Understanding Neurodiversity: Embracing the Strengths-Based Approach

The Neurodiversity movement has been misunderstood in many ways. Often, it has been thought to be associated with Autism and ADHD.

Yes, ADHD and Autism fall under the umbrella of Neurodiversity, but it encompasses a wide range of neurological differences. These include: Dyslexia, Dyspraxia, Tourette Syndrome, Learning Disabilities, Mental Health conditions such as Depression, Anxiety, and Bipolar disorder (and more). 

A key aspect of Neurodiversity is the shift in the focus of “fixing people” to celebrating the differences in our brains. We can implement strategies and supports for individuals who are neurodivergent, but we realize we are not necessarily going to change their diagnosis. 

Many schools have embraced Neurodiversity. If a district has not, parents walk into Committee on Special Education (CSE) meetings and are bombarded with everything that is wrong with their child, instead of shifting the focus to the students’ strengths. 

For example, an individual with Autism might have a special interest in Star Wars. The student can tell you everything about Star Wars, which is awesome. The student may struggle with reading comprehension, but if you give them a Star Wars book, there is a good chance they will be able to answer comprehension questions about it. This is evidence that the child can comprehend, but it is more related to the child’s interest. 

Another example is of a child who has a diagnosis of Learning Disability. The student might not be able to read the written word fluently, which causes the child to read slowly and then have difficulty in understanding what they read. But if the child is given the same text read to them, they comprehend it beautifully. That should be highlighted and celebrated. 

Traditionally, Individualized Education Programs (IEPs) often prioritize reading fluency above all else. However, by constantly forcing students to read books well below their intellectual level, we often inadvertently cause them to dislike reading. While we should still focus on fluency strategies/interventions through fifth grade, we should also provide the assistive technology to read to the student to show their comprehension strengths.

In my opinion, once a student is multiple grade levels behind in middle school (with quality fluency interventions in elementary school), we should shift our primary focus toward assistive technology. These tools allow students to access high-level literature that matches their comprehension skills, building their confidence and preserving their love of books rather than extinguishing it. 

The bottom line is that Neurodiversity helps us recognize that our brains are all different, and that we are not always going to be able to “fix” the deficit; we should focus on the individual's strengths. 

In my next blog, I will write more about Neurodiversity and the strength-based approach because there is so much more to it:-) 

I hope I have given you some insights that help or make you think. My next blog will continue to delve into Neurodiversity. All comments and feedback are welcome.

Gary Gerst is the CEO of Gerst's Student Solutions. Also, he is a K-5 Principal of Minoa Elementary School.