NEURODIVERSITY of students is the new NORMAL.
In recent years, the number of individualized intervention plans has dramatically increased and may be as high as 20% in some classrooms!
This is not only due to neuroscience development, including increased testing, but is also linked to the evolution of our society.
In these conditions, it is virtually impossible for one teacher to offer learning materials that meet all needs.
But what if we looked at things differently?
What if we were less attached to labels and more to needs?
What if we rejected the ‘normal/not normal’ labels?
Then, there would no longer be neurotypical students on one side and neurodivergent students on the other, but quite simply young people with a plurality of learning needs and abilities.
From school integration to inclusive education
Image inspired by Craig Froehle, University of Cincinnati
The school needs to take into account the neurodiversity of students as a whole and adapt to each one.
School integration or equality
the student with special needs is integrated into the regular class, but must adapt to it.
School inclusion or equity
the school adapts to the needs of its neurodivergent students.
Inclusive education or universal access
the school takes on the challenge of learning to adapt to the diversity of the student body as a whole (and not on a case-by-case basis).
There are several approaches: either through the particular neurodiversity, or through specific behaviours.
Since some behaviours are common to several neurodiversities, it may be better not to label a child, leading to a more universal approach.
Therefore, in our site, you will find more information on