As mentioned in our previous blog post, neurodiversity is a term that is used frequently at present and refers to the different ways a person’s brain processes information. In terms of considering neurodiversity in schools and other education settings, it is vital that staff are aware of neurodiverse needs and are up to speed with general and specific strategies that are helpful in supporting neurodiverse children. In our training course on Supporting Neurodiverse Needs, we focus on ADHD (Attention Deficit Hyperactivity Disorder, ASC (Autism Spectrum Conditions) and ODD (Oppositional Defiant Disorder), but dyslexia, dyspraxia and dyscalculia also come under the umbrella of neurodiversity, which we have training courses for here and here.
ADHD
In terms of ADHD, it is important that staff are aware of additional needs that children may present with. This could include supporting with inattention, distractibility, and differences in executive functioning. Although the underlying cause of ADHD is still unknown, there is a hypothesis that suggests that ADHD reflects a core deficit in inhibitory control, an aspect of executive functioning (Barkley, 1997). Executive functioning helps us manage and organise everyday tasks, and as adults, we want to encourage the development of independence in all of our students. Therefore, general and specific support must be implemented to ensure that these children are not left to muddle through a school day unsupported.
ASC
Children with ASC may present very differently (particularly across genders), but generally autism is a triad of differences including differences in social interactions, social imagination and social communication. It is essential that children are well supported by the adults around them to ensure they can build and maintain friendships where appropriate; are supported in seeing things from other people’s perspectives which can help with conflict resolution and relationship maintenance; are supported with dealing with change; and are supported in communicating appropriately and effectively with others.
ODD
As aforementioned in our previous blog post, ODD usually manifests in pre-school years and the impact on school life is great. Children and young people diagnosed with ODD are very likely to face problems socially and academically and this can carry on into the world of work. It is therefore essential that staff are equipped with the correct tools to support children with ODD or children who find it difficult to regulate when angry. This can be through whole-school approaches to behaviour management and response to conflict resolution, and also through more specific strategies used one-to-one.
In our current training course, we offer adults in educational settings an introduction to neurodiversity in schools as well as general and specific strategies to support those with neurodiverse needs (ADHD, ASC and ODD). It is written and delivered by Dr. Eleanor Tomlinson, an Educational Psychologist.
