As classrooms become more inclusive, understanding neurodiversity isn’t just helpful, it is essential.
The term neurodiversity is the new buzz word within the field of education. The concept of being neurodiverse means having a brain that functions differently from the typical brain (Miller, n.d.). Neurodiversity refers to no “right” way of thinking, learning and behaving. Instead of viewing neurological differences as deficits, the framework promotes an inclusive perspective. Rather than using terms like ‘dys-function’, ‘dis-ablities’ and ‘dis-orders’ neurodiversity serves as an umbrella term encompassing a range of conditions, including Autism Spectrum Disorder (ASD), Attention Hyperactivity Disorder (ADHD), and dyslexia, among others.
The Rise of Autism Spectrum Disorder in Classrooms
Nthibili, Griffiths and Bekker (2022) note that ASD is the fastest-growing neurodevelopmental condition worldwide, making it increasingly likely that teachers will encounter learners with ASD in their classrooms. Pienaar (2023:4) supports this statement, highlighting that the global shift towards inclusive education has led to an increase of learners with ASD entering mainstream schools. Consequently, it is essential for teachers to develop a foundational understanding of ASD.
Understanding Autism Spectrum Disorder (ASD)
“When you meet one person with Autism, you’ve met one person with Autism”. This well-known statement underscores the diversity within the autism spectrum. ASD is classified as a spectrum disorder because individuals experience a wide range of challenges and strengths. The characteristics associated with ASD vary significantly from one learner to another (Nthibeli et al., 2022). For example, one student with autism may be highly verbal, excel in specific academic subjects, and attend a mainstream school while avoiding eye contact. Another student may be non-verbal, enrolled in a special education setting, and prone to severe tantrums. Table 1 provides an overview of common characteristics associated with ASD.
Table 1: Table 1: Overview of Common Characteristics of ASD (Adapted from the Autism Research Institute, n.d.)
| Communication and Social Traits | · Learners show a speech delay.
· Learners will avoid eye contact. · Learners find it difficult to recognize and to use facial expressions, physical gestures and body language. · Learners my have difficulty with their tone of voice. They may speak too loudly, too quietly, and or with a monotone voice. |
| Behavioural Traits | · Learners with autism perform the same behaviours repetitively such as rocking, spinning or flapping of the hands and arms |
| Ritualistic Behaviours | · This may include eating the same foods at every meal or watching the same videos repeatedly.
· Even small changes in routine can upset learners with autism. |
| Self-Injury | · Some learners can bang their heads against the wall or ground, bite their hands or excessively rub or scratch their skin. |
1.2 Acknowledging learners with autism
World Autism Awareness Day is an internationally recognized day held annually on the 2nd April. This day acknowledges people with autism and to shed light on autism as a growing global health crisis. On the 2nd April, activists for autism aim to increase and develop knowledge around autism and to stress the importance of early diagnoses and early intervention.
Educators play a critical role in fostering inclusive learning environments. Wearing blue on April 2nd is a simple yet powerful way to demonstrate support for autism awareness. More importantly, educators should continuously seek professional development opportunities to enhance their ability to support neurodiverse learners effectively.
References:
Autism research Institute. (n.d.). Characteristics of Autism. [Online]. Available at: Characteristics of Autism – Autism Research Institute [Accessed on 17 March 2025].
Baumer, N. and Frueh, J. (2021) What is Neurodiversity. Harvard Health Publishing. [Online]. Available at: What is neurodiversity? – Harvard Health [Accessed on 17 March 2025].
Miller, C. (n.d.). What is Neurodiversity? And how can parents support kids who are neurodivergent? Child Mind Institute. [Online]. Available at: What Is Neurodiversity? – Child Mind Institute [Accessed on 14 March 2024].
Nthibeli, M., Griffiths, D., and Bekker, T. (2022) Teaching learners with autism in the South African inclusive classroom: Pedagogic strategies and possibilities. African Journal of Disability [Online], 11, pp. 1-12. Available: https://doi.org/10.4102/ajod.v11i0.979 [Accessed on 14 March 2025].
Pienaar, L.M. (2023). Including learners with autism spectrum disorders: voices of mainstream teachers. Journal of education [Online] , 2(93), pp. 4-22. Available: Including learners with Autism Spectrum Disorder: Voices of mainstream teachers [Accessed on 17 March 2025].
Author:
Dr Tiané Viviers
Lecturer, SANTS
