Understanding Neurodivergence in the Classroom: Implications for Teaching and Learning Practice
Exploring the complexities of ADHD and Autism, this educational session led by Matt Coldrey delves into the manifestations of these conditions, approaches for accommodating neurodivergent individuals, and encourages discussions on defining ADHD and Autism.
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Presentation Transcript
Neurodivergence in Neurodivergence in the Classroom Classroom What it means for teaching and learning practice? the Matt.Coldrey@Hartpury.ac.uk @MattCoachingPE
Who am I? Who am I? Senior Lecturer in Sports Coaching, Physical Education and School Sports a fancy title for being a professional nerd. Diagnosed with ADHD as an adult (my brother was diagnosed as a child). Neurodiversity is one of my many and varied professional interests.
What well be covering What we ll be covering What ADHD and Autism are, and how the can manifest in a person s behaviours (spoiler alert, they are extremely complex and varied conditions). Consider some of the approaches that can be taken to cater for the neurodivergence of individuals with ADHD and Autism
TASK: TASK: With the people around you discuss what your definitions of ADHD and Autism are this is not a test so do not worry, like I said, they are complex conditions with multiple current theories explaining them.
Basic definitions: ADHD Basic definitions: ADHD ADHD: characterised by executive dysfunction and emotional dysregulation stemming from not enough dopamine being produced to utilise the logical and rational parts of the brain. It is not a lack of attention or hyperactivity! It is a lack of control on what attention is paid to and seeking dopamine reward (gratification). Attention Deficit Hyperactivity Disorder is a misleading name, a better name is: Variable Attention Stimulus Trait
Basic definitions: Autism Basic definitions: Autism Autism: a very complex condition that is a spectrum of disorders. It can often manifest as a lack of social awareness (how to act appropriately ) and executive dysfunction (like ADHD, not being able to control where attention is paid). The Prefrontal Cortex is not sufficiently activated in autism. The prefrontal cortex has been implicated in planning complex cognitive behaviour, personality expression, decision making, and moderating social behaviour. Another aspect of autism is the lower than typical levels of serotonin in the brain, the soothing chemical this is one area where Autism and ADHD overlap.
What does this mean? What does this mean? People with Autism and ADHD do not intrinsically learn how to act in social situations. Therefore, they learn to mask which is cognitively and emotionally draining. Neurodiverse individuals often do not understand social rules. If they do not see their value, they will not naturally conform to them. The behaviour is separate from the feeling: what you see is not what s going on (like with a neurotypical person). For example, someone with autism may not show empathy, but they still feel it but cannot express it in a typical way. Another example, someone with ADHD may lose their temper, but feel extremely guilty afterwards.
Blue dopamine Green serotonin Red adrenaline and cortisol
Mental break and discussion Mental break and discussion We ll take a moment here to discuss any ideas covered so far before we look at ADHD and Autism in an education setting. What are your thoughts so far on how this may influence your delivery?
Behaviours that characterise: Behaviours that characterise: ADHD Impulsiveness Hyperactivity Inattentiveness Over arousal Lack of emotional self-control Caring/justice orientated Shortsightedness Autism - Intense world-theory Hyper-perception Hyper-attention Hyper-memory Hyper-emotionality Strong reactions to experiences Seeking solitude, familiarity and comfort Withdrawal from overstimulating environments
Thoughts on ADHD and Autism in Education Thoughts on ADHD and Autism in Education Trying their best to act as people expect so in social situations so they re already at a higher level of stress. Both ADHD and Autistic people often suffer with Rejection Sensitive Dysmorphia where they are very sensitive to rejection of any kind. They will pick up on rejection quicker than others, especially from their peers. Any lack of clarity on rules and expectations can cause a more extreme emotional reaction than in neurotypical brains (so it might not make sense to you).
Thoughts in ADHD and Autism in Education Thoughts in ADHD and Autism in Education Exercise breaks boosts dopamine (motivation, rational thinking) and serotonin (soothing, calming) production. Trying to act as expected but or struggling to understand can lead to increased stress. Rejection Sensitive Dysmorphia consider how other learners are treating them, and Rules need to be set and following (think justice orientation and need for structure). Can t see past immediate emotions, so may need a safe space to escape stimulus ADT example
Discussion: What are your thoughts so far? Discussion: What are your thoughts so far?
