Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis

Abstract

Academic and practice-based research constructs specific learning difficulties as a collection of lifelong, within-person conditions that negatively affect learning and daily functioning. Investigation has historically adopted a medical model, specifically a neurodeficit perspective. Conversely, neurodiversity has emerged as a concept that seeks to understand these conditions as part of a person's identity, challenging cures and remediation, and promoting the importance of understanding those with diagnoses as possessing personal differences and strengths. This paper presents a narrative synthesis that collated and analysed current research and scholarship that sought to understand specific learning difficulties from a neurodiversity perspective, thus offering an original contribution to the existing literature. The review focused on three specific learning difficulties: dyslexia, dyspraxia and dyscalculia. Thematic analysis of papers included in the review led to the construction of three major themes, concluding that further neurodiverse research and scholarship is required.