Issue 14: Nurturing Neurodiversity and Empowering Neurodiverse Learners to Drive Their Own Brains | Sarah Sharpe

Historically, society and our education system have valued conventional academic success above all else. This system dates back to the Industrial Revolution, with children sorted 'according to their date of manufacture,' progressing through a very linear, standardised model of education. Students whose brain wiring enables them to be good at reading, writing, spelling and maths succeed in this system, as these are the conventional academic markers of success. However, around 20% of students are likely to disengage in this system as it is not geared to their strengths and does not necessarily value them. Indeed, the focus has been on what neurodiverse learners can't do and has seen them labelled as 'non-academic' and not successful. This deeply entrenched negative perception of neurodiversity needs to be addressed and eliminated.

Every individual has different strengths and challenges, and that is what makes us unique as human beings and enriches society. Indeed, many movers and shakers in society have been, and still are, those who are neurodiverse. Therefore, it is vital that every individual's strengths, abilities, and what they can do, are at the forefront of an educational pathway. In other words, we must 'flip our thinking' when addressing the learning needs of neurodiverse individuals and focus our approach on strengths, not weaknesses.

Completing a Personal Learning Profile or something similar becomes an extremely useful reference when teaching metacognition. Learners gain an insight into how the human brain works, the variety of ways that we learn, our strengths and challenges, and how we can use our strengths to support our learning.

It is really important that-

• Students find, understand, and use their strengths for learning.
• Teachers & Teacher Aides understand these strengths and encourage them to be used for learning.
• Families understand these strengths and encourage their children to use them.

How metacognition is delivered in a classroom setting may vary. However, it is important that this begins from an early age. The Sharpe Minds Personal Learning Profile resource takes the student through a series of quizzes and information, supported by classroom teaching and activities which reinforce learning and understanding.

Personal Learning Profiles encourage individuals to articulate to others how they learn, what works for them and what has helped them in the past; this can really help to build a trusting relationship between educator and student as well as boost self-esteem and motivation. They are a really useful starting point for talking with students about their strengths, challenges and what would be the best strategies to help them learn. Supporting metacognition conversations may include:

• Asking your learner to think of something that they've learned successfully. It can be something factual or a skill, e.g., playing a sport, riding a bike, or learning language techniques in English. Ask them how they learned and what worked for them. Can they apply the same learning techniques to other situations? Many individuals will never have experimented with different learning techniques or even thought about how they learn best and how this relates to their own individual strengths and weaknesses.
• Asking them to think about the task and what makes it easier for them. Help your learners by asking them to think about the following:

• Ask what situations/tasks make it harder for them, such as background noise, working in group settings, and reading written information.
• Encourage 'teaching on': If they can teach it to someone else, they are more likely to understand it.
• Peer support - We know that from the young age of 8 or 9, people often learn more from their peers than their teachers.

When neurodiverse individuals:

• know that being neurodiverse is okay and that it is part of a continuum of human genetic variation that should be celebrated and nurtured
• understand themselves as learners
• are aware of and can use their strengths for learning
• can be confident that others perceive them positively and recognise their strengths
• are able to keep their self-esteem intact

then we will have given them the tools to succeed and thrive. Neurodiversity enriches humanity. Let's celebrate those who are neurodiverse and ensure they are given every opportunity to reach their full potential.

• British Dyslexia Association
• Speld New Zealand
• The Dyslexia Foundation of New Zealand
• British Dyslexia Association
• Kāpiti College Students
• Understood.org

I am a teacher and neurodiversity education specialist and have worked in this field for the past fifteen years. I established the successful, nationally recognised neurodiversity education programme at Kāpiti College and now work as an Educational Consultant through my company Sharpe Minds. I am a Ministry of Education accredited PLD provider. My extensive advocacy work includes making advocacy videos with my students and hosting members of the Education and Science Select Committee.

I run professional development throughout New Zealand across the education sector, from primary through to tertiary. I work with industry training organisations and have worked for the Dept of Corrections. Through my work with Kura in the Waikato, Otaki, and Oamaru, my resources are now available in Te Reo Māori and Tongan.

I also work within the aviation community supporting neurodivergent learners to get their pilot licence.