A brief overview of Neurodiversity and how Japari’s Remedial Approaches assist Neurodiverse Students

Judy Singer first coined the term “neurodiversity” in the late 1990s. She had noticed a difference in the way her mother approached learning, academics and everyday tasks, when compared with peers and colleagues. She identified with these differences in herself and also noticed them in her daughter. This sparked her desire to seek to understand them. The term and concept could be considered to be quite new. However, it has sparked a movement that has already had a significant impact on society at large. The workplace has also been affected in positive ways which have benefitted the neurodiverse community.

A brief history of neurodiversity

Neurodiversity is an umbrella term referring to a variety of conditions. These include, but are not limited to, Tourette’s syndrome, autism, dysgraphia, dyscalculia, dyslexia, ADHD and dyspraxia. The term “neurodiverse” relates to the neurological differences that exist among people facing such conditions.

Singer not only identified and labelled this range of differences, she also advocated for a change in attitude towards them. Her point of view was that seeing them as a medical problem to be solved was not the correct approach. These differences should rather be seen as variations in human experience which are often quite natural.

People who live with any of these conditions should be supported and accepted. This is in contrast to being stigmatised and treated as abnormal and unhealthy.

This idea about the neurodiverse has gained a lot of support and has been very influential. Employment, psychology and educational spheres and institutions, including the World Health Organisation, have recognised and embraced a supportive stance and approach to the issue of neurodiversity.

All these advancements in the attitude toward the neurodiverse must be applauded. But there is still much work to be done in gaining acceptance and finding the needed support these individuals require.

The impact of the neurodiverse movement

Thanks to the efforts of people like Judy Singer, we have seen important impacts on society’s perception of the neurodiverse community. Society has become more accepting of people who live with these challenges every day. The discrimination faced by the neurodiverse has been challenged. They no longer experience the stigma that they once had to endure.

There has also been a change in the idea that the neurodiverse need fixing. These individuals do not need curing. There has been a marked change in appreciating the abilities and strengths of the neurodiverse. The focus now is not on “fixing” them, but finding ways to accommodate their needs. The aim is to see them thrive and blossom in their communities.

The neurodiverse community has a lot to offer. In the technological and artistic fields, and more, their unique abilities, approaches and insights have a lot to offer.

There is still much work to be done

The gains made in raising awareness of the needs and contributions of neurodiverse individuals has been significant. Anyone with any of the conditions that fall under the umbrella term has a much better chance of succeeding today than they did when Judy Singer first coined the term.

But there is still much to do. Educating the general public and employers about the strengths offered by neurodiversity must continue. Providing resources and support still needs to be prioritised.

South Africa still has a long way to go in facilitating and supporting the neurodiverse community. And the remedial support that neurodiverse Primary School children need to succeed is still very hard to come by. Since 1966, Japari School has been offering the remedial help that these students require.

Japari focuses on helping Neurodiverse Students

Japari is a proudly remedial primary school, catering for students in Grade 1 to Grade 7, up to fourteen years of age. We are there for neurodiverse students that struggle in a typical schooling environment.

While they might face challenges with their academic work, the cognitive skills of our students fall within the range of what is considered normal. Cognitive skills refer to a person’s ability to correctly understand and act in the world that they inhabit.

Cognition comprises several factors. We will consider just a few here, but more details have been elaborated on in this article.*

Perception

This refers to a person being able to recognise and interpret the world around them. Japari students can interpret the information supplied by their senses. To attend Japari, the neurodiverse student must be able to identify shapes and recognise sounds. Our learners can comprehend the spatial relationships between objects.

Motor skills

Japari will come alongside our neurodiverse learners and help them to develop their fine and gross motor skills over time. Pupils must be able to handle and control their own physical bodies. They must be able to grasp, carry and/or support the objects in the environment around them.

Language skills

Students at Japari will need to be able to communicate verbally. They are students that can understand English and speak in this language.

Executive functions

Some examples of what constitute executive functions include problem solving, flexibility and decision-making faculties. Being able to anticipate and recognise patterns is also an aspect of executive functions. These and other categories are what form the basis for planning and goal setting. These are very important, both academically and as a life skill in a person’s career.

An important part of education is seeing all of these areas develop. Japari is focused on helping the neurodiverse student mature and grow in these categories. Remedial learners will need specific assistance if development of executive functions is to take place.

Memory and attention

Japari is specifically equipped to assist students with conditions such as ADHD. We also work hard to improve a learner’s mental retention (i.e. memory) faculties, both long term and short term.

Our students must fall into what would be considered the average category when it comes to taking notice of thoughts, objects and actions. There are numerous ways that the environment will stimulate a child. An objective that we at Japari aim to help our students achieve is learning to manage the demands that emerge in this way.

Japari caters for the neurodiverse student with learning difficulties

Japari is not a school for the mentally impaired. We are a school that provides necessary support for neurodiverse children with learning difficulties. These are what we are experts at addressing.

Book an assessment with Japari today

Japari has been helping remedial learners since 1966. Our staff comprises professional experts in assisting neurodiverse learners with the particular needs arising from their specific conditions.

We are able to assess your child to determine their specific remedial needs. It might be that your child does not fall within the parameters of assistance as outlined above. If that is the case, we are able to make recommendations as to where your child can receive the specialised help they might need.

But for the neurodiverse child that needs remedial assistance, Japari offers exactly what these learners require. Our staff is equipped to address the challenges that they face. We are passionate to see our students excel in life.

We accept enrolments throughout the year. Come and see for yourself what we offer and how we can join you on the journey to your neurodiverse child’s journey to success.

*Please note that the 2018 article was written while Japari offered Grade R. Currently, we do not offer this class.

Bibliography/Further Reading

https://www.neurodiversitymedia.com/resource-library/the-origins-and-evolution-of-neurodiversity

https://medium.com/@dogood.silence/the-history-of-neurodiversity-and-the-neurodiversity-movement-4ecf1032359d

https://rosebankkillarneygazette.co.za/184935/japari-celebrates-its-jubilee

https://en.wikipedia.org/wiki/Japari_School

https://en.wikipedia.org/wiki/Sonia_Machanick

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