A Taste of Neurospiciness
What do Simone Biles, Albert Einstein, Maya Angelou and Tim Burton have in common? If your answer is incredible success in their chosen field, you’d be correct. Although they all also have something more interesting in common, they are part of the neurodivergent community. The question that should then be asked is how did they overcome their obstacles to become so successful and how do we replicate that success with our own learners?
While neurodiversity (which I personally prefer to call neurospiciness) is incredibly complex, there are some simple and straightforward steps which can make big differences. It starts with an environment based on understanding, recognition and tolerance. These factors are at the heart of both social and self-acceptance. When we are able to understand, recognise and tolerate those around us, we have the opportunity to maximise everyone’s potential. Understanding and embracing neurodiversity is not just for the neurodivergent; the neurotypicals play a key role in helping shape an ecosystem that is inclusive and welcoming of everyone, no matter the flavour of their neurospiciness.
Let’s get personal…
While Koa does not style itself as a school aimed at those recognised as neurodiverse, the online space attracts those of us who have been diagnosed with ADHD, Autism, Dyslexia or any of the other conditions that fall under the neurodiverse umbrella. This topic is one that is personal for me as I was diagnosed with ADHD as an adult six years ago and am currently working with the Neurodiversity Centre to see if my brand of neurospiciness is more complex than that.
This journey is ongoing and ever-evolving as we develop the language and tools that equip us to navigate the complexities of a world aimed at the vast majority of people who fall in the neurotypical camp. Who knew that most people could wear any shirt, no matter the material, and didn’t have to carefully curate their wardrobe based on fabric that wouldn’t drive them to distraction throughout the day?
Help me understand
The first step in the process of inclusivity is understanding. We need to have a clear idea of what neurodiversity is as well as how it impacts both neurotypicals and neurodivergents. The first formal recognition of a person with autism was Donald Trippet in 1943. He only died in June 2023. That does not mean he was the first person to have autism, but rather he was the first person to be recognised as having autism.
The first person diagnosed with ADHD was only in 1902. For every four boys diagnosed with neurodiversity, there is only one girl recognised. The reality is that this is not because girls are less likely to be neurodiverse, just more likely for boys to have their neurodiversity recognised and diagnosed. The shift in public perception around neurodiversity has been drastic in the last decade with an immense amount of research being done to find ways to support neurodiverse people.
One is either neurodiverse or not
It is important to understand that neurodiversity is not a choice, it is not a disease, and it is not contagious. Neurodiversity is a physical difference in the structure of the brain and the chemistry involved. For example, those with autism have an enlarged amygdala - emotional response and fear control centre. When those with autism become overstimulated, it triggers a response in a way that would be similar to a neurotypical person coming eye to eye with a hungry lion in the wild. The term “spectrum” is also misleading - it lets neurotypicals think that they might be a “little neurodiverse”. That is not the case - one is either neurodiverse or not. However, the characteristics, nature and neurotype are unique for each individual who has been classified as being neurodivergent. This means that the severity of the impact neurodiversity has on each person is different and for some the impact may be intense and debilitating while for others it can be a superpower or quirk that makes them interesting. The term “spectrum” is used to determine what characteristics those with a neurodiverse diagnosis present with and how intense those characteristics are. There is also a correlation and crossover between characteristics of different variations of neurodiversity. That is one of the reasons that I have spent the first few months of the year exploring my own neurodiversity to better understand and equip myself for success.
Juggling the everyday
I currently have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), which was formerly known as Attention Deficit Disorder (ADD). These are one and the same and really a very inaccurate name for what the symptoms are. I don’t see life with ADHD as a hindrance but rather as a superpower. Well, at least that is how I feel about them today. I have the ability to focus on multiple things at the same time. It’s not that I don’t have enough attention, but rather I have too much!
It is easy for me to get overstimulated or distracted as I pay attention to the various events, sensations and stimuli happening around me at any moment. It’s not uncommon for those of us who take meds to describe the result as finding quiet - it gives me the chance to focus on one thing at a time. However, I never lose the ability to take in a lot of information, and as such, it always looks like I am juggling a lot - but rather I just have a knack for hyper-threading my focus. I can switch between tasks rapidly and have a mostly good handle on the juggle. I am only human after all. Routine is the key to keeping all the thoughts and tasks in order. I really am a creature of habit and have found a very structured routine to keep my day and life in order. Without my routine or my meds, life can become a little overwhelming!
It has been a journey
The hyperactivity part is slightly more accurate. I always have a fidget device of some nature close at hand, whether that be a deck of cards to shuffle or a pen to twirl - busy hands help me have a still mind when I need to sit for extended periods of time. I give myself the freedom to stand at my desk or walk around the office to engage with more difficult ideas when I don’t need to sit! The perk to hyperactivity is that I have an abundance of energy which lets me get a lot done in an average day - I just have more energy to give than some people!
What is important to note at this point is that my brand or flavour of neurospiciness is uniquely mine. It has been a journey to curate a life that allows me to excel on a daily basis and I have set up a home environment that minimises triggers while maximising my chance of success. I live in the remote mountains outside of the Franschhoek valley where things like traffic and noise just don’t exist. I manage to avoid crowded spaces which can be overwhelming and overstimulating and have a supportive work space and family who recognise what it is that I need in order to achieve. Our home is always clean and my desk is uncluttered. I almost always have noise-cancelling headphones within arm’s reach. This is not something that happened overnight but has been carefully constructed through trial and error, with support and patience. What works for me and what works for someone else could be completely different! I truly believe that understanding my neurodiversity diagnosis and being open, transparent and forthright about it has helped to create a space where I am able to excel in both my personal and professional life.
Equal Opportunities
The trend is also moving away from the term “diagnosis” and more towards “recognition”. The idea that there is a diagnosis implies that there is something wrong or flawed, an illness of sorts. A recognition is just an understanding that there are characteristics that separate the neurodiverse from the neurotypical and neither is superior to the other. Instead, we need to learn to reframe our expectations.
Those with neurodiversity are still capable of achieving, meeting deadlines, engaging in classroom situations and discussions, and being positive, active members of society in a variety of ways. Yes, there might need to be a shift in how we approach different situations so as to ensure that everyone has an equal and equitable opportunity for success. However, that does not mean that we need to lower our standards or expectations for those recognised as neurodiverse. Rather, we just need to ensure that everyone is provided with the level of support that they need in order to reach the goals that are attainable for them. Neurodiversity should not be used as an excuse for not succeeding - that would be an injustice to both those recognised as neurodiverse and to the larger community who can derive benefits from the inclusion of a unique perspective brought by those who are neurodiverse.
Tolerance drives acceptance
To that end, Koa has embraced the idea that we have neurodiverse students and staff, and fostering an inclusive environment is to the benefit of us all. We are privileged enough to have Tracy Davies, a clinical psychologist and the Head of Psychological Services for the Neurodiversity Centre coming to provide practical training for our team on how to embrace and be inclusive of neurodiverse students in the classroom. She will also be joining us for a question and answer session specifically aimed at parents who want to know more about neurodiversity and the neurodiversity centre. In addition, as I am typing this article, I along with three other staff members, are about to attend a two-day seminar entitled “Introduction to Autism and Facilitation Course” hosted by the neurodiversity centre. Tolerance drives acceptance and the embracing of all members of our community.
Something to take away
I have predominantly focused on the neurodiverse while hinting at the benefits of the neurotypical. Here is the reward for reading along to this point - your patience and perseverance are appreciated. Many of the techniques and methods that help create a stable and accessible environment for the neurodiverse, work for those who are neurotypical too. Things like ensuring that you have enough protein with your breakfast or developing a structured routine.
In the classroom, teachers message that they will be cold calling - warning learners that they will be asking learners at random to answer questions. This helps reduce the element of surprise that would overwhelm a neurodiverse learner but would also likely leave a neurotypical learner feeling less than equipped to answer too! Understanding the time a person can maintain and sustain their concentration levels is something that again is beneficial to everyone. Ensuring quiet, tranquil learning and working environments that are organised is to everyone’s benefit.
Learning about what makes a productive space for someone with neurodiversity might just help to make a productive space for someone without. Diversity and representation across neurological structures make for an interesting environment that fosters learning, growth and engagement. And as far as I am concerned, that should be the primary goal of learning for us all!
