We all learn differently. We’re all inherently different people, and some of us need some extra help. Neurodiversity, or the idea that there is no “correct” way for the brain to work, gives us a chance to think more holistically and comprehensively when supporting the very diverse group of students in our school systems.
Not only is there a wide range of experiences across distinct students or those who identify as neurodivergent, but there’s also a great variance in terms of family support and stigmas related to the learning experience. When school leaders understand and embrace this, neurodivergent learners can explore and self-identify their own experiences of what it means to “learn differently.”
Wherever possible, districts and schools should focus on creating safe communities of distinct students who can converge and form strong relationships (this also applies to adults who are diagnosed as neurodivergent later in life). Even when they’re diagnosed at a young age, students may experience isolation when placed in the special education system.
When we talk about changing special education, the goal should always be to remove that stigma and create a more liberating environment for everyone. In self-contained special education classrooms, for example, teachers should ensure that students know and are connected with the broader school community without any sense of ridicule.
Here are five best practices schools can implement to support their neurodivergent learners:
1. Encourage inclusion
Making this happen comes down to leadership and collaboration between general and special education. As school leaders and teachers, we’re obligated to model best practices for our students and set that tone for the school culture.
Around the country, principals, administrators and teachers have come together to ensure students with special needs and/or neurodivergent feel like they’re part of the broader school community. For example, special educators’ expertise is being enlisted in many districts to enhance general education to benefit all students.
It’s important to note that addressing the needs of neurodivergent students isn’t solely the responsibility of special education teachers; it’s something we need to communicate and support together. That way, students who don’t identify as neurodivergent can see what’s being modeled and treat other students equally and inclusively.
2. Enhance teacher training
It’s not unusual for positive intentions around inclusive education to be enacted ineffectively. For example, when special education teachers are asked to assume the role of instructional assistants instead of co-teachers, their expertise gets completely lost in the equation.
General and special education teachers need training to work together effectively to support all learners. A good place to start is with teacher preparation programs, where we can better train our general education teachers related to neurodiversity and special education.
By increasing teachers’ understanding of neurodivergence, there will be more recognition of how to support students with diverse needs and meaningfully collaborate.
3. Recognize the continuum of neurodivergence
To qualify for an Individual Education Plan, a student must need specially designed instruction in a school context — but that doesn’t mean they don’t experience neurodivergence or have a disability. Students who identify as being neurodivergent but don’t qualify for special education services and do not get an IEP do qualify for a 504 plan, and they should be getting accommodations in school that support their educational success.
Accommodations involve embracing student strengths and working to diminish any neurodivergence-related challenges. Schools can attend to this by integrating scaffolds that help all learners succeed, thereby recognizing and validating the continuum of neurodivergence.
4. Talk with special education teachers about why accommodations make sense for particular needs
A student with dyslexia who does not qualify for an IEP and specially designed instruction, for example, probably needs more time decoding text as a minimum accommodation. The notion that this student will finish reading a chapter and answer all assigned questions within a class period may not be a reasonable task for them.
A student with dyslexia who does qualify for an IEP should similarly receive more time and other IEP-team-determined accommodations, but they should also receive specialized instruction to improve fluent, word-level reading skills.
Giving either of these students more time to complete the reading and answer assigned questions doesn’t decrease the rigor of the curriculum but does improve student access to the curriculum, which is the goal of providing accommodations.
There’s a difference between accommodations and modifications, the latter of which are reserved for students with neurodivergence on the far end of the spectrum (e.g., working well below grade level and needing different content or supplemental content). Accommodations, on the other hand, can be applied around grade-level content to help students engage with that content and be successful.
5. Don’t wait to get started
Start early when gaps are fewer and easier to address. If we begin in kindergarten by providing students with the instruction that we know is informed by the science of reading, it’s easier to keep students on track over time. For example, Lexia’s personalized instruction leverages the science of reading to address the unique needs of neurodivergent learners, ensuring they receive targeted support to build essential literacy skills. By applying evidence-based reading strategies, the platform empowers neurodivergent learners to overcome challenges and achieve their full potential in reading and language arts.
You can use this type of multitiered, prevention-oriented model to ensure students in core reading instruction receive standards-aligned literacy instruction. You can also use supplemental interventions with students who demonstrate the need for additional support and then deliver those interventions via general education. Whatever path you choose, it’s just important to get started sooner rather than later to avoid learning gaps that require many more resources.
Let curiosity guide you through the process
By embracing neurodiversity and implementing evidence-based practices, K–12 school leaders can create inclusive learning environments that empower all students to reach their full potential. Prioritizing the science of reading, providing targeted support and fostering a culture of collaboration are all good steps in the right direction.
Let curiosity be your guide in this journey. There’s a tendency to lock up and assume you don’t know much about neurodivergent learners or how to instruct them, but that’s probably not true. You may know more than you think, even if you’re not sure how to go about it. By staying curious, engaging local expertise and embracing the idea of inclusivity and collaboration, schools can ensure that neurodivergent learners receive the individualized attention they need to succeed.
Opinions by SmartBrief contributors are their own.
Subscribe to SmartBrief’s FREE email newsletters to see the latest hot topics on ASCD. It’s among SmartBrief’s more than 200 industry-focused newsletters.