| Abstract: |
We live in a neurodiverse world, and therefore need to ensure that equally diverse educational opportunities are accessible to all learners. The term "neurodiversity," coined by Judith Singer (1999) describes the broad, and complex, spectrum of human brain functionality. Terms like "neurodivergent" or "neurodistinct" (Goldstein 2020) include a wide range of neurotypes (such as autism, ADHD, ADD, dyslexia, dysgraphia and others). These neurotypes may present with challenging characteristics such as sensory issues, difficulty with executive function, or intense focus on specific interests. However, some of these characteristics can also be strengths when learners are understood, supported, and valued. Informal learning settings can be especially supportive environments for neurodivergent learners because there are often fewer time constraints for accomplishing tasks, activities are frequently hands-on and visual, learners are able to move about the space as they wish, and they can pursue activities in which they are most interested. Many kinds of learners can benefit from settings with these qualities, but they are particularly beneficial for those with sensory, attention, and social difficulties, which neurodivergent people often have. This is why understanding how to make connections between informal and formal education environments is so important for educators seeking to create educational opportunities that are accessible to a broad and neurodiverse learner population. |