NOT DIAGNOSIS, BUT POTENTIAL. HOW CAN TEACHERS RETHINK NEURODIVERSITY?

Traditional teaching approach is increasingly being replaced by models that account for the individual needs of students. But do these models serve everyone equally? This article emphasises the need for a shift in perspective – rather than focusing on the challenges faced by neurodiverse students, we should recognise and nurture their potential. Examples from other sectors demonstrate that cognitive diversity drives innovation and progress, highlighting the importance of the education system learning to fully exploit this potential.