Neurodiversity exists in many classrooms. The term "neurodiversity" refers to the innate variations in how our brains work and process information. Many children with neurodivergence have distinct and important strengths. Some autistic kids show excellent detail-oriented behavior. They often can spot connections and patterns that neurotypical people miss. As a result, they might approach problem-solving in a totally different yet equally successful manner.
Executive function and self-regulation skills are the mental processes that enable one to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Executive function abilities are essential for everyday life and not just in the classroom. These abilities may have an impact on how successfully neurodivergent students manage college, independent life after graduation, the workplace, and social circumstances. Learning these abilities will help children navigate the world successfully as adults because they will last throughout their lives. Neurodiverse children may experience additional difficulties, but with time and care, we can help them overcome these obstacles and succeed.
As a special educator, I believe we must take the lead in our classrooms and homes by giving our neurodivergent children the chance to learn, practice, and hone their talents. Fish are unable to climb trees, and neither can elephants. But if you ask a fish to cross a river or an elephant to carry a heavy load, they can handle it. It will be possible for neurodiverse students to absorb new information, acquire new abilities, and maintain engagement if classrooms incorporate a neurodiverse-friendly setting. Furthermore, making the child feel successful can enhance the social aspects of executive function abilities. Students' self-esteem will grow and their coping mechanisms will be strengthened when they witness their progress.
