In his article On the spectrum within art and design academic practice (2018), Damiani does not present arguments or answers. Instead, he reflects on his personal experience as a neurodivergent art practitioner in order to inspire discussion.
Neurodiversity means neurological diversity, “which brings differences in thinking, in seeing, in filtering, in analysing and responding to what surrounds us”. However, “each neurodivergent individual is different, even when diagnosed with the same condition as someone else” (Damiani, 2018). Armstrong (2012) argues that there is “no “normal” brain to which all other brains are compared”. This great diversity in all individuals, whether they are considered neurodiverse or neurotypical, means that as educators we need to meet each student as an individual and do our best to provide them with the environment and resources they need to flourish.
Damiani identifies some aspects that help him in managing his own neurodiversity. Though they are specific to his personal experience, I think they point to universal challenges when learning and teaching, and that they can guide us towards good practice for all students.
He highlights his necessity for rhythm and repetition. A well structured course, with a regular time table, aligned resources and clear organisation, with information shared well in advance, would help provide this rhythm for students. It is also a good idea to structure sessions in a repetitive way, so that students know what to expect. For example, always showing students a presentation at the beginning of each session, having a break at the same time each day, and setting tasks with a regular duration and design.
Heightened perceptions of sound, smell and other environmental activity can lead to “surrounding information overload” (Damiani, 2018). Limiting this excess information where possible would aid the concentration of all students. Armstrong (2012) suggests providing earplugs and a quiet room where students can go to when they feel the need. I discuss in Case Study 1 how I can reduce environmental distraction in my specific context.
References:
Armstrong, T. (2012) ‘First discover their strengths’, Educational Leadership, 70(2), Available at: https://www.ascd.org/el/articles/first-discover-their-strengths. (Accessed: 14 March 2025)