Discussing Neurodiversity in the Classroom
A Guide for General Education Teachers and Parents
What is neurodiversity?
Neurodiversity is the term I choose because it recognizes that every brain works differently.
Why should I talk to my child about neurodiversity? Won't that be awkward?
Talking to kids affirms what already know:
- Students are more aware than we realize. Even students as young as preschool may begin to notice differences between each other.
- When adults fail to explain differences, children assume we don't talk about it because it's something "bad," wrong or embarrassing. By naming differences openly and bravely, we allow students to feel comfortable around these differences.
- When done intentionally, discussions around differences can empower our students to self-advocate freely
- Helps child overcome fears of being "discovered"
- Give students the necessary vocabulary and an entry point to engage with others when talking about their disability
- Students who understand behaviors are more empathetic
- Student can act as allies during difficult situations that may arise
- Students can discover ways their peer is "just like me"
For educators - Leading a Classroom Discussion around a Particular Student
CONSENTMake sure the student and his or her family is fully comfortable with your plan. Create the plan together and listen to their concerns. Be flexible about how the discussion can look and provide options.
|
DISCUSSThoroughly explain the disability to the class in an age-appropriate way and consistent with the plan. Share any resources or books that might help explain the disability. Take questions.
|
REFLECTBe sure to check back in with the student and family after the discussion is over. It is also a great idea to hold a follow up discussion a few weeks later to take any other questions that arise.
|
Questions to consider while co-planning a classroom lesson...
- Will the student be present for the discussion?
- Are there any underlying problems that should be addressed separately (i.e. bullying, classroom dynamics)?
- How will I address questions such as: (These are real questions I have been asked by students!)
- "I also hate loud noises. Does that mean I have autism?"
- "My cousin has autism and he doesn't speak. How come Jonah can speak?"
- "Was he born that way?"
- "Will he always be that way?"
- "Can I catch epilepsy?"
- "Does it hurt to have a seizure?"
- "Sometimes Jamie is mean to me. Is that because he has ADHD?"
- Does Tilly have autism too? (Regarding a different student who did indeed have autism but whose family chose not to disclose this diagnosis with their son yet). These convos can be tricky!
- What format works best? Options include:
- Presenting about the disability with/without disclosing the student's name
- Co-presenting with the student
- Reading a story about the disability
- Creating a "circle of friends" - A group of carefully selected classmates who become the "experts" on the disability and can help advocate and educate
- Role playing or activities to experience what it would be like to have that disability
Resources + Related Articles
BOOKS ON AUTISM:
- What It Is To Be Me: An Apserger Kid's Book by Angela Wine. This book is my favorite because it gets right to the point and shares how an "Asperger kid" or child with Autism, experiences the world
- All Cat's Have Asperger Syndrome by Kathy Hoopman. This book was introduced to me by one of my students and his mother. His mother had marked up the book with sweet notes that related the information to her child. (I personally found the cat theme to distract a bit from the message of the book when sharing with 3rd graders, who were so excited about the cats that many missed the point). However, it may prove as a useful resource in other settings.
- All Dogs Have ADHD by Kathy Hoopman. One of my 4th grade students read this book to his class and explained what it it like to live with ADHD.