Time Matters for Neurodiverse Learners.

In Neuroplasticity Rule Number 6, we discuss how time matters.

The sooner a learner is identified as having neurodiverse needs, whether they be dyslexia or dysgraphia or ADHD for example, the sooner the correct supports can be put in place to ensure success for that learner. This can be both at home, and at school.  The fact is, Dyslexia will never be outgrown, however, evidence-based intervention delivered in a timely fashion, (for all learners!) will support growing neural pathways for reading, writing, and spelling, and also provide plenty of time for those many repetitions needed by neurodiverse brains to fold back to, in order to cement skills.

Inclusive Education NZ notes: Teachers can play an essential role in this process by: 

  • identifying students who need support

  • planning high-quality, evidence-based interventions to meet specific learning needs 

  • monitoring student progress

  • creating an inclusive environment, providing accommodations and modifications to reduce barriers to learning.

Undiagnosed neurodiverse needs can lead to challenges outside of school too. As Understood notes, “Kids with dyslexia are as smart as their peers. But having to face setbacks and negative feedback in school can make them lose confidence all around.”

Therefore, time matters and is important for dyslexic and neurodiverse brains (and all brains!) to be supported early on, in order to maximise the number of exposures required to cement skills and ensure needs are being met with the correct support.