Understanding and Accommodating Neurodiverse Students

Abstract

Neurodivergent is a broad, non-clinical term for “atypical” functioning of the brain—which encompasses a spectrum of disorders and learning disabilities (Baumer & Frueh, 2021). While this definition may seem sufficient and progressive at first glance, the language reinforces ablism by implying that a typical mode of functioning exists and uses a deficit-oriented lens to describe those who cannot conform to a socially constructed standard. I will be using the term neurodivergent to describe students who experience challenges in a classroom setting due to institutional barriers, emphasizing that the fault lies not with individual students but are the result of a systemic failure to accommodate all learners. Due to the media de-stigmatization and proliferation of mental health discourse, teachers are more aware of neurodiversity in the classroom and more willing to accommodate students—but that does not necessarily mean they understand the specific challenges or best practices (Devi et al., 2023). My paper explores how classroom teachers can honour the natural variation in ability among students through universal design for learning (UDL) and differentiated instruction (DI) frameworks, as well as why these strategies may be misunderstood and/or under-utilized in the classroom.