As a society, we treat differences with apprehension. For this reason, ten-year-old Jack needed a safe learning environment - a place where he could learn new things in a different way than most others. This was back in 2013. At the time, the concept of neurodiversity that celebrates the unique ways our brains function, challenging the narrow perspective around being different, was not contemplated extensively.

A neurodivergent child often needs special aid, or an innovative approach to learning that the atypical course of traditional education provides naught. Jack was not alone in his experience, as the vibrant classrooms of Tech Kids Unlimited (TKU) in New York City reflect a decade later. Started by Beth Rosenberg, Jack’s mother, in 2013, the school is helping neurodiverse students learn tech skills and career-ready skills, such as self-advocacy, collaboration, and time management.

Understanding neurodivergence with a wider lens

‘Neurodiversity’, a term coined by autism rights advocate Judy Singer and New York based journalist Harvey Blume, posits that there is no one "normal" way for our brains to operate. It encompasses a range of neurological and developmental conditions, including ADHD and dyslexia, and recognizes the entire spectrum of human brain variation. It refers to the concept that neurological differences, such as autism, ADHD, dyslexia, and other cognitive variations, are natural and valuable variations of the human genome.

Recognizing neurodiversity involves understanding that these differences are part of the natural variation in human brains, each contributing uniquely to society. To someone unaware, it may simply manifest as individuals behaving or thinking differently from the norm. Some may showcase splinter skills - meaning they might excel in certain things but need support in other areas. For example, a person on the autism spectrum might have unique communication styles or sensory sensitivities while being absolutely brilliant at Mathematics, or someone with ADHD may exhibit high energy levels and difficulty with sustained attention but be an excellent video game maker. A person with dyslexia might struggle with reading and writing but excel in creativity and problem-solving.

Without a holistic understanding and deep compassion from the people around them, these individuals forever face the perils of harassment and isolation from social environments. Studies of the subject emphasizes that these differences should be recognized and respected as part of the diversity of the human brain, rather than being pathologized or stigmatized. By embracing neurodiversity, we can dismantle the divisive "us vs. them" mentality and work towards an inclusive and accessible society for all.

Rosenberg explains the phenomenon. "They're not like Sheldon from The Big Bang Theory or the character portrayed by Dustin Hoffman in Rain Man. I am passionate about helping the students in between those extremes and that is how I started Tech Kids Unlimited, with and for Jack, and his nine friends from school at the time.”

Shining a Light Upon Bright Young Minds

At Tech Kids Unlimited, students with any and all learning disabilities are welcome. Dyslexia, language-based learning disabilities, auditory processing challenges, sensory challenges, anxiety, and emotional issues, are dealt with specially designed technology-based learning tools in a compassionate learning environment. “These students often attend special needs schools and have Individualized Education Plans (IEPs), indicating their need for extra help in the classroom,” Beth explains.

The school engages students with around 14 different programs though the year – on Sundays, after school, and during the summer. This approach allows students to explore a wide range of digital software and create various digital products.

“The academic skills are rooted in technology, computer science and computational thinking. But the deeper you get into the academics, it seamlessly segues into the real-life skills, like time management, prioritizing and problem solving,” says Halenur Komsul, a faculty member at Tech Kids Unlimited.

Walking into one of the classrooms will reveal an infectious energy. Laughter booms, while the children are encouraged to share their feelings about the struggles with learning new skills freely, and workshop style modules stir them to come up with innovative solutions to problems, and most importantly - help them be creative. And they sing, to celebrate milestones, fostering a sense of community.

“We have a Sunday workshop, both in-person and online, where students might create a small video game in two hours. In our week-long summer workshops, students dive deep into topics like physical computing, website creation, AI artwork, and discussing AI's societal implications. This comprehensive exposure ensures our students gain valuable skills and insights”, elaborates Beth.

The effect the school has created among students and parents is nothing short of incredible. When Yanique brought her daughter to the Tech Kids Unlimited center, she was apprehensive if she needed to stay back to support her child every day hence. But in a pleasant surprise, her daughter dismissed her after the first session on technology-based learning, telling her that she doesn’t need her there anymore. That she had found her tribe.

“The ultimate real-life skill that folks leave us with is self-determination, self-efficacy, confidence and feeling like they have a community that supports them and is rooting for them,” Komsul shares proudly.

Fostering Industry Credibility Through Collaborations

The challenges remain in finding jobs for perfectly talented workers, with veritable special needs to aid them be productive. It is not a big ask, but Harvard Business Review notes that the neurodiverse population remains a largely untapped talent pool, with unemployment rates reaching up to 80% (including individuals with more severe disorders who are not suitable for neurodiversity programs).

Even highly capable neurodiverse individuals often face underemployment. Stories of how despite having strong credentials, they had to settle for jobs typically left behind after high school are painstakingly common and yet, Harvard recognizes neurodiversity as a competitive advantage for technology organizations.

Infosys Foundation in the United States of America has taken a step towards making students on the autism spectrum and having neurodivergent needs industry ready. Under its ‘AI for All’ program, students visit the company offices in New York City to learn about the future of technology, and how they can contribute.

“By fostering connections and sharing learnings, we aim to enhance accessibility in computer science nationwide, ultimately helping more students enter the industry”, shares Kate Maloney, of Infosys Foundation USA highlighting the single-minded purpose: To amplify human potential and create the next opportunity for people, businesses, and communities.

In traditional schools, there’s often no time to teach foundational technology skills, such as how to use a keyboard or leverage technology for assistance. Instead, technology is used as a medium, assuming students already know how to interact with it. TKU takes a different approach - using technology as a tool to educate and teach neurodiverse students of age 10 to 24, social and emotional skills, and encourage Work Based Learning.

Komsul explains how: “We provide a space for students to ask important questions like, 'How can I use AI to help me?' Unlike schools that discourage AI due to concerns about plagiarism, we teach the ethics and critical use of AI, showing students how it can enhance their research and education. This equips them with the skills to improve their grades and achieve their goals using technology."

Looking at an inclusive future

Empowering neurodiverse talent with essential technology skills is crucial today. Providing a supportive environment where foundational tech know-how and ethical use of Artificial Intelligence are taught, helps equip students to leverage technology for personal and academic development. This approach not only enhances individual growth but also addresses a broader societal need for inclusivity in the technology sector.

The importance of this work extends beyond skill-building, fostering confidence and independence among neurodiverse students and preparing them to succeed in various environments. In the larger social and developmental context, efforts to create a more inclusive society through technology education are vital. By bridging gaps and reaching more students, these programs help ensure that all individuals are equipped to thrive in a rapidly evolving technological landscape.