Self Directed Learning

Because neurodiversity isn't a medical term, there isn't just one specific checklist or way to define it. Neurodivergent conditions encompass a range of cognitive and neurological differences. 

Many people who identify as neurodivergent often have one or more of these conditions, and sometimes, these conditions can overlap or be linked in some way.

How many Neurodivergent Conditions are you aware of?

Put your knowledge to the test in this next activity. (Don’t research conditions at this stage – this will be part of our learning.)
 

Historical Perspectives

The concept of learning disabilities originated in the early 1800s in medical and psychological fields. Early pioneers, including Franz Josef Gall and Carl Wernicke, explored how brain injuries could impact specific cognitive functions, providing the initial framework for understanding learning disorders.  

During the late 19th century, terms like "word blindness" and "dyslexia" emerged to describe reading difficulties. In 1896, James Hinshelwood noted similarities between brain injury symptoms and learning challenges. 

Early 20th-century research began linking brain function to behaviour, with Samuel Orton highlighting the neurological basis of learning difficulties in 1937. 

Alfred Strauss proposed that some children facing learning difficulties had "minimal brain damage" in 1943, paving the way for further research into learning disabilities. 

In 1963, Samuel Kirk introduced the term "learning disability," simplifying understanding for parents and teachers while shifting focus from medicine to education. This term's acceptance led to "LD" as a special education category, granting children with LD access to support, a vital change recognising diverse learning needs.

Timeline Activity

In the last few decades, we've learned more about learning disabilities thanks to progress in psychology, neuroscience, and genetics. This knowledge, along with global shifts toward inclusive education and legal reform, has helped us to better support individuals with SLD in education.

Instructions

1. Create a visually informative timeline that reflects the historical evolution and recent developments in understanding and addressing learning disabilities, with a specific emphasis on New Zealand's contributions and context. 
   1. Check out the 'Timeline' templates in PowerPoint or Canva to get started (and inspired!). 
2. Start by placing the historical information provided above on your timeline, marking important dates and brief descriptions of events and milestones.
3. Research and add at least four more significant events related to learning disabilities that have occurred since the 1950s. (These events could include changes in legislation, educational policies, scientific discoveries, or initiatives aimed at supporting individuals with learning disabilities.) 
   1. Be sure to provide dates and brief descriptions for each of these events.
   2. Remember to focus on the New Zealand context.
      1. Reflect on your timeline. Which events or milestones do you find most significant in terms of progress and positive change for individuals with learning disabilities? Why do these moments resonate with you?

This is a very inspirational video! Dr. John Rhodes, a cardiologist at MUSC, proves that even with dyslexia and other challenges, becoming a doctor is possible—he scored zero on his MCAT reading but is now a successful physician specialising in paediatric and adult congenital heart conditions.

Watch: How I overcame my learning disabilities to become a physician(15:31 minutes)

Pre-watch question

What challenges do you think individuals with learning disabilities might face in education and career pursuits?

Post-Watch task

In Dr. Rhodes' talk, he mentions four essential things to have in your "canoe," symbolising the tools needed to navigate through challenges. Identify each.

Provide specific examples and explanations for each of these qualities, relating them to Dr Rhodes' journey and connecting them to your own experiences or observations.

Familiarise yourself with this website. It contains a lot of useful information.

The New Zealand Council for Education Research (NZCER) Ranga Matauranga o Aotearoa is another site worth visiting to access resources and information. Watch the stories mentioned below for further insights about dyslexia.

Watch: Talking about Dyslexia 

Watch all of these videos.

Defining Dyslexia (5:27 minutes)

William's Story (6:11 minutes)

The Dyslexia Friendly Classroom (4:44 minutes)

Ryan's Story (7:25 minutes)

The Dyslexia Friendly School (4:08 minutes)

Esperance's Story (2:44 minutes)

Learning Activity - Phonemic Awareness

In the following activity, you are asked to describe the essential concepts of phonemic awareness, a crucial skill for developing strong reading abilities. Phonemic awareness involves understanding and manipulating the individual sounds, or phonemes, in spoken words.

Key concepts related to phonemic awareness include Rhyming, Blending, Segmenting, Manipulating, and Alliteration.

Watch this interview with Barbara Corcoran, who has dyslexia and has successfully navigated a professional life as a successful real estate entrepreneur.

Watch: Made by Dyslexia (23:41 minutes)

Pre-watch question

What characteristics do you think are essential for someone to succeed in business despite facing learning differences?

Post-Watch Task

What adaptations or creative problem-solving methods did Barbara Corcoran use to excel in an industry that often demands strong reading and analytical skills?

Take notes to help you with the activity below.

Learning Activity - The Value of Dyslexia - Dyslexic capability and organisations of the future

Write a 200-word report to answer this question: 
‘In what ways do dyslexic strengths align with the core skills and abilities needed for the future of work, and how can organisations harness these strengths to address the skills gap?’

Watch the video, which discusses how difficulties in writing skills can impact a child's learning and school performance. It introduces dysgraphia as an SLD affecting transcription skills like handwriting, typing, and spelling.

Watch: What Is Dysgraphia in Kids? (2:27 minutes)

Pre-watch question

What are some potential ways that struggles with writing skills might affect a child's overall learning and school performance?

Post-watch question

What are some of the common challenges that often co-occur with writing difficulties in children, as mentioned in the video, and why do you think these challenges tend to accompany writing difficulties? 

Bayley Garnham's Story

In this article, Bayley Garnham's struggles with dyspraxia and dysgraphia are discussed, along with the support he received from his family, especially his parents and grandparents, which ultimately led to his success as a personal trainer and gym owner.

You will find 79 articles about Dysgraphia on this site! Scroll through and read some that catch your interest.

In this article, Senior Research Fellow Rachel Parker introduces dyscalculia, discussing the signs, prevalence, diagnostic tools, and evidence-based support strategies for students with dyscalculia and emphasising the importance of understanding and addressing this condition in the educational context.

Watch Professor Brian Butterworth discuss dyscalculia, emphasising its neurological basis, diagnostic criteria, and the need for specialised interventions to address challenges in learning arithmetic. The video provides insights into the unique cognitive processes involved in counting tasks, particularly in individuals with dyscalculia.

Watch: Dyscalculia - Numberphile (11:02 minutes)

Post-Watch Task

Develop a Counting Challenge

1. Create an engaging game where participants must count the quantity of various objects within a limited time frame.
   1. Start with a small number of objects and progressively increase the quantity.
   2. Introduce variability by grouping objects, with some groups having the same number and others with different numbers.
   3. Conclude with a set of numerous objects, challenging participants to estimate rather than count.
2. Trial the Game 
   1. Try out the developed game or presentation on family and friends.
   2. Observe and note the strategies employed by participants during the counting and estimating tasks.
3. Post-Game Discussion 
   1. Discuss the strategies used by the participants.
   2. Relate these strategies to the concepts discussed in the video by Professor Brian Butterworth, particularly focusing on dyscalculia and arithmetic challenges.
4. Share your findings with the group and your tutor in the forum. 

Let's look at three different stories about individuals with specific learning disabilities (SLDs) – Teuila with reading, Tom with writing, and Aleki with math. Each story shows how they struggle in different ways. Answer the set of questions accompanying each case study.

Case Study - Dyslexia

Teuila is a 9-year-old girl who has been struggling with reading and spelling since starting school. Despite receiving additional support, she continues to lag behind her peers in literacy skills. Teuila's parents are concerned about her progress and are unsure of how to support her best.

Questions

1. What are the key indicators of dyslexia in Teuila's case?
2. How might dyslexia impact Teuila's academic performance in subjects beyond reading and spelling?
3. What evidence-based interventions and strategies could be implemented to support Teuila's literacy development?
4. How can Teuila's parents collaborate with teachers and specialists to create a supportive learning environment?
    

Case Study - Dysgraphia

Tom is a 12-year-old boy who struggles with written expression. His handwriting is often illegible, and he has difficulty organising his thoughts on paper. Tom becomes frustrated during writing tasks and avoids them whenever possible. His teachers have noticed a significant gap between his oral and written communication skills.

Questions

1. What are the key signs and symptoms of dysgraphia in Tom's case?
2. How might dysgraphia impact Tom's academic performance and overall confidence?
3. What accommodations and assistive technologies could be beneficial for Tom in the classroom?
4. How can teachers differentiate writing assignments to better support students like Tom?

Case Study - Dyscalculia

Aleki is a 10-year-old student who struggles with understanding and manipulating mathematical concepts. Despite receiving extra help from a math tutor, he continues to struggle with basic arithmetic and problem-solving. Aleki's parents are concerned about his progress in math and wonder if there are effective interventions to help him.

Questions

1. What are the key characteristics of dyscalculia that are evident in Aleki's case?
2. How might dyscalculia impact Aleki's academic performance in subjects beyond mathematics?
3. What instructional strategies and resources could be implemented to support Aleki's mathematical development?
4. How can Aleki's parents and teachers work together to foster a positive attitude towards math?

Now, let's consider how these struggles might be similar and how educators, parents, and support systems can collaborate to create inclusive environments for students facing dyslexia, dysgraphia, and dyscalculia.

Learning activity - Inclusive Strategies

Download and complete this worksheet: Inclusive Strategies - Worksheet.

1. Select your favourite school subject (e.g., math, language, arts, science).
2. Brainstorm and use the table in the worksheet to write down three strategies that could benefit students with dyslexia, dysgraphia, and dyscalculia in this subject.
3. Be specific and be creative! Your goal is to make learning more accessible for everyone.

The video highlights the challenges faced by Sam in managing his behaviour and interactions with others while also emphasising the importance of empathy, support, and strategies to navigate these difficulties.

Watch: When My ADHD Gets Me Into Trouble (8:37 minutes)

Pre-watch question

What do you believe are some possible challenges someone with ADHD might face at school and in friendships?

Post-watch question

What additional characteristics and indicators of ADHD did you identify during this video?

Listen: How ADHD hides in women and girls (Episode 7) (33 minutes)

Listen to the podcast, which investigates the often-overlooked prevalence of ADHD in females, highlighting the inequality in diagnosis rates.

Listen to the podcast on iHeart here: How ADHD hides in women and girls.

Pre-question

Why do females with ADHD tend to have lower diagnosis rates despite its prevalence in both genders?

Post-task

Reflect on the challenges mentioned in the description. How do issues like Rejection Sensitivity Disorder and time blindness impact an individual's life, and what strategies are discussed to address them?

Learn more about the essential traits of autism in both children and adults by reading the next article. Take notes on aspects like social communication, nonverbal communication, relationships, repetitive behaviours, routines, intense interests, sensory sensitivities, and enhanced abilities. This will help you understand how these traits influence the lives and social interactions of individuals with autism.

Armani Williams, the first openly autistic NASCAR driver, overcame obstacles after being diagnosed with autism at age two. He defied limitations, embraced his love for racing, and ultimately became a successful driver, inspiring others with autism to follow their dreams. 

Watch: "A World of Difference: Embracing Neurodiversity," S3, E8 | Neurodivergence among People of Color" (19:30 - 26:46 minutes)

Pre-watch question

What challenges might someone with autism face in pursuing a career or passion, and how might these be overcome or supported?

Post-watch question

How does Armani Williams' story reflect the importance of representation and diversity in professional sports?

The success stories of Sam Castleman, Natalia Gironzi, and Angela Andrews illustrate the transformative power of workplace inclusion for neurodivergent talent. Their experiences highlight the importance of neurodiversity training and initiatives, shedding light on the untapped potential within the 1 in 6 people estimated to be neurodistinct.

1. Choose two neurodiverse conditions that captivate your interest. You can select conditions discussed in the module or explore others that intrigue you.
2. Investigate and compile information on 3-4 assistive technologies designed to support individuals with each of the selected neurodiverse conditions.  
3. For each selected assistive technology, provide a detailed analysis:
   1. Description: Explain the purpose and functionality of the technology.
   2. Usage: Describe how the technology is used by individuals with the chosen neurodiverse condition.
   3. Benefits: Highlight the specific benefits and improvements the technology offers to address challenges associated with the condition.
4. Describe a real-world scenario where each assistive technology could be applied effectively. Consider contexts like education, workplaces, or daily life.
5. Create a comprehensive presentation of your findings using a table format like the one below for each neurodiverse condition. 
6. Discuss the overall benefits of the technologies and suggest ways they can support individuals with the respective neurodiverse conditions.

Example:

Conducting an Effective Interview 

Ensure the interview is conducted ethically, professionally, and with a focus on creating a positive and supportive experience for the collaborator. Suggested guidelines include:

• Informed Consent: Ensure the collaborator understands the purpose of the interview, agrees to participate voluntarily, and is aware of how the information will be used.
• Confidentiality: Respect and maintain collaborator’s privacy by safeguarding their identity and the details shared during the interview.
• Objectivity: Approach the interview with an open mind, avoiding bias and refraining from making judgements about the collaborator's experiences.
• Empathy and Sensitivity: Demonstrate understanding and consideration for the collaborator's feelings, experiences, and perspectives.
• Clear Communication: Provide clear information about the interview process, including duration, purpose, and any follow-up actions.
• Flexibility: Be adaptable to the collaborator's needs, such as allowing breaks, adjusting format, accommodating specific preferences, etc.
• Respectful Language: Use language that is respectful, inclusive, and non-judgemental.
• Preparation: Familiarise yourself with the subject matter and potential challenges faced by individuals with SLD to ask informed and relevant questions.

Further Tips for Successful Interview Collaboration:

• Selecting a Collaborator:
  • Choose a collaborator whose story you're genuinely interested in.
  • Explain why you chose them – it adds a personal touch and shows you care about their experience.
• Preparing Interview Questions:
  • Develop open-ended questions that encourage in-depth responses, focusing on the collaborator's unique experiences with SLD.
  • Ask about effective support strategies and areas for improvement to gather full insights.
• Conducting the Interview:
  • Schedule the interview at a convenient time for the collaborator, demonstrating respect for their schedule.
  • Approach the interview with sensitivity and empathy, creating a comfortable environment for open communication.
  • Follow established interviewing guidelines to maintain professionalism and ensure a respectful interaction.
• Recording and Documenting:
  • Choose a method of recording (audio or written) that suits your collaborator and respects their privacy.
  • Transcribe responses promptly after the interview – it keeps things fresh and accurate.
• Evaluating Information:
• Identify one strength and one challenge encountered, emphasising their impact on the interview experience.
• Select one insightful observation gained from the interview and compare it to what you already knew.
• Provide a concise overall evaluation, pinpointing one area for improvement in the collaboration and interview process.