CONNECTIONS
In my opinion, neurodiversity is frequently viewed by teachers or entire school systems as a problem to be fixed or controlled. In reality neurodiversity is simply variations in how people think and learn. When we view it and treat it this way, ADHD, autism, and other learning “disabilities” stop being treated as deficits, but as part of the range of how brains work. This idea of challenging a long-standing system of beliefs aligns with several of our course readings, all which critique systems that label individuals who do not align with the status quo.
The preface and introduction of Troublemakers brings criticism of how school systems interpret differences as disruption. We learn about Anthony whose behavior clashed with typical classroom expectations, leading him to be labeled as a “troublemaker” rather than a learner with unique strengths. Neurodivergent behavior is typically a response to context rather than intentional defiance. Every time a “rule is broken" they are signaling something about a demand not being met in a system that demands unquestioning obedience. This mirrors Miller’s emphasis on changes in environments, rather than changes of the individual. Both texts ask how schools can adapt to support diverse learners.
In both Shifting the Paradigm and What Is Neurodiversity?, both authors challenge deficit based models, reframing differences as strengths. In shifting the paradigm, an asset model is promoted. By focusing on what students can do instead of what they cannot, we focus on their strengths, skills, and interests. In my own experience with ADHD, aside from the troubles focusing and sitting still, I absolutely aligned with Miller's descriptions of the strengths in creativity and problem solving. When teachers focused on my strengths rather than making me think I needed to be managed, I felt empowered. In the Neurodiversity movement, there is emphasis on strengths rather than perceived shortcomings. “Instead of thinking of people with autism or ADHD as needing to be ‘fixed,’ we put a spotlight on things that they’re good at and help with things that they’re working on.”
A common idea arises from these readings, focusing on the system in place that fails to accommodate students, and reframing our ideas about neurodiversity. Embracing neurodiversity is not just about supporting individual students; it is about transforming education into a more inclusive, equitable, and human-centered system.
I remember being very self conscious about having ADHD when I was younger, because of how it was treated. I didn’t want my friends or teachers to know, which looking back sounds so silly because it wasn’t a big deal. Now, I really value the way that my brain works. I think it really has allowed me to hone in on so many of my creative strengths and has allowed me to learn so many different hobbies, if that makes sense. I also feel that as a teacher, if a student is neurodivergent I think this will help me understand them and help them feel seen.
Hello Grace! The sentence from your blog that jumped out at me was "Neurodivergent behavior is typically a response to context rather than intentional defiance." My son has an ADHD diagnosis, and the only times he got in notable "trouble" at school was when he had a teacher or administrator who didn't understand the difference between "can't" and "won't" with him. Before we achieved the right medication as well as dosage and timing, sitting still was hard for him - and the teachers it frustrated were initially misreading it as disrespectful or insubordinate. They didn't understand that it wasn't that he WOULDN'T sit still, it was that he COULDN'T sit still.
ReplyDeleteHi Grace,
ReplyDeleteI love how you connecting this reading to past readings.Your connection to Troublemakers is spot on. Anthony’s story highlights how quickly schools move to control rather than understand. What stood out to me in your analysis is the idea that “rule-breaking” can actually be communication. Also, I appreciate you sharing your experiences with ADHD.