So as it’s Neurodiversity Week from 13 to 19 March, it seems like the perfect opportunity to reflect on what that means.
What does neurodiversity mean to me?
Uniqueness. That's what neurodiversity means to me. Our brains work differently from one another. We think, learn and operate in ways that are completely unique to us.
The term ‘neurodiversity’ is used to represent a spectrum of conditions that impact the way our brains work. Dyslexia, ADHD, autism spectrum condition, dyscalculia, developmental language disorders, Tourette's syndrome, and epilepsy all fall under this term.
All of these conditions impact the individual in different ways. For instance, dyslexia is a spectrum condition impacting different areas of literacy. Where one person may experience difficulties with reading comprehension and speed of reading, another may experience difficulties with the speed of processing information or with writing and getting their thoughts down onto paper. All of these conditions can have a significant impact on learning and how people take in and process information.
Although it can bring huge challenges to the way an individual can process the never-ending streams of information (be it in learning, work, or just in our day-to-day home and social lives), having a neurodiverse condition shouldn’t be seen as a disadvantage. It also brings a different way of thinking, creative approaches to problems, and an absolute focus on subjects of interest, knowledge, ability, and skills in areas that perhaps not all of us could attribute to ourselves.
Look out for the new series of our Learn Better Podcast with Stuart Pedley-Smith and his amazing team coming soon. The first episode will feature neurodiversity and explore the topic a little more.
“Everyone is entitled to see the same view over the top of the fence, some of us just need to grab a box to stand on.”
Support for our neurodiverse learners
At Kaplan, there are many support mechanisms and strategies we can explore to ensure our learners are able to access learning, implement strategies and utilise the accessibility tools available.
The Inclusion Team works with our neurodiverse learners to implement strategies and identify what support we can put in place to support them on their learning journey with us, and it’s up to all of us to ensure that everyone can access learning equally. Everyone is entitled to see the same view over the top of the fence, some of us just need to grab a box to stand on.
We currently have over 800 learners with an identified additional learning need, and 110 of those learners have support plans in place. Support plans are put in place for learners with more significant needs where we may need to implement specific strategies and approaches, it also allows us to review these regularly and make adjustments as necessary. These figures will continue to increase so it is ever more important we take time to think about what neurodiversity is.
If we can equip learners not only with the qualifications and subject knowledge but the tools and strategies to support their neurodiverse needs through their journey in education, and for the rest of their working careers, then this is true empowerment.
Over the years, we have seen a few changes in the team. Abbi Nolan has now left to take up a position in SQE. We wish her well and know that she will be equally as amazing and valued as she was in the Inclusion Team. Amena Dakhil has joined our team as an Inclusion Coordinator and the wealth of knowledge and skill that she brings will be a huge asset to us and of great benefit to all our learners.
“Uniqueness. That's what neurodiversity means to me.”
For further information on all things inclusion, please visit our well-being page.