What parents expect inclusive education to look like for neurodivergent students:
Educators Valuing the Potential of All Learners: Inclusive education for neurodivergent students entails educators who approach teaching with the belief that every learner possesses the potential for growth and success.
Universally Designed and Adapted Instruction: A core piece of inclusive education is universally designed instruction, which is adaptable or modifiable when necessary to cater to the unique needs of neurodivergent students.
IEP Goals Aligned with Learner and Family Input: A crucial aspect of this approach is the alignment of Individualized Education Program (IEP) goals with the valuable input of the learner and their family, ensuring a collaborative and person-centred educational plan.
Learning Alongside Peers: Neurodivergent students have the right to participate in the educational journey alongside their peers, fostering a sense of belonging and promoting social cohesion.
Complete Embrace of Diverse Perspectives: Inclusive education encourages the full acceptance of diverse ways of perceiving and experiencing the world, recognizing and honouring the unique strengths and perspectives of neurodivergent students.
Professionally Trained Staff in Neurodiversity: To effectively implement inclusive education, educational staff are equipped with the necessary training and expertise in understanding and accommodating neurodiversity.
Challenges Faced by Most Neurodivergent Students in Reality:
Attitudinal Hurdles from Educational Personnel: Regrettably, attitudinal barriers from some educational staff can obstruct the progress of neurodivergent students in accessing inclusive education.
Exclusion from Classroom Activities and Field Trips: In practice, neurodivergent students may encounter instances of exclusion from certain classroom activities and field trips, limiting their comprehensive educational experience.
Assessment Confusion Despite Accommodations: The presence of accommodations can sometimes lead to confusion concerning the assessment process, potentially affecting the equitable evaluation of neurodivergent students.
Limited Participation in Shaping Educational Programs: In reality, neurodivergent students and their families often face challenges in achieving meaningful participation in the development of their educational programs, reducing the personalized and inclusive nature of their schooling.
Continuous Advocacy Requirements Throughout K-12 Education: The K-12 educational journey for many neurodivergent students and their families is characterized by the need for ongoing and, at times, exhausting advocacy efforts to secure the appropriate support and accommodations.
Misunderstandings Regarding Stress Responses: There may exist misunderstandings about the underlying causes of stress responses exhibited by neurodivergent students, which often impacts the support they receive.
Attribution of Accommodation Shortcomings to Parents: In certain instances, parents of neurodivergent students unfairly shoulder blame for problems arising from the absence of suitable accommodations, despite their advocacy efforts.
If you are a parent advocate who’s experiencing this misalignment between vision and reality, know that these challenges are systemic. The school system was not designed with your child in mind. It’s okay to expect what’s on the first list to be in place at your child’s school. But if, or when, when you find that’s not the case, that’s a sign it’s time to develop a strategic advocacy plan.