With extensive research and insights, the prevailing medical model has provided valuable knowledge and interventions crucial for supporting neurodiverse individuals. However, exclusively using a deficit model within this framework can devastate student development and self-esteem. Research suggests that students labeled under this model face significant challenges. Studies indicate that individuals with LD, ADHD, and ASD are more likely to experience academic underachievement, social isolation, and mental health issues compared to their neurotypical peers.
Beyond labeling, the medical model's history offers essential insights and evidence-based interventions tailored to neurodiverse needs. These include diagnostic frameworks and intervention strategies honed over years of research and clinical practice, which have significantly advanced our understanding of neurocognitive differences. Moreover, interventions such as Orton-Gillingham have significantly improved reading, writing, and spelling. Aside from celebrating uniqueness, we must be dedicated to providing remediation and enrichment to keep as many possibilities open for students as possible.
Unfortunately, students may internalize feelings of inadequacy and experience lowered self-esteem, hindering their overall development and sense of belonging. Moreover, the medical model's emphasis on standard deviations, norms, and attention to the gap between individuals with differences and their “higher functioning” peers can exacerbate feelings of alienation and self-doubt among neurodivergent individuals. An educational system that prioritizes standardized testing and uniformity may not be a social and emotional fit.
In parallel, the neurodivergent movement advocates for accepting and celebrating neurocognitive differences, challenging the stigma associated with neurodiversity. It emphasizes the importance of shifting away from deficit-based perspectives and recognizing neurodivergent individuals' diverse strengths and capabilities. This absolutely needs to happen. Equally important is the ability to provide intervention that can alleviate the barriers so students can be all they want to be.
Integrating these perspectives is crucial for a comprehensive approach to empowering neurodivergent individuals. We can create a more inclusive and supportive environment by acknowledging the valuable research and insights provided by the medical model while also recognizing the detrimental effects of a deficit model on student development.
In doing so, we move beyond a dichotomy of deficit versus strength-based approaches, embracing a mutually inclusive framework that honors not the perspective but the students. This integration allows for a more holistic understanding of neurodiversity and fosters empowerment among neurodivergent individuals. A holistic understanding further supports a holistic learning design. We must ensure our students feel confident and capable. A holistic learning design is about celebrating who each student is and what each student can accomplish given the appropriate support.
