"When many schools highlight their incoming freshman class, you’ll see data related to students of color and first-generation college students, but you won’t see a number related to students who identify as neurodivergent.”
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Each week, I receive messages from educators who are struggling to keep students engaged as they start another semester of virtual learning. If that sounds like you (or someone you know), here are three easy, tech-focused tips to help you more efficiently teach your students in your hybrid or virtual classroom.
Autistic masking is when an individual on the autism spectrum either consciously or subconsciously hides the telltale signs they are autistic in order to appear more neurotypical. According to a recent online study, 70% of autistic adults participating reported that they consistently mask.
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From rigid teaching approaches to social and sensory overload, many autistic students do not perform to their capabilities simply because simple accommodations are not being met.
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"Many institutions of higher education, particularly the highly competitive schools, are unwittingly failing people during the admissions process when it comes to considering neurodiversity."
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While watching television last night, I noticed an insurance company’s advertisement that showed two young adults playing a video game. At the end, they indicated the game was boring and decided to move on to something else. Is this the attitude your students are feeling about your lessons?
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Instead of expecting neurodivergent students or employees to communicate by neurotypical “rules,” we need to restructure our way of thinking and ask ourselves: how can I better understand and accommodate neurodivergent communication needs in my classroom or office?
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“I still feel like I’m vastly under-qualified to be a parent; I am definitely vastly under-qualified to be replacing three therapists and a paraprofessional.”
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As we continue to navigate these uncharted waters, skills regression is many teachers’ greatest concern for their special needs students, even more so now as they go longer without access to their usual supports, therapies, and programs.
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During this time of online teaching, are you making good decisions about how to prepare and present materials?
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When developing accommodation and inclusion protocol in the classroom, work environment, or beyond, I cannot understate the importance of sourcing neurodivergent perspectives in the conversation.
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Whereas an estimated 50 large U.S. employers have publicly launched hiring initiatives specifically targeted to autistic and neurodivergent talent in the past two to four years, four companies have achieved the highest hiring numbers: SAP, JPMorgan Chase, Microsoft, and EY.
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I believe Haley Moss said it best: “The future is now. The future is neurodiverse. The future is accessible. The future is people with disabilities. We’re here and ready. Are you?”
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Beyond the traditionally required or accepted accommodations, the first step to promoting neurodiversity at your campus is to better understand how autistic individuals communicate and how you can be more intentional in your communication to create an inclusive and supportive learning environment.
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According to a U.S. Department of Education report, more than half of students with autism ages 6 to 21 spend upwards of 40 percent of their school day in a majority-neurotypical classroom, while about two-thirds spend 80 percent of their day in one.
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“I don’t think any of us really know how to anticipate how detrimental these five months of lack of school have been."
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From information about special education law and accessible programming to online learning activities that you can share with your students, this mix of free and premium resources will help you better prepare for another year of learning, whether it is in-person, virtual, or a hybrid of both.
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“The single most important feature of being inclusive towards autistic employees is to have the right attitude — to appreciate their unique strengths.”
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“Increasing the number of autistic characters has helped bring more awareness and acceptance of the autistic community.”
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During this time of online teaching, are you making good decisions about how to prepare and present materials? Do these lessons create learning experiences that are effective, while allowing the child to understand?
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