UNIVERSITY OF SOUTH AFRICA
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802: Cognition and Learning
Assessment 04 – Neurodiversity and Dysgraphia in the Classroom
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802
Module Code:
Cognition and Learning
Module Name:
Assessment 04
Assessment Number:
613961
Unique Number:
25 September 2026
Due Date:
50
Total Marks:
Submitted in partial fulfilment of the requirements for PDP4802 — UNISA 2026
,UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
Declaration of Originality
I (full names):
Student number: Module code: PDP4802
I declare that:
1. I understand what plagiarism entails and am aware of the University’s policy in this re-
gard.
2. This assessment is my own, original work. Where I used someone else’s work, whether a
printed source, the internet, or any other source, I give the proper acknowledgement and
include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submit-
ting it as his or her own work.
Signature: Date:
Page 2 of 17
,UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
Question 1: Neurodiversity in the Classroom
The concept of neurodiversity has gained considerable momentum in educational research over
the past decade, shifting the conversation from deficit-focused diagnoses toward a broader
appreciation of neurological variation as a natural feature of human populations (Chapman,
2021, as cited in Brown University, 2024). In Ms. Shabangu’s 5th-grade classroom, learners
such as Alex, Bella, Charlie, and Elaru each present distinct cognitive profiles that call for de-
liberate, evidence-based teaching strategies.
1.1.1 Definition and Discussion of Neurodiversity in a Classroom Context
Neurodiversity, as a concept, refers to the full range of natural variation in human neurologi-
cal functioning. It acknowledges that differences in cognition, attention, communication, sen-
sory processing, and learning are not inherently pathological but rather reflect the diversity of
the human brain (Armstrong, 2012, as cited in Structural Learning, 2025). The term was first
developed in the late 1990s as part of a neurodiversity movement that sought to reframe con-
ditions such as autism and ADHD away from a purely medical deficit model toward one that
recognises the unique cognitive strengths that neurodiverse individuals bring to communities
and learning environments (Neurodiversity in the Minds of Students, PMC, 2024).
In a classroom context, neurodiversity encompasses the full spectrum of learners, from neu-
rotypical individuals (whose cognitive patterns fall within the socially accepted range of “nor-
mal”) to neurodivergent learners, who process information, communicate, or perceive the world
in ways that differ markedly from the majority (Walker, 2014, as cited in Brown University,
2024). A neurodivergent learner is not simply a learner with a problem to be fixed. That fram-
ing is both scientifically limited and pedagogically damaging. Research by Alcorn et al. (2024:1)
confirms that neurodivergent children educated in mainstream classrooms too often face poor
outcomes compared to neurotypical peers, and that these outcomes are frequently driven by
classmates’ negative attitudes and a failure of classroom environments to accommodate differ-
ent ways of being.
Estimates suggest that between 10 and 30 percent of students in educational settings are neu-
rodivergent in some form (Schaefer and Sanchez, 2024, as cited in Brown University, 2024).
In a class of 30 learners like Ms. Shabangu’s, that figure translates to as many as nine learn-
ers who may experience the standard classroom environment as a source of frustration, exclu-
sion, or anxiety. The research by Magira and colleagues (2020) in South African mainstream
Page 3 of 17
,UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
classrooms in Gauteng found that in one classroom of 50 learners, approximately 15 had some
form of neurodevelopmental disorder, including autism spectrum disorder (ASD), ADHD, dys-
praxia, or dyscalculia (as cited in South African Schools Study, PMC, 2020). The implica-
tion for South African teachers is that inclusive, differentiated teaching is not a supplementary
concern but a fundamental professional responsibility.
A neurodiversity-affirming classroom does not pretend that all learners are the same. Instead,
it builds environments where different ways of learning, communicating, and engaging are
treated as legitimate and valuable. This means moving away from one-size-fits-all instruction
and toward Universal Design for Learning (UDL), which proactively designs curricula with
multiple means of representation, engagement, and expression (Rose and Meyer, 2002, as cited
in Structural Learning, 2025).
Key Distinction
Neurodiversity vs Neurodivergence: “Neurodiversity” refers to the full spectrum
of neurological variation across all humans. “Neurodivergent” describes a specific indi-
vidual whose neurological development or function differs from the majority norm. All
people are part of the neurodiverse human population; not all people are neurodiver-
gent (Walker, 2014; Chapman, 2021).
1.1.2 Five Examples of Neurodiverse Conditions and Their Impact on Teaching and
Learning
1. Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder is a neurodevelopmental condition characterised by differences in
social communication, sensory processing, and behavioural flexibility. Learners with ASD of-
ten prefer predictable routines, may struggle with sudden changes in classroom structure, and
can experience significant distress in environments with excessive sensory input (loud sounds,
bright lights, crowded spaces). In the classroom, ASD can impact a learner’s ability to partic-
ipate in group work, follow verbal instructions without visual supports, and manage unstruc-
tured time such as break periods. On the other hand, learners with ASD often demonstrate
exceptional attention to detail, deep focus on specific subject areas, and a strong memory
for factual information (Christner, 2024). For Ms. Shabangu, a learner like Alex, who prefers
structured routines, loves astronomy, and struggles with sudden changes, displays many of the
markers associated with ASD.
Page 4 of 17
, UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
2. Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is a pattern of persistent inattention and/or hyperactivity-impulsivity that interferes
with functioning and development across at least two settings, such as home and school (Amer-
ican Psychiatric Association, 2013, as cited in South African Schools Study, PMC, 2020). In a
classroom, ADHD affects a learner’s executive functioning: the ability to focus, remember in-
structions, plan tasks, and regulate behaviour. A learner with ADHD may appear disruptive,
frequently calling out answers, moving around, or becoming distracted by background noise.
However, they often bring creative thinking, high energy, and innovative problem-solving to
tasks that capture their interest. The challenge for the teacher is to distinguish between de-
liberate disruptive behaviour and neurologically driven difficulty with impulse control and
sustained attention. Bella’s behaviour in Ms. Shabangu’s classroom, including fidgeting, in-
terrupting with questions, and excelling in hands-on tasks, aligns with this profile.
3. Dyslexia
Dyslexia is a specific learning difficulty that primarily affects reading and spelling accuracy.
It is neurological in origin and is not related to intelligence, motivation, or quality of instruc-
tion (Frontiers in Education, 2025). Learners with dyslexia often struggle to decode written
text fluently, which creates a ripple effect across all subjects that rely on reading. In a science
lesson like Ms. Shabangu’s, a learner with dyslexia may be unable to read the textbook effi-
ciently, copy from the board accurately, or complete a written comprehension task within the
expected time frame. Yet they may fully understand the content orally and demonstrate ex-
cellent spatial reasoning and creative thinking. The gap between what a learner can articulate
verbally and what they produce in writing is often a hallmark of undiagnosed dyslexia.
4. Dyscalculia
Dyscalculia is a specific learning difficulty affecting number sense, arithmetic, and mathemat-
ical reasoning. Learners with dyscalculia may struggle to understand place value, recall basic
number facts, read a clock, or follow multi-step mathematical procedures (Frontiers in Ed-
ucation, 2025). In subjects like science, where data interpretation and measurement are re-
quired, dyscalculia can be a significant but often invisible barrier. The impact is frequently
compounded by low self-esteem because learners feel shame when peers appear to grasp math-
ematical concepts with ease. Dyscalculia commonly co-occurs with dyslexia and ADHD, mak-
Page 5 of 17
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802: Cognition and Learning
Assessment 04 – Neurodiversity and Dysgraphia in the Classroom
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802
Module Code:
Cognition and Learning
Module Name:
Assessment 04
Assessment Number:
613961
Unique Number:
25 September 2026
Due Date:
50
Total Marks:
Submitted in partial fulfilment of the requirements for PDP4802 — UNISA 2026
,UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
Declaration of Originality
I (full names):
Student number: Module code: PDP4802
I declare that:
1. I understand what plagiarism entails and am aware of the University’s policy in this re-
gard.
2. This assessment is my own, original work. Where I used someone else’s work, whether a
printed source, the internet, or any other source, I give the proper acknowledgement and
include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submit-
ting it as his or her own work.
Signature: Date:
Page 2 of 17
,UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
Question 1: Neurodiversity in the Classroom
The concept of neurodiversity has gained considerable momentum in educational research over
the past decade, shifting the conversation from deficit-focused diagnoses toward a broader
appreciation of neurological variation as a natural feature of human populations (Chapman,
2021, as cited in Brown University, 2024). In Ms. Shabangu’s 5th-grade classroom, learners
such as Alex, Bella, Charlie, and Elaru each present distinct cognitive profiles that call for de-
liberate, evidence-based teaching strategies.
1.1.1 Definition and Discussion of Neurodiversity in a Classroom Context
Neurodiversity, as a concept, refers to the full range of natural variation in human neurologi-
cal functioning. It acknowledges that differences in cognition, attention, communication, sen-
sory processing, and learning are not inherently pathological but rather reflect the diversity of
the human brain (Armstrong, 2012, as cited in Structural Learning, 2025). The term was first
developed in the late 1990s as part of a neurodiversity movement that sought to reframe con-
ditions such as autism and ADHD away from a purely medical deficit model toward one that
recognises the unique cognitive strengths that neurodiverse individuals bring to communities
and learning environments (Neurodiversity in the Minds of Students, PMC, 2024).
In a classroom context, neurodiversity encompasses the full spectrum of learners, from neu-
rotypical individuals (whose cognitive patterns fall within the socially accepted range of “nor-
mal”) to neurodivergent learners, who process information, communicate, or perceive the world
in ways that differ markedly from the majority (Walker, 2014, as cited in Brown University,
2024). A neurodivergent learner is not simply a learner with a problem to be fixed. That fram-
ing is both scientifically limited and pedagogically damaging. Research by Alcorn et al. (2024:1)
confirms that neurodivergent children educated in mainstream classrooms too often face poor
outcomes compared to neurotypical peers, and that these outcomes are frequently driven by
classmates’ negative attitudes and a failure of classroom environments to accommodate differ-
ent ways of being.
Estimates suggest that between 10 and 30 percent of students in educational settings are neu-
rodivergent in some form (Schaefer and Sanchez, 2024, as cited in Brown University, 2024).
In a class of 30 learners like Ms. Shabangu’s, that figure translates to as many as nine learn-
ers who may experience the standard classroom environment as a source of frustration, exclu-
sion, or anxiety. The research by Magira and colleagues (2020) in South African mainstream
Page 3 of 17
,UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
classrooms in Gauteng found that in one classroom of 50 learners, approximately 15 had some
form of neurodevelopmental disorder, including autism spectrum disorder (ASD), ADHD, dys-
praxia, or dyscalculia (as cited in South African Schools Study, PMC, 2020). The implica-
tion for South African teachers is that inclusive, differentiated teaching is not a supplementary
concern but a fundamental professional responsibility.
A neurodiversity-affirming classroom does not pretend that all learners are the same. Instead,
it builds environments where different ways of learning, communicating, and engaging are
treated as legitimate and valuable. This means moving away from one-size-fits-all instruction
and toward Universal Design for Learning (UDL), which proactively designs curricula with
multiple means of representation, engagement, and expression (Rose and Meyer, 2002, as cited
in Structural Learning, 2025).
Key Distinction
Neurodiversity vs Neurodivergence: “Neurodiversity” refers to the full spectrum
of neurological variation across all humans. “Neurodivergent” describes a specific indi-
vidual whose neurological development or function differs from the majority norm. All
people are part of the neurodiverse human population; not all people are neurodiver-
gent (Walker, 2014; Chapman, 2021).
1.1.2 Five Examples of Neurodiverse Conditions and Their Impact on Teaching and
Learning
1. Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder is a neurodevelopmental condition characterised by differences in
social communication, sensory processing, and behavioural flexibility. Learners with ASD of-
ten prefer predictable routines, may struggle with sudden changes in classroom structure, and
can experience significant distress in environments with excessive sensory input (loud sounds,
bright lights, crowded spaces). In the classroom, ASD can impact a learner’s ability to partic-
ipate in group work, follow verbal instructions without visual supports, and manage unstruc-
tured time such as break periods. On the other hand, learners with ASD often demonstrate
exceptional attention to detail, deep focus on specific subject areas, and a strong memory
for factual information (Christner, 2024). For Ms. Shabangu, a learner like Alex, who prefers
structured routines, loves astronomy, and struggles with sudden changes, displays many of the
markers associated with ASD.
Page 4 of 17
, UNISA | PDP4802 Assessment 04 – Neurodiversity and Dysgraphia
2. Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is a pattern of persistent inattention and/or hyperactivity-impulsivity that interferes
with functioning and development across at least two settings, such as home and school (Amer-
ican Psychiatric Association, 2013, as cited in South African Schools Study, PMC, 2020). In a
classroom, ADHD affects a learner’s executive functioning: the ability to focus, remember in-
structions, plan tasks, and regulate behaviour. A learner with ADHD may appear disruptive,
frequently calling out answers, moving around, or becoming distracted by background noise.
However, they often bring creative thinking, high energy, and innovative problem-solving to
tasks that capture their interest. The challenge for the teacher is to distinguish between de-
liberate disruptive behaviour and neurologically driven difficulty with impulse control and
sustained attention. Bella’s behaviour in Ms. Shabangu’s classroom, including fidgeting, in-
terrupting with questions, and excelling in hands-on tasks, aligns with this profile.
3. Dyslexia
Dyslexia is a specific learning difficulty that primarily affects reading and spelling accuracy.
It is neurological in origin and is not related to intelligence, motivation, or quality of instruc-
tion (Frontiers in Education, 2025). Learners with dyslexia often struggle to decode written
text fluently, which creates a ripple effect across all subjects that rely on reading. In a science
lesson like Ms. Shabangu’s, a learner with dyslexia may be unable to read the textbook effi-
ciently, copy from the board accurately, or complete a written comprehension task within the
expected time frame. Yet they may fully understand the content orally and demonstrate ex-
cellent spatial reasoning and creative thinking. The gap between what a learner can articulate
verbally and what they produce in writing is often a hallmark of undiagnosed dyslexia.
4. Dyscalculia
Dyscalculia is a specific learning difficulty affecting number sense, arithmetic, and mathemat-
ical reasoning. Learners with dyscalculia may struggle to understand place value, recall basic
number facts, read a clock, or follow multi-step mathematical procedures (Frontiers in Ed-
ucation, 2025). In subjects like science, where data interpretation and measurement are re-
quired, dyscalculia can be a significant but often invisible barrier. The impact is frequently
compounded by low self-esteem because learners feel shame when peers appear to grasp math-
ematical concepts with ease. Dyscalculia commonly co-occurs with dyslexia and ADHD, mak-
Page 5 of 17
