Representation of Neurodivergent People in K–12 Curricula (many articles cover ways to help neurodivergent students thrive in education or ways to overcome barriers in postsecondary education; however, this article will focus on the importance of recognizing neurodiversity and developing and improving neurodiversity initiatives at secondary schools) (Allan)

TITLE: Representation of Neurodivergent People in K–12 Curricula

AUTHORS: Allan Jiang and Chloe Lukac

TAGS: education, inclusion, initiatives, clubs

Significance of Neurodiversity in the Classroom

In many schools across the world, there is a lack of neurodiversity in educational materials. There is also a lack of support for teachers attempting to lead activities surrounding neurodiversity. Connections with the teacher allows for a more inclusive learning environment. Individual conferences or student-teacher conferences give students the opportunity to talk about themselves, their goals, and learning styles. Lessons should focus on individual student needs since students are the “customers”, and be taught in various ways to address different student needs. This brings up the next question.

Should Students with Special Needs be Placed Into Classrooms for Them?

According to Alvernia University, students who are placed in general classrooms do better academically. The same learning opportunities are given to all students. Additionally, many lesson plans become more fit to all students. Teachwire argues that special classrooms fail to produce fair adult results for those with impairments. They say that there must be inclusion if there are other concepts such as equality and justice.

https://www.teachwire.net/news/inclusion-isnt-right-and-doesnt-work/

(https://online.alvernia.edu/articles/inclusion-classroom/)

Advantages for Neurotypical Students:

-Neurodiverse students can help improve neurotypical student’s social behavior by expanding their empathy, perspective taking and negotiated sharing.

-On the other hand, they can also strengthen their sense of self, encouraging them to be a role model.

-Finally, they will have a much better understanding of neurodiversity, helping them be much more accepting in the future. As the HEALIS AUTISM CENTRE says: “Being exposed to inclusion firstly at an early age and then consistently throughout their lives, encourages neurotypical children to approach individuals with special needs with acceptance”.

Advantages for Neurodiverse Students:

-As stated above, the inclusion of neurodiverse students can make a big positive impact in their academic success by providing them with many more opportunities.

- It can also help them become much more independent, moving them towards post-secondary success.

In the end the inclusion of neurodiverse students in general classrooms has advantages for everyone “allowing all children to develop a sense of belonging and respect for individual differences, to be better prepared for life in the community as children & adults”. https://www.healisautism.com/post/benefits-inclusive-classroom-neurotypical-children-special-needs

How to Develop Neurodiversity Initiatives in K-12 Educational Settings

The following list includes examples to start incorporating neurodiversity into lessons.

1. Teachers could invite neurodiverse authors to classrooms.

2. Children’s books about the basics of neurodiversity for primary school students can be distributed in classes.

3. Encouraging students in secondary school to practice online networking because there are safe spaces online.

4. Schools could appreciate diversity with celebrations.

5. There could be competitions to build social-emotional learning skills.

Starting a Club

In secondary schools, creating or joining clubs that discuss fields in neurodiversity is a good starting step. Advocacy work can be accomplished with many people. The more diverse the club is, the stronger the ideas in the discussions are. Friendships, which are critical to knowing other people, can enrich the club’s atmosphere.

The Stanford Neurodiversity Project is actively working on helping various schools internationally to start clubs through SNP REACH. Updates and ways to start clubs will be offered in the future.

1. How can I practice allyship for the neurodiverse community?

The first step of social inclusion is education; to understand neurodiversity, it’s important to first educate yourself on the challenges and strengths that the neurodiverse community experiences. Even though neurodiversity isn’t a subject taught in schools, there are still so many great resources online that you can take advantage of to educate yourself. For starters, the Stanford Neurodiversity Project has a page on their website that explains the concept of neurodiversity and provides resources for neurodiverse high school and college students. Additionally, if you are neurotypical, remember that when positioning yourself as an advocate, we should be amplifying the voices of neurodiverse individuals rather than speaking over their experiences.

2. What are some challenges that neurodiverse people face in everyday settings due to lack of accommodation (public schools, transportation, etc)?

Neurodiverse individuals often face challenges in social inclusion, which includes stigma, judgements, and negative stereotypes. Especially in books and movies covered in school curricula, it’s rare to find proper neurodiversity representation amongst characters, such as conditions like ADHD, autism, or obsessive compulsive disorder. In schools, teachers may not be accommodating of the needs of neurodiverse people, not understanding why neurodiverse students may need more time on certain school assignments. Additionally, loud public spaces, such as classrooms or buses, can cause discomfort or agitation among neurodiverse individuals, who can experience overstimulation or sensory overload.

3. How can neurodiversity inclusion be implemented into workplaces and learning environments?

Schools and workplaces can be more inclusive towards the neurodiverse community by listening to the voices of neurodiverse individuals and initiating change into their environments accordingly. Neurodiversity inclusion is important to foster a healthy learning and work environment for all members of a team or classroom, conveying a message that every student or employee is valuable and appreciated. For example, the Magical Bridge Playground is a socially-inclusive playground in Palo Alto that aims to provide a positive experience for those with physical, cognitive, and visual conditions, as well as the medically fragile. Accommodation is something that is specific to each and every person, so it can be helpful for workplaces to offer surveys or polls to all their members, which can help gauge everyone’s learning strengths and challenges. Additionally, groups can celebrate annual traditions that are neurodiverse-inclusive, such as Neurodiversity Awareness Month.

4. What is something about neurodiversity that neurotypical people should understand?

Everyone functions and learns differently, and that’s perfectly okay; there is nothing wrong with someone needing accommodations or extra support because of their condition. Additionally, most people on the neurodiverse spectrum can have different strengths and challenges, even if they are diagnosed with the same condition. If we work together to create a positive, fun environment surrounding neurodiversity inclusion, we can see that our differences are the same as our strengths.

TOP 5 MUST READS THIS MONTH

By Tia Ketsan

While there are an abundance of books out there, below are some amazing reads about neurodiversity! Each one celebrates or discusses more about the complexities surrounding neurodiversity. Happy reading!

1. Uniquely Human by Barry M. Prizant

Oftentimes in society autism is seen as a deterrent, but what if we saw it as just another part of one’s identity? This book focuses on how we can better understand those around us who have autism and how we can support them. Rather than immediately push them towards autism therapy and expect that to help them, the book details how we can contribute to their well being as well. Instead of aiming to restrain behaviors like sensory challenges or repetitive behavior patterns, we can learn about how to build on these abilities and promote a better quality of life.

2. Life, Animated: A Story of Sidekicks, Heroes, and Autism by Ron Suskind

This real life story details the life of Suskind’s son as he goes through life expressing himself through Disney movies. Suskind’s son- Owen- became mute at the age of 3. He was inconsolable and was unlike the happy go lucky child he was before, but once he discovered animated Disney movies, he began to memorize them in order to use them as his main form of communication. The book is a particularly interesting read not only because it is a true story, but because it touches on the deeper topics of familial relationships as well as how vital-communication in all forms- is important to our daily lives.

3. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain by Thomas Armstrong

Similar to NNEA’s embracement of neurodiversity, this book celebrates everyone. It dabs on topics from ADHD to dyslexia to autism, all while embracing the advantages and skills that each one brings to the table. If you are looking for a pick me up book that explores neurodiversity from a different perspective, this is the one for you.

4. Loud Hands: Autistic People, Speaking by Julia Bascom

The foundation of this book is a project called “Loud Hands” by the Autistic Self Advocacy Network. This collection of writing pieces were written for and by people with autism. If you hope to gain more insight into another individual’s life or take a walk in your shoes, this book is perfect. There is something so moving about being able to read about the history of the autism self advocacy movement and then to experience it first hand by reading from those who are in that circumstance. It focuses a lot on the need to reform how we think about autism and neurodiversity as a whole, so while this may be a heavy read, it is definitely worth it.

5. Neurotribes by Steve Silberman

Silberman begins the captivating book by narrating the story of two researchers who defineed autism in two very different ways. By already beginning the book with a contrast, he sets the mood perfectly to introduce his way of thought- embracing the neurodiverse model. He specifically touches on the idea that neurological differences are not a mistake, they are nature's way of varying the human genome. They are a way to give life back into society and help us embrace each other in every way possible.

My Top 5 Favorite Neurodiversity Movies

By: Isabella Fortson

As the media world has slowly become more progressive, the neuro-diverse community has also been introduced to a variety of neuro-diverse characters and representation within the film world. While the majority in the community are grateful for the new light shone on neuro-diverse experiences, unfortunately not all representation is “good” representation. But, not all hope is lost. Although there are many characters in films portraying harmful stereotypes of neuro-diverse individuals, here are five supportive neuro-diverse movies that will make your day!

The Peanut Butter Falcon PG-13

(Drama/ Adventure)

The Peanut Butter Falcon is a comedic, heartwarming story that follows Zak, a man with Down Syndrome, on his path to becoming a professional wrestler. With the help of an outlaw named Tyler and his caretaker Eleanor, the three embark on a journey to accomplish Zak’s dream. The director’s give Zak a voice that brings light to multiple neurodiverse issues such as harmful stereotypes, names and the sheltering of people with disabilities. Overall, this is a perfect film to watch if you’re looking for a laugh and the theme of found family.

Like Stars on Earth PG

(Drama/ Musical)

Like Stars on Earth follows a young school boy and his journey as a neurodivergent student. Ishaan, who is fascinated by creative expression, is often misunderstood and targeted as a “troublemaker” by faculty administrators. This unfortunately winds him up in the position of being sent to boarding school by his parents. When things couldn’t look worse for Ishaan, a new Art teacher of the name Ram, helps him on his path to self discovery. This realistic film does an excellent job at displaying the world of dyslexic students in educational settings. The teacher, Ram, especially embodies the strength based model and how with proper upliftment any mountain can be overcome.

What’s Eating Gilbert Grape PG-13

(Drama/ Romance)

What’s Eating Gilbert Grape follows Gilbert, a young man struggling to support his family while pursuing happiness. One of the many plot points in the story is Gilbert’s relationship with his younger brother, Arnie, who is on the Autism-spectrum. Gilbert must attempt to balance his private life and love, Becky, while caring after his large family of five. Leonardo DiCaprio’s performance as Arnie is incredible and portrays a realistic relationship between neurodiverse and neurotypical siblings.

Forrest Gump PG-13

(Drama/ Romance)

Probably the most iconic movie on this list, Forrest Gump, follows Forrest, a once disabled man on his journey through the 60s and 70s. While traversing different jobs Forrest inspires those around him through his constant goodwill. However his troubled childhood love Jenny, who continuously struggles through her own mental obstacles, poses as the most difficult for him to save. Be warned this film, while displaying an optimistic outlook on life, will definitely strain your heart. Good start.

Crip Camp R

(Documentary)

Don’t let the R rating of this movie deter you. Crip Camp is a documentary based film that follows a group of radical teen advocates at a neuro-diverse summer camp. The story touches on the disabilities rights movement and historic legislation changes for disabled people. I loved the way this film displayed the power of neurodiverse individuals and how as a community we can encourage others to make changes. Crip Camp is rated 100% on rotten tomatoes for a reason, if you're looking for a realistic inspiring movie this one's for you.

Stanford Neurodiversity Project Research Education and Advocacy Camp

By Jennie Wang & Vedhika Mohankumar

Neurodiversity advocacy doesn’t have to start at adulthood — aimed towards uplifting the next generation of neurodiversity advocates, the Stanford Neurodiversity Project’s Research, Education, and Advocacy Camp for High School Students (SNP REACH) ran from July 11 to August 5. The camp, a virtual immersive summer program centered around design thinking and the strength-based model, was divided into two separate cohorts for two weeks each and welcomed 89 students from around the US and the globe.

Featuring lecturers from leaders in the field of neurodiversity advocacy, the program exposed students to areas of neurodiversity ranging from its applicability to healthcare and laws to science and mental health. Every morning of the camp welcomed a new speaker, giving students a chance to learn a wide variety of perspectives and ultimately helping them understand the greater picture of neurodiversity.

For instance, Social Neurosciences Research Program Director Karen J. Parker, PhD presented on neurobiology, lecturing on scientific research developments about individuals on the autism spectrum, which was an eye-opening presentation for those passionate about the intersection of science and neurodiversity. On the other hand, many campers took particular interest in Olenka Villarreal’s presentation on her Magical Bridge Playground in Palo Alto, CA, which is a socially-inclusive public playground that she and her team designed to accommodate the needs of neurodiverse individuals (sensory challenges, visual and auditory impairments, and different cognitive and physical conditions).

For many students, one of the most prominent takeaways from the camp was its emphasis on the strength-based model. Because neurodiversity isn’t a field of study offered in most high schools, it can be difficult to find information about neurodiversity beyond common conditions such as ADHD and autism. Moreover, many available resources view neurodiversity in a negative light, using terminology such as “disorders” or “deficits,” portraying the inferiority of neurodiverse individuals to their neurotypical peers. However, during the first day of SNP REACH, students were exposed to a new perspective of viewing neurodiversity — one that portrays differences in brain function and behavioral traits as part of normal variations in the human population. Stanford Neurodiversity Project Director Dr. Lawrence Fung introduced the strength-based model of neurodiversity, which takes into account the strengths and challenges that neurodiverse individuals may face. Key components of the strength-based model include Positive Psychology, Positive Psychiatry, Gardner’s Theory of Multiple Intelligences and Chickering’s Seven Vectors of Development.

The 89 student participants were divided into small immersive groups, with each group being led by a camp counselor who guided them through daily icebreakers, group activities, and their neurodiversity advocacy project development. Counselors formed a close relationship with their groups, getting to know each student’s strengths and challenges when working individually and with others. Following daily morning lecturers, campers broke off into their groups where they integrated design thinking into the five-step ideation process (empathize, define, ideate, prototype, and test), eventually choosing one idea to turn into a final project. Although this was a new and intimidating process for many students, the camp counselors helped narrow ideas, encourage student participation, and offered suggestions and feedback to the group. On the last day of the camp, campers invited their parents and family members to watch their final presentation.

Students left the camp with not only a greater awareness of neurodiversity, but also with a community and network of like-minded advocates. In the future, students will have a chance to present their progress in developing their own neurodiversity advocacy projects at the 2022 Stanford Neurodiversity Summit, which will take place from October 23 to 25 and is now available for registration at https://med.stanford.edu/neurodiversity/SNS2022/registration.html.

How did you get involved in neurodiversity advocacy?

Isabella Fortson:

I am the younger sister of a brother on the Autism Spectrum, because of this I have been involved with the neurodiverse community since I was born. From watching my brother's speech/occupational therapies to participating in autism fundraising events, and of course being his sibling, neurodiversity plays a major part in my life and is something I will always advocate for.

Jennie Wang:

I first got involved in neurodiversity advocacy through a local non-profit in my city, called Friends of Children with Special Needs (FCSN). In my elementary school classes, several of them were integrated classrooms, meaning that we had a few students with autism learning alongside the neurotypical students. I always saw how students with autism were excluded from so many social situations, and lots of kids would avoid or bully them. When I heard about FCSN, something in my heart tugged at me to learn more about the organization. At the volunteer orientation, we learned about the challenges that neurodiverse individuals and their families can face, and it really touched me. The people in the neurodiverse community truly inspire me, and I can’t speak highly enough about the dedicated families and volunteers I’ve met in FCSN. After that, I found myself doing as much as I could to learn more about neurodiversity and educate those around me. Now, I am very grateful for everything the neurodiverse community has taught me.

Rishi Upadhyay:

My involvement in neurodiversity advocacy entails witnessing first hand experiences with peers at my school. Many peers at my school are bullied due to their conditions. This, along with my interest in neuroscience, fueled my neurodiversity involvement.

Do you have a personal motto you live by?

Annika Singh:

“We may encounter many defeats but we must not be defeated” by Maya Angelou. This quote reminds me to stay positive and keep pushing myself to achieve my goals.

Benjamin Haworth:

“You didn’t come this far only to come this far.”

Tia Ketsan:

The motto I live by, even if it is a little cheesy, is that everything happens for a reason. I think this is a strong mindset to have in life because while it embraces the mistakes we make along the way, it also places a heavy emphasis on the lessons and other things that come out of those situations. This motto reminds me that life will happen in ways that we want it to and ways that we don't, we just need to make the best out of whichever hand we are dealt. It helps to keep me grounded, especially when I feel particularly down about wanting something to happen and it not occurring. Although it may hurt when things don't go the way we want it to, it helps keep us on our toes and makes life interesting.

Why is neurodiversity advocacy important to you?

Avery King:

Neurodiversity advocacy is important to me because further recognition of people on different spectrums will hopefully allow them to live more applicable and acceptable lives. My brother, who happens to be on the autistic spectrum, always feels accepted by his family and close friends, but I believe a more progressive outlook on people with neurodiverse conditions will help people, like my brother, to feel more generally assimilated into society. Everyone has truly unique qualities to them, andly feel like neurodiversity advocacy will always highlight those profound specialties in everyone.

Peter:

Neurodiversity advocacy is important to me because I think it is important that variations in the brain should not be viewed as deficits, but rather something that is "normal." Moreover, the removal of the stigma surrounding these differences is something that I strongly agree with and love to advocate for.

What is your dream job?

Emma Miller:

My dream job is to be a pediatric neurologist. Medicine is a field that has always piqued my interest, and I discovered that I enjoy working with kids through tutoring at Mathnasium and volunteering at the PEERS UCLA Clinic. This specialty would allow me to continue exploring my love for neuroscience while treating and advocating for neurodiverse children.

Lauren Pearson:

My dream job would be to pursue a career in medicine, especially neurosurgery. The ideology connected to dealing with the actual physiological structures of the human brain is unlike anything else in the world… something that I could only dream of!!!!

What are your favorite hobbies?

Vivi Green:

I have Ehlers Danlos syndrome, a connective tissue disorder that can cause hypermobility and is highly comorbid with autism. My favorite hobby is contortion, in part because I'm naturally very flexible thanks to my EDS, and because I enjoy being active. i spent the vast majority of my childhood dealing with severe chronic pain (in and out of wheelchairs, back braces, etc) and now that it's under control I love being able to move around and do things! I also enjoy weightlifting. My current squat pr is 460 pounds, and I'm working on getting to 500!

Vaishnavi Manivannan:

I absolutely love Bharatanatyam (Indian classical dance), especially because I've been practicing the art for more than 8 years and it helps me feel all the more relieved as I feel more connected with my culture. Apart from dance, I love to paint and code art!