Neurodiversity: An Inclusive Approach

💡 The term neurodiversity refers to the principle that society could benefit by recognizing and strengthening the strengths of individuals, rather than focusing solely on weaknesses (Doyle, 2020). For this reason, it is a movement that promotes equal rights among people, recognition of human cognitive diversity, breaking down any type of exclusionary structure, and valuing the neurological differences among human brains (The Education Hub, 2019). Neuropsychological assessment serves as an ally when identifying the characteristics of the cognitive profile of the individuals assessed, determining areas of strength and areas for improvement, thus allowing for individualized recommendations according to the needs of the individuals.

Classification of Neurodivergences

🔎 A classification model of neurodivergences according to Doyle (2020) stipulates the following classification:

  • ✅ Applied neurodiversity: includes conditions with which a person is born, without necessarily being considered a health condition. It refers to differences in the application of certain skills, such as gross motor control, manipulation of numerical concepts, reading or writing processing. It usually refers to specific reading difficulties (dyslexia), specific difficulties in mathematics (dyscalculia), or specific writing difficulties (dysgraphia or dysorthographia).
  • ✅ Clinical neurodiversity: includes neurological differences among individuals from birth, and with considered health conditions. Usually, the concept of clinical neurodiversity may involve differences in communication, social skills, behavior, and impulse control. Some examples of clinical neurodiversity are: Attention Deficit Hyperactivity Disorder (ADHD), Autism, or Intellectual Disability.
  • ✅ Acquired neurodiversity: includes neurological differences that are a consequence of health conditions or injuries. Acquired neurodiversity relates to conditions that may improve as a disease or injury heals, as well as the possibility of presenting health conditions that may worsen as an individual's health deteriorates. Examples of acquired neurodiversity would be: acquired brain injury caused by an accident or event, processes of neurological disease (such as Parkinson's, cancer treatments, or strokes...), and mental health conditions such as anxiety, depression, or obsessive-compulsive disorder.

Initiatives in Panama

🇵🇦 In the Panamanian context, various initiatives applied to different stages of human development have been highlighted that have attempted to flexibly provide educational, psychological, or labor support to individuals who may be presenting some neurodivergence. The following legal initiatives are highlighted:

  • ✅ Executive Decree No. 1 of February 4, 2000: Manual of Procedures of the Ministry of Education of Panama: A manual that stipulates guidelines to be followed from the educational scenario regarding modifications in learning that the teaching staff can implement for the benefit of diversity within classrooms. Concepts such as individual educational needs, special educational needs, good pedagogical practices, curriculum access accommodations (didactic organization of information), curricular accommodations (non-significant or significant), and considerations for carrying out a process of accommodations (in objectives, timing, content, and methodology/didactic organization) are proposed.
  • ✅ Resolution No. 709 of February 25, 2016: which creates the Program for Outstanding Abilities and Specific Talents: a program aimed at identifying school-aged populations that may be showing indicators of specific talents or outstanding abilities. This program focuses its actions on the fact that after identification, the National Directorate of Special Education of the Ministry of Education of Panama can, as cited in Article 7 of Resolution No. 709 of February 25, 2016, "provide educational attention for curricular adaptation through the following alternatives - deepening or expanding the curriculum of the academic grade pursued, globalized and interdisciplinary treatment of different areas or subjects of the curriculum, grouping with students from higher grades, and any other methodology that promotes their intellectual, emotional, and social development."
  • ✅ Law No. 15 of May 31, 2016: Law that reforms Law No. 42 of 1999 establishing equal opportunities for people with disabilities: In the field of education, we wish to highlight Article 18 which focuses on Access to Education, where it mentions the right of people with disabilities to receive general education, vocational training, education for adults, and lifelong learning. Article 18 also emphasizes that public and private educational centers must have the budget to obtain resources, tools, and specialized technological equipment.
  • ✅ Law No. 15 of May 31, 2016: Law that reforms Law No. 42 of 1999 establishing equal opportunities for people with disabilities: In the field of work, we wish to highlight Articles 41, 42, and 44, where it expresses the right of people with disabilities to obtain paid and productive employment, encouraging private companies with between 25 to 50 employees to have at least one person with a disability. In the case of companies with more than 50 employees, the proportion of the company's workforce must not be less than 2% of workers with any disability.

Neurodiversity and the Workplace

🧐 Lefevre-Levy et al. (2023) in their scientific article relates the concept of neurodiversity and the workplace, mentioning that having neurodiverse perspectives in work scenarios can provide benefits to companies in areas related to innovation, problem-solving, and creativity.

Services Offered

🤩 At our Center, we offer neuropsychological evaluations and specialized mental health follow-up to provide individuals with a greater understanding of their strengths, areas for improvement, and thus provide individualized recommendations to the needs of the evaluated person. If you would like more information about our services, we invite you to write to us or call us at +507 6535 6362.

References

  • ✴️ Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British medical bulletin, 135(1), 108-125.
  • ✴️ LeFevre-Levy, R., Melson-Silimon, A., Harmata, R., Hulett, A. L., & Carter, N. T. (2023). Neurodiversity in the workplace: Considering neuroatypicality as a form of diversity. Industrial and Organizational Psychology, 16(1), 1-19.
  • ✴️ The Education Hub. Neurodiversity: An overview. (2018). Retrieved December 27, 2024, from https://theeducationhub.org.nz/wp-content/uploads/2020/06/Neurodiversity-An-overview.pdf