6 Strategies for Engaging Neurodiverse Students in Class
Neurodiversity can be found in any classroom, however not every teacher incorporates neurodiverse students' demands into their methodology. Our neurodiverse children are typically excellent at concealing their feelings of overwhelm in the classroom. Students' anxiety is sometimes expressed through fidgeting, talking to themselves, or engaging in off-task activities that comforts them, or in a number of different ways that are unique to them.
As a neurodivergent instructor with many years of experience working with neurodivergent kids, I've discovered that the following tactics assist these pupils feel less worried and stay interested in class. All of these tactics are adaptable to K-12 kids.
6 WAYS TO KEEP NEURODIVERGENT STUDENTS INTERESTED IN CLASS
1. The first five minutes: I've used this method for several years and it's always a terrific opportunity to interact with pupils and learn about them as individuals. The first 5 minutes are spent wandering around the classroom talking to children and asking them about their days, local events, activities they are playing, and so on. Taking the first 5 minutes may appear difficult at the beginning of the year, but neurodivergent students need to feel at peace in class, and being "seen" is the greatest way to begin.
2. Relaxation: Starting class with some relaxing meditation is another fantastic method to aid our neurodivergent students. Throughout the week, I alternate between relaxation exercises and the first-5-minutes technique. Taking the time to relax our most anxious students can be really beneficial. The rush from one class to the next, as well as any school drama that may occur in the corridors during passing time, can make it difficult for any student, but especially neurodivergent students, to get into the correct frame of mind for class.
There are numerous applications and YouTube videos available that may guide the class through a 5-minute breathing exercise. Spending the first 5 minutes solely on relaxation is fantastic, and it works especially well after lunch or physical education class.
3. Keep it moving: Allow pupils to move their bodies in class whenever possible. If you teach on a block schedule and have kids in your class for more than an hour, all pupils, especially neurodivergent students, will need to relocate. Students may stand up and roam about the room, change their seat, or dig in their luggage. It is also typical to tap on the desk or rock or lean back in a chair.
I have a talk with all of my neurodivergent students at the beginning of the year to ensure they understand they have permission to get up and move as needed. If they have "the wiggles," as I like to call them, they just need to look at me and toward the door. I'll nod, and they'll stroll to the water fountain and return. If a pupil cannot settle their body, they will be unable to concentrate in class. There are various ways to keep their body engaged. Students will benefit from wobble chairs or workout balls. Fidget toys can also be beneficial.
4. Recognize DOOM boxes: DOOM boxes is a new word that has begun to circulate on the internet. It is the name for anything that has been done for decades. DOOM is an acronym that stands for Didn't Organize, Only Moved. Neurodiverse people, particularly those with ADHD, suffer with executive function, making organization extremely challenging. A student tidying their desk by packing everything in their backpack is the finest illustration.
These disorganized environments are caused by kids' incapacity to process the function of organizing. Make class organization time enjoyable for everyone. Clean out desks, lockers, and bags in a group to avoid pupils feeling singled out or overwhelmed by the task at hand. Students that are neurodiverse want to be structured; they just don't know how.
5. Words matter: As I've worked to help neurodiverse children, I've examined the vocabulary I use in class on a daily basis. If a student takes longer than the allotted time, a popular remark, "This should just take __ minutes to complete," might cause considerable concern. Instead of assigning a time limit, let the pupils work and go around and check on those who may be struggling. Another thing to avoid is describing tasks as simple. If a student suffers, they will feel horrible about themselves because the course was supposed to be simple.
Teachers frequently want to reduce students' tension by assuring them that a task is simple or will not take long to complete so that they do not feel overwhelmed. While that may work for some, it may be too much for others. Instead of stating "easy," add, "This is something we've seen before." Throughout the school year, teachers will identify children who require additional assistance, and it is critical to communicate with them about the protocols you have in place for them. It takes time to change your language, but it may make a significant difference with your kids.
6. The "rule of three": Everything I want pupils to do in class adheres to the "rule of three." I make sure to inform the students what I want to happen, write it down on the board, and then go to my students and discuss with them about what needs to happen. As a result, there have been three points of contact with the class activities. The one-on-one interaction is always the most effective for my neurodiverse children, but the first two are excellent for individuals who do not require the one-on-one interaction. Over time, all of the students acquire the routine of where to find the material needed to do the work in class.
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