This section of the site will host videos, materials and study modules for anyone working with neurodivergent students in Classics, offering practical and simple ways to make the discipline more accessible to everybody. It will also host reports on pedagogical research projects supported by or associated with Asterion, sharing ideas and successful initiatives.
First: a note on what we mean by ‘neurodiversity’.
The terms ‘neurodiversity’ and ‘neurodivergence’ (sometimes abbreviated to ND) are not clearly defined because the nature of neurodivergence is not fully understood. Even the concept of neurodiversity is not universally accepted (and there are some very persuasive reasons for questioning it – see particularly Russell 2020). But at its root, the idea of neurodiversity is a political one: that humanity encompasses a range of naturally-occurring variations, which means that there is not a single ‘correct’ way of functioning. We give these variations particular tags (OCD, dyslexia, ADHD, dyscalculia, autism etc.), but these could more aptly be described as collections of traits which diverge from the norm.
This is a powerful concept for inclusion, because if we accept that variety is natural, then we also have to accept that variations do not need to be ‘fixed’ or pathologised. Instead they need a suitable environment in which to thrive, in order to provide equal opportunities. Dyslexic people might thrive in an environment where creative thinking is prioritised over written and organisational tasks; autistic people might thrive in an environment where privacy is encouraged and networking is not essential. Neurodivergent people do not need to be cured of their differences; rather, their differences need to be accommodated and barriers to their success need to be removed.
The pedagogical support materials you’ll find below have this idea at their core. The focus will be on how we can tweak our learning and teaching environments and practices to make room for ways of thinking and experiencing which are non-standard. In doing so, we create space for the development of talent, creativity and non-standard ideas. Importantly, these adaptations may benefit neurotypical people too. Because neurodivergent traits occur, at different levels, throughout the population, strategies to help neurodivergent students may be of use to anybody.
References
Russell G. (2020) ‘Critiques of the Neurodiversity Movement’ in: Kapp S. (eds) Autistic Community and the Neurodiversity Movement. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-8437-0_21
Projects
The Relaxed Tutorial Project: a FASSTEST Project at The Open University, trialling different ways of supporting neurodivergent students in online environments.