A New Era for Progress – Empowering Every Learner

By Shawn Hamlin, AIA, NCARB

Excerpted from School Business Affairs November 2024 Issue, which can be found in full below.

“Neurodiversity” refers to the concept that individuals process information and experience the world around them in different ways. The term is often used in reference to individuals with attention deficit hyperactivity disorder, autism, dyslexia, and dyspraxia, as well as other neurological or developmental conditions and learning disabilities.

As the research and understanding of brain science advance, the number of people identified as neurodiverse continues to rise, with one in five students recognized as neurodivergent. However, it’s important to note that being neurodivergent is not considered a deficit; it is merely a difference from what most consider the norm.

Unfortunately, traditional building design approaches do not consider these students’ unique perspectives and can create challenges for both students and educators.

The heterogeneity of neurodiversity means that each student’s experience is highly individualized; however, common obstacles include difficulties with social interactions, sensory sensitivities, and unconventional learning styles. These students may encounter challenges in communication and forming connections with peers, leading to feelings of isolation. They may also struggle with organization and time management, leading to poor academic performance.

If we can make buildings accessible for those with physical challenges, we can also make them accessible with respect to neurodiversity, creating spaces where all students feel inspired by their surroundings and safe and supported in their pursuit of knowledge.

The article unpacks solutions for neurodiverse inclusion, an evolution of education, urgency and unexpected benefits of inclusive design, empowering lifelong learning and fostering an inclusive future in this new era.

Read the full article below.