Section 504 of the Rehabilitation Act of 1973 declares that schools, according to the Iowa Department of Education, “sets minimum standards for providing related services and aids to students with disabilities that substantially limits a major life activity.” These disabilities would include difficulties focusing, learning, remembering, listening, and much more which are often symptoms of neurodivergencies.
But first, what is neurodivergence? A neurodivergent individual is a person who neurologically develops differently than “normal.” According to Harvard Business Review, it’s estimated that 15-20% of people are under the neurodivergent umbrella in some way. The term “umbrella” is a way to group things together, in this case, we’re grouping different things that are considered a neurodiversity and fitting them under that umbrella.
But what are some specific ways neurodivergence affects learning and work? Well, using me as an example: I struggle to focus when I need to, I have difficulties socializing, and I often don’t process things the same way others do. But those examples only apply to me. Others may have similar problems, but no two people will have the exact same difficulties and will need support on a case-by-case basis, which leads me to my first main issue.
How the U.S. school system works is that we teach a group of people in the most simplistic, understandable way. That way, a majority understands what’s being taught. However, due to this group teaching strategy, people are inevitably going to get left behind and punished for not understanding things as easily as everyone else. This can lower the chances of college acceptance or scholarships, job opportunities, and our mental health.
As the writer for the Harvard Business Review article credited above, JD Goulet, said about their own experience, they were “excited” about their new editing job. However, because of issues with their doctor not submitting the proof for accommodations in time to their workplace, they were eventually fired. Because of this firing, Goulet felt that they had “no value” to employers, and made them “question whether life was even worth living.”
When you fail due to forces you can’t control and aren’t given adequate resources to do anything about it, it demotivates you and can make you feel worthless. These feelings can cause you to lose passion for things you enjoy and productivity for the things you make. With our current depersonalized way of teaching, students, especially those who are neurodivergent, will likely have to suffer through this, sometimes without help.
I believe that the only way this can be solved is by reshaping our entire system from its core to be made by individuals, for individuals. I have to admit that this wouldn’t be quick or easy, but I see it as the only permanent solution that works. However until reform is made, what are the things Atlantic High School does to support neurodivergent students and our needs, and what does it fail to do?
504s are used to catch up with everyone else by helping a student’s specific needs. Mine lets me listen to music during class to help me stay focused, which has helped me pay attention and stay on task if I know what I’m doing.
Despite the help 504s give to what is likely thousands of students across the country, I am still being taught the same as my peers even though I don’t learn the same. I try to keep up but eventually, I fall so far behind that I just accept it. I just think, “well, I should have just done better. I guess this is the way it has to go;” even though I’m fully aware of the disadvantages of mine. I blame myself for any failing grades, I blame myself for not turning stuff in on time, and I blame myself for not understanding a thing from what we are learning.
I understand that it’s not all my fault that I struggle; it’s a system that isn’t meant for me. However, it’s still hard for me to be so far behind without feeling like I’m doing something wrong. But despite my complaints, 504s are still pivotal for progress, which is what leads me to my next point.
I feel that the knowledge over 504s has to be spread by word of mouth, especially if you don’t have one by High School. Knox McCalla, an AHS Sophomore, had never heard of what a 504 or IEP was. And while I had heard of what a 504 was before, I didn’t fully know what it was or if our school had them.
Senior J. Molina, a student who had a 504 already, said, “I was the one who brought up a 504 because I have heard about it a little bit from my friends, and I had looked it up online as well and figured that a 504 is supposed to help students academically, and I thought that I would benefit from that academic help.” Molina’s 504, “was very helpful” thanks to the help of their 504 team, but this further proves my point that the school doesn’t properly disclose what a 504 is.
If your whole high school experience and how well you do can almost entirely depend on if someone you know just happens to tell you what a 504 is, just so that you can do your own research, then it can’t be possible that every single student who needs one will get one. A solution to this is simply to be more transparent about 504s and neurodiversity. Talk about symptoms of Autism, ADHD, Bipolar, DID, and anything else. The school shouldn’t keep life-changing things away just because of a fear of discussing certain topics. The school should also be more open about what 504s and IEPs are, how they can help students , and specifically how they can help you.
If we aren’t open about these things, people struggle, and those who don’t experience these struggles often see neurodivergent people as weird or taboo. Using “schizophrenic” or “Bipolar” as an insult or thinking that the only symptom of OCD is getting upset when things don’t look pretty, and treating it as something everyone has. People who don’t understand the complexities of neurodivergence try to simplify it down to quirky traits, which, if someone is open about their neurodivergence, they are often thought of as just “traits,” and not a part of who that person is.
This brings me to my last point. Not understanding people and their complexities leads to dehumanization. Everyone in this story who is neurodivergent mentioned some sort of bullying, both students AND teachers when they were kids. And it could have been something as simple as being treated differently because they’re “weird,” to constant belittling, from being called names to other people taking advantage of their character. Atlantic High School, along with many other places, has a problem with neurodivergent people not being treated the same by others.
My hope is that the school at least tries to improve. But, as of now, I really can’t hold a grudge against the school if it struggles, with the United States Secretary of Health and Human Services Robert F. Kennedy Jr. trying to, according to the BBC, “determine the cause of autism.” I can only get upset at a system that sees us as a problem that needs to be solved, even if there are people within that system who wish to help. AHS Principal Heather McKay, who is neurodivergent herself, says that the school, “probably [does] not” do an adequate job of making students and parents aware of these support systems. Despite this, she believes that, “we all can improve in so many areas, because we’re not perfect, and when we know better, we need to do better.”
I want to end this off with one quick note about my own experiences. In the process of getting a 504 in high school, I found out I already had one during elementary. No one knew why or how it ended up getting lost, but I feel this is what ultimately proves my point. Despite my struggling throughout my freshman and the first semester of sophomore year, and undeniable proof that I needed a 504 since I already had one previously, I still had to push for one myself. My belief is that many teachers just don’t really know enough to report whether a student might need help or not. I really hope that our school is able to properly help our students so that those in the future can have an education just like everyone else.
As McKay said, “being neurodivergent is nothing to be ashamed of. It’s something to be embraced because it’s what helps make us who we are, and once people can do that for themselves and seek out supports to help them learn more about their neurodivergence, I think they will find they’re happier.” Try to be yourself, even though it’s difficult, and even though many people will be against it; it may be a step towards being happy.
