September is coming to a close, and it has been wonderful to see everyone cozily settling back into the rhythm of school routines.
By the end of September, all our educational plans for the year are finalized, and this is the time we focus on making sure we have all our Individual Educational Plans (IEPs) ready to be implemented as well. IEPs are in place to provide layers of support and interventions to students who need them. Creating IEPs is a collaborative process involving the Student Services Team, administrators, teachers, parents, students and third-party professionals. That’s why I wanted to take a moment this week to share a little more information about our philosophy of neurodiversity in general and support systems at UA, which are the questions we often receive from families.
Neurodiversity is the preferred umbrella term used in education to encompass a range of differences in human brain function and development. Neurodiversity defines all neurological differences and variations as natural and normal. The keyword here is ‘diverse,’ as opposed to outdated terms that have negative connotations. Neurodiversity, like gender diversity, cultural diversity or ethnic diversity, adds depth and richness to human experience and society.
Neurodiversity is not meant to be cured, but rather accepted, understood and supported. Autism, ADHD, Dyslexia, Dysgraphia, Dyscalculia and some other diagnoses are all forms of neurodiversity. Diagnosis is not a label. Diagnosis allows students to have access to all these supports through an IEP. Diagnosis and intervention help reduce the barriers that neurodivergent individuals face in their environment and allow them to have a more manageable experience in spaces that were originally designed with only neurotypical people in mind.
While diagnosis is a relatively new phenomenon, throughout history, there have lived many individuals whose minds were wired differently. And this is no surprise given how common these diagnoses are among the population. In fact, it has been many of these individuals with different brains who have made some of the most remarkable contributions to the world of science, arts, literature and sports. Needless to say that some of the traits present in neurodivergent people have been their biggest strengths and led them to success.
As adult members of this community, we all share a responsibility to ensure that we do not allow othering and stigmatization to be part of our students’ experience. Belonging is one of our core values here at UA; one that we are all committed to. This commitment requires us to advocate for all of our students to fully and proudly be themselves. As a diverse community, we celebrate diversity in all of its forms and embrace the different ways of being in this world.
Thank you,
Ms. Khatereh Dadar
Junior School Principal