Embracing Neurodiversity: Seeing Children 'As They Are'

Our society is beginning to grapple with a fundamental truth: that the spectrum of human cognition is far broader than previously acknowledged. The concept of 'neurodiversity,' which posits that variations in brain function like ADHD, autism spectrum disorder, and dyslexia are simply different ways of processing information and experiencing the world, is gaining traction. As author and educator Kim Myung-hee emphasizes, we must move away from viewing these differences as flaws to be corrected and instead embrace them as unique characteristics. This reframing is not merely semantic; it fundamentally alters how we approach education and support for children.

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Humans are not beings that can be divided into disabled and non-disabled, normal and abnormal. Everyone simply exists at some point on the spectrum of diversity. The reason for using the language of diversity is that, in the sense that we should not force people to show an average appearance by eliminating their unique characteristics.

At the Hankyoreh, we believe that fostering an inclusive environment is paramount. Kim Myung-hee highlights that 'all classrooms are neurodiverse classrooms,' a sentiment that underscores the need for educational systems to adapt. This involves recognizing that a significant portion of students, estimated between 20-40% in any given class, exhibit neurodivergent traits, whether formally diagnosed or not. The key lies in 'looking as they are,' respecting their individual developmental pace and focusing on their strengths rather than forcing them into a standardized mold. This requires a conscious effort to counter our innate negativity bias and intentionally seek out the positive aspects of each child's unique way of being.

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When the goal became changing the behavior of neurodivergent children and improving their abilities, the results were actually not good. However, when we respected them as they are and eased our efforts, we saw the child grow at their own developmental speed and pace.

Furthermore, the article introduces the concept of 'low-height education,' drawing from Japanese psychiatrist Dr. Hideo Honda. This approach advocates for nurturing a child's abilities within their capabilities, rather than striving to meet external, 'high-height' developmental standards. It's about supporting a child's happiness and growth in their own way. For schools and families, this means implementing strategies like Universal Design for Learning (UDL), creating predictable routines, and providing clear, concise instructions. Ultimately, embracing neurodiversity is not just about accommodating differences; it's about enriching our society by valuing the full spectrum of human experience and potential.

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Teachers do not recommend diagnosis to stigmatize a child. It is to properly understand the child's characteristics. Once parents understand their child, they can respect the child as they are. That is the starting point of diagnosis.