3 Easy Ways to Support Neurodivergent Students in Any Classroom #EdChat

Creating a supportive classroom environment for neurodivergent students is crucial for their success and well-being. Here are three straightforward strategies that teachers can employ in any educational setting to better support these students.

Establish Clear and Consistent Routines

Neurodivergent students often benefit from having a predictable classroom structure. Use visual schedules and consistent daily routines to minimize uncertainty. This can include having a clear agenda on the board and consistent times for certain activities like reading or group work. Having this information in physical and digital forms helps all learners in the classroom be prepared for their time in class. These predictable patterns help reduce anxiety and provide a safe learning environment.

Offer Flexible Seating and Quiet Spaces

Giving students the choice of where and how they work can be incredibly beneficial. Flexible seating options such as cushions, chairs with movement, or quiet corners allow students to choose a workspace that suits their sensory preferences. Additionally, having a designated quiet area where students can go to decompress or regroup can be especially helpful for those who might feel overwhelmed by noise or crowds. Depending on the layout of your classroom, the hallway might be the best option for this. I have found that many students who have trouble focusing in the classroom prefer to read outside or listen to their books in the hallway. Letting students know there are options can be very helpful to their overall anxiety levels. 

Utilize Multi-Sensory Instructional Strategies

Incorporating teaching methods that cater to various senses can greatly assist neurodivergent students. For example, when discussing new concepts, combine visual aids (like charts or flashcards), auditory elements (discussions or audio recordings), and tactile activities (hands-on projects or manipulatives). This approach ensures that learning is accessible for students with diverse needs and preferences, enhancing their ability to engage with and retain information. The change of pace is also nice for neurotypical students who can get bored with the same routine over and over again. I have also found it is a nice way to keep lessons fresh for me as well. 

Implementing these simple strategies can make a significant impact on the inclusivity and effectiveness of your teaching. By adapting your classroom to the needs of neurodivergent students, you create a more equitable learning environment where all students have the opportunity to excel.

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

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

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