications/report/summary-of-the-evidence-on-inclusive-education.

5. Sarver DE, Rapport MD, Kofler MJ, Raiker JS, Friedman LM. Hyperactivity in Attention-Deficit/Hyperactivity Disorder (ADHD): Impairing Deficit or Compensatory Behavior?. J Abnorm Child Psychol. 2015;43(7):1219-1232. doi:10.1007/s10802-015-0011-1

6. Meeks LM, Herzer KR. Prevalence of Self-disclosed Disability Among Medical Students in US Allopathic Medical Schools. JAMA. 2016;316(21):2271-2272. doi:10.1001/jama.2016.10544