For any classroom teacher, embracing neurodiversity and letting it inform one’s teaching is a crucial part of cultivating an inclusive environment where all students feel safe and supported. A neurodiversity-affirming classroom not only acknowledges the learning styles, profiles, and needs of ALL students in the class, but also celebrates each and every person’s unique individuality. Here’s a guide on how to set up your classroom to be a haven for the wide range of learners you teach.
1.Understand Neurodiversity
Before making any changes to your classroom, it’s important to understand what neurodiversity means. Neurodiversity refers to the variety of neurological differences that exist among humans and which impact the way we think, process, behave, and learn. Sometimes these differences have labels like autism, ADHD, dyslexia, etc. and sometimes they don’t.
Experts in the fields of neurology and education used to believe there was a “typical” way our brains are supposed to function. Neuroscientists have learned that the “neurotypical” brain doesn’t really exist. As an educator, you may want to understand that these differences exist and how they manifest in behavior and learning styles. This understanding will inform your approach to teaching and classroom management.
2.Create a Flexible and Accommodating Learning Environment
All students come to us with a wide range of sensory needs and learning preferences. In order to accommodate as many of these needs as possible, consider the following aspects of your classroom:
- Visual stimuli: Many teachers think the more reference charts, student work, and colorful signs there are covering the walls, the better. But the reality is that for many students, at a certain point, these visual “supports” end up blurring together in what just becomes an overwhelming mess. Instead of loading up the walls, only keep handy those reference charts that students will actually need or use, and roll up the others for storage until they are needed. Displaying student work is great but choose thoughtfully which work to display.
- Flexible seating: Not everyone learns best sitting upright in a chair. Some students learn best when they can pace. Others need a supported seat on the floor. Others still like to work at a standing desk. Try to provide students with as many work surfaces as possible and guide them to choose the one that best supports their learning.
- Classroom climate: Do you prefer your classroom to be calm and quiet? Or are you more into organized chaos? Both are valid! Regardless of your own preference, know that there will be some students who prefer one over the other. For students who need quiet, consider purchasing a class set of noise-canceling headphones. Many schools are willing to reimburse teachers for this expense.
- Kinesthetic Tools: Some people learn best when they can do something with their hands. While fidgets often get a bad rap, when students learn how and when to use them appropriately, they can be valuable learning tools.
3.Incorporate Varied Teaching Methods
It’s important to recognize that with different brains come different learning styles. One of the best ways to address these diverse learning needs is by offering a variety of teaching methods and groupings. For co-teachers, the fastest way to accomplish this is to use the small-group co-teaching models. For standalone teachers, try mixing cooperative groups, stations, and movement learning regularly into your day.
4.Collaborate with Students and Their Families
Students love being included in the process of setting up their classroom. After all, it will be their second home for the better part of a year. Students often know themselves better than anyone else, so when it comes to setting up the classroom in a way that will be friendly to their particular way of learning, start by asking them! You could do this informally through a class discussion or brainstorm, or formally through a learning survey. After you’ve gotten students involved, ask parents for input as well. Keep those lines of communication open and positive with families throughout the year.
5.Continue to Reflect and Adapt
The process of creating a neurodiversity affirming classroom is dynamic and ongoing. Regularly reflect on your practices and seek feedback from students. As you all get to know each other (and as they refine their understanding of themselves), keep in mind that many things are likely to change, and that’s good! It doesn’t mean it wasn’t working before, it just means that now it’s time for a change.
A Neurodiversity-Affirming Classroom Benefits Everyone
Incorporating these systems and practices into your classroom doesn’t only benefit students with official diagnoses or labels. Your students without formal labels will also heavily benefit from much of what you’ve put in place for their peers. For example, many people without formal labels work more productively wearing noise-canceling headphones, or while free to move around as they learn.
Conclusion
Setting up a neurodiversity-affirming classroom requires intentional planning, understanding, and flexibility. By recognizing and embracing the unique strengths of all students, teachers can create an environment where everyone can succeed. As you implement these strategies, remember that each classroom is unique, and what works for your students one year may change the next. Being open and adaptable will set the stage for all to be successful.