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SUPPORTING THE NEEDS OF NEURODIVERGENT STUDENTS

Supporting the Needs of Neurodivergent Students

The topic of neurodiversity covers a broad range of variations in the human brain regarding sociability, learning, attention, executive functions, mood, and other cognitive functions that are part of normal human variation. Many aspects of neurodiversity include conditions that have well-established diagnostic criteria in medical and psychological communities. These diagnoses help in identifying individuals who may benefit from targeted interventions, accommodations, and support.

Neurodiversity also acknowledges subclinical traits—those that do not meet the threshold for a diagnosis but still contribute to the diversity of human cognition and behavior. For instance, someone might have traits of attention variability that do not fully qualify as ADHD but still affect their learning and working patterns. The neurodiversity movement highlights the natural variation in human brains and behaviors suggesting that everyone's neurological makeup is unique. This perspective values individual differences as natural variations rather than deficits, emphasizing that not all differences are pathological or require diagnosis.

In today’s diverse classrooms, adopting strategies that support neurodiverse students goes beyond inclusivity—it enhances the educational experience for all students. Tailoring educational approaches to the unique challenges of neurodiverse students often proves advantageous for the whole class. The practical strategies below offer guidance on implementing classroom practices that are vital for some students and can lead to significant improvements in learning and personal growth for everyone.

Establish Predictable Routines

Structured routines are essential for the success of many neurodiverse students, especially for those challenged by executive function. Faculty can create predictability with specific weekly routines.

Weekly Routine Planning: Consistency in weekly routines is helpful. Begin by mapping out a weekly routine that balances various types of activities, ensuring that students know what to expect each day. This could include specific times for lectures, discussions, group work, and independent study.

Visual Displays: Use visual schedules prominently displayed in the classroom or learning management system. These should include time blocks and icons representing different activities, helping students manage their time and anticipate transitions.

Tracking Individual Progress: Encourage students to personalize the weekly routine by checking off completed activities. This can be done using a simple checklist or a digital app providing a sense of accomplishment and clear visual feedback on the student’s progress.

Consistent Review Sessions: At the start of each week, review the routine with the class to discuss any upcoming changes and address any concerns. This can help reinforce the structure and allow for adjustments based on classroom needs.

 

Reduce Social Anxiety

People with social anxiety often feel apprehensive about acting in ways that might cause embarrassment or ridicule. They may avoid social situations to a degree that limits their activities or disrupts their lives. Supporting students with social anxiety involves creating a compassionate and understanding classroom environment.

Offer Different Participation Options: Set clear and consistent guidelines for participation, which can reduce anxiety about the unknown. Gradually build comfort with participation by using smaller, less intimidating group settings. Pair-and-share activities can alleviate anxiety for those who aen’t comfortable being the center of attention. Allow students to demonstrate their understanding through various formats, like written responses or small group discussions, which can ease the stress of speaking in front of large groups.

Expose Students to Relaxation Techniques: Relaxation techniques can be a valuable tool for managing stress and anxiety in the classroom. Here are some methods you can introduce to your students:

  1.  Deep Breathing Exercises: Teach students to focus on slow, deep breaths to calm the nervous system.
  2. Progressive Muscle Relaxation: Guide students through tensing and then relaxing different muscle groups, which can help reduce physical tension and mental anxiety.
  3. Guided Imagery: Use descriptive language to lead students on a mental journey to a calm, peaceful place.
  4. Mindfulness Meditation: Encourage students to observe their current thoughts and feelings without judgment, focusing on the present moment.
  5. Yoga and Stretching: Simple yoga poses or stretching exercises can help relieve physical and mental tension. The Campus Recreation facilities offer embodied yoga courses through the Active Illini program.

Foster Accountability and Self-Advocacy

To foster accountability and self-advocacy you should encourage students to take ownership of their personal educational journey. This involves assisting students in creating achievable goals to enable their ability to track and reflect on their progress.

  • Teach Students to Set and Reflect Upon Academic Goals: Encourage students to define measurable, and achievable goals to track their progress on assignments. Facilitate sessions that guide students in breaking larger goals into smaller, manageable tasks. Create assignments that spread deliverables across multiple milestones to aid students in avoiding procrastination. Use office hours to review goals encouraging students to assess their progress and adjust their strategies accordingly fostering a habit of self-reflection and continuous improvement.
  • Use Peer Interactions and Self-Assessments: Promote the use of peer feedback sessions where students can present their work and receive constructive feedback from classmates. This not only builds a supportive community but also helps students gain different perspectives on their own progress.
    • Implement self-assessment tools such as reflective journals or digital portfolios where students can regularly document their learning experiences, challenges, and achievements. This practice encourages personal insight and responsibility for their learning journey.
  • Regularly Remind Students of Their Rights to Ask for Help: Establish an open-door policy and communicate clearly to students that seeking help is a sign of strength and an essential part of the learning process. Ensure they know whom to approach for academic, emotional, or social support.
    • Organize sessions or resources on self-advocacy that teach students how to effectively communicate their needs and negotiate for resources or accommodations. This could include role-playing scenarios to practice these skills in a supportive environment.

 Promote Effective Study Techniques

Introducing effective study strategies can help students manage their coursework more effectively, particularly those with executive functioning difficulties.

  • Offer Explicit Instruction on Study Methods: Teach various study techniques such as the learning cycle and effective notetaking. Be sure to explain why and how each method can be used to improve information retention and understanding. You might want to consider having students complete the Learning How to Learn Module available through Illinois’ eText platform.
  • Provide Time During Class: Dedicate part of the class to discussing and demonstrating these techniques. This could involve live examples of notetaking during a lecture or breaking down the learning cycle steps with a focus on your course content.
  • Adapt Methods to Fit Learning Styles and Needs: Recognize that students have different learning preferences and needs. Customize study methods to accommodate visual, auditory, and kinesthetic learners, such as using mind maps for visual learners or teaching rhythmic memorization techniques for auditory learners.

Communicate with Intention

Changing your language and communication style takes time, but it can make a huge difference for your students. Your goal is to create a welcoming environment that allows all students to feel a sense of belonging within your classroom.

  • Clearly Outline Expectations: Use verbal instructions along with visual aids and rubrics or checklists to ensure comprehension of the tasks and activities you’re assigning inside or outside of the classroom.
  • Avoid Phrases That Might Induce Anxiety: It is a common thing for teachers to want to relieve students’ stress by telling them that a task is easy or it will not take too long to complete so that they don’t feel overwhelmed. While that might work for some, it overwhelms others. Instead of “easy,” try saying, “This is something we have seen before.”
  • Remind Your Students to Seek Support: During the semester you will likely identify those students who need extra support. It is important to communicate with them on the procedures, policies and resources that you have in place for them.
  • Build Awareness and Sensitivity: Including discussions about neurodiversity promotes awareness and sensitivity. This can foster a more inclusive and supportive environment that recognizes and respects the diverse mental health experiences of individual students.

Provide Access to Resources

Make sure students know about available counseling services and how to access them for further support. Counseling Center services are designed to help students address many of the academic, relational, social, and emotional concerns they face. Counseling Center staff are trained and prepared to help students cope with whatever issues they may need assistance with, whether it be mental health issues like depression and anxiety, or academic issues such as time management and studying skills, or adjustment issues such as a transition to college, roommate problems, and homesickness.

These strategies and course adaptations are crucial for creating environments where neurodivergent individuals can thrive academically and professionally, ultimately benefiting the broader classroom community by harnessing a diverse range of talents and perspectives.