Neurodiverse Learners Teaching Strategy

What does it mean to be a neurodiverse learner? Neurodiverse learners are individuals whose neurological differences affect how they process information, interact with their environment, and engage in the learning process. These differences can include conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, and others.

by Sue Larkey, B Spec Ed, Ma Spec Ed

• The podcast ‘Sue Larkey’ has over 1.3 million downloads
• Sue Podcast is #1 Apple Podcast Ranked (Australia: Course Category)
• Podcast Resources used by Leading Universities to train teachers such as Monash University, Canberra University
• Over 135,000 subscribers to her weekly E-Newsletter in over 30 countries

Understanding Neurodiversity in Education

What is Neurodiversity?

Neurodiversity is a concept that recognizes and celebrates the natural variations in human brain function and behavior. It emphasizes that neurological differences should be respected as a normal part of human diversity, rather than viewed as deficits or disorders. As Sue Larkey puts it, “I’ve really fallen in love with the word neurodiversity. Many of you who have done my online course or attended my workshops would have seen me show a wonderful video… where a young man called Alex calls Normal people Neurotypical” [SLP014]. This perspective shifts our understanding from a deficit-based model to one that appreciates the unique strengths and challenges of neurodiverse individuals.

Neurodiversity encompasses a range of conditions, including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, and others. However, it’s important to note that neurodiversity isn’t limited to diagnosed conditions. Sue Larkey explains, “For me, it encompasses all my kids. My sensory kids, my kids with dyslexia, trauma, cultural diversity” [SLP014]. This broader understanding allows educators to appreciate and support the diverse learning needs of all students, regardless of formal diagnoses.

The neurodiversity paradigm encourages us to move away from the concept of “normal” and instead focus on individual differences. As Larkey notes, “I just don’t like the word normal. What is normal? And I don’t want to be normal” [SLP014]. By embracing neurodiversity, we create more inclusive and supportive learning environments that can benefit all students.

Neurodiverse Learners in Education

Neurodiverse learners bring unique perspectives and abilities to the classroom. They often have strengths in areas such as pattern recognition, creative thinking, or deep focus on topics of interest. However, they may also face challenges in traditional educational settings that aren’t designed with their needs in mind.

One key aspect of understanding neurodiverse learners is recognizing that their developmental trajectory may differ from their neurotypical peers. As Sue Larkey points out, “George Gross… has found that kids with ADHD, ODD and ASD have found to be a whole three years behind their peers” [Ep 58]. This developmental difference can significantly impact a student’s ability to meet behavioral and academic expectations that are based on chronological age rather than developmental age.

Educators need to be aware of these differences and adjust their expectations accordingly. Larkey suggests, “If they’re five, compare them to a three year old as far as tantrums, meltdowns, emotional regulation. You know, how long do you expect a three year old to sit on the mat? Not a five year old” [Ep 58]. This perspective shift can help teachers provide more appropriate support and avoid unnecessary frustration for both students and educators.

Benefits of Embracing Neurodiversity

Embracing neurodiversity in education offers numerous benefits for all students, not just those who are neurodiverse. It promotes a more inclusive classroom environment where individual differences are celebrated rather than stigmatized. This approach can lead to increased self-esteem and confidence for neurodiverse students, as they feel valued for their unique strengths and perspectives.

Sue Larkey emphasizes the importance of this inclusive approach: “If children enjoy coming to school, feel part of your classroom, you’re going to get better outcomes” [Episode 215]. When students feel accepted and supported, they’re more likely to engage in learning and reach their full potential.

Moreover, embracing neurodiversity can enhance the learning experience for all students by introducing diverse perspectives and problem-solving approaches. It encourages creativity and innovation in teaching methods, as educators adapt their strategies to meet a wider range of learning needs. As Larkey notes, “Through play, we learn” [Episode 125], highlighting the importance of diverse and engaging learning experiences.

Challenges Faced by Neurodiverse Students

While neurodiverse students bring many strengths to the classroom, they also face unique challenges in traditional educational settings. These challenges can include difficulties with social interaction, sensory processing issues, executive functioning deficits, and struggles with emotional regulation.

One significant challenge is the mismatch between a student’s chronological age and their developmental age in certain areas. Sue Larkey explains, “We’re asking a seven year old to work with a behavior system that’s made for behavior systems for seven year olds, when really they’re like a four year old” [Ep 58]. This discrepancy can lead to unrealistic expectations and frustration for both students and teachers.

Another major challenge is emotional regulation. Larkey points out, “Tony Atwood’s found 75 percent of children with autism spectrum experience anxiety” [Ep 58]. This high prevalence of anxiety, combined with difficulties in emotional regulation, can significantly impact a student’s ability to engage in learning and social interactions.

Sensory processing issues are also common among neurodiverse students. These can make the classroom environment overwhelming and interfere with learning. As Larkey notes, “Some of my disengaged kids aren’t misbehaving, but they’re not engaged either. They’re just zoning out” [Ep 58]. Recognizing these challenges is the first step in developing effective strategies to support neurodiverse learners.

Effective Teaching Strategies for Neurodiverse Learners

Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is an educational framework that aims to create learning environments and curricula that are accessible and effective for all students, regardless of their learning differences. This approach aligns well with the principles of neurodiversity, as it recognizes and accommodates diverse learning needs.

UDL is based on three main principles: providing multiple means of engagement, representation, and action and expression. As Sue Larkey suggests, “If children enjoy coming to school, feel part of your classroom, you’re going to get better outcomes” [Episode 215]. UDL supports this by offering various ways for students to engage with content, receive information, and demonstrate their understanding.

For example, a UDL approach might involve presenting information through multiple modalities (visual, auditory, kinesthetic), offering choices in how students complete assignments, and providing various tools to support learning. This flexibility allows neurodiverse students to leverage their strengths and work around challenges.

Implementing UDL can benefit all students, not just those who are neurodiverse. As Larkey notes, “When children feel connected, they learn better” [Episode 215]. By creating a more inclusive and flexible learning environment, UDL can enhance engagement and learning outcomes for the entire class.

Differentiated Instruction

Differentiated instruction is a teaching approach that tailors learning experiences to meet individual students’ needs, abilities, and learning styles. This strategy is particularly valuable for neurodiverse learners, as it recognizes and accommodates their unique strengths and challenges.

Sue Larkey emphasizes the importance of understanding individual differences: “Are they growing friendships? Are they making connections?” [Episode 215]. By asking these questions and observing students closely, educators can gain insights into each student’s needs and adjust their teaching accordingly.

Differentiation can involve modifying content, process, products, or the learning environment. For example, a teacher might provide different levels of reading material on the same topic, offer various ways to complete an assignment, or allow students to work in different areas of the classroom based on their sensory needs.

Larkey suggests practical strategies for differentiation: “Video record school visits for students to review later and process information” and “Color-code maps of the new school to highlight key areas” [Episode 215]. These approaches provide additional support for students who may struggle with processing or remembering information presented in traditional ways.

Remember, as Larkey points out, “Once they’re armed with the information, that’s for them to decide. It’s not for us to put limits on what they’re capable of” [Episode 215]. Differentiated instruction should aim to support students while still maintaining high expectations and promoting independence.

Assistive Technology

Assistive technology plays a crucial role in supporting neurodiverse learners by providing tools that can help overcome specific challenges and enhance learning experiences. These technologies can range from simple tools like graphic organizers to more advanced solutions like text-to-speech software or specialized communication devices.

Sue Larkey highlights the importance of using technology creatively to support students: “Use QR codes in specialized rooms (e.g. woodwork, science lab) to provide instructions” [Episode 215]. This approach can help students access information independently, reducing anxiety and promoting self-sufficiency.

For students with executive functioning challenges, digital planners or reminder apps can be invaluable. Larkey suggests, “Practice using the new school’s timetable and diary format in Year 6” [Episode 215]. Introducing these tools early can help students develop crucial organizational skills.

It’s important to remember that assistive technology should be tailored to each student’s individual needs. What works for one student may not work for another. As Larkey notes, “With information, people are going to be so much more like supportive and inclusive” [Episode 215]. By providing the right tools and teaching students how to use them effectively, we can significantly enhance their learning experiences and outcomes.

Multi-sensory Teaching Approaches

Multi-sensory teaching approaches engage multiple senses in the learning process, which can be particularly beneficial for neurodiverse learners. These methods can help students process and retain information more effectively by providing multiple pathways for learning.

Sue Larkey emphasizes the importance of movement in learning: “Ensure there’s movement in your learning activities. Make learning fun by including movement” [Episode 111]. This could involve incorporating physical activities into lessons, using manipulatives for math concepts, or creating hands-on experiments for science topics.

Visual supports are another key aspect of multi-sensory teaching. Larkey suggests, “Implement subtle signals for students to indicate they need assistance in class” [Episode 215]. These visual cues can help students communicate their needs without drawing attention to themselves, supporting their independence and self-advocacy skills.

Auditory learning can be supported through the use of music, rhymes, or audiobooks. Larkey notes, “There is actually a rhythm to a conversation, and many of our children haven’t worked it out” [Episode 215]. Teaching through rhythm and music can help students internalize patterns in language and other subjects.

Remember, the goal of multi-sensory teaching is to provide diverse learning experiences that cater to different learning styles and preferences. As Larkey says, “If children enjoy coming to school, feel part of your classroom, you’re going to get better outcomes” [Episode 215]. By engaging multiple senses, we can create more enjoyable and effective learning experiences for all students.

Courses and Resources for Educators

Professional Development Courses on Neurodiversity

Professional development courses focused on neurodiversity are essential for educators to gain a deeper understanding of neurodiverse learners and effective teaching strategies. These courses can provide valuable insights, practical tools, and the latest research in the field.

Sue Larkey offers several courses that can benefit educators working with neurodiverse students. She mentions, “If you’re ready to dive in deeper to more strategies and ideas to make a difference, I’d highly recommend you consider Dr. Tony Atwood or my online courses” [Accredited PD]. These courses cover a range of topics, including understanding autism spectrum disorders, managing behavior, and promoting social skills.

Larkey also offers a specialized course on emotional regulation: “I would love you to join me for my emotional regulation class. If you’re ready to dive in deep and learn even more about tips and strategies to help children” [Ep 111 Free]. This course focuses on helping students develop crucial emotional regulation skills, which can significantly impact their ability to engage in learning and social interactions.

When choosing professional development courses, look for those that offer practical, evidence-based strategies that can be immediately implemented in the classroom. As Larkey notes, “I call myself a pracademic, which is a practical academic” [Ep 58], emphasizing the importance of bridging theory and practice.

Online Platforms for Neurodiversity Education

Online platforms offer flexible and accessible options for educators to enhance their understanding of neurodiversity and access resources for supporting neurodiverse learners. These platforms can include webinars, online courses, discussion forums, and resource libraries.

Sue Larkey mentions her online offerings: “You can learn online on demand with myself or Tony. You can just watch it at home. People tell me they like literally binge watch it in a couple of days” [https://elearning.suelarkey.com.au/]. These on-demand options allow educators to learn at their own pace and revisit content as needed.

She also offers live virtual workshops: “Join me in November for the live virtual workshops. I’ve got two, one on a Wednesday, one on a Friday” [SLP014]. These live sessions provide opportunities for real-time interaction and Q&A with experts in the field.

When exploring online platforms, look for those that offer a variety of learning formats to suit different preferences. As Larkey says, “It depends on your learning style. So I’ve got you covered” [Free Webinars]. Whether you prefer self-paced learning, live interactions, or a combination of both, there are online options available to support your professional development in neurodiversity education.

Books and Publications on Neurodiverse Teaching

Books and publications can provide in-depth knowledge and practical strategies for teaching neurodiverse students. These resources often offer comprehensive overviews of different neurodevelopmental conditions, evidence-based teaching approaches, and case studies that illustrate effective practices.

Sue Larkey refers to several resources in her podcasts, including her own publications: “I highly recommend you download the ebook that goes with this episode. It’s an amazing summary” [SLP014]. These ebooks often provide concise, practical information that educators can quickly apply in their classrooms.

When selecting books and publications, look for those written by experts in the field of neurodiversity and special education. As Larkey notes, “I’ve taught over 3,000 kids who have a label of ASD, ADHD, ODD, but I’ve taught thousands of kids who don’t have a label, but who learn and engage differently” [Ep 111]. Authors with extensive practical experience can offer valuable insights and tried-and-tested strategies.

Remember to stay updated with current research and publications in the field of neurodiversity. As our understanding of neurodiverse learners evolves, so do the recommended teaching practices. Regularly exploring new publications can help you stay informed about the latest developments and best practices in neurodiverse education.

Support Networks and Communities for Educators

Support networks and communities play a crucial role in helping educators navigate the challenges of teaching neurodiverse students. These networks provide opportunities for sharing experiences, discussing strategies, and seeking advice from peers and experts.

Sue Larkey emphasizes the importance of collaboration: “We need to work together on this complex behavior” [Ep 58]. Joining professional learning communities or online forums dedicated to neurodiversity in education can provide valuable support and resources.

Many educators find local support groups or professional associations helpful. These groups often organize meetings, workshops, and conferences where educators can connect and learn from each other. As Larkey suggests, “If you’re unsure about something, where to go. I think one of the big things that the children need training in the year before they go is the language to use” [Episode 215]. These networks can help educators develop the language and skills needed to support their students effectively.

Online communities, such as social media groups or dedicated forums, can also be valuable resources. They allow educators to connect with colleagues from around the world, sharing ideas and seeking advice on specific challenges. As Larkey notes, “Any questions, please email me” [Ep 58], highlighting the importance of reaching out for support when needed.

Remember, supporting neurodiverse learners can be challenging, and it’s important not to feel isolated. Engaging with support networks and communities can provide encouragement, fresh perspectives, and a sense of shared purpose in creating inclusive educational environments for all students.