Instruction: Answer questions 31 to 40 based on the following text.

What is neurodiversity and what should schools be doing?

01 The term "neurodiversity" is used with increased regularity in academic circles, but what

02 ___ it mean? And what influence should it have over what is happening in the classroom?

03 What is neurodiversity? Neurodiversity encompasses a wide range of neurological

04 differences, such as autism, ADHD, dyslexia, dyspraxia, dyscalculia and specific language

05 impairment. Although considered to be a relatively new term, it is thought to have been coined

06 by autism activist Judy Singer back in the 1990s in a bid to move away from the medical view

07 of autism and the idea it is something that should be "cured".

08 But __ it helpful to refer to these challenges as disabilities? On one hand: yes. There has

09 been increased recognition that not all disabilities are visible. This has been reflected in 10 increased public awareness of conditions such as autism, with shops providing "autism-friendly"

11 times (where the music may be switched off and lights dimmed) and signs on public toilets

12 stating that not all disabilities are visible. A diagnosis is also often the key to accessing support.

13 But __ neurological differences only disabilities if viewed through the lens of modern

14 society? Harvey Blume, writing in 1998 for The Atlantic, commented: “Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what

16 form of wiring will prove best at any given moment?”.

17 John Robison, a passionate advocate for autism acceptance, feels that both views can be

18 held: “In simple terms, proponents of the neurodiversity concept posit that autism has been

19 part of the human genome forever, and therefore it must serve an evolutionary purpose. While

20 I agree with that view I am also quick to point out that does not mean autism is not terribly

21 disabling for many of us.” He continues by saying that, while a "cure" may not be applicable for

22 some people with neurological differences, relief from their disability may be. Robison points

23 out that the rates of depression and suicide are higher for people with autism compared with

24 the general population.

25 Bearing this in mind, what should schools do to support young people with neurological

26 differences?

27 1. Celebrate neurological differences – Make neurodiversity awareness a whole-school

28 focus by teaching all young people about it. Celebrate successful individuals with a neurological

29 difference (while also being mindful not to give the impression that all people with a

30 neurological difference will automatically be geniuses or super successful in the world of

31 business).

32 2. Boost self-esteem – Embrace the special interests and successes of young people with

33 neurological differences, both within and outside the classroom. This could act to boost their

34 feelings of self-worth and hopefully avoid feelings of not "fitting in" with the conventions of

35 school.

36 3. Recognise mental-health issues – Work closely with parents and be vigilant of any signs

37 of emotional or mental distress. It may be that the young person requires specialist mental

38 health intervention accessed. Or it could be that they just need a friendly face or safe space at

39 school.

40 4. Support – Those with neurological differences may experience difficulties with their

41 executive function skills and may require support with organisation and time-management.

42 Assigning a mentor could be useful.

_{Source: https://www.tes.com/news/what-is-neurodiversity}

The words ‘whole’ (l. 27) and ‘hole’ are homophones. Mark the pair that is NOT a homoph...