Cultural Perspectives
During the course of our research, we also managed to grab insights on multiple opinions about the issue itself. By collecting secondary research, we grasped various aspects and opinions regarding the whole issue.
Cultural Insights
Pakistani Belief Systems
When the conversation on neurodivergence was developed in a classroom, one major factor that was discussed was the "beliefs" that traditional Pakistani cultures had seemed to develop regarding the area. It is commonly perceived that many adults who hold traditional beliefs tend to think that such disorders do not exist, and that it is only used as an "excuse" to justify laziness. Not only do some parents believe this, but teachers often believe this to. This stereotype then spreads well across society, making it a major contributing factor to Pakistan's lack of awareness on people with special needs.
Interviews With Society
Analysis
In an interview, we spoke with a teacher who works with neurodivergent children and asked questions about their experience. When asked about what it is like to teach these children and how their experience had been, the teacher explained that challenges that exist, particularly how different committees provide support and how neurodivergent children are often treated with sympathy.
They also highlighted the difficulty these children face in understanding English words, which requires the teacher to translate into Urdu. When asked if teaching neurodivergent children is a fun experience, the teacher described it as both enjoyable and emotional. They emphasized that they have learned a lot about life from these children and have gained insight into the struggles they face in society. Finally, when asked whether they recognized the children’s potential despite them not being from high schools, the teacher affirmed that these children have great potential, particularly in public speaking. They noted that many of them are very fluent in Urdu and can express their thoughts remarkably well.
Survey
Analysis
Recently, we conducted a survey to understand people's awareness and experiences regarding neurodivergence. The highest number of respondents who participated in the survey were between the ages of 13 and 18, while the lowest number of participants fell within the 20 to 25 age group. This data suggests that younger individuals were more engaged with the topic, while older age groups showed comparatively lower participation.Awareness was nearly split, with 51.2% unaware and 48.8% informed. Among children, 86% had never learned about neurodivergence, highlighting the need for better education. Additionally, 81.4% felt that neurodivergent individuals were not treated fairly, while only 18.6% believed they were. A striking 97.7% agreed that neurodivergent people face significant challenges. These findings emphasize the importance of awareness, education, and inclusivity to create a more supportive society.
For the people who understood the term “neurodivergence”, they managed to elaborate and state the meaning with complete accuracy.
When asked how they can be accommadated in different situations, many replied by guaranteeing accessibility, making the required concessions, and cultivating a positive atmosphere, schools and workplaces can become more inclusive. To support children with a range of needs, schools can provide flexible teaching strategies, assistive technology, specialised support, and sensory-friendly environments. To establish equitable opportunities, workplaces can use assistive technology, accessible infrastructure, flexible work schedules, and discrimination-free employment procedures. In both contexts, inclusive activities and awareness-raising training aid in lowering stigma and promoting understanding. People with special needs can flourish in their surroundings and participate fully in society when barriers are removed and inclusivity is encouraged.
People describe their experiences with neurodivergent people as an enriching experience, and an amazing bond to develop.
Many answers were comprised on how they wanted to learn their everyday struggle and how they would cope with the difficulties they would have to face. In addition, they also want to learn on how different teaching methods impact neurodivergent students in subjects like math and computer science. Specifically, how students with ADHD, autism, or dyscalculia respond to problem-solving strategies and which techniques best support their learning.