Questão de Inglês — Significado de Palavras e Expressões (Sinônimos, Antônimos, Parônimos, Denotação, Conotação, etc.) — FUNDATEC 2019

What is neurodiversity and what should schools be doing?

The term "neurodiversity" is used with increased regularity in academic circles, but what ___ it mean? And what influence should it have over what is happening in the classroom?

What is neurodiversity? Neurodiversity encompasses a wide range of neurological differences, such as autism, ADHD, dyslexia, dyspraxia, dyscalculia and specific language impairment. Although considered to be a relatively new term, it is thought to have been coined by autism activist Judy Singer back in the 1990s in a bid to move away from the medical view of autism and the idea it is something that should be "cured".

But __ it helpful to refer to these challenges as disabilities? On one hand: yes. There has been increased recognition that not all disabilities are visible. This has been reflected in increased public awareness of conditions such as autism, with shops providing "autism-friendly" times where the music may be switched off and lights dimmed and signs on public toilets stating that not all disabilities are visible. A diagnosis is also often the key to accessing support.

But __ neurological differences only disabilities if viewed through the lens of modern society? Harvey Blume, writing in 1998 for The Atlantic, commented: “Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?”.

John Robison, a passionate advocate for autism acceptance, feels that both views can be held: “In simple terms, proponents of the neurodiversity concept posit that autism has been part of the human genome forever, and therefore it must serve an evolutionary purpose. While I agree with that view I am also quick to point out that does not mean autism is not terribly disabling for many of us.” He continues by saying that, while a "cure" may not be applicable for some people with neurological differences, relief from their disability may be. Robison points out that the rates of depression and suicide are higher for people with autism compared with the general population.

Bearing this in mind, what should schools do to support young people with neurological differences?

1. Celebrate neurological differences – Make neurodiversity awareness a whole-school focus by teaching all young people about it. Celebrate successful individuals with a neurological difference (while also being mindful not to give the impression that all people with a neurological difference will automatically be geniuses or super successful in the world of business).

2. Boost self-esteem – Embrace the special interests and successes of young people with neurological differences, both within and outside the classroom. This could act to boost their feelings of self-worth and hopefully avoid feelings of not "fitting in" with the conventions of school.

3. Recognise mental-health issues – Work closely with parents and be vigilant of any signs of emotional or mental distress. It may be that the young person requires specialist mental health intervention accessed. Or it could be that they just need a friendly face or safe space at school.

4. Support – Those with neurological differences may experience difficulties with their executive function skills and may require support with organisation and time-management. Assigning a mentor could be useful.

Source: https://www.tes.com/news/what-is-neurodiversity