We are told that being disposed to having neurological differences like #dyslexia #DCD #dyspraxia #dyscalculia #ADHD #autism #ASD and/or any other identifiable differences in brain 'type' that we are different. That these differences mean we have delays, impairments and deficits which make us 'special' cases. These delays and deficits often mean we struggle to achieve in school. Thing is... we're not special we're just 'different'. We are just Neuro-diverse.
What Does It Mean To Be Neuro-diverse?
I personally love this description of our neurological differences because I feel it better describes the diverse nature of how our brains function as a human species. The differences may be caused by physical differences in the way we have developed uniquely from the moment we were conceived but they are differences that will continue to impact the way we interpret and interact with the world around us, in many cases throughout our entire lives.
There are of course medical labels to identify these differences and they are usually termed as disorders, conditions, deficiencies, impairments, syndromes, deficits, handicaps and disabilities and we repeat these medical labels when trying to explain our differences and how they impact us to others but that doesn't always get us the desired results.
There are of course medical labels to identify these differences and they are usually termed as disorders, conditions, deficiencies, impairments, syndromes, deficits, handicaps and disabilities and we repeat these medical labels when trying to explain our differences and how they impact us to others but that doesn't always get us the desired results.
So What If I'm Neuro-diverse? What Does It Matter?
This blog is about exposing a myth that it seems that our education system and employment markets may have been based on. A myth that devalues our neuro-diverse areas of excellence, our self-acceptance, our right to equal opportunity and the countries chance at innovation and progress. Instead of being provided with opportunity, we are pigeon-holed according to our labels and have differential expectations placed on our potential simply because we are neuro-diverse thinkers. I believe our education system and employment markets were based on the principle that if they cater for the neuro-'typical' or 'normal' majority then 'most' children and adults will achieve their potential.
So Who Are The NeuroTypical Majority?
The term Neuro-Typical was first taken up by members of the Neuro-Diversity Movement who identified autism as a natural form of neurological diversity. They therefore deemed everyone who was not autistic as being Neuro-Typical. So by this logic NT's outnumbered us by somewhere between 68 and 100 neuro-typicals to every one neurodiverse person.
Problem is many non-autistic people cannot be described as Neuro-Typical either. For example, people with dyslexia, dyspraxia, Dyscalculia, AD(H)D, Tourette's Syndrome, Epilepsy, Bi-Polar Disorder, Schizophrenia, OCD and any or all other neurological differences like those listed above cannot be considered as being Neuro-Typical. So once you start to include these neurological differences the balance changes and the side of neurodiversity grows larger still.
Problem is many non-autistic people cannot be described as Neuro-Typical either. For example, people with dyslexia, dyspraxia, Dyscalculia, AD(H)D, Tourette's Syndrome, Epilepsy, Bi-Polar Disorder, Schizophrenia, OCD and any or all other neurological differences like those listed above cannot be considered as being Neuro-Typical. So once you start to include these neurological differences the balance changes and the side of neurodiversity grows larger still.
Catering For The Neuro-Typical Majority
We are told that our neuro-diverse differences make us 'special' cases, that we are a small minority in education and and in the employment market. Therefore we have to be regarded as 'Special' Needs or Disabled if severely affected. Although there is legislation in place to prevent discrimination, it does still feel to many as though politicians have decided that our potential isn't 'worth' exploring.
In fact it sometimes feels as though it is almost acceptable for these institutions to fail us because after all, we are 'special', 'disabled', hard to get consecutive results out of. All these organisations are driven by, or targeted to obtaining good results or profits. We aren't straightforward to cater for, we don't provide nice, neat, averages across the board, so some schools and employers fear how our difficulties will reflect in their league tables, reputation and/or profits. The result is that members of these institutions or organisations don't want to work with us and are concerned about the potential adaptations they would have to make to accommodate our needs.
It seems as though successive Governments across the world have used a 'pigeon holing' system for 'brain types' and those of us with severe neuro-diverse differences are diagnosed, medically labelled then educationally sectioned off into 'Special Education Needs' (SEN).
It seems that the compulsory education system these Governments preside over were not created to manage the learning of children with our differences. It seems to me at least, as though the compulsory schooling system was built to allow everyone 'equal' access to education but it was not built to allow 'fair' access. Equal access is saying everyone has to be treated the same and the same results are expected from everyone. Fair access is allowing children to access learning in a way that is meaningful for them, and their progress be allowed in any areas of interest that improves knowledge and/or the ability to live independently.
Our education system looks to have been based on a macro view of society as a whole and designed to work for the Neuro-Typical majority who showed they could learn in the old traditional school settings. The curriculum designed to provide everyone with the same basic level of education which should enable them to enjoy further studies or employment. You can't blame the logic, as in theory it should have lead to the vast majority of children achieving their potential.
In fact it sometimes feels as though it is almost acceptable for these institutions to fail us because after all, we are 'special', 'disabled', hard to get consecutive results out of. All these organisations are driven by, or targeted to obtaining good results or profits. We aren't straightforward to cater for, we don't provide nice, neat, averages across the board, so some schools and employers fear how our difficulties will reflect in their league tables, reputation and/or profits. The result is that members of these institutions or organisations don't want to work with us and are concerned about the potential adaptations they would have to make to accommodate our needs.
It seems as though successive Governments across the world have used a 'pigeon holing' system for 'brain types' and those of us with severe neuro-diverse differences are diagnosed, medically labelled then educationally sectioned off into 'Special Education Needs' (SEN).
It seems that the compulsory education system these Governments preside over were not created to manage the learning of children with our differences. It seems to me at least, as though the compulsory schooling system was built to allow everyone 'equal' access to education but it was not built to allow 'fair' access. Equal access is saying everyone has to be treated the same and the same results are expected from everyone. Fair access is allowing children to access learning in a way that is meaningful for them, and their progress be allowed in any areas of interest that improves knowledge and/or the ability to live independently.
Our education system looks to have been based on a macro view of society as a whole and designed to work for the Neuro-Typical majority who showed they could learn in the old traditional school settings. The curriculum designed to provide everyone with the same basic level of education which should enable them to enjoy further studies or employment. You can't blame the logic, as in theory it should have lead to the vast majority of children achieving their potential.
... But In Order To Achieve Success For The Majority We Have To Be Reasonable.
We are constantly told that the schools are doing their best to make 'reasonable' adjustments so that people with our 'special' or 'additional' needs can better access learning. I have seen great examples of this myself. I have met many amazing teachers who have a real passion for working with 'Special Educational Needs' (SEN) children. We have certainly come a long way since my schooling days, but there is still a long way to go! The words 'reasonable' adjustments implies there will be a subjective opinion given on what we claim to be necessary adjustments and in my opinion, anything less than necessary is indicative of an inferentially discriminatory system. All the same, I think we are meant to be grateful ;-)
Schools Have To Cater For The Neuro-Typical
But what if the truth is that there is no Neuro-Typical brain type? What if we are all diverse. What if we just continue to add categories to what makes someone neurologically diverse? Once we add everyone who has PTSD, depression, stress and anxiety issues or regular panic attacks, drink or drug addiction, none of these groups could be described as Neuro-Typical either. You could even add people with severe phobias. All these variations in the way our brains work can affect the way we interpret, store and retrieve information. This will in turn affect the way we are perceived by others who expect 'normal'/'typical' aptitudes, abilities and behaviours.
But what if you keep adding to the list? What if there are no Neuro-Typical people out there. What if no one is just average or typical across the board?
What if all 7 + billion of the world's population all perceive, interpret and interact with the world around us slightly differently to each other? What if we are all different? What if there are no neuro-Typical children reaching their potential either? Then would we re-think the system?
The simple truth is though, if you have just one of the differences mentioned above you might well have had difficulty learning in a traditional school settings and you may well have struggled in the employment market to get, and keep a job which was suitably challenging and rewarding for you, and that didn't present you with too many barriers to success.
When you are severely neurodiverse you soon realise that none of the systems were created to benefit people like you.
My question, and the subject of this blog is...
But what if you keep adding to the list? What if there are no Neuro-Typical people out there. What if no one is just average or typical across the board?
What if all 7 + billion of the world's population all perceive, interpret and interact with the world around us slightly differently to each other? What if we are all different? What if there are no neuro-Typical children reaching their potential either? Then would we re-think the system?
The simple truth is though, if you have just one of the differences mentioned above you might well have had difficulty learning in a traditional school settings and you may well have struggled in the employment market to get, and keep a job which was suitably challenging and rewarding for you, and that didn't present you with too many barriers to success.
When you are severely neurodiverse you soon realise that none of the systems were created to benefit people like you.
My question, and the subject of this blog is...
Who Were Schools Created For?
On a micro (individual) level I have found no evidence at all of a Neuro-Typical brain. I have certainly not encountered anyone who claims to have one, despite many wanting to appear 'normal' to others.
I just think that Human brains are not like computers, we don't come with pre-set specifications, for how our brains function. Our brains are the most complex of all our internal organs and many scientists are still trying to analyse their internal workings, but it is still the least understood of our organs. With the billions of neural pathways in our brains I actually find it inconceivable to think that any two people could be wired the same way.
I just think that Human brains are not like computers, we don't come with pre-set specifications, for how our brains function. Our brains are the most complex of all our internal organs and many scientists are still trying to analyse their internal workings, but it is still the least understood of our organs. With the billions of neural pathways in our brains I actually find it inconceivable to think that any two people could be wired the same way.
Unique Doesn't Do Typical!
As human beings we are so diverse in nature that we can claim, in a world with over 7 billion people in it that each and everyone of us is unique!
Each of us has slightly differently coloured skin, hair, eyes, shaped faces, shape of body, height and weight.
If we needed even more proof that no two individuals are constructed the same way we need look no further than fingerprints and dental records. Even a retina scan can confirm someone's uniqueness!
We are all unique and yes, I can hear you all crying out 'what about identical twins', they do look the same. Well yes they do, they share each other's DNA but did you know that even identical twins DO NOT share each other's fingerprints!
Each fingerprint is unique, like a snowflake, no two are the same, no matter how many people we populate the world with we are all going to be unique and very different to those around us.
So why is it that there isn't the same acceptance over 'brain diversity' as there is over fingerprints? Children are not told they cannot succeed just because of their fingerprints, yet we are constantly reminded that if we cannot achieve minimum standards, especially in English and Maths, then we will struggle to find employment or continue with meaningful education. It is almost as though we are being told from a young age that if we cannot keep up with minimum academic standards we will not amount to anything, yet some of us cannot keep up with minimum standards because of our delays or difficulties brought on by our neurodiverse differences. We are failed by a system that prioritises 'fixing' our weaknesses rather than working to our strengths.
Each of us has slightly differently coloured skin, hair, eyes, shaped faces, shape of body, height and weight.
If we needed even more proof that no two individuals are constructed the same way we need look no further than fingerprints and dental records. Even a retina scan can confirm someone's uniqueness!
We are all unique and yes, I can hear you all crying out 'what about identical twins', they do look the same. Well yes they do, they share each other's DNA but did you know that even identical twins DO NOT share each other's fingerprints!
Each fingerprint is unique, like a snowflake, no two are the same, no matter how many people we populate the world with we are all going to be unique and very different to those around us.
So why is it that there isn't the same acceptance over 'brain diversity' as there is over fingerprints? Children are not told they cannot succeed just because of their fingerprints, yet we are constantly reminded that if we cannot achieve minimum standards, especially in English and Maths, then we will struggle to find employment or continue with meaningful education. It is almost as though we are being told from a young age that if we cannot keep up with minimum academic standards we will not amount to anything, yet some of us cannot keep up with minimum standards because of our delays or difficulties brought on by our neurodiverse differences. We are failed by a system that prioritises 'fixing' our weaknesses rather than working to our strengths.
Maybe I Am Uneducated Because I Am Thick. Right?
Although some of these differences are known to co-occur with Learning Disabilities, which can affect IQ, there are many more neuro-diverse people who will have average or above average IQ. Many of us who have the more severe neuro-diverse differences that impact on our learning (our ability to process, interpret, store and retrieve information), leave school with few or no qualifications and go on to be over represented amongst the underemployed and/or unemployed.
This is a very sad, and telling fact about the kind of society we live in. The neuro-diverse seem to make up a huge slice of the 'collateral damage' produced by our current schooling system.
We do not fit the one size fits all model, we are undesirable to many schools, our abilities and strengths often get neglected as the system tries identify and target our deficits with interventions in an attempt to get us to achieve minimum standards. Unfortunately, the current system no more helps the super talented than it does those who appear delayed or unwilling to adapt to what is expected of them.
The reason for this is that how well we do academically at school does not necessarily correlate with our potential to succeed in adulthood!
We, the neuro-diverse population, which is an estimated 4% to 20% of the worlds population are being told we are different. We are told we are failing at school but the truth is that the school system is failing us!
This is a very sad, and telling fact about the kind of society we live in. The neuro-diverse seem to make up a huge slice of the 'collateral damage' produced by our current schooling system.
We do not fit the one size fits all model, we are undesirable to many schools, our abilities and strengths often get neglected as the system tries identify and target our deficits with interventions in an attempt to get us to achieve minimum standards. Unfortunately, the current system no more helps the super talented than it does those who appear delayed or unwilling to adapt to what is expected of them.
The reason for this is that how well we do academically at school does not necessarily correlate with our potential to succeed in adulthood!
We, the neuro-diverse population, which is an estimated 4% to 20% of the worlds population are being told we are different. We are told we are failing at school but the truth is that the school system is failing us!
It's Time To Tell The Truth!
Having different needs does not make us 'Special' it just makes us 'different'. When these 'different' needs are met, and when we are able to process, interpret, store and retrieve information just as easily as others do - that is when we will have a fair education system.
Our Senses Play Their Part Too
We all interpret events and sensory stimuli differently. The way our sensory input is interpreted by our brains differs enormously from person to person. That's why some of us love spicy food and others can't even sprinkle pepper on their food without feeling the whole dish will have been ruined.
These differences coupled with our individually created diverse neural wiring could be the real reason why some of us become excellent in certain fields like music whilst others struggle to differentiate individual sounds, pitches and rhythm.
These differences coupled with our individually created diverse neural wiring could be the real reason why some of us become excellent in certain fields like music whilst others struggle to differentiate individual sounds, pitches and rhythm.
How Should We Learn?
Difference in perception and sensory issues should be supported throughout our schooling so that we can each achieve our unique potential in life rather than everyone be required to learn only subjects deemed essential on a macro level which we may, or may not, have any aptitude for, or interest in.
We should be allowed to learn by being encouraged and guided in investigating our interests and passions, not be deprived of challenging and fun mental stimulus just because we are slow to learn to read, don't seem focused on the class or are too tired or hungry to take it all in.
Schooling should be about ensuring that we are all exposed to as many topics and interests as possible so that we can all find subjects that inspire us to learn. Consecutive Governments tinker with the system but they all seem intent on grading schools on their ability to ensure that all, or at least the majority, of the children achieve minimum standards in their prioritised areas. This is a system that no more recognises genius - than accepts its fault in failing the vast neuro-diverse population.
We should be allowed to learn by being encouraged and guided in investigating our interests and passions, not be deprived of challenging and fun mental stimulus just because we are slow to learn to read, don't seem focused on the class or are too tired or hungry to take it all in.
Schooling should be about ensuring that we are all exposed to as many topics and interests as possible so that we can all find subjects that inspire us to learn. Consecutive Governments tinker with the system but they all seem intent on grading schools on their ability to ensure that all, or at least the majority, of the children achieve minimum standards in their prioritised areas. This is a system that no more recognises genius - than accepts its fault in failing the vast neuro-diverse population.
We Won't All Be Like Einstein, Edison or Branson
Albert Einstein, the Nobel Prize winning physicist who came up with the 'Theory Of Relativity', Thomas Eddison, the most prolific inventor of our time and Richard Branson, Entrepreneur and creator of the hugely successful Virgin Brand. All share one thing in common. They are all identified as being neuro-diverse and also struggled to achieve their potential throughout their schooling, but presented with opportunity, were able to show the world what they were really capable of.
What if the reason the school system fails so many neuro-diverse children, (including many gifted children with huge potential), what if we are failing because as a diverse human species we are meant to be different? What if we are not destined to be mediocre minimum standard drones?
What if the reason the school system fails so many neuro-diverse children, (including many gifted children with huge potential), what if we are failing because as a diverse human species we are meant to be different? What if we are not destined to be mediocre minimum standard drones?
But What If We WEre Destined For More?
What if the neuro-diverse brain really is the greatest untapped resource on Earth? If we could introduce a new form of schooling where children are marked against their own progress rather than how they are performing compared to their peers. Where children with delays in some areas are allowed to ease into new environments at their own pace. Where children are not made to stay in during breaks because of failure to complete tasks in time. Where children with delays were allowed to focus more on their strengths and areas of natural ability. Where schools looked to allow all children fair access to all educational tools via the internet up till the age of 25 and every student was allowed to follow any course they found interesting so long as they kept progressing in the prioritised academic areas. That way the government could still insist that all children study maths, science and English for example. We can't all be Einstein, but imagine the things we could be capable of doing if we hadn't been failed by our schooling?
It's time to end the pretence. What if...
It's time to end the pretence. What if...
There Is No Neuro-Typical Brain
What if... There is no average student or average employee, we are all different. When successive Governments tell us that we are the minority and they are doing their best to cater for us but they have to cater for the majority too, be sure to ask them who they include in that majority. I doubt they would even perceive themselves as being completely normal or typical across the board, at everything. After all, normal, typical and average are just other words for presenting the same groups of statistics, and all it means is 'within expected measures according to pre-existing data based on your peer group'
Can you imagine an education system where all children were allowed to take as long as they needed to learn each topic and were allowed to spend an equal amount of time being exposed to lots of new subjects to help them identify their natural aptitudes, until they developed a passion for one or more specialities. Would our potential inventors, innovators, physicists, mathematicians, entrepreneurs, artists and other high net worth individuals start to emerge?
Inspiring and stimulating the individual on a personal level would help build their self esteem and unleash their potential. That could have a huge positive impact on our society on a macro level too, more innovators, inventors, entrepreneurs, what country wouldn't want that?
Can you imagine an education system where all children were allowed to take as long as they needed to learn each topic and were allowed to spend an equal amount of time being exposed to lots of new subjects to help them identify their natural aptitudes, until they developed a passion for one or more specialities. Would our potential inventors, innovators, physicists, mathematicians, entrepreneurs, artists and other high net worth individuals start to emerge?
Inspiring and stimulating the individual on a personal level would help build their self esteem and unleash their potential. That could have a huge positive impact on our society on a macro level too, more innovators, inventors, entrepreneurs, what country wouldn't want that?
Final Thoughts
* If there is no Neuro-typical brain specimen - just average performance indicators created by large societies, to monitor the medical models, people's ability to work and academic progress amongst its population. It is not therefore a desired quality to be 'normal'... surely it's better to want to be exceptional!
* We are all capable of some forms of neuro-diverse thinking but some are only mildly affected whereas others are severely affected and need continued support to discover and reach their full potential. Different needs does not mean we need sympathy, it means we need adaptations to account for our differences if we are to have a 'fair' chance of achieving our potential.
* We all learn in different ways, we are all wired differently but we are forced into an outdated 'typical' schooling model that currently fails a great many children who are too diverse to learn in this way. Therefore it is this outdated vision of what schooling the masses should achieve that should be blamed for failing it's children, not use.
* We are all capable of some forms of neuro-diverse thinking but some are only mildly affected whereas others are severely affected and need continued support to discover and reach their full potential. Different needs does not mean we need sympathy, it means we need adaptations to account for our differences if we are to have a 'fair' chance of achieving our potential.
* We all learn in different ways, we are all wired differently but we are forced into an outdated 'typical' schooling model that currently fails a great many children who are too diverse to learn in this way. Therefore it is this outdated vision of what schooling the masses should achieve that should be blamed for failing it's children, not use.
Question the one size fits all educational and medical model
and start the search for excellence.
The neuro-diverse brain is the greatest untapped resource on Earth
Turn on the light to unleash the potential!
and start the search for excellence.
The neuro-diverse brain is the greatest untapped resource on Earth
Turn on the light to unleash the potential!