7.1 Neurodiversity
There is growing evidence that more people in the workplace are identifying as living with neurodivergence or as neurodivergent. Neurodiversity can be thought of broadly as the range of different ways individuals’ brains function across a population. An individual whose brain may function differently from the population norm can be thought of as neurodivergent. Common forms of neurodivergence include attention deficit hyperactivity disorder (ADHD), dyslexia, autism, dyscalculia, developmental coordination disorder/dyspraxia and developmental language disorder. In response, employers and universities are exploring new ways to support people, and colleagues are becoming increasingly aware of the different skills neurodivergence offers that may complement a team.
The important point to remember in supporting neurodivergent people is that there is a legal requirement to offer a reasonable adjustment to support work or learning. This may involve linking in with human resources, Access to Work services or the university student support team (or all three depending on the issue, and the permission that the learner gives in sharing this personal information).
Understanding neurodiversity is a fast-developing area in social work and education, which is being shaped by people’s lived experience of being neurodiverse. You will find links for resources on neurodivergence to explore and to help inform you at the end of this course. Exploring these resources might reframe what you previously understood. It may be helpful to take some time to think through how you would approach addressing support needs with a learner or consider how your own learning style will influence your role as a practice educator.
It is important to explore any adjustments neurodivergent learners need in social work practice learning arrangements, support and supervision. The neurodivergent learner is being assessed as well as managing learning and practice. It may be that new mechanisms and/or additional support are needed, compared to other settings they have been learning or working in. You will be an important support in identifying this help, as well as being part of the assessment.
You can find details of some further resources at the end of this course.
Activity 7 Identifying actions for your future practice
Now you have considered your role and responsibilities as a leader for social justice and inclusive practice learning, identify three action points for your future practice.
Discussion
The objective of this activity is to help you think outside of your current role and to consider the interface between yourself and a learner. By modelling to the learner how they may approach this interaction in their work with people with lived experiences, you can help the learner consider both the barriers and benefits of the approach.
OpenLearn - Supporting social work learners: practice educator refresher (England)
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