How Do We Support Neurodivergent Students? #SpEd

One of the toughest things for a neurodivergent learner to do is is to ask for help. There is already so much self-shame for needing help, asking for it can just be too much for some students. As teachers, what can we do to support these students in a way that makes them feel comfortable asking and receiving the support they need to be successful in class? Here are some tips that can neurodivergent students be in a better place to ask for support when they need it. 

1. Environment Building - The term "safe space" has been mocked by other groups because it is seen as being too sensitive to learners who might be scared of different opinions, but that is not what this is about. Every classroom should be a safe space for many different reasons. One is that the environment needs to be such that a student feels comfortable asking for support when they need it. This is done by verbally stating it at the start of class and constantly restated throughout the year so students understand that asking for support is ok and encouraged for those students who might be struggling with the content in class. It is creating an environment where students feel comfortable expressing opposing opinions. As an HS ELA teacher, I made sure to verbalize on a regular basis that it is ok and encouraged to disagree with me in respectful ways. Neurodivergent students will often have a different way of looking at something and they need to feel comfortable sharing that distinct point of view. Culture building is not easy task, but it is important if we want all of our students to feel like they can share their thoughts and ask for help when they need it. 

2. Encourage Open Communication - Neurodivergent students need to know that the door is always open. Whether that is a real door during office hours or a metaphorical door for emails, knowing it is open can help relieve some of the anxiety neurodivergent students have over communication. It is important that emails from educators/admin to students should have a clear subject line and mention specifically what will be discussed. If the email is a vague, "Stop by when you have a chance" then students are going to spiral out of control until the meeting takes place. Make it clear at the start of the year what the communication expectations are on teacher and student. Write these down in a syllabus that is shared with class. Use tools like Remind or email blasts to keep students informed of what is happening in class. Neurodivergent students need to feel like they are not being a burden when it comes to communication with anyone. Providing clear terms on how communication is best to take place will help support those students. 

3. Identify Support Resources - Most neurodivergent students will need support services to be able to excel in their classes. It is important that these support services are clearly laid out to students and parents very early in the year. It should be something that is touched on at the start of the year, back to school night, and the first round of conferences. Most of the time, neurodivergent students do not remember what services are available to them or feel too embarrassed to ask for support. Using email or 1:1 meetings as way to discuss the resources and how a student might utilize them is key in getting students the best possible support. Again, there needs to be a culture built around using these services so students do not feel stigmatized when utilizing them. 

4. Re-evaluate Due Dates - One of the toughest things for neurodivergent students to hit are due dates. Things will pile up and students will feel hopeless. It is important that teachers can connect whenever possible and try to spread out the due dates of major projects or assessments so they do not all fall in the same window of time. Also, most neurodivergent students would benefit from extended time on work so they can make the last minute changes to meet their standards. I have also found having those students present on the second day of presentations can help some students because they get a chance to see what others are doing and can adjust their work as needed. Others preferred to go first because the anxiety of waiting was too much for them. The correct answer is to get to know your students and have conversations when them so the best option is available for every student. 

These are just a few ways you can help neurodivergent students in your classroom. Like most things, communication is key to a successful student/teacher relationship. The more that a student feel seen and heard, the more likely they are to ask for the support they need to be successful. Also, many of these changes also help neurotypical students as well. Consider making all of these changes for all of your students and see how some neurotypical students respond to the extra level of support. 

Sending Hugs and High Fives!

N Provenzano

5 Simple Tips for Supporting Neurodivergent Students in the Classroom #SpEd #Neurodiversity

Neurodivergent students bring unique strengths and perspectives to our classrooms. However, they are often left behind because their learning needs often fall outside the norms. Because of this, many students do not reach their true potential. I was forced to learn in a very traditional and rigid system growing up and my neurodiverse needs were never met. I struggled with reading and writing and had to come up with many coping mechanisms to get by. Those teachers that let me showcase what I knew beyond the sit and get format of traditional education really allowed me to shine and I remember them fondly. Those small, but bright, spots in my educational journey gave me hope to keep trying. When I decided to pursue teaching, I made it my mission to make sure that students like me were never going to be left behind. 

Below are 5 tips that can help any teacher support neurodiverse students in their classroom. Like all things concerning students, nothing works as is out of the box. Feel free to adapt as needed to ensure that the students' needs are being addressed in a thoughtful and compassionate manner. 

Organization: Simplify and Visualize

Neurodivergent students often struggle with organizational skills. To support them, simplify their organizational systems and incorporate visual aids. For instance, provide color-coded folders or binders for different subjects. Use visual schedules or checklists to outline daily tasks and assignments. Additionally, offer a designated space for storing materials and encourage the use of digital tools for note-taking and organizing information.

Example: In a science class, a teacher can provide a color-coded system for different types of handouts, such as blue for lab instructions and green for readings. Using visual cues, the teacher can create a weekly task chart on the classroom wall, outlining the steps and due dates for ongoing assignments.

Homework: Provide Structure and Flexibility

Homework can be challenging for neurodivergent students, so it's crucial to strike a balance between structure and flexibility. Break down assignments into manageable chunks and clearly communicate expectations. Offer options for demonstrating understanding, such as written responses, multimedia presentations, or oral explanations. Allow for extended deadlines or modified assignments when necessary, without compromising learning objectives.

Example: In an English class, instead of assigning a lengthy essay, a teacher can break it down into smaller tasks, such as brainstorming, outlining, and drafting. The teacher can provide a choice of presentation formats, allowing students to showcase their understanding through a written essay, a visual storyboard, or a podcast recording.

Assessment: Offer Multiple Modalities

Neurodivergent students often excel in areas that traditional assessments may not capture. To create inclusive assessments, offer a range of modalities that tap into diverse strengths. This can include open-ended questions, hands-on projects, oral presentations, or collaborative activities. Provide clear rubrics or scoring guides to help students understand expectations and focus on demonstrating their knowledge.

Example: In a history class, rather than relying solely on written exams, a teacher can incorporate alternative assessments, such as creating a timeline, conducting a mock interview, or designing a visual representation of historical events. By offering multiple modalities, students can showcase their understanding through their preferred means of expression.

Redirection: Encourage Self-Advocacy and Self-Regulation

Neurodivergent students may struggle with staying focused or managing their emotions. Teach self-advocacy skills by encouraging them to communicate their needs and seek support when necessary. Foster a classroom culture that promotes self-regulation strategies, such as deep breathing exercises, sensory breaks, or access to fidget tools. Provide visual cues, like a stop sign or a calm-down corner, to help students recognize when they need a break.

Example: During a math lesson, if a neurodivergent student becomes overwhelmed, the teacher can empower them to use a predetermined signal, like raising their hand or placing a colored card on their desk, as a discreet way to request a break or assistance. The teacher can establish a designated area in the classroom with sensory tools and teach students strategies to self-soothe or refocus.

Classroom Management: Foster Inclusivity and Empathy

Creating a supportive classroom environment begins with fostering inclusivity and empathy among all students. Encourage peer collaboration and empathy-building activities that promote understanding and acceptance. Provide opportunities of collaboration, such as group projects or buddy systems, where neurodivergent students can work alongside their peers. Implement classroom routines and visual cues that establish predictability and reduce anxiety. Model and teach social-emotional skills, including active listening, empathy, and conflict resolution.

Example: In a science class, the teacher can facilitate a group project where students work together to design an experiment. By assigning neurodivergent students to diverse groups, they can benefit from peer support and learn from different perspectives. The teacher can incorporate regular class meetings to discuss collaboration, empathy, and problem-solving, ensuring that all students feel valued and included.

Supporting neurodivergent students in the classroom requires intentional strategies that address their unique needs. By implementing the five tips outlined in this blog post, teachers can create inclusive environments where all students can thrive. Remember, small adjustments in organization, homework, assessment, redirection, and classroom management can make a significant difference in the educational experience of neurodivergent students. Let's embrace their strengths, foster their growth, and ensure their success in our classrooms.

Hugs and High Fives,

NP

An Argument for Project-Based Learning #PBL #EdChat #Education

There are people that are still very wary of project-based learning. I understand that there are questions about why it is better than other pedagogical approaches. There are some educators that are afraid to try and add PBL to their classroom because their school/district is chained to standardized tests and the thought is that PBL doesn't prepare students for those types of assessments. I wanted to give a few reasons why PBL is worth exploring in your classroom. 

1. Active engagement - One of the things that is amazing about PBL is the fact that students are actively engaged in the process of learning. In a traditional model, students are passively receiving the information. When a student is actively engaged, they are more likely to retain the information. If standardized tests are a worry, PBL will allow students to retain more of the material covered in class. Another nice part of active engagement is the energy that comes to the classroom. There are few things better than a jumping classroom because students are actively exploring  a variety of interesting topics. 

2. Soft skill work - When students are working on their projects, they are also getting a chance to work on their soft skills. Communication, collaboration, time management, and other skills are important when working on complex projects. Students will work on these skills many times over during a year filled with projects. Again, the traditional classroom, format has everything structured for the student with very little need to work on the soft skills. A student can sit in the back of a traditional classroom all year without being actively engaged. Those soft skills are important for everyone to have as they mature and enter the workforce. 

3. Ownership - I used to tell students, "If you can't get excited for the project you chose, why on earth would you get excited about the one I choose?" When students choose their project, they have a sense of ownership of their work. They take more pride in it and they commit to the ins and outs of it. There are times when students need to jump through hoops and complete mandated work, but that is true for most people in their jobs. Doing the boring stuff is required so you can do the fun stuff. When the students get to choose what the fun project is going to be, they take full ownership of it and get to work. 

4. Class culture - Classroom culture is important in every school. Creating a community of learners is not easy task. I noticed how students all came together during their different projects. They supported one another and offered feedback and cheered each other one when it was time to present. Students were far more respectful of a student presentation because they know how hard they worked and they wanted the respect of the class when they presented. The bonds that are formed by group projects are an amazing thing to watch. Groups form and create amazing things together and I would hear them talk fondly about them years later. Those memories are connected to the content in a way traditional note-taking instruction could never accomplish. 

5. Differentiation - Our students are on an educational journey and they are all at different points on the trip. PBL allows for students to choose projects, set goals, and share their work in ways that meet their needs. Not all projects are going to look the same and that is a good thing. A classroom full of students will be filled with a variety of IEPs and 504s. As a teacher, crafting different assignments for each of those students every time one is needed can be too time consuming. Allowing more choice in their work with PBL lets the students adjust their work as needed. That way, all of the students will be able learn in a way that is best for them. Over time, I did not have to help those students tweak their projects because they learned what would push them to do their best.

These are just a few reasons why project-based learning is a great thing to bring into your classroom. There are so many other reasons! Check out my book on PBL in the classroom and feel free to reach out if you have questions or are interested in PD on this topic. 

Hugs and High Fives, 

Nick 

4 Simple Ways to Support Neurodivergent Students in the Classroom #EdChat #SpEd

 There are many teachers out there that want to support the neurodivergent students in their classroom, but are unsure of where to start. It can feel overwhelming to think about the number of students who need the support, but there are a few things you can do to help them be successful in the classroom. 

1. Provide Accommodations

Some neurodivergent students have accommodations already in place and some students do not have any because they have slipped through the cracks of the system. There are many other reasons why the student might not have a set list of supports in place, but that doesn't mean you can't offer help. Find the support options that work best for these students. Some students might need an extra day to complete an assignment. Others will struggle to stay organized and need an extra hand at the end of the day. It can be overwhelming, but it is important to follow IEP and 504 documents for students who have set accommodations and to keep an eye out for students who could also benefit from support who are not identified in the system. 

2. Structure the Environment

One of the things that I have found that really helped my neurodivergent students was the way that I provided the assignments. I made sure everything was written on the board or on the website, I provided the directions verbally at least twice, and then I checked in with students who might need personal directions to help them get started. I make sure to get out in front of potential communication issues by making sure the assignment can be found anywhere a student might look. Also, I make sure to move about the room and redirect students as needed. 

3. Educate Yourself

Sometimes professional development offered by your school does not meet your needs or the needs of your students. It is important to find helpful resources to support your understanding of the changing pedagogical practices to support all students. Diving into Google and searching for specific content resources is one approach. There are many resources out there that provide information on supporting neurodiverse students. Here is one I found with a quick internet search. An article here and there can really help students in your classroom if you are committed to supporting students who do not conform to the typical student learning profile. 

4. Support Student Self-Advocacy 

This will be one of the toughest things to make happen in the classroom because not all students are in the same place in dealing with their own neurodiversity. Asking a student who deals with generalized anxiety to advocate for themself to the teacher is not going to happen overnight. It is going to take time and many, many, reminders. As the classroom teacher, it is our job, hopefully with the help of support staff and the family, to build up the capacity of the student to self-advocate. There are going to be plenty of instances where the student does not speak up about needing more time or extra help. The struggle will be very real for the student, but patience is key in helping them grow and develop the skills they need to be successful.

Supporting Neurodivergent students in the classroom is no small task. There are going to be days where you are too busy to provide that little extra nudge to get a student moving in the right direction. There will be days where it feels like a student requires all of your attention in class to stay on task. This is all very normal. I like to view the support of all students, but most especially neurodivergent students, as a marathon instead of a sprint. Much like the students, we will stumble in our efforts to support them, but we must get back up and try to make the next day better. 

The Shame Of Being Neurodiverse #MentalHealth

One of the things that tends to get lost in the shuffle when talking about neurodiversity is the feelings that can go along with it. One feeling in particular is the feeling of shame. 

As a neurodiverse person, I feel an incredible amount of shame when I don't get things done the way neurotypical people expect them to be done. I feel shame when I can't find the think I have been tasked to look for right away. That shame turns into anxiety over time and it makes for a very tough few moments. 

The shame comes from the fact that we understand how this task would be simple for a neurotypical person. The shame comes from knowing that others are watching and possibly judging. The shame hits even harder when someone comments about why it is taking so long or why it couldn't be done in a different, "more normal", way. 

How we deal with students who are neurodiverse can impact their love of learning. We don't want to connect the feeling of shame with learning. Being in Middle School, I will often find myself asking a student that has done something impulsive, "What were you thinking?"

It seems like a simple questions, but it is all about tone. The teacher tone that says, "What you did was wrong, bad, or weird and you should know better than to do that. What is wrong with you?"

As a neurodiverse person, you'd think I would be better at addressing students who are neurodiverse as well, but I make mistakes. I've been conditioned to react to certain behaviors and I need to continue to work on tone and interactions with students who show their neurodiversity in ways that do not look like ones I'm am accustomed to seeing. 

It is hard to go through a day feeling shame because my brain refuses to fit in with the rest of the brains around me. I will continue to ask for grace from those that know me and advocate for students who do not need to feel shame at school because they don't fully understand their own neurodiversity. 

Hugs and High Fives, 

Nick

Neurodiversity and Exhaustion #EdChat #Neurodivergent

One of the things that people do not understand about Neurodivergent people is how tiring it can be to be neurodivergent. 

You see, hiding how neurodivergent you are on a day to day basis is tiring. It is easier to just hide the differences than it is to constantly explain to people why you are acting or responding a certain way. Constantly wearing a mask that shows everyone that everything is wonderful is taxing. It's really tough for the loved ones at home. 

At the end of a day of hiding neurodivergent tendencies, all filters are spent. All of the energy keeping it together has been spent and people at home get the husk of what remains. 

As adults, we are conditioned to keep "a stiff upper lip" or "fake it until you make it" approach to living life. That is easier said than done. For children who have not learned some, if any, coping techniques, the end of the day can be a minefield for parents. 

No easy solution can be found to solve all of the anxiety and exhaustion that being neurodivergent can bring.  The only thing neurodivergent people can do is ask others to be understanding and, for teachers specifically, think about the burden your neurodivergent students are carrying as they try to navigate childhood while trying to hide their neurodivergence from their peers. 

Lead with kindness. 

NP

I'm Neurodivergent. Would I be successful in your class? #EdChat

Over the past few years, there has been more talk about Social Emotional Learning. As part of that conversation, many educators are hearing new terms. One of those terms is neurodiversity. 

Neurodiversity can be described as the fact that different people experience the world around them in different ways. 

As a teacher, we have always known that our classroom was filled with students that approached learning in different ways. We were always tasked with differentiating our instruction to support those students. However, with more research being spent on brain science and the act of learning, we are understanding neurodiversity much more. 

Two terms that have become more common place are "neurotypical" and "neurodivergent". These are relatively new terms. So much so, that the spell check on Blogger is telling me I am spelling them wrong. A neurotypical person is best described as someone who interacts with society in ways that are acceptable to agreed upon social constructs. A traditional, but very antiquated, word to describe these folks would be "normal". 

Neurodivergent people (Me!) are the opposite of neurtypical people. Their approach to learning and processing tends to go against the accepted views of societies or educational institutions. People that have dyslexia and ADHD are a few examples of the types of neurodivergent people out there.  The more I learned about being neurodivergent, the better I felt about myself. So many of my past and current struggles were able to be understood from the lens of neurodivergency. Once I understood it better, I was able to own it. I was able to be empowered by it. I no longer viewed my neurodivergence by my learning deficiencies, but through the special ways I do learn. 

It can be very hard for a neurdivergent person or student to "fit in" to a structure or system that was designed for and by neurotypical people. The more I have learned about my on neurodivergent behaviors, the better I have been in understanding the neurodiversity in my classroom. You would be hard pressed to find a classroom that did not have some neurodivergent students. Those students can often be overlooked or labeled as "busy bodies", "day dreamers", "quiet types", and more because they do not fall into the neurotypical definition of a student. This has to change for our students. 

One of the things I have been able to do as a neurodivergent person is share the fact that I am neurodivergent with students. I will mention that I have ADHD and that I manage dyslexia. I have found that the more that I have shared, the more that students have spoken up about how they are neurodivergent. Creating a safe space that allows for students to feel comfortable with who they are is key to any classroom. 

There are are some things that you can do to support a neurodiverse classroom,

• Talk about neurodiversity in class and what it means
• Allow for fidget devices and/or bring in wobble chairs
• Let students stand or move around the classroom during a lesson when appropriate 
• Avoid sarcasm
• Provide written directions whenever possible
• Break projects into smaller chunks with check-in points
• Talk to students who are neurodivergent and see what they need

These are just some strategies on helping neurodivergent students in your classroom. I recommend doing some reading on the topic as well to really further your understanding of neurodiversity in your classroom. 

Check out the Stanford Neurodiversity Project for more information. 

Hugs and High Fives, 

Neurodivergent Nerdy Teacher