Why neurodivergent talent is important in teaching.
“First and foremost, a neurodivergent teacher is an inspiring role model for a young person who has been diagnosed as neurodivergent.”
First and foremost, a neurodivergent teacher is an inspiring role model for a young person who has been diagnosed as neurodivergent. The very existence of a neurodivergent professional signifies aspirations can be met, and educational attainment at a higher level is a real possibility. So why are so many neurodivergent teachers not disclosing to their students? And why are the unique talents of neurodivergent teachers not recognised or encouraged?
In a previous post I shared my own disclosure journey, it took me three years to disclose to my first FE employer, it took even longer for me to disclose to students, and even then, I did it on an ad-hoc basis, usually in response to a student expressing how they struggled or couldn’t do something because they were dyslexic. The students I did disclose to were surprised that a teacher could be dyslexic, but then appeared to be encouraged that a diagnosis of dyslexic did not mean professional occupations were closed to them. So why did I choose not to disclose to students on mass? Well, for me my own feelings about my diagnosis were nuanced, I never felt comfortable disclosing to colleagues, so the thought of disclosing to students felt a step to far in terms of feeling vulnerable.
Fortunately, in my research the neurodivergent teachers I spoke to felt better able to express and disclose their neurodivergent status to their students, believing it to be empowering for students, they were able to open a dialogue with students on processing and study techniques, and felt better able to relate to neurodivergent students. Notwithstanding, the neurodivergent teachers were mindful that disclosure made them also feel more vulnerable and exposed, they feared that some students may dismiss them once they discovered they were not ‘perfect’.
What is very telling in the literature on neurodivergent teachers (Burn, Polkkeus & Aro, 2013; Burns & Bell, 2011; Burns & Bell, 2010) from my own research, and indeed my own experience, is how neurodivergent teachers repurpose the resilient strategies they have developed as a student, and as an employee into their teaching methods. How I approached my own teaching was very much informed by how I see and process the world. Once I overcame the pressure to perform, I was able to use my processing strengths to present complex theories and ideas to students in a way that benefitted all students regardless of neurological status.
From the sources noted above, I have complied a brief list of some of the unique talents of neurodivergent teachers:
· They are expert at deconstructing complex ideas and presenting them in smaller digestible segments, this aids cognitive processing and assists in not overstimulating students, providing students the space to develop their understanding of individual concepts and how they fit into the bigger picture of an idea or theory
· Structuring lessons and essays are a real strength, slotting in where all the detail fits so that students can understand an idea or theory in the round
· Using a range of textual, auditory, and visual aids in teaching to aid content recall, this is particularly important for social science and humanities subjects where students are expected to recall specific dates, studies, and theories
· Neurodivergent teachers often champion the use of technology in and out of the classroom. In the use of interactive whiteboards, interactive based apps, college virtual learning platforms – In the past I have used the ‘Chat’ activity on a virtual learning site to set up virtual revision workshops, students were able to pop in ask a question and leave, the chat history remained visible, so if students were unable to recall an answer to a question, they could pop back in and find the answer
· Neurodivergent teachers can better make synoptic links between complex theories and ideas, and how these theories and ideas change over time. Through their structured approach to teaching, parallels and comparisons are more easily identified and pieced together so students can appreciate the bigger picture
The above is only a snapshot of the valuable teaching tools and techniques that neurodivergent teachers use in their everyday teaching, and why their unique perspective is so important, and should be embraced and celebrated.
If you want to find out more on how your college can encourage disclosure and embrace and celebrate the talents of neurodivergent teachers, please do get in touch.
Be a neuro inclusive champion!
Dr Annemarie O’Dwyer
References:
Burns, E., and Bell, S. (2011) Narrative construction of professional teacher identity of teachers with dyslexia. Teacher and Teacher Education, 27, pp. 952-960.
Burns, E., and Bell, S. (2010) Voices of teachers with dyslexia in Finnish and English further and higher educational settings. Teachers and Teaching, 16(5), pp. 529-543.
Burns, E., Poikkeus, A., and Aro, M. (2013) Resilience strategies employed by teachers with dyslexia working at tertiary education. Teaching and Teacher Education, 34, pp. 77-85.
