The reading of the article, ‘on the spectrum within art and design academic practice‘ (Damiani, 2018) as preparation for workshop two gave me a very different insight to the one I was expecting on picking the article.
As a ‘neurotypical’ person, I selected this article to aid my understanding of ‘neurodiversity’ and how it may be felt and experienced, to better comprehend my students, or at least make a start which should (in theory) then help me to better support them. The included quote, ‘although it is argued that there is no typical mental capacity, no ‘normal’ brain to which all other brains should be compared (Armstrong, 2012) because my thoughts regarding the labelling of differences in neurological thinking have in the past questioned how that can be possible, when we are all so different.
However, upon reading the article and after a recent conversation with my cousin, who was diagnosed with ADHD, I can appreciate the use and helpfulness in a ‘label’ to aid with personal, self-awareness and to enable them to access disability support services, of which can help in the planning and executing of daily life (for both neuro-diverse and neurotypical persons)[Further reference: Disability Inclusion Toolkit UAL] . The author pointed out,’ Educational dialogues around neurodiversity focus on it according to abilities and not ‘disabilities’’, as it really helped to clarify for me that neurodiversity is not necessarily a ‘disability’, rather something that could in some circumstances be advantageous, especially in my cousins career development as she is a natural performer and has an extraordinary voice, a gift that she should share.
associated with the different seasons of the menstrual cycle.
It was particularly insightful to read, ’An individual with autism is often labelled a certain way, depicted as the isolated individual who struggles to communicate, has learning difficulties, is socially peculiar and who in certain cases, is a “genius” of some kind.’ because in the past I believe I have been guilty of making this assumption myself. If I were to analyze the reasons why, it would be due to the portrayal of neurodiversity in the media (Imitation Game, 2014, Good Will Hunting, 1997 ). It was striking to read that the author has used his knowledge of his diversity to gain a better self-awareness that enables him to avoid or embrace situations which utilize or exacerbate his autistic qualities. Comparing this to my own reflective journey since becoming a mother in 2020. Although I am not neurodiverse, I recognize a monthly pattern of mood and feelings attributed to my menstrual cycle in which I have different abilities connected to mood patterns which can affect my overall wellbeing, anxiety etc. Towards the latter part of my cycle, I am much more introspective, self-critical, have increased imposter syndrome and find social or outward facing situations more challenging. Whereas, in the middle part of my cycle, I am comfortable being social, and much more confident. Since reading, ‘Wild Power, Alexandra Pope, 2017.’ I have begun tracking and utilizing the different ‘seasons’ of my menstrual cycle to my advantage and have experienced a huge transformation in my overall well-being and productiveness.
Reflecting on this piece and my own self-awareness, I recognize the importance of self-awareness and wonder if more can be done to support students in their own mindfulness journeys, whether divergent or not, to help their interaction with the world on a daily, weekly, monthly and yearly basis and in expressing their individual needs to their tutors and peers nurturing individual journeys in a considerate learning environment.
Further reading: https://www.mooncup.co.uk/blog/the-four-seasons-of-your-menstrual-cycle-how-to-make-the-most-of-them/