We were asked to choose a piece of reading for Workshop 2. I chose: Damiani, Luca M (2018), ‘On the spectrum within art and design academic practice’, Spark: UAL Creative Teaching and Learning Journal, 3:1, pp. 16-25. I have recently been diagnosed with ADHD and was intrigued to hear another neurodivergent staff member’s perspective.
Damiani is a UAL Lecturer who was diagnosed with Asperger’s, on the autism spectrum, and in this piece introduces Neurodiversity in Art and Education, as well as using his own artwork as a means of reflection. It is intended to provoke thought and create discussion, rather than give definitive answers. Damiani is a practicing artist who creates artworks about “neurological diversity that can be used to open up dialogue within artistic and academic communities.” (Damiani, 2018) I’m inspired by Damiani’s work in facilitating thought and discussion on neurodiversity in education and I’m eager to research and discover how I can use my own experience to build positive affect.
Damiani explains that neurodivergent creatives are suited to art education due to how art and design “encourage different ways of looking at or interpreting the world, and thinking differently, shaping diverse voices and opinions. When approaching a topic, arts subjects encourage abstract and unconventional thought processes”. He also says, “arts environments encourage the skills and the abilities (not the disabilities) of neurodivergent individuals, enabling them to have a voice and progress in terms of their personal and professional development in creative design practice” (Damiani, 2018). However, there are many potential obstacles in the way for Neurodivergent students to make the most of their skills. This led me to reflect on my own struggles at university and how, had my ADHD been identified earlier on, I could have received support that would have benefited my studies. Due to late diagnosis after the age of 26, I’m mindful of how neurodiverse the student base that I’m teaching is, with a percentage of students potentially undiagnosed, particularly as “a staggering 50% to 75% of women with ADHD go undiagnosed.” (Clinical Partners, 2016)
Scientific language defines individuals as neurotypical and neurodivergent. Neurotypical individuals have a cognitive functioning that fits within societal standards of ‘normal’, although it is argued that there is no typical mental capacity, no ‘normal’ brain to which all other brains should be compared. Armstrong (2012, cited in Damiani 2018)
The fact that many people are unknowingly neurodivergent, and yet to be diagnosed, combined with the fact that there is no typical mental capacity for others to be measured against, highlights the cruciality for creating an inclusive learning environment for all. Even many neurotypical learners deemed ‘normal’ can relate to struggles neurodiverse students face. This means that regardless of whether students are diagnosed with learning differences, everyone can benefit from the systems put in place to support diverse learning styles as “inclusion strategies and approaches designed to support neurodivergent students can benefit everyone.” (UCL, 2023)
References:
Clinical Parteners (2016) Why is ADHD in women undiagnosed so often? Available at: https://www.clinical-partners.co.uk/insights-and-news/item/adhd-in-women-why-is-it-so-undiagnosed?highlight=WyJ3b21lbiJd(Accessed: 20/03/2024)
Damiani, M Luca (2018) ‘ On the spectrum within art and design academic practice‘, Spark: UAL Creative Teaching and Learning Journal, 3(1), pp. 16-25
University College London (2023) Supporting neurodiversity in education. Available at: https://www.ucl.ac.uk/teaching-learning/publications/2023/oct/supporting-neurodiversity-education#What%20is%20neurodiversity? (Accessed: 20/03/2024)