Working with Neurodivergent Students
Buenos dias Sunday Morning Coffee-ites! What a beautiful start to a stellar week, right? I started my day with coffee (duh) and watching Blippi with the 3yo gbaby. Oh. You haven’t watched Blippi? Well then. You’re missing out on a cultural phenom (think Barney + PeeWee Herman and you’re close).
In my day, it was Romper Room and Cpt Kangaroo. My kids loved Sesame Street and Barney. Then came Cartoon Network, and my teenagers were watching cartoons after school and into the evening when I could remember getting a half hour of Looney Toons after school and an hour or so on Saturday mornings, and that was it. We didn’t do a lot of ‘screen time’ in the 60’s and 70’s. I was a busy kid any way, so sitting in front of the TV only lasted about 30 minutes. When I was in primary school, sitting still for hours in a desk was hard too. Looking back, I might have been slightly ADHD (more on some days), but nobody diagnosed that kind of thing back then. Mostly, I think I was just annoying. I liked to talk, and hum, and stand up, and, you know, wiggle. I got a lot of spankings from my second grade teacher, Mrs. Deets, for wiggling. In my chair. Doing my work. I’m calling out Mrs. Deets, because she was my first experience of really dreading going to school. Maybe I owe her, because I’ve thought about her a lot over the past 53 years or so, determined to be the opposite of Mrs. Deets as I worked with wiggly students. These behaviors annoyed my parents, too, sometimes, but looking back, they were pretty great at channeling those wiggles and encouraging a true love of learning.
Nowadays, we’re much more tuned into neurodivergence and how to encourage students to learn. What is a neurodivergent student, you may ask?
"Neurodivergent" is a term used to describe individuals whose neurological development and functioning diverge from what is considered typical or typical expectations. It encompasses a wide range of neurodevelopmental variations, including but not limited to autism, ADHD (Attention Deficit Hyperactivity Disorder), dyslexia, dyspraxia, Tourette syndrome, and other conditions. Neurodivergent individuals may have different ways of processing information, experiencing the world, and interacting with others compared to neurotypical individuals. The term emphasizes diversity in neurological functioning and recognizes that there is no single "normal" or "standard" way for the brain to work. Instead, it acknowledges and values the unique strengths, perspectives, and contributions of individuals with neurodivergent traits.
Here are ten key strategies for working with neurodivergent students (of any age):
Create a Supportive Environment: Establish a classroom environment that is inclusive, accepting, and supportive of neurodiversity. Foster a culture of respect, empathy, and understanding where all students feel valued and respected for their unique strengths and abilities.
Provide Clear Expectations and Routines: Clearly communicate expectations and routines to neurodivergent students, including schedules, instructions, and behavioral norms. Use visual aids, written instructions, and structured routines to help students understand what is expected of them and navigate the learning environment more effectively.
Offer Flexibility and Differentiation: Recognize that neurodivergent students may have diverse learning styles, preferences, and needs. Provide flexible learning opportunities and differentiated instruction to accommodate individual differences and support students in achieving their academic goals.
Provide Sensory Supports: Be mindful of sensory sensitivities and provide supports to help neurodivergent students regulate their sensory experiences. This may include offering noise-canceling headphones, providing fidget tools, creating quiet spaces, or adjusting lighting and seating arrangements to minimize sensory overload.
Break Tasks into Manageable Steps: Break down complex tasks or assignments into smaller, more manageable steps to help neurodivergent students stay organized and focused. Provide clear instructions, scaffolding, and support as needed to help students work through each step successfully.
Use Visual Supports and Aids: Incorporate visual supports and aids, such as visual schedules, graphic organizers, visual timers, and picture cues, to help neurodivergent students process information, organize their thoughts, and navigate tasks more effectively.
Offer Opportunities for Choice and Self-Advocacy: Empower neurodivergent students by offering them opportunities for choice, autonomy, and self-advocacy in their learning. Encourage students to express their preferences, interests, and needs, and involve them in decision-making processes related to their education.
Provide Positive Reinforcement and Feedback: Use positive reinforcement, praise, and encouragement to motivate and support neurodivergent students in their learning journey. Provide specific, constructive feedback that focuses on strengths, progress, and effort, rather than solely on outcomes or mistakes.
Promote Social Skills and Peer Relationships: Foster social skills development and peer relationships by providing opportunities for collaboration, teamwork, and peer interaction. Teach social-emotional skills, such as communication, empathy, and conflict resolution, and create inclusive learning activities that promote positive social interactions among all students.
Collaborate with Support Services: Work closely with special education teachers, support staff, and other professionals to develop individualized plans and strategies to meet the unique needs of neurodivergent students. Collaborate with families to share information, gather insights, and coordinate support services both inside and outside the classroom.
By implementing these strategies, teachers can create an inclusive and supportive learning environment where neurodivergent students can thrive academically, socially, and emotionally. These also work if you’re parenting a neurodivergent child, or live or work with a neurodivergent adult. Everyone learns differently, processes information differently, calms or motivates themselves differently…life is a smorgasbord of personalities and learning and coping styles, and we should have a smorgasbord of responding strategies.
I hope your day and your upcoming week is full of joy. If you find yourself full of wiggles, embrace them.
Cheers!
