Neurodiverse Affirming Teaching Practices - Part 2
Neurodiverse affirming teaching practice is synonymous with developmentally appropriate teaching practice. When the focus of learning shifts away from chronological age expectations to developmental stage understanding learning becomes more relevant, appropriate, and engaging.
Let’s now revisit Rachel and her experience. Here is a non-exhaustive list of possible ways to acknowledge developmental differences for all children (not just Rachel) in a classroom writing experience:
Providing ‘alternative ways’ of expressing oneself. In Rachel’s case providing her with an opportunity to draw first will help her to connect with the task, access her language around that memory/event, and stimulate an authentic response.
Providing developmentally appropriate materials to all children. For example, half ruled / half plain pages for ‘writing’ books for children so they all have an opportunity to draw before they write. This way Rachel is not made to feel any different to her peers.
Asking what a child might need to help them get started instead of imposing an agenda or structure on them. In Rachel’s case being able to share her thoughts out loud first, having access to coloured pencils and plain paper as well as some descriptive feeling words may have helped her to express herself independently.
Providing sensory connections for children to access their thoughts when ‘writing’ about their holidays e.g., sand tray, shells, water tray, bucket & spades, empty ice cream tubs, towels, beach umbrellas.
Providing time for children to access their memories e.g., close eyes, meditation to sounds of the sea, sea gulls, waves crashing, cicadas/crickets etc.
Recognising that labels are judgements likely to disadvantage a child (daydreamer, lazy, distractable)
Engaging the right brain (creative experiences) first before left brain demands (ordering, organising, reflecting, processing) in order for children to develop the ability to express themselves.
All children benefit from these practices irrespective of neurotype. It is developmentally appropriate practice supported by neuroscience. If you are interested in the science of drawing and memory you can read more in this Edutopia Article.
My work in supporting young children and their family is based on developmental and attachment theory, lived experience, and a passion for making learning, teaching, and education fun and engaging.
As a part of obtaining my qualifications as an Educational and Developmental Psychologist, I conducted research into play-based learning in Queensland Schools. You can read my Journal Article here: The State of Play-Based Learning in Queensland Schools.
If you would like to explore these themes further and book an appointment for counselling or assessment, please contact Badger’s Place via our Contact Form or email: admin@badgers.place.
Note: This account is not based on any one particular child specifically but rather many children whose stories have been misread, misinterpreted, and missed completely in the name of a standardised curriculum.
