Blog Post #9

Topic: Ability-based Systems

Article: On Neurodiversity (Child Mind Institute)

Link: https://childmind.org/article/what-is-neurodiversity/

Optional: Attitudes Magazine

Talking Points:

Beginning: This article on neurodiversity starts by explaining what it is. From the reading, "“Neurodiversity” is the concept that there is natural variation in how people’s brains work, with no single “correct” way, and that a wide range of perceptions and responses to the world should be accepted and encouraged, including those of children withADHD, autism, and learning differences."

Middle: The second part of this article continues that neurodiversity should be recognized as a potential benefit and not a deficit. This text ties into the Growth Model text we read in class where student traits should looked as assets, and not deficits. From the reading, "The neurodiversity movement was launched by Judy Singer, an Australian sociologist who is herself on the autism spectrum. Singer saw neurodiversity as a social justice movement, to promote equality of what she called “neurological minorities” — people whose brains work in atypical ways." The author contends that this is a Social Justice issue, and specifies that there are numerous types of neurodiversity.

End: The last section states that it is important to be empathetic to students who demonstrate these traits and to not be judgmental. There is a distinction between disorder and difference. From the reading, "Dr. Martin notes that while the movement to use the term “differences” rather than “disorders” has benefits, it’s still crucial to focus on actual diagnosis when children have serious symptoms. The article concludes with "Recognizing neurodiverse people as having differences, rather than deficits, is important. This approach helps kids fulfill their potential and thrive." Besides the growth model text that we've read, this also ties into the broken model text. Not everyone learns the same way. As educators, we need to act differently and be supportive towards all learning styles. This also ties into my approach where I teach at the Somerset Berkley Community High School, which is also my Teach Out Project.

Argument Statement:

The Child Mind Institute argues that neurodiversity represents natural, valid variations in human brain function rather than deficits requiring a "fix". It advocates for a strengths-based approach that emphasizes environmental accommodation and reduces stigma, while maintaining the importance of clinical support to help neurodivergent individuals thrive.

(Note: I used A.I. in order to research the main argument of this article in further depth with a prompt).

Personal Thoughts, Connections, and Reflections:

• From the video, "What is Neurodiversity", the speaker states that the neurodiversity movement focuses on developing strengths while addressing impairing symptoms. The neurodiversity movement sees this as a social justice movement and seeks to champion equity for those with atypical brain functioning.
• A key goal of the movement is to highlights the benefits of neurodiversity, including the creativity of ADHD and dyslexia (ADHD link below).
• My son, who recently graduated from college and is now working has ADHD. This strongly resonates with me, as I looked up (attachment below), that what I recall is that approximately 11% of students have ADHD, and 75% of these students have ADHD symptoms into adulthood. My son is having some difficulty with his transition to a corporate tech role, and will exploring careers better suited for his experience and interests. Watching the video where the speaker says that a benefit of ADHD is being highly creative, which my son always has been. We think this tech role isn't creative enough for his abilities and is somewhat stifling but as he says, he needs to figure this out on his own. My son has a Bachelor's in Communications and Media and really enjoyed his unpaid internship last summer at the town access cable outfit in our town. I expect him to find a new role very soon.
• I also read the optional article via the Attitudes Magazine link, regarding insights with ADHD brain chemistry (link: https://www.additudemag.com/adhd-brain-science-research/). Besides Dopamine, "“ADHD is not one chemical in the brain. It’s how these chemicals interact with each other,” said Gregory W. Mattingly, M.D., a psychopharmacology instructor at The Washington University School of Medicine and Past President of APSARD, during his ADDitude webinar, “The Brain Chemistry of ADHD.” Per the article, ADHD is associated with deregulation of the following: Dopamine, Norepinephrine, and Serotonin:
• Dopamine supports focus and motivation and is implicated in reward.
• Norepinephrine helps with alertness, cognitive processing, and working memory.
• Serotonin regulates mood, emotion, anxiety, sleep, and circadian rhythm — all areas of struggle for people with ADHD. 
• This optional article mentions that ADHD medications have focused on stimulants, however, newer ADHD medications are also targeting Serotonin. This is important as anxiety and sleep are a struggle for those with ADHD, as I have witnessed in my own family. You may have heard of or taken Melatonin yourself in order to assist with sleeping.

Technology, Links, Other Texts, References, and Additional Connections:

(Note: I used A.I. to create some of the hyperlinks automatically, through the

Blogger application.)

• https://chadd.org/about-adhd/adhd-and-autism-spectrum-disorder/
• https://chadd.org/
• https://chadd.org/about-adhd/overview/
• https://childmind.org/guide/parents-guide-to-adhd/
• https://www.additudemag.com/slideshows/best-fidget-toys-adults-stimming-adhd/
• https://www.skillsoft.com/blog/the-top-10-challenges-it-teams-face#:~:text=In%20this%20Article:,State%20of%20Tech%20in%202025
• https://www.adhdevidence.org/blog/the-role-of-serotonin-in-adhd-and-its-many-comorbidities
• https://somaticmovementcenter.com/serotonin-melatonin/