Transforming Our View of Neurodiversity

By Debra McCrory, Lower School Teacher, HTS and Vanessa Wade, former Academic

As teachers, we are graced with a diversity of learners in our classrooms. Diversity allows for different perspectives, which invariably adds depth and value to students’ interactions, discussions and critical-thinking skills. At HTS, we are blessed to have students who come from a variety of different backgrounds and identities it is what makes each of them unique. It is our goal as teachers to ensure that each student feels represented in the work that we do as a class, as a school and within the community at large. Sometimes, though, an overlooked dimension of diversity among our learners is “neurodiversity”. In simple terms, neurodiversity is defined as the natural variations in human brains. In even simpler terms, there is no “normal” brain. As such, when we consider the students we teach, it is imperative that we recognize that, cognitively, not all learners learn and think the same way. The pace, the teaching style, each person’s strengths and weaknesses these are all important factors that, when valued, contribute to developing a psychologically safe classroom for all students. In these safe spaces, learners feel like they can ask questions without fear of making mistakes, develop a growth mindset, increase their confidence, and, in general, feel more emotionally secure.

This approach to seeing neurodiversity among learners as beneficial and as something to be celebrated is a stark cry from how students with developmental and/or cognitive differences experienced learning in the

Transformations From The Hts Community

education system just a few decades ago. Historically seen as challenges and something needing to be overcome, learning disabilities, attention deficit hyperactivity disorder (ADHD), or autism made students feel “other than”, further alienating them from their classmates. Transforming our view of neurodiversity from a deficit to an asset has been critical to the health and well-being of all students. Strategies to support teachers working with neurodiverse learners in their classrooms are provided through professional development promoted by the government, faculties of education, and school and system leadership. These strategies have changed the attitude towards neurodiversity held by all constituents involved in schooling (teachers, students, parents and the community). At HTS, we know that we are #bettertogether. And this slogan rings true in the context of neurodiversity as well.

To further illuminate these ideas, let’s take a look at the incredible work happening in the Lower School. Kindergarten to Grade 5 are critical years for building the foundational blocks of executive function and social-emotional skills, while also developing each child’s growth mindset. We will highlight four different, yet symbiotic, areas of focus that support neurodiversity: pedagogy, relationship-building, developing acceptance and the “Circle of Care”.

Pedagogy

In almost every classroom, in every school, there are children who experience learning differently. HTS is no exception. Through professional growth and development, our understanding of the abilities of our neurodiverse students has grown exponentially. As teachers, we walk alongside our students and learn from them. Teachers at HTS collaborate with our Student Success Coaches to support each student in their care. In addition, educators work to reduce stigma by identifying the strengths of each of our students and creating individualized learning opportunities to build on those strengths. By following the three guidelines of the Universal Design for Learning (UDL), we can design our learning with multiple means of engagement, representation and action, thereby allowing teachers to intentionally plan for the growth and development of all our students.

Relationship-Building

From Kindergarten on, we emphasize the importance of relationships and of building a sense of community that lasts throughout the Lower School years. We examine our roles in our communities, at home, at school and in the world. These discussions help build relationships that enable teachers to develop deep connections with their students, creating an atmosphere of acceptance. Teachers and parents work together with outside agencies to modify and adapt the curriculum to support each child. Teachers are sure to check in with students and their families; this collaboration fosters an understanding of the importance of teamwork and often gives the educator insight into how students respond to particular learning modalities.

Developing Acceptance

Our young students develop by leaps and bounds while in the Lower School. Many of our students enter Kindergarten at 3 or 4 years of age and they join a safe and accepting environment for students where the conditions are created for them to be comfortable asking for help or accommodations without being singled out as different. Students are taught to advocate for themselves and to get the support they need.

HTS actively encourages students to learn with a “growth mindset.” From Kindergarten through Grade 5, students are encouraged to take risks, acknowledge their strengths and set goals. The “power of yet” and “mistakes are proof you are trying” are phrases our students adopt throughout their HTS years. Recognizing that a child’s self-confidence and psychological well-being are as important as reading and writing is a core tenet of life in the Lower School.

The “Circle of Care”

At HTS, we are lucky to have many support systems for our students, which we call the “Circle of Care”. Our teAch Team provides innovative ways to support our students and engage their passion. Providing technology to support students, such as voice-totext dictation, computer-assisted reading and augmented reality to overcome fears, can expand the opportunity for continued growth in all our students. These tools can provide multiple entry points for all students and often can spark interests or passion. Student Success Coaches are a touchpoint for students, families and teachers. These coaches work directly with families to identify strengths and needs. In this way, they ensure that our students’ needs are at the forefront of our planning and teaching.