The first domestic case of applying the concept of neurodiversity to education.
(Classroom Stories from Students with ADHD, Selective Mutism, Borderline Intelligence, Dyslexia, Autism Spectrum Disorder, and Intellectual Disabilities)

A new educational story that will inspire every classroom.
(A diversity/strengths-centered approach that goes beyond the traditional disability/deficiencies-centered approach)

Every classroom is a neurodiverse classroom.
There are many students in the classroom who need the teacher's attention and affection.
In addition to students who exhibit aggression, behavioral problems, or physical disabilities, students with ADHD, borderline intelligence, learning disabilities, stuttering or tics, dyslexia, or mutism.
Students who struggle with anxiety or depression, have emotional or behavioral issues, or have family or cultural difficulties… there are students like this in every class.
And it's growing.
Neurodiversity classrooms offer students like these a fresh perspective on understanding diversity.

When teachers develop the ability to see the positive side of children, even classrooms that seemed hopeless can be transformed into the best classrooms.
Because it is impossible to change a child, but it is possible for a teacher to change their perspective and environment.

--- p.27

However, after taking charge of a class, I realized that inclusive education is a destiny that our teachers must practice until they retire.
Although not designated as special education students, 20-30% of each class required individualized attention and support. Each class included children with ADHD, borderline intelligence, emotional and behavioral issues, learning difficulties, and those with stutters or tics.
We now know that inclusive education cannot be complete if it is only for special education students.
Because children with these special needs exist in every classroom, not just those receiving special education.

--- p.46

Neurodiversity is a new paradigm for looking at people with diverse characteristics, from the perspective of understanding their differences as diversity that we all have, and focusing on their strengths and talents, rather than viewing people with disabilities or illnesses solely as pathological.
Just as we accept biological, cultural, and racial diversity as a given and positive reality, let's also positively embrace human neurobiological diversity.

--- p.53

From a neurodiversity perspective, it is important to create an appropriate environment that takes into account the strengths and characteristics of students with disabilities or special education students, rather than focusing on their deficiencies and inabilities.

--- p.54

I've integrated similar elements from the seven components into two major areas and applied them to my neurodiversity classroom.
The first area is ‘Strengths-Based Student Diagnosis’.
This section will cover the seven components of building a positive environment: 'recognizing students' strengths,' 'positive role models,' and 'positive expectations about the job.'
The second area is 'Strengths-Based Universal Design for Learning'.
This area will include content on 'Assistive Technology and Universal Design for Learning', 'Human Resource Enhancement', 'Strengths-Based Learning Strategies', and 'Environmental Modification' among the seven components.

--- p.78

Just as important as focusing on these children's strengths is intervening to address their deficiencies.
Just because it's a neurodiverse classroom doesn't mean we only recognize strengths and try to nurture them.
It is also very important to provide sufficient individual support to offset children's weaknesses.

--- p.115

The integrated class's classes will inevitably cover content that is higher than Jiseon's level.
However, with the help of her friends and teachers, and with just a little bit of scaffolding, Jiseon was able to fully experience the joy and sense of accomplishment in learning and grow.

--- p.132

Inclusive classroom teachers don't have to struggle alone to ensure the inclusion of all neurodiverse children.
You can utilize the natural resources of peers and cooperative learning methods.
If you design your classes well for group collaborative learning, your peers can actively help you, even providing instructional corrections without the teacher's support.

--- p.145

The kids knew that what I did to the two kids at the very end of the diversity scale in our class was legitimate discrimination and felt it was fair.
I realized that the Neurodiversity Classroom is an education that shows children, not just in words, but through their lives, what equity means.

--- p.222

Teachers are not therapists who treat ADHD, but educators who educate these children.
There is a clear difference between treatment and education.
While treatment is based on the premise that defects are eliminated and normalized, education aims to develop the child's potential to the fullest extent and help them grow, even if they have defects.
Therefore, educators must approach education from a strengths-based perspective, based on neurodiversity rather than a deficit-based perspective.

--- p.223

It is nearly impossible to change an ADHD child and make them fit the teacher.
Burnout occurs when you expend all your energy doing something impossible.
A win-win for both children and teachers is to create a neurodiverse classroom that uses a strengths-based approach.

--- p.231

I believe that future education should not be about flashy ICT-based education, but rather a neurodiverse classroom where each child's learning shines.

--- p.337