Understanding Neurodiversity in the Classroom

The Neurodiversity Series – Part 1

Every student learns, thinks, and experiences the world in their own unique way. For decades, traditional education models operated under the assumption that there was a “typical” way to learn—and students who didn’t fit that mold were seen as needing to be fixed or remediated. But what if we shifted that perspective?

That’s where understanding neurodiversity begins.

What is Neurodiversity?

The term neurodiversity was first coined by Australian sociologist Judy Singer in the late 1990s. It refers to the natural variation in human brain function and cognition, including differences in learning, attention, mood, socialization, and communication. Conditions such as autism, ADHD, dyslexia, dyscalculia, dyspraxia, and Tourette syndrome all fall under the broader umbrella of neurodivergence.

Importantly, the neurodiversity movement does not frame these conditions as disorders or deficits to be cured. Instead, it recognizes them as differences—variations in the way the brain is wired, each with its own strengths and challenges.

This perspective has gained increasing traction in education, psychology, and workplace advocacy, encouraging more inclusive and supportive systems for all people, especially those whose neurological profiles don’t match the so-called “norm.”

Why Neurodiversity Matters in Education

When students are viewed solely through a deficit-based lens—defined by what they can’t do—they often miss out on opportunities to thrive. But when educators recognize and support the unique strengths that neurodiverse students bring, the results can be transformative.

Research from the Cuper Journal notes that “While these conditions may present challenges for individuals in traditional learning settings, they also bring unique strengths and abilities. Therefore, it is crucial to unlock these diverse minds by embracing inclusive instructional design for neurodiversity.” These strengths can be assets not only for the student but for the entire classroom community.

By embracing neurodiversity, educators shift the focus from fixing the student to changing the environment—adapting instructional strategies, classroom design, and expectations in ways that support a broader range of learners.

Who Are Neurodivergent Students?

Neurodivergent learners include (but are not limited to) students with:

• Autism Spectrum Disorder (ASD)
   
• Attention-Deficit/Hyperactivity Disorder (ADHD)
   
• Dyslexia
   
• Dysgraphia
   
• Dyscalculia
   
• Sensory Processing Differences
   
• Tourette Syndrome
   

• Auditory Processing Disorder (APD)

  It’s important to note that these categories are not always neatly defined—and many students may experience overlapping traits or remain undiagnosed. According to the CDC, roughly 1 in 36 children is identified as having autism, and an estimated 9.8% of U.S. children have received an ADHD diagnosis.¹ ² This means most classrooms today include neurodiverse learners, whether teachers know it or not.

There Is No One-Size-Fits-All Approach

One of the most critical principles of working with neurodiverse students is that every student is different. Even two students with the same diagnosis may need completely different types of support.

That’s why creating truly inclusive classrooms starts with knowing your students—not just by diagnosis or label, but by learning style, communication preference, emotional needs, and strengths. 

"We can liken the classroom with different learners as an orchestra, and as one may observe, not all instruments produce the same sound when played. Neurodiverse learners, with their uniqueness, possess melodies that resonate with a different rhythm that is distinct. Inclusive instructional design becomes the maestro of some sort, steered by the teacher who recognizes the uniqueness of each instrument, where every note, that is, every learner, can flourish and contribute to the richness of the composition” (Knipprath, 2022).

When educators recognize that neurodiversity includes a wide range of experiences and needs, they can commit to adapting their teaching practices to support that complexity.

Looking Ahead

Understanding neurodiversity is the first step toward rethinking how we support all learners. In the rest of this series, we’ll take a closer look at the foundations of inclusive education, explore proven classroom strategies for supporting neurodiverse students, and examine the mindset shifts that make these strategies effective.

By the end, we hope you’ll see neurodiversity not as a challenge to overcome—but as a key to unlocking deeper connection, belonging, and growth in your classroom.

"Looking at neurodiversity in the classroom is to be able to take a child and see that child for who the child is. In my classroom, we have a rule that the definition of 'fair' is not that it's the same for everybody. 'Fair' is when everybody gets what everybody needs. Based on the needs that you bring to the table, what your learning looks like in the classroom or what your expectations in the classroom are might be different than what your neighbor's expectations are. And that's okay."

Check out our recent video with Educator Tracey Fritz to learn more about understanding neurodiversity in the classroom!

References

1. Centers for Disease Control and Prevention. (2023). Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/autism/data-research/index.html
   
    
2. Centers for Disease Control and Prevention. (2022). ADHD Data and Statistics. https://www.cdc.gov/adhd/data/index.html
   
    
3. Knipprath, J. (2022). Understanding and supporting neurodivergent students in the classroom. Contemporary Undergraduate Research Experience (C.U.P.E.R.) Journal, 2(1). https://cuperjournal.org/index.php/cuper/article/view/42/34
   
    
4. McCarthy, N. A. (2021, November 23). What is neurodiversity? Harvard Health Publishing. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645