To limit stigma, see special needs as neurodiversity

The writer of the letter “Need to accept importance of diversity for more inclusivity” (March 30), on special schools, raised the interesting concept of neurodiversity.

The term was first used in the autism community by Australian disability activist Judy Singer, in the late 1990s, and looks at learning differences instead of learning disabilities. All human brains are wired differently, and we have different learning styles.

A trained, experienced teacher in special needs education would know how to improve learning outcomes by adapting his/her teaching style to match the unique learning style of students with special needs.

Educators embracing a neurodiversity perspective respect differences in individuals and find ways to intervene based on the individuals’ strengths rather than their weaknesses. This perspective helps educators create learning environments in which students with special needs can flourish.

More special schools in Singapore are gradually moving towards the strength-based model of intervention, instead of looking at the students’ weaknesses. Once we recognise their strengths, we can begin to create positive learning environments to nurture their learning potential.

This can be achieved by constructing niches where weaknesses can be minimised and strengths maximised. Positive niches have some suggested components.

One is universal design for learning, a process of removing barriers to learning for students with special needs by using assistive technology devices, so as to enhance their learning capacity.

Another is strength-based learning strategies: Educators can develop differentiated strategies that cater for the needs of special students.

The third is affirmative career aspirations. Educators can introduce jobs that best meet the needs and capabilities of every individual, based on his/her strengths and talents.

Vocational education such as apprenticeships, job carving, job redesign and work shadowing in various occupations can help older students construct a positive self-image when they transition from school to employment.

A mindset shift from a deficit orientation to a neurodiversity perspective can gradually remove the social stigma attached to individuals with special needs. Then, we can harness both mainstream and special education to serve all learners’ needs and become an inclusive society.

The writer is a senior teacher with the SPD (formerly Society for the Physically Disabled) in the Early Intervention Programme for Infants and Children.