Bill Gates is most famously known for co-founding the trillion-dollar tech company, Microsoft. What is less widely recognized, however, is his neurodiversity. Gates has ADHD and dyslexia, two conditions that, without adequate support, can make learning a challenging process.
What is Neurodiversity?
Neurodiversity, a term coined in the 1990s, promotes the understanding that variations in the human brain are not problems to be “fixed” or “cured.” Instead, these variations are natural, and traditional methods of teaching and learning must be adapted to cater to the unique needs arising from these differences, ensuring all pupils have the opportunity to succeed.
How Neurodiversity Can Impact Young People
A neurodiverse child or young person may have special educational needs (SEN) that impact their learning. These impacts can include challenges with behavior, socialisation, reading and writing, understanding concepts, or maintaining concentration. In the UK, children and young people with special educational needs and/or disabilities (SEND) are protected by the SEND Code of Practice. This statutory guidance outlines how schools must support these pupils, emphasising that schools must not discriminate against pupils with SEND and must make reasonable adjustments to ensure these pupils are not at a substantial disadvantage compared to their peers.
Evidence-based Support
At Rugby School Japan, this guidance is integral to ensuring all pupils are supported appropriately and can achieve their full potential. The School’s Personalised Learning Department plays a key role in this, providing teachers with evidence-based strategies to adapt teaching and learning methods to meet the needs of pupils with additional needs. For instance, depending on a pupil’s specific requirements, support might include providing rest breaks, offering extra time to complete work, or implementing accommodations during public examinations. Additionally, the department can offer timetabled lessons to target specific areas, such as reading or study skills. The School also facilitates access to external specialists, such as speech and language therapists or occupational therapists, when necessary.
Embracing SEND in a Positive Light
For the School to effectively support pupils, it is essential for parents and pupils to embrace SEND in a positive light. Unfortunately, however, the stigma surrounding SEND still lingers in Japan. A 2022 survey by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) revealed that 8.8% of students in primary and lower secondary regular classes exhibited significant learning or behavioral difficulties. By comparison, in the 2023/24 academic year, 18.4% of pupils in England were identified as having SEND, totaling approximately 1.67 million children. Moreover, while students with disabilities in Japan are often educated in special schools, special classes within regular schools, or regular classes with additional support, the UK predominantly integrates children with SEN into mainstream schools, with less than 10% attending special schools.
Recognising that neurodiversity and disabilities are natural is crucial. With the right support at home, in school, and from external specialists, pupils with additional needs can thrive, leading independent and successful lives.
If you have any questions or would like to discuss the support Rugby School Japan can provide for your child, please do not hesitate to get in touch with me.
Anaam Zakria
anaam.zakria@rugbyschooljapan.ed.jp
Teacher of English, Head of SEN and Access Arrangements
