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Your students, my students, our students

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Your students, my students, our students

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Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

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Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. Authors Lee Ann Jung, Nancy Frey, Dou

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There will never be a "right time." The truth is that we can't achieve what we don't put out into the universe. We all share a common goal: to be the best educators we can be, reaching and inspiring every student. But what does that specifically look like for you? If one of your aspirations for this new school year is to create an inclusive learning environment, then incorporating Universal Design for Learning (UDL) into your practice is a great place to start. ( Listen in or read on to learn more about UDL)

To help you get started, we've put together a handy checklist

Create a vision to drive your school year focused on balance and flexibility.

Take some time to collaborate with all stakeholders to determine what is most important to you. Next, consider realistic action steps to help you reach your goals and demonstrate your growth and impact. But don't stop there-hold yourself accountable and check in throughout the year. And don't only set goals for your work life. Reflect on the importance of finding balance and setting goals for your personal life and mental health. Here is an Here is an outline of the steps I personally use to stay on track.

Eliminate Barriers and Design for Success

We can create better outcomes for all learners, and ourselves, through the power of design. By incorporating Universal Design for Learning (UDL) into your practice, you'll transform your lessons from obstacle courses into pathways for achievement. UDL helps you identify and eliminate barriers that negatively impact student success, empowering you to design lessons that put students at the center. With UDL, learners are actively involved, reflecting on their unique needs and preferences while engaging in lessons aligned with goals and standards. This approach ensures every student has a voice and choice in their learning journey. Remember, the design cycle thrives on iteration and feedback. The more we recognize our role as designers, the more we can be both proactive and responsive to the needs of our learners.

Integrate UDL, SEL, and Behavioral Expectations into Classroom Management Plans

Social-emotional learning should be integrated into all teaching and learning in our classrooms, schools, and districts. Although it is important to carve out time for social-emotional connection (e.g., advisory, Morning Meeting, etc.), we also want to ensure that it is woven into the fabric of our lesson plans. It is critical that we help students identify their emotions and how to regulate those emotions so they can learn and grow as students.

The same is true for us. To excel at our jobs, we must take time to recognize and honor our emotions and design opportunities to feel balanced. Many of your goals included working out and finding moments of balance and self-care. Our students need the same. A simple way to find balance is by managing time effectively, especially in areas like family communications and student feedback. Below are tips on integrating UDL into these processes to deepen connections with your students and their families, build executive function skills in your students, and give you more time.

This year, ditch the "wait for the perfect time" mentality. Embrace the power of design to create a truly inclusive classroom. By incorporating UDL principles and student-centered design thinking, you'll empower your students and unlock their full potential. Remember, it's all about progress, not perfection! Share or download our free UDL checklist.

If you are looking to take the next step on your journey,

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Back to School With UDL: Checklist and Tips for Teachers

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Utilize this checklist as you head back to school this fall. Embrace Universal Design for Learning (UDL) to create an inclusive classroom this school year.

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TED talk - the one thing all great teachers do

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TED talk - the one thing all great teachers do

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The One Thing All Great Teachers Do | Nick Fuhrman | TEDxUGA

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1. Know your students' strengths and barriers

All students are unique, and the way they learn best can be as individual as a fingerprint. Some students learn best by reading and working independently, while others excel by watching videos and working in groups. The goal is to understand their strengths and barriers, and to use that when designing lessons.

Determining strengths and barriers can be as simple as asking students their learning preferences, or observing them over time and keeping notes on which methods work best for which students. There are also many surveys that can help you learn more about individual strengths and barriers. One caveat is that asking students their preference doesn't always equate to what's best for them. For example, just because a student says he prefers watching videos doesn't mean that is actually how he learns best.

You should also be prepared to create an individual education plan for students requiring specific accommodations.

2. Use digital materials when possible

Although things are changing, I find that many classrooms still use paper-based materials. I'm not opposed to paper (I still buy real books from Amazon), but digital materials can make implementing UDL in a classroom much easier.

With digital content you can increase font size, easily look up definitions, use text-to-speech to read text aloud, and link out to more detailed information on almost any topic imaginable. This is particularly useful for students needing dyslexia-friendly reading tools, or translation.

If your current classroom materials are not in a digital format, consider ways you can change this. For example, you could replace outdated content with more up-to-date, digital content available online, or use tools like OrbitNote to convert paper-based materials to digital, accessible materials.

3. Share content in a variety of ways

In addition to having content available in a digital format, it's also important to share that content in a variety of ways. This can help ensure it fits with students' strengths and barriers discussed above.

For example, if you're teaching a unit on area and perimeter, you may know that some students will do well simply reading the textbook, while others would benefit from watching a video or listening to a hiphop version of the lesson on Flocabulary. Once they've got the concept down, let everyone get their hands dirty by working with manipulatives on their own or in a group to solve a real-life problem.

Offering multiple means of representation ( UDL's first principle) helps to ensure that students who struggle in one area do not automatically fall behind their peers.

4. Offer choices for how students demonstrate their knowledge

Sharing content in a variety of ways is only half the battle. Engaging students by giving them access to audio, video, digital text, and interactive sites, only then to hand out a paper and pencil quiz at the end of the day isn't ideal.

Obviously some of this is out of your control as standardized testing is a necessary part of education. When possible however, do your best to give students options for how they share their knowledge. This could be a demonstration, slideshow, speech, essay or video. Even using simple free tools like Google Forms provides an upgrade to standard multiple choice tests by making it digital and helping you to streamline grading.

5. Take advantage of software supports

Technology plays an important role in supporting Universal Design for Learning (UDL). The number of apps, extensions, sites, and built-in supports available to students today is nearly infinite. If you have a student who needs support with reading, writing, math, history, chemistry, or any other subject, chances are, software exists to help.

Allowing students to take advantage of these supports is critical. Not only does it give them the ability to succeed independently both inside and outside of the classroom, but it also frees up your valuable time to help even more students.

A great example of a support from Texthelp that's helping millions of students worldwide is Read&Write. Our handy extension for the Google Chrome web browser allows anyone with a Google account to have access to reading and writing supports on the web, in Google Docs, Slides, Forms and more.
Watch the video below to see how one district is benefiting from Read&Write.
As you can see, tools like Read&Write are a great way to provide on-demand support when and where students need it. And one of the great things about modern apps and extensions is their ease of use. Many times students simply discover these apps on their own after they are deployed. If not, usually a quick overview at the beginning of a class is all that's needed.

6. Low and No Tech options do exist

Even though I've been talking about the importance of digital content, software supports, and other technology-related tools, it's important to know that technology is not required to implement UDL. Sure, it can help, but if you're in a classroom with little to no technology, that doesn't mean you can't implement UDL.

UDL is all about removing barriers. As mentioned, one way to do this is by providing a range of options when presenting content or asking students to demonstrate their knowledge. Instead of using technology you can still offer multiple means of representation with things like graphic organizers and handheld whiteboards that students can use as response cards. The goal is just to make sure that all students have a way to participate and learn.

7. Learn from others

Universal Design for Learning isn't new. There are loads of resources available online that can help you get started. You can start by heading over to the UDL Center's website to learn more about the topic and the research behind it. You can check out our dedicated UDL guide for educators which can help you determine each learner's needs and create a personalized learning environment in your classroom.

Just remember to start small. Implementing the principles of Universal Design for Learning doesn't happen overnight. For example, begin by taking one lesson and consider ways to represent the content in multiple ways to reduce barriers and help increase student comprehension. Then for another lesson, offer students multiple ways to demonstrate their knowledge. Or maybe create a short quiz in Google Docs instead of paper and demonstrate how students can use a tool like Read&Write to help with reading and responding to the questions.

By tackling UDL one step at a time, you can see what works and what doesn't for your unique students and classroom.
Editor's Note: This article was originally published in May 2017 and was updated in December 2022.

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7 Universal Design for Learning Examples and Strategies for the Classroom

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While UDL is a common phrase in many schools today, it can be difficult to practically implement in the classroom. To help with this, I've put together a list of 7 ideas to make introducing Universal Design for Learning into the classroom just a bit easier.

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Kavita Rao, Rachel Currie-Rubin and Chiara Logli-CAST Professional Learning

The International Baccalaureate (IB) is committed to ensuring that inclusive education is practised in IB World Schools. Universal design for learning (UDL) focuses on creating accessible learning environments for all learners, including students with disabilities, students from culturally and linguistically diverse backgrounds and students who are gifted and talented. This exploratory study examined how IB educators implement inclusive practices and UDL in their classroom and school settings. Data was collected using an online survey and participant interviews to gather information on how inclusive practices are being implemented by teachers and administrators across all three IB regions (Africa, Europe, Middle East; Asia-Pacific; the Americas). The results indicate that IB educators are implementing inclusive practices at high levels, although their degree of knowledge about the UDL framework itself varies. IB teachers and administrators are familiar with various strategies to differentiate instruction, integrate flexible options during instruction, and implement instructional strategies to engage and motivate all learners. The strategies these educators use are consistent with IB approaches to teaching and learning and align with UDL guidelines.
Research summary (PDF, 115 KB) Full report (PDF, 2.6 MB)

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Universal design for learning (UDL) and inclusive practices in IB World Schools (2016)

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Kavita Rao, Rachel Currie-Rubin and Chiara Logli-CAST Professional Learning

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Differentiating Instruction: It’s Not as Hard as You Think

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Why UDL?  Why implement Universal Design for Learning (UDL)

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Why UDL?  Why implement Universal Design for Learning (UDL)

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I often am asked the question, "Why UDL?" and my answer is simple. We are preparing students for their future. We are not preparing them for our past. The way that we have been teaching students for decades will no longer meet their needs because we are preparing them for jobs that don't even exist yet and technology that is replaced daily. In this new world, we have to teach our students how to be thinkers, love challenge, and commit to innovation. We can not do this when we, as educators, are in charge of their learning.

When I first started teaching, I was pretty confident in my content knowledge in ELA. The kids needed me to help them analyze Shakespeare; they needed me to unpack and model rhetorical strategies. They needed me to craft an essay question so they could all read Sparknotes and write 100 versions of the same essay that made me want to poke my eyes out with my red pen. What was I preparing them for? College, I told myself. A career as a literary critic, maybe? In fact, I was preparing them to be compliant and to do what I told them to do. It was not intentional, but that was my message, my hidden curriculum, nonetheless.

When I learned about Universal Design for Learning (UDL), I resisted. For a fleeting moment, I saw myself being replaced. What would the classroom be, if I wasn't the star, standing proudly like an Oscar recipient as they watched in awe? The answer? The classroom would be engaged. Students would be collaborating to analyze Shakespeare by connecting with students around the world, arguing about the use of rhetoric in political campaigns, and taking their learning into the community to create anti-smoking campaigns, to begin Academic Competition Teams, and fight to find their way in the world. They gave me feedback and challenged me to prove myself against the internet, to admit my mistakes and learn from them, and to help them carve a path into a place that didn't exist. I couldn't do this alone, nor could they do it without me. My role as an educator became even more important when I stepped out of the spotlight because it required me to craft and personalize my message to all students instead of throwing it out in a "one-size-fits-all" ball and hoping it stuck.

As an administrator, I still identify as a teacher. My classroom is bigger, but my job is the same. I can't tell stakeholders how to analyze the district strategy; they don't need me to unpack their standards, and they certainly don't need me to tell them all how to teach. Instead, I am tasked with inspiring them to reflect on WHY they got into teaching, WHAT they need to do to help students to prepare for the future, and HOW they are going to do that. Then, once they have shared their plans, I can provide feedback, collaborate, and inspire them so they can take risks, make mistakes, learn from them, and continue to innovate.

UDL is a full circle. It's not about compliance, it's about engagement and engagement means everyone has firm goals and flexible means. It's a heck of a ride.

For more information on how to lead and optimize systems change with UDL, check out the UDL Playbook for School and District Leaders or one of our courses on how to implement UDL.

This post has been updated since the time of the original publishing date.

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Why UDL? Why Implement Universal Design for Learning (UDL)?

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Why Universal Design for Learning (UDL) is essential for engaging students and helping to prepare students for an ever-evolving future.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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Barriers to learning are considered as the lack of access to the classroom environment and the lesson goal. The learner may be struggling with one or more types of learning barriers, therefore the teacher should be dealing with the pupil according to their individual differences to ensure an effective learning process. Students who have a learning disability may be facing many different types of learning barriers.

They will need interventions according to their needs to ensure that they are reaching their maximum potential. Barriers to learning can be intrinsic barriers such as mental health disorder, dyslexia, ADHD, autism spectrum disorders, or extrinsic barriers as cultural barriers, emotional factors as an example; feeling neglect or poverty.

In this article, we will explore why a student might have difficulty accessing the curriculum. We will also look at different tools for students that scaffold the learning process. In every classroom, different types of learners will have access issues. We will also use this opportunity to frame the idea of ' inclusive by design'. This is the idea that learning experiences can be designed to be inclusive for everyone by using classroom concepts that we can all utilise.

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How can we identify barriers to learning?

To acknowledge barriers to learning and reduce learning challenges, it is vital to identify the barrier to learning as soon as possible, even before the child reaches school age. An important factor to be taken into consideration while identifying the barrier to a student in the learning environment is to use different ways of identification. Here are ways to identify a barrier to learning:

Students' schoolwork: Keep tracking the learner's classwork, homework, projects, oral, written, and, practical level. Focusing on the outcomes of the pupils' thinking and learning instead of the abilities of pupils.

Assessments of pupils: School's assessment result, that is done in various ways not only written forms but also orally, practical forms. Assessments of outside agencies e.g: psychologist or occupational therapist.

Observations: Observing the learner's behaviour (e.g: attention and concentration), the learner's learning styles, learner's emotional and social engagement, how does the pupil react to the situations.

Interviews: Communication with parents, teachers, other practitioners. Learners are the prime ones to speak about their personal barriers, so it is important to speak with the pupil.

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Where do we encounter barriers to learning?

The environment around us plays an important role in reducing or increasing the common learning barriers. In the following area we can face barriers to learning:

Barriers to learning at school: Although schools now are using different teaching methods and embracing different ways of learning, schools are still facing learning difficulties.

Barriers to learning at work: Employees also may be facing learning difficulties in their workplace. Common workplace challenges like lack of motivation, not offering training courses, these examples affect the employee as an adult learner.

A barrier to a student at home: The recent pandemic that led to school closures and online learning showed us that in some homes there are limited tools for students. For some populations, academic barriers, emotional learning barriers and social skills barriers were increased during this online learning time.

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How to break down barriers to learning

Classroom teachers are presented with complex problems on a daily basis. Quite often, these barriers are linked and it takes careful unpicking to understand how they affect one another. At Structural Learning, we regularly run training sessions that encourage this diagnostic practice. On a recent training course, we facilitated a session that involved linking classroom problems. This helps educators reframe the issues and eventually arrive at the essence of the need. Obviously, time pressures can hinder these types of activities but the following ideas should help your school examine access issues.

Motivation: Motivation is an important factor in learning. Lack of motivation will lead to learning difficulties. As a result, teachers need to motivate the learners to learn by using rewards, learning games, and creating an exciting learning environment and experience. If you are concerned about motivation you might be interested to use the Leuven scale to monitor classroom engagement.

Base knowledge: Many of the learning barriers in literacy and numeracy are because of knowledge gaps as these two subjects are dependent on building up skills systematically. To overcome this obstacle teachers need to define the learning sequences and pre-requested background knowledge for the learning goal.

Learning challenges: Learners may find it difficult to access learning materials. This may be because it's text-heavy and the grammar is difficult to understand. Teachers should ensure that the learning goals and teaching methods are accessible to all learners. Teachers need to use different teaching styles such as oracy or multisensory learning to be aware of the needs of pupils and the ways to remove obstacles that affect pupil engagement in learning. As an example, pupils with ADHD may need to be provided with additional time on tests and break time between tasks. Teachers need to use various strategies according to the pupils need to reduce learning challenges.

Emotional factors: emotions play an important role in barriers to learning, when learners have a fear of failure, negative learning experience in the past, fear of change all these emotions may lead to learning difficulty. To overcome these factors, teachers and parents need to reward the learner's effort and celebrate their success even for a simple achievement, to help the learner to gain their confidence and overcome the negative emotions.

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Tackling Emotional and Behavioral Barriers

Emotional barriers, such as anxiety, stress, and low self-esteem, can significantly impact a student's ability to learn and engage in the classroom.

Motivational barriers, including a lack of interest or feelings of inadequacy, further contribute to an emotional learning barrier. As teachers, it's crucial to recognize these challenges and develop strategies to address them.

Lack of focus and engagement can be symptoms of emotional and behavioral barriers. To tackle these issues, teachers should create a safe, supportive learning environment that encourages open communication and fosters positive relationships between students and educators.

This can help alleviate emotional distress and promote emotional well-being.

Additionally, educators should consider implementing social and emotional learning (SEL) programs that teach students how to manage their emotions, build resilience, and develop healthy coping mechanisms. SEL programs have been proven to improve academic performance and overall mental health.

It's also essential for teachers to recognize that external factors, such as family issues or traumatic events, may contribute to emotional and behavioral barriers. By working closely with school counselors, psychologists, and social workers, teachers can develop individualized support plans to help students overcome these obstacles.

In conclusion, addressing emotional and behavioral barriers is crucial for enhancing student success. By fostering a supportive learning environment, implementing SEL programs, and collaborating with other professionals, teachers can empower students to overcome these challenges and reach their full potential.

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Overcoming Language Barriers

Language barriers are common obstacles faced by many students, particularly English Language Learners and dyslexic learners. Teachers can use multisensory strategies to create inclusive classrooms and support the learning process for students who face these challenges.

Multisensory learning, which engages multiple senses simultaneously, has been proven effective in aiding comprehension and retention of new information.

Drawing on educational theories from Vygotsky and Piaget, multisensory learning emphasizes the importance of social interaction and cognitive development in the learning process. Teachers can incorporate visual techniques such as dual coding, which combines verbal and visual information, to help students better understand and remember complex concepts.

This approach has been particularly effective in supporting dyslexic learners who often struggle with traditional language-based teaching methods.

In addition to visual techniques, teachers can utilize auditory, tactile, and kinesthetic strategies to engage students in the learning process. For example, incorporating songs, chants, or rhymes can help reinforce new vocabulary and grammar rules.

Hands-on activities and movement-based exercises can further enhance language acquisition by providing opportunities for students to physically engage with the material.

By employing multisensory strategies, teachers can create more inclusive and effective learning environments for students who face language barriers. This approach not only supports language development but also fosters a deeper understanding of the subject matter, ultimately promoting academic success for all learners.

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Think time or wait time: This is a strategy that enhances critical thinking. Teachers ask questions and give learners time to think about the answer. This strategy will help learners with ADHD as it will give them time to think. Also, learners with slow processing speed will have time to understand the instructions and think about answers.

Multisensory instruction: This is a teaching method that involves different use of senses at one time (hands, eyes, hearing, movements). This way may help dyslexic learners, for example, teachers may ask them to draw the sound 'a' in the air or dyscalculia learners by using hands-on activities as an example using blocks to explore number concepts.

Modelling: Using techniques like 'my turn, your turn / we do, you do' most learners will need to show them the steps of the activity, so they need to understand the concept and feel secure with it to be able to work it out independently.

One-to-one support and small group instruction: Dyslexia learners may benefit from being in a small group of reading, as teachers can focus on a specific skill. Learners with executive functions issues need one-to-one given instructions and to limit distractions.

Universal design for learning (UDL) strategies: providing learners with different and flexible ways of learning. Allow the learners to access and engage with concepts using various resources. As an example, different ways of assessment, provide flexible learning environments (small and large group work, individual work, quiet place). Given regular feedback, provide printed, digital, and audio resources. ADHD learners may benefit from using UDL by using headphones to listen to given instructions or explanations.

Writer's Block: This practical toolkit enables learners to break down abstract concepts into a physical format. The brightly coloured blocks are used to organise and connect a students thought process. If you are interested in this approach and can see how it could be used in your school, we run a range of training courses for teachers.

Universal Thinking Framework: This taxonomy has been used to design and deliver curriculum content in an inclusive manner. The learning and teaching actions enable a child to understand how to move their thinking forward. Over the last year, we have seen how teachers have used this concept to scaffold whole-class teaching.

Graphic organizers: This is a visual technique to show the connections and links between ideas. Helping the learners to organize their thoughts and plan their tasks. Dyscalculia learners may use the graphic organizers to break down the maths problem into short chunks.

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What learning strategies can help children access the curriculum?

Identifying a barrier to student engagement is only the starting point. Classroom practitioners need practical strategies and resources to enable all types of learners to access the curriculum. Pending on the age of the student, a pupil might need a combination of the strategies below.

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If you are interested in any of the concepts that have been mentioned in this article please do get in touch to discuss any requirements you may have. We have a range of resources and training options available to schools that are interested in revisiting their inclusion policies.

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How can we best identify barriers to learning in the classroom and how can we make the curriculum more accessible (to everyone)?

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Top 10 Barriers to Learning and How to Overcome Them

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We’ve all been there: a class in high school or college that bored us to death. We felt disengaged and had a hard time finishing strong. Boredom is a typical barrier to learning. These are the barriers that demotivate people and deprive them of the opportunity to know what they…

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6 Strategies to Help Neurodiverse Students Fully Engage in Class

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Every classroom has neurodiverse students, and these tips from a neurodiverse teacher can guide them to feel focused and ready to learn.

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Inclusive classrooms for neurodivergent students

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Teachers who create inclusive learning environments, can influence the wellbeing and academic achievement of neurodivergent students

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In the realm of special education, promoting inclusivity and accommodating diverse learning needs has gained significant traction. As educators in the UK and Ireland, creating an inclusive classroom environment is paramount. This blog aims to provide teachers valuable insights and practical strategies to foster a supportive learning atmosphere for neurodiverse learners. Leveraging the expertise of Education Elephant, we will explore practical methods tailored to the specific needs of students in the UK and Ireland.

1. A brief overview of neurodiversity and its significance in the classroom:

Neurodiversity emphasises that neurological differences are natural variations of the human brain. In a classroom setting, embracing neurodiversity means understanding and appreciating the unique ways students process information and engage with the world. This can lead to more personalised teaching methods and a more inclusive learning environment.
2. Explanation of common neurodiverse conditions:
Beyond autism, ADHD, and dyslexia, conditions such as dyspraxia (motor coordination challenges), dyscalculia (difficulty with math-related tasks), and sensory processing disorder (SPD) also fall under the neurodiverse spectrum. Each of these conditions comes with a unique set of strengths and challenges.
3. The unique strengths and challenges of neurodiverse students:
Recognising that a student with ADHD may have bursts of creative energy or that an autistic student might excel in pattern recognition helps teachers channel these strengths in productive ways.

Strengths: Many neurodiverse students have strengths that set them apart. For instance, some autistic students have incredible attention to detail, and dyslexic students often think outside the box and are innovative problem solvers. At the same time, those with ADHD can be remarkably creative and dynamic.

Challenges: On the flip side, these students may face sensory sensitivities, difficulties with traditional learning methods, or social interaction challenges. For example, a student with ADHD might struggle to concentrate in a conventional classroom setup, while an autistic student might become overwhelmed in a noisy environment.

4. Inclusive Classroom Design:

Importance of creating an inclusive physical and sensory environment: The physical layout, lighting, and ambience are crucial in making all students, especially neurodiverse ones, feel welcome and comfortable.

Tips for arranging classroom furniture, lighting, and colour schemes: Beyond the previously mentioned tips, teachers might consider signage with both text and visuals to aid understanding or use mobile furniture to reconfigure classroom setups for varied activities easily.

Incorporating sensory-friendly elements: Introducing weighted blankets or lap pads can be soothing for some students while noise-cancelling earmuffs can help those sensitive to sound.

5. Differentiated Instruction Techniques:

Exploring various teaching strategies: Visual aids, hands-on activities, auditory lessons, and interactive tech solutions can address different learning styles.

Examples of adapted lesson plans: For a history lesson, instead of just reading from a textbook, consider an interactive timeline, a documentary viewing, or a role-playing activity.

Benefits of flexible grouping and individualised learning plans: Grouping allows students to be with peers with similar strengths and challenges or be in heterogeneous groups where they can learn from each other.

6. Communication and Collaboration:

Effective communication strategies: Using clear, straightforward language, supplemented by visuals, can aid understanding. Regular check-ins help gauge comfort and comprehension levels.

Encouraging open dialogue: Hosting regular parent-teacher conferences and maintaining an open-door policy can ensure concerns are addressed promptly.

Collaborative partnerships: Networking with special education professionals can provide teachers with insights and resources they might not have access to otherwise.

7. Assistive Technologies and Resources:

Overview of available assistive technologies: From screen readers for the visually impaired to voice recognition software for those with motor difficulties, tech can bridge many learning gaps.

Recommendations for apps, software:

1. Boardmaker: Used widely in schools across the UK and Ireland, this software is excellent for creating visual aids, particularly beneficial for students with autism.

2. Clicker 8: This is a word processor tool that assists students with dyslexia. It provides speech feedback, word prediction, and various visual and auditory customisations.

3. Inspiration: It's a visual mapping tool that helps students with dyslexia and dyspraxia structure their ideas visually, aiding in planning and organising.

4. ClaroRead: Especially useful for dyslexic students, it reads text aloud and offers various features like word prediction, colour overlays, and a homophone checker.

5. JAWS (Job Access With Speech): A popular screen reading software for the visually impaired, converting digital text into synthesised speech.

6. ZoomText: For those with visual impairments, it magnifies and enhances screen content for easier viewing.

7. MindView: An effective mind-mapping software that can benefit students with ADHD, helping them organise their thoughts and ideas in a visual format.

8. Proloquo2Go: Especially useful in the UK and Ireland, given its range of accents, this app aids communication for non-verbal students.

9. Crossbow Education: Dyslexia teaching resources and Visual Stress Support, including coloured overlays, reading rulers and tinted exercise books.

8. Emotional and Behavioural Support:

Techniques for managing behaviour might include clear, consistent routines and visual schedules or introducing calming strategies like deep breathing exercises.

Implementing positive behaviour plans: Reinforcing positive behaviour through rewards or token systems can be effective.

Safe spaces: Designate a calming corner with sensory tools for students to retreat when overwhelmed.

9. Professional Development and Training:
Importance of continuous learning: As our understanding of neurodiversity grows, so should our strategies to support these students. With these certifications, educators are better positioned to advocate for inclusive practices within their institutions. They can also guide and mentor other staff members, fostering a collective effort toward more inclusive classrooms.

Comprehensive Understanding of Assessments:

1. CCET (Cert of Competence in Educational Testing) offers a foundational understanding of psychometric principles, allowing teachers to administer educational tests and interpret results competently. Such skills enable educators to accurately assess students' strengths and areas of need.

2. With Level 7 Educational Testing and Access Arrangements Cert (ETAAC), teachers further develop the competence to evaluate the needs of students, particularly those who require exam access arrangements (like additional time, a reader, or a scribe).

Resources and workshops: Continuous training ensures teachers have the latest knowledge and tools, from webinars to in-person workshops.

10: Tests and Assessments

Education Elephant offers tests and assessments related to educational needs and neurodiversity. We can explore how such tools might assist teachers in fostering an inclusive classroom. Here's how:

1. Early Identification: Tests and assessments can help detect learning challenges, strengths, and areas of need early. Educators can provide timely and effective interventions by identifying students' unique learning profiles early on.

2. Individualised Instruction: Assessment results can guide teachers in designing personalised learning experiences, ensuring each student's educational pathway aligns with their abilities and needs.

3. Goal Setting: Teachers can establish measurable academic goals based on assessment data. These benchmarks can help track progress and adjust teaching strategies as necessary.

4. Tailored Interventions: Understanding a student's specific challenges allows for targeted support, whether extra tutoring, assistive technologies, or specialised resources.

5. Monitoring Progress: Regular assessments can track the effectiveness of teaching strategies and interventions, giving insights into what's working and where changes are needed.

6. Building Strengths: Beyond identifying challenges, assessments can also highlight a student's strengths. Teachers can leverage these strengths in learning, boosting confidence and engagement.

7. Informed Classroom Management: For students with behavioural challenges, assessments can offer insights into potential triggers or underlying issues, enabling teachers to develop effective management strategies.

8. Collaborative Planning: Assessment data can be shared with specialists, such as educational psychologists, speech therapists, or counsellors. This collaborative approach ensures a comprehensive support system for the student.

9. Parental Engagement: Sharing assessment results with parents or guardians can foster a collaborative home-school relationship, ensuring the student receives consistent support in both environments.

10. Advocacy: Having precise assessment data empowers educators to advocate for resources, training, or support required to meet the diverse needs of their students.

Conclusion

Incorporating inclusive practices and embracing neurodiversity within the classroom is a moral imperative to creating an enriched and equitable learning environment. By implementing the strategies discussed in this blog, educators in the UK and Ireland can contribute to the success and well-being of their neurodiverse students, paving the way for a brighter and more inclusive future.

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Neurodiversity in the Classroom: A Teacher's Guide

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Discover effective strategies for fostering an inclusive classroom environment tailored for neurodiverse learners, ensuring every student thrives.

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4. Schools to empower neurodiverse students

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4. Schools to empower neurodiverse students

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Swapna Sathyan, Don Lawrence and Rachel DeSanto

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Creating schools to empower neurodiverse students

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This piece looks at how school buildings can be reimagined to create better experiences for neurodiverse students. In this piece specifically, a teenager with autism.

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5. Teaching strategies for neurodiverse students

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5. Teaching strategies for neurodiverse students

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In every classroom, a hidden tapestry of diverse minds exists, often unnoticed. When educators thoughtfully incorporate strategies for these students, they unlock a richer, more engaging learning experience for everyone. Just about every classroom contains neurodiversity, but not all teachers plan their teaching around their neurodivergent students.

Providing the right support helps neurodiverse students get the education they deserve while they gain self-confidence and harness their unique abilities to thrive. This article aims to deepen your understanding of neurodiversity and to equip you with strategies to support neurodivergent students effectively

What is neurodivergence?

Neurodivergence describes individuals whose brain functions differ from the majority. Neurodivergent brains face varied challenges and have different strengths than neurotypical brains. Although not a medical term, neurodivergence is useful for identifying students with neurological differences, including ADHD, autism, dyslexia, and other conditions.

How do neurodivergent brains work?

Neurodivergent brains work uniquely, and people who are neurodivergent may learn or communicate in atypical ways. They may also perceive their environment differently than neurotypical people do. Some neurodivergent people have difficulty with sensory processing, while others find social interactions and group dynamics to be challenging. They may have unique strengths, such as the ability to solve math problems quickly or recall detailed facts.

In many cases, they also face challenges that neurotypical people don't because education is largely designed around neurotypical brains.

What are neurodivergent disorders?

Every brain is unique. While a neurodivergent brain can express itself in a variety of ways, the following are among the most common neurodivergent disorders:

ADHD: People with attention deficit hyperactivity disorder (ADHD) often have difficulties maintaining focus and attention, managing their behaviors, and controlling their thoughts and emotions.

Autism: The autism spectrum is wide, ranging from people who have socialization challenges to those who are completely nonverbal.

Dyslexia: Those with this disorder have difficulty reading and writing, often due to problems processing written language. They may also face challenges when trying to follow directions.

What are some characteristics of neurodivergent children?

Identifying neurodivergent children as early as possible is key to helping them succeed in school. The characteristics to keep an eye out for include:

Difficulty understanding social cues and jokes

Fixations on specific subjects

Repetitive motions or behaviors

Poor eye contact

Poor communication skills, including an inability or unwillingness to speak

Overstimulation when faced with sensory inputs such as bright lights and loud sounds

An overabundance of energy

Risky or dangerous behaviors without consideration of consequences

Difficulty focusing or paying attention

Inability to sit still

Poor memory skills

Difficulty understanding written material

Strategies for teaching neurodivergent students

Educational strategies have historically centered on neurotypical students. As a result, many neurodivergent students have been marginalized, unable to participate fully in their own classrooms and schools. In an inclusive educational setting, neurodivergent students can more effectively demonstrate their abilities and benefit from their education.

By incorporating strategies that include a variety of classroom setups, lesson plans, and teaching methods, educators and schools can support and challenge all their students, including those with neurodivergent brains.

Classroom setups

The classroom environment can be critical for many neurodivergent students. A supportive classroom design goes a long way to helping these students stay engaged.

Specific classroom setups that help neurodivergent children include the following:

Sensory deprivation opportunities: Some students, especially those with autism spectrum disorder, may require sensory deprivation to focus and to avoid being overwhelmed with sensory input. Quiet sections of the classroom can provide noise-reducing headphones, pillows, and blankets (including weighted blankets). Dim lights and minimal sound can also help these students.

Sensory input opportunities: Other students may need higher levels of sensory input to prevent self-soothing behaviors such as fidgeting. Learning stations with plenty of sensory opportunities can engage these students.

Alternative seating: Some neurodivergent students find it difficult to sit still for long periods. Classrooms that offer alternative seating options, such as standing desks, wobble chairs, and ergonomic stools, help students with physical limitations and those with neurodivergent brains. Allowing students to walk around intermittently can also help promote engagement.

Music: For some neurodivergent children, listening to music can enhance focus during tasks. While some teachers may be reluctant to play music for the whole classroom, giving students headphones while doing independent work can help them focus.

Lesson plans

Planning ahead can be key to helping neurodivergent students thrive in the classroom. Here are some instructional strategies that support inclusive education:

Varied instructional formats: Switching things up to include whole-class instruction, paired learning, small groups, student demonstrations, peer tutoring, and learning stations gives every student an access point to learning.

Incorporation of multiple modalities, accommodations, and experiences: Plan your lessons with many modifications available. Some students learn best when working with manipulatives, images, or models. Others may need accommodations such as headphones, calculators, or large print text, while others may need assistance with the physical act of writing or may just need a little extra time.

Active lessons: Many neurodivergent students don't learn well when they have to sit in one place for a long time. Design kinesthetic lessons to get students moving.

Teaching methods

Educators who design their teaching methods around the needs of their neurodivergent students can truly make a difference in these children's lives. Take a look at some of the methods used successfully with neurodivergent learners:

Decreased emphasis on time: Some neurodivergent students become anxious when facing deadlines and time pressure. Stay flexible regarding how long activities should take, offering extra time or modifying expectations and directions for those who need it.

Multiple presentations of instructions: To accommodate various learning types, offer instructions in written and oral form, following up with neurodivergent students to make sure they've understood.

Physical movement: Many neurodivergent students need to keep their bodies moving if their minds are to focus well. Allow movement during individual work, and encourage students to get up from their desks regularly.

Focus on students' strengths: Look for ways to allow neurodivergent students to shine in front of the class, honoring those students who show a creative bent.

Relaxation: Neurotypical students can benefit from a focus on relaxation almost as much as the neurodivergent population. Lead breathing, relaxation, and meditation exercises to help students calm their minds and bodies so they're prepared to learn.

Focus on students' interests: Students of all types become more engaged when they can incorporate their personal interests into their schoolwork. Pay attention to students' favorite TV shows, books, video games, sports, and movies, and design lessons that can feature these elements.

Incorporate support for executive function: Many neurodivergent students, particularly those with ADHD, face challenges when planning projects or dealing with time management. Provide tools such as step charts and calendars to help them develop these skills, which may come more naturally to neurotypical children.

The benefits of inclusive education for neurodivergent students

When neurodivergent students can participate in inclusive classrooms that pair them with neurotypical students, both groups benefit. Neurodivergent students are absent and indulge in disruptive behavior less often when in inclusive classrooms. They also show greater gains in learning while developing better social skills. Neurotypical students also can thrive through learning alongside people who are different from them.

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Teaching Strategies for Neurodivergent Students | Resilient Educator

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In every classroom, a hidden tapestry of diverse minds exists, often unnoticed. When educators thoughtfully incorporate strategies for these students, they

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6. Creating neurodiverse friendly spaces 

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6. Creating neurodiverse friendly spaces 

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How to Create a Neurodiverse-Friendly Quiet Room for Students

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We explore what to include when designing a quiet space for neurodiverse students, emphasising sensory-friendly and inclusive design principles. We also discuss the advantages of incorporating neurodiversity design in higher education.

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7. Six strategies to help all students succeed

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7. Six strategies to help all students succeed

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When students connect a topic, concept, or assignment in class to something relevant outside of school, this gives them context to the importance of learning. This method is an effective strategy to provide a foundation for lifelong learning, life skills, and overcoming common barriers in teaching.

Before teaching a specific topic, look for relevant examples outside of school or home for students. A meaningful illustration might relate to a personal interest or situation, creating a powerful connection to the learning process. When a certain skill or task is difficult to understand, draw a parallel to a hobby or other kinds of tasks students do at home or with their peers. Students need to see themselves in the curriculum or understand how it impacts their lives

In connecting everyday situations and experiences to teaching content, students will absorb knowledge easier as this reduces potential barriers to learning.

2. Use Encouraging Tones and Language

Many students encounter an obstacle in school, whether due to an emotional barrier, a learning disability, a cultural barrier, or another learning challenge. It's common for students to feel discouraged, and they communicate with "I can't do this" or "I'm going to fail at this." When teachers help students rephrase those statements to "I can do this" and "I will learn this," it gives them a better frame of mind by using supportive language.

It's essential to provide feedback to students and acknowledge the reality of failure, but also the potential to learn from a setback and improve in the long term.

Michael Jordan famously said, "I've missed more than 9,000 shots in my career. I've lost almost 300 games. Twenty-six times, I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed."

When students have the mindset that mistakes are opportunities for growth and improvement, they will see greater potential in every effort they make and more possibilities for learning.

3. Establish Confidence in Students

When teachers believe in the potential of their students' learning, they have a solid platform to overcome some common learning barriers to online learning and challenges with specific learning disabilities. Help build that confidence by forming strong relationships with students so they see that their teacher cares about them and wants them to succeed.

Students thrive with consistent reassurance and support from teachers, school administrators, and peers. When teachers prioritize students' success, students strive to achieve more in the classroom.

4. Set Milestones for Assessment and Reflection

The learning process requires continuous assessment to ensure that students are gaining the skills needed for academic success and fulfilling students' learning needs.

Assessments are essential in determining what students learn well and understand. This process gives teachers a better overview of what students understand and what needs to be retaught.

These assessments don't have to be long or tedious but fun quizzes or exercises with students to gauge student understanding of the material and satisfaction. This process will not only remove learning barriers but create a better learning experience for students.

5. Offer Interactive Learning Opportunities

Case studies, real-life examples, and life-changing events are great opportunities to expand learning for students and give them a realistic view of how building skills will contribute to their future success. It's a meaningful way to establish a pathway to lifelong learning while instilling enthusiasm in students to apply what they learn to practical scenarios and personal challenges.

When students face individual struggles, they will have helpful tools acquired from learning for problem-solving everyday situations. When students face hardship, a missed exam, or a specific hurdle on a subject, it's important to offer alternative solutions, where available, to break down major learning barriers. Hence, they have a more straightforward path toward greater achievement.

This practice enables kids to develop critical thinking skills when they need to find new solutions for problems they encounter in their lives and into adulthood.

6. Remove or Limit Distractions

When course material is engaging and relevant, it's easier to hold students' interest. However, distractions can impact the quality of their learning-for example, by creating classroom norms and expectations for smartphone use in class, for limiting smartphone use in class, teachers can help students focus on the topic at hand. While reducing distractions won't remove all barriers to learning, it's a better way to encourage social skills when discussing topics in class. It's also an opportunity to create more fun, interactive activities that increase interest in students so that they will have an easier time understanding in class.

Guide Students Toward Finding Their Way

Empowering students gives them the confidence to establish their goals and find their own way. Teachers can guide students by creating a supportive learning environment as strong role models so students can reach beyond potential barriers towards higher education and other pathways.

By instilling a sense of direction, teachers can guide students to think about what they want to achieve and consider their future options. They can pose questions such as, "what type of experience does this remind you of?", "Where have you seen this before?" and "what can you connect this with?" These questions help students draw connections between what they learn and practical life skills.

Such questions provoke deeper reflection and thinking about how subjects in class can translate into long-term learning possibilities.

Summary

There are many effective methods to help support students through complex topics and overcome obstacles in learning. It's also essential to break down topics into more straightforward, easier modules to learn and absorb, which can be less overwhelming for students while creating a more consistent pace throughout the course. While overcoming learning barriers presents many challenges for teachers, students, and parents, students can find new, more effective ways to learn and plan for their future with the right tools, teacher supports, and creative ideas.

If your school is interested in new ways to improve the learning experience for children, you may also be interested in automating tasks and streamlining processes so that your teachers have more time to teach. Education Advanced offers an extensive suite of tools that may be able to help. For example, three of our most popular and effective tools are:

Cardonex, our master schedule software, helps schools save time on building master schedules. Many schools used to spend weeks using whiteboards to organize the right students, teachers, and classrooms into the correct order so that students could graduate on time and get their preferred classes. However, Cardonex can now be used to automate this task and deliver 90% of students' first-choice courses within a couple of days.

Testhound, our test accommodation software, helps schools coordinate thousands of students across all state and local K-12 school assessments while taking into account dozens of accommodations (reading disabilities, physical disabilities, translations, etc.) for students.

Evaluation is a solution for documenting every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting and performance analytics.

Pathways is a graduation tracking tool that allows administrators and counselors to create, track, and analyze graduation pathways to ensure secondary students are on track to graduate.

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Overcoming Learning Barriers: 6 Strategies to Help All Students Succeed

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Overcoming learning barriers to help students succeed is important as every student goes through a different learning experience. How are you helping your students?

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1. Know your students' strengths and barriers

All students are unique, and the way they learn best can be as individual as a fingerprint. Some students learn best by reading and working independently, while others excel by watching videos and working in groups. The goal is to understand their strengths and barriers, and to use that when designing lessons.

Determining strengths and barriers can be as simple as asking students their learning preferences, or observing them over time and keeping notes on which methods work best for which students. There are also many surveys that can help you learn more about individual strengths and barriers. One caveat is that asking students their preference doesn't always equate to what's best for them. For example, just because a student says he prefers watching videos doesn't mean that is actually how he learns best.

You should also be prepared to create an individual education plan for students requiring specific accommodations.

2. Use digital materials when possible

Although things are changing, I find that many classrooms still use paper-based materials. I'm not opposed to paper (I still buy real books from Amazon), but digital materials can make implementing UDL in a classroom much easier.

With digital content you can increase font size, easily look up definitions, use text-to-speech to read text aloud, and link out to more detailed information on almost any topic imaginable. This is particularly useful for students needing dyslexia-friendly reading tools, or translation.

If your current classroom materials are not in a digital format, consider ways you can change this. For example, you could replace outdated content with more up-to-date, digital content available online, or use tools like OrbitNote to convert paper-based materials to digital, accessible materials.

3. Share content in a variety of ways

In addition to having content available in a digital format, it's also important to share that content in a variety of ways. This can help ensure it fits with students' strengths and barriers discussed above.

For example, if you're teaching a unit on area and perimeter, you may know that some students will do well simply reading the textbook, while others would benefit from watching a video or listening to a hiphop version of the lesson on Flocabulary. Once they've got the concept down, let everyone get their hands dirty by working with manipulatives on their own or in a group to solve a real-life problem.

Offering multiple means of representation ( UDL's first principle) helps to ensure that students who struggle in one area do not automatically fall behind their peers.

4. Offer choices for how students demonstrate their knowledge

Sharing content in a variety of ways is only half the battle. Engaging students by giving them access to audio, video, digital text, and interactive sites, only then to hand out a paper and pencil quiz at the end of the day isn't ideal.

Obviously some of this is out of your control as standardized testing is a necessary part of education. When possible however, do your best to give students options for how they share their knowledge. This could be a demonstration, slideshow, speech, essay or video. Even using simple free tools like Google Forms provides an upgrade to standard multiple choice tests by making it digital and helping you to streamline grading.

5. Take advantage of software supports

Technology plays an important role in supporting Universal Design for Learning (UDL). The number of apps, extensions, sites, and built-in supports available to students today is nearly infinite. If you have a student who needs support with reading, writing, math, history, chemistry, or any other subject, chances are, software exists to help.

Allowing students to take advantage of these supports is critical. Not only does it give them the ability to succeed independently both inside and outside of the classroom, but it also frees up your valuable time to help even more students.

A great example of a support from Texthelp that's helping millions of students worldwide is Read&Write. Our handy extension for the Google Chrome web browser allows anyone with a Google account to have access to reading and writing supports on the web, in Google Docs, Slides, Forms and more.
Watch the video below to see how one district is benefiting from Read&Write.
As you can see, tools like Read&Write are a great way to provide on-demand support when and where students need it. And one of the great things about modern apps and extensions is their ease of use. Many times students simply discover these apps on their own after they are deployed. If not, usually a quick overview at the beginning of a class is all that's needed.

6. Low and No Tech options do exist

Even though I've been talking about the importance of digital content, software supports, and other technology-related tools, it's important to know that technology is not required to implement UDL. Sure, it can help, but if you're in a classroom with little to no technology, that doesn't mean you can't implement UDL.

UDL is all about removing barriers. As mentioned, one way to do this is by providing a range of options when presenting content or asking students to demonstrate their knowledge. Instead of using technology you can still offer multiple means of representation with things like graphic organizers and handheld whiteboards that students can use as response cards. The goal is just to make sure that all students have a way to participate and learn.

7. Learn from others

Universal Design for Learning isn't new. There are loads of resources available online that can help you get started. You can start by heading over to the UDL Center's website to learn more about the topic and the research behind it. You can check out our dedicated UDL guide for educators which can help you determine each learner's needs and create a personalized learning environment in your classroom.

Just remember to start small. Implementing the principles of Universal Design for Learning doesn't happen overnight. For example, begin by taking one lesson and consider ways to represent the content in multiple ways to reduce barriers and help increase student comprehension. Then for another lesson, offer students multiple ways to demonstrate their knowledge. Or maybe create a short quiz in Google Docs instead of paper and demonstrate how students can use a tool like Read&Write to help with reading and responding to the questions.

By tackling UDL one step at a time, you can see what works and what doesn't for your unique students and classroom.
Editor's Note: This article was originally published in May 2017 and was updated in December 2022.

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7 Universal Design for Learning Examples and Strategies for the Classroom

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While UDL is a common phrase in many schools today, it can be difficult to practically implement in the classroom. To help with this, I've put together a list of 7 ideas to make introducing Universal Design for Learning into the classroom just a bit easier.

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10. Strategies for neurodiverse students, best practice for all

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10. Strategies for neurodiverse students, best practice for all

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In the diverse landscape of today's classrooms, embracing strategies that support neurodiverse students is not just about inclusivity-it's about enriching the learning environment for everyone. Strategies tailored to the unique needs of neurodiverse students often are beneficial for the entire class. Let's explore how educators can implement practices that, while essential for some, enhance learning and personal development for all.
Classroom Routines:
Establishing clear, consistent classroom routines helps all students understand what is expected of them and when. For neurodiverse students, particularly those who may struggle with executive function skills, routines provide a sense of predictability and structure that can significantly reduce anxiety and improve focus. For the class, well-established routines lead to a smoother, more efficient learning experience, minimizing disruptions and maximizing instructional time.

To begin building routines within the classroom, consider which expectation or skill you are trying to address, and think through exactly what you would like students to be doing. Below is an example of how a routine can be built to increase efficiency within an inclusive classroom:

What are the expectations for students? Students are expected to enter the classroom and complete their morning journal independently.

Let's ask a different question though.
What are the exact steps students would take each day?
1. Students enter the classroom quietly and sit at their desks.

2. Students pull out their red morning journals from their desks and open them to an empty page.

3. Each day, a new prompt is written on the board. Once students have their materials, they are expected to start journaling a response based on the prompt.

4. When the bell rings, and all students are in their seats, the teacher begins a timer for 5 minutes.

5. When the timer goes off, two students will be selected to share their journal entries while the teacher goes around to stamp or sign off that students participated in the activity.

6. Once all journals are stamped, students put them away, and the direct instruction begins.
How does this routine support students?
- Students who may feel anxious about what to expect in class feel more at ease knowing exactly how class starts each day.

- Students who struggle with sustaining focused attention benefit greatly from structure and boundaries. Consistent structure allows for patterns of focus to develop.

- A timer serves as a reminder that they are meant to sustain attention on that task-and that task only-for 5 minutes.

- Building accountability by asking 2 people each day to share aloud or by stamping each journal before it is put away holds students accountable to following through.

- The more students practice, the smoother the transitions for this routine will become, allowing for efficient, productive writing time for all students.

Accountability and Self-Advocacy:
One important skill for students with unique accommodations, but one that also benefits all students, is the skill of self-advocacy. Encouraging every student to take ownership of their learning journey fosters a sense of accountability and independence. Teach students to set achievable goals, monitor their progress, and ask for help when needed. Integrating self-advocacy skills, such as understanding one's needs and effectively communicating them, is vital for neurodiverse students and helpful for all. Students become more engaged, responsible learners when they learn to advocate for themselves.

This may look like building checkpoints for students to ask questions, utilizing self-assessments, or practicing peer "turn and talk" structures. All of these are quick ways throughout the lesson to allow students to reflect on how they are doing and then provide them the opportunity to communicate any confusion they may be facing.

Promoting Office Hours: A Gateway to Personalized Support

Office hours are not just for post-secondary institutions; they can be valuable in any educational setting. Encouraging students to utilize office hours or designated support times allows for one-on-one interaction, providing an opportunity to address individual challenges, clarify misunderstandings, or extend learning. For neurodiverse students, this personalized attention can be crucial for overcoming barriers, although all students benefit from the additional support and mentorship.

Consider ways of communicating with students about when office hours are and what they can be used for. This can be outlined in a class syllabus, but students will also benefit from frequent reminders of this as a resource. Also, consider ways of motivating students to access this resource. For example, if students can boost participation points by accessing office hours, then students who are struggling may be more enticed to attend.
Teaching Effective Study Strategies:
Study skills are not inherently known; they are learned. Teaching students various study techniques, such as active reading, note-taking strategies, or mnemonic devices, equips them with a toolkit for academic success. For neurodiverse students who might face unique learning challenges, understanding how to study effectively is particularly empowering. However, all students can improve their retention, understanding, and performance with robust study strategies. Students will benefit from explicit instruction on different studying techniques and distinct class time to practice.
Encouraging Peer Support and Collaboration:
Fostering a classroom environment that values peer support and collaboration creates a supportive learning community. Group work and peer tutoring provide social and emotional benefits and offer diverse perspectives and problem-solving approaches. While particularly beneficial for students who thrive on interpersonal interaction, all students can gain deeper understanding and enhanced communication skills through collaborative learning.

Adopting teaching strategies that support neurodiverse students is not about singling out or providing special treatment; it's about recognizing that what works for some can enhance learning for all. By implementing clear routines, fostering accountability, encouraging self-advocacy, promoting effective study habits, and building a collaborative classroom culture, educators create a more engaging, inclusive, and effective learning environment. In doing so, they not only support the success of neurodiverse students, but elevate the educational experience for every student they teach.

As an educator, you work tirelessly to support your students' growth and success. Thank you for all that you do. Let Untapped help your staff develop strategies to improve all students executive function skills.
For More: Strategies to Help Neurodiverse Students Fully Engage in Class Importance of Classroom Routines and Procedures Self-determination and Self Advocacy How Schools Can Support Neurodiverse Students

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Strategies for Neurodiverse Students, Best Practice for All

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Strategies tailored to the unique needs of neurodiverse students often are beneficial for the entire class.

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11. Instruction strategies for neurodiverse students

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11. Instruction strategies for neurodiverse students

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Instruction Strategies to Support Neurodivergent Students 

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Participant copy - interactive slide deck

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Participant copy - interactive slide deck