Thinking about conditions such as dyslexia, dyspraxia, ADHD and autism just as special educational needs or learning difficulties may prevent teachers and trainers recognising some learners’ potential, Remploy Disability Training and Consultancy Specialist Kath Wood believes. Ahead of new ETF–Remploy training and webinars specifically for the Further Education and Training sector in February and March, she explains why.
The terms special educational needs and specific learning difficulties are used commonly to describe a number of conditions including dyslexia, dyspraxia, ADHD and autism. But there are many reasons why, instead, looking at these as examples of neurodiversity can help us to recognise and unleash the potential in learners, with and without a diagnosed condition.
The term neurodiversity describes the different ways brains function producing a variety of skills, abilities and ways of thinking. There are varying estimates of the prevalence of neurodiverse conditions in the general population. According to a study published by the NHS Information Centre’s Community and Mental Health Team in 2012, as many as one in 100 people is believed to have autism, and statistics published by the British Dyslexia Association in 2012 identified that 10 per cent of the population is affected by dyslexia to some degree. It is clearly going to be an issue which will affect a considerable number of learners in classrooms and training rooms across the country.
A July 2015 report by York Consulting and the University of Leeds for the Higher Education Statistics Agency found that between six and 7.5 per cent of students enrolled at all higher educational levels in the UK had specific learning difficulties. However, this figure does not tell the full story, as many people reach further education without any formal diagnosis or assessment. Furthermore, we need to be aware that adults or older students in particular may have developed their own set of coping strategies which help them manage their condition to some extent.
Often, when we consider the adjustments we make for learners with conditions like dyslexia, dyspraxia, ADHD and autism, we focus on resolving issues or managing difficulties, and there is definitely a place for that. But it is equally important to consider how we can make the most of an individual’s strengths and positive characteristics that may be associated with their neurodiverse condition so we can enable them to work to their full potential. These could include creativity, visual thinking, alternative approaches to problem solving, the ability to find faults and errors or spot patterns and themes.
As teachers or trainers we should endeavour to develop our understanding of neurodiverse conditions, but also find out from our individual learners what works for them. We should consider:
If you would like to find out more about dyslexia and autism in particular, please look out for the one-day face-to-face awareness training sessions and webinars offered by the Education and Training Foundation (ETF) in partnership with Remploy. The support provided includes practical reference guides and useful links to equip you with the knowledge and confidence to adapt your communication, teaching strategies and environments to enable you to help your learners achieve their full potential.