Inclusion is a cornerstone of modern education, yet creating environments that truly empower neurodiverse learners continues to challenge educators worldwide. Neurodiversity, which includes neurological conditions such as attention deficit hyperactivity disorder (ADHD), autism, and dyslexia, represents the diversity of human cognition and learning preferences. It calls on schools to rethink traditional models and adopt innovative approaches to ensure that every student feels valued and capable.
These themes were at the heart of discussions that took place during the Shanghai International Schools Association (SISA) Learning Support Connect event, hosted by Concordia International School Shanghai. The event, titled Empowerment and Inclusion: Celebrating Individuality and Neurodivergence, was held in fall of 2024, and brought together educators, specialists, and advocates from across Shanghai to discuss actionable strategies for fostering inclusive classrooms and building equitable learning communities. The conversations it sparked continue to evolve, underscoring the importance of maintaining these discussions and ensuring that the insights shared remain relevant as we work toward turning them into lasting action.
One of the foundational shifts in inclusive education, highlighted during the event, was adopting a strengths-based approach. This mindset focuses on the assets that neurodiverse learners bring to learning environments while acknowledging the very real challenges they face. Recognizing and building on these strengths fosters confidence, encourages self-advocacy, and cultivates a culture of respect and belonging. Teachers can, and should, implement differentiated instruction and flexible assessments to better align with the needs of diverse learners, ensuring that every student has opportunities to succeed.
Another important aspect of inclusion, discussed extensively during the gathering, is creating sensory-friendly environments. Adjustments such as offering quiet spaces, using visual aids to enhance predictability, and providing sensory tools can make classrooms more accessible. These small changes can significantly impact a student’s ability to focus and engage in learning.
The SISA event also highlighted the importance of collaboration among educators in advancing inclusive practices. Professional networks, like those formed during the event, offer opportunities for sharing successful strategies, discussing challenges, and advocating for systemic changes. By engaging in ongoing professional development and fostering a spirit of collaboration, schools can strengthen their commitment to inclusion.
Advocacy emerged as another critical theme. Attendees emphasized the need for updated policies and adequate resources to support neurodiverse students. Building awareness among all stakeholders, including parents and school leadership, ensures that inclusion is embedded in a school’s culture. Such advocacy helps create sustainable change, ensuring that inclusion is not just a practice but a core value.
Inclusive education ultimately empowers both educators and students. Teachers equipped with practical tools and resources can better support diverse learners, while students benefit from environments where they are seen, valued, and encouraged to reach their potential. By embracing neurodiversity and committing to these strategies, schools can create communities where every learner can thrive.
The SISA Learning Support Connect event showcased how meaningful dialogue and collaboration among educators can lead to transformative approaches in inclusion. As participants returned to their schools with renewed inspiration, the event underscored the importance of continuing these conversations and turning insights into action.
Dr. Robert “Bob” Cantwell is the Early Childhood Principal and P-12 Learning Support coordinator at Concordia International School Shanghai. He started his teaching career in 1992 in remote, rural Alaska living in a Yup’ik Eskimo village. He was a special education teacher for 19 years prior to moving into educational leadership in 2011. Dr. Cantwell has led school teams in Alaska and Oregon in the United States, Germany, and China. He holds a bachelor’s degree in political science and philosophy from the University of Scranton, a master’s in special education from Lewis and Clark College, and a doctorate in Learning and Leading with a concentration in Neuroeducation from the University of Portland. Dr. Cantwell also completed a data analysis course through Harvard University and a Head Start Fellows Management certificate at the University of California, Los Angeles. In 2021, he was awarded the Oregon Association of Teacher Educators award for excellence in teacher education. Dr. Cantwell has a passion for inclusive practices, early literacy, and brain-based approaches to learning. Outside of work, you can find Dr. Cantwell in the great outdoors backpacking, fishing, sailing, or learning to play the ukulele.
