The term “neurodiversity” was coined by Australian social scientist Judy Singer in 1998. [1] It refers to the idea that each human brain is unique, and neurological diversity is natural and normal. Within this framework, the neurodiverse brain contrasts with the neurotypical brain in that the latter represents the majority. Still, the human brain exists on a spectrum, so no brain is truly “normal.” Those with neurodiverse brains are not lacking something. Instead, each individual brain is simply different.
The neurodiverse community includes those diagnosed with a range of neurological conditions, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder, (ADHD), dyslexia, and Tourette’s syndrome. These are diagnostic markers that help people begin to understand the different ways people think, behave, learn, and process information. This perspective allows educators to apply new, more effective teaching approaches in the classroom that apply to a wider range of students.
The strengths-based model is a holistic method of teaching that focuses on an individual’s strengths rather than their deficits. [2] With regard to neurodiverse students, this means taking their natural capabilities into consideration when designing a curriculum, pedagogy, lessons, and even the classroom environment. For example, imagine a student on the autism spectrum who excels at explaining complicated ideas in a way that is easy for people to understand. Using a strengths-based model of teaching would take this strength into account when designing a lesson or project for that student. The result is a learning environment that allows the student to thrive academically and socially, two important goals of any education setting.
Identifying Student Strengths
The strength-based teaching model for neurodiverse students cannot be applied without first knowing how to correctly identify their strengths. In this context, strengths can be divided into two categories: strengths the teacher or parents recognize and strengths the students see in themselves. This distinction is valuable in that teachers will be able to work within the framework of the strengths the student recognizes to design a curriculum that also incorporates other strengths they might not realize they have.
For example, if a student realizes they have excellent reading comprehension, they will likely gravitate toward reading-based activities on their own. However, the teacher might also note they excel at solving math problems. The teacher could use their natural tendency to enjoy reading and leverage it, introducing reading-based math exercises to further develop their math skills. This way of creating curriculum takes the student’s strong points into consideration.
Beyond the student’s versus the teacher’s recognition of strengths, understanding the different areas in which a student excels is also valuable, as teachers can more easily identify the strengths and then apply them to the curriculum. The following categories represent numerous areas a student can show strengths. Each category also includes examples to demonstrate the kinds of things that can be included. [3] Keep in mind that this list is not exhaustive, but a starting point to simplify identifying student strengths.
• Personal strengths
◦ Finds finishing tasks empowering
◦ Good sense of humor
◦ Excels working independently
◦ Easily and quickly learns from their mistakes
◦ Strong sense of integrity
• Social strengths
◦ Loves talking in front of groups of people
◦ Finds it easy to trust others
◦ Loyal friend
◦ Good manners
◦ Natural leader
• Emotional strengths
◦ Strong sense of empathy
◦ Does not let emotions cloud judgment
◦ Optimistic attitude
◦ Trusts their instincts
◦ Good at cheering up others
• Communication strengths
◦ Great at explaining complex ideas to others
◦ Asks questions when they don’t understand something
◦ Accepts constructive criticism without taking it personally
◦ Persuasive
◦ Great storyteller
• Logical strengths
◦ Excels at solving math problems
◦ Makes accurate estimates quickly
◦ Easily calculates numbers in their head
◦ Loves playing mind puzzles
• Physical strengths
◦ Great dancer
◦ Excellent balance
◦ Physically strong
◦ Great at team sports
◦ Very physically flexible
• Literacy strengths
◦ Excellent reading comprehension
◦ Large vocabulary
◦ Excels at writing across genres
◦ Fast reader
◦ Easily picks up on themes and symbolism in literature
• Creative strengths
◦ Plays a musical instrument well
◦ Excels at drawing
◦ Easily comes up with new ideas
◦ Naturally imaginative
◦ Excellent singer
• Cognitive strengths
◦ Very organized
◦ Pays close attention to detail
◦ Great at thinking ahead
◦ Great at multi-tasking
◦ Excellent memory
• Technology strengths
◦ Conducts effective internet searches quickly
◦ Easily navigates new technological devices
◦ Knows how to code
◦ Excels at video games
◦ Excels at graphic design
• Spiritual strengths
◦ Sees the beauty in everyday things
◦ Loves thinking about life’s big questions
◦ Feels a strong sense of religious faith
◦ Practices meditation and/or yoga
◦ Strong sense of morality
• Visual-spacial strengths
◦ Excellent at reading maps
◦ Visual learner
◦ Easily able to fix things
◦ Good sense of direction
◦ Completes jigsaw puzzles with ease
• Miscellaneous strengths
◦ Great cook
◦ Good at managing money
◦ Excellent sense of fashion
◦ Natural entrepreneur
◦ Great with animals
Using Student Strengths to Inform Curriculum Design
As there is a broad spectrum of neurodiversity, it is impossible to create a universal curriculum that is effective for all neurodiverse students. A curriculum that uses the strengths-based model can only be made effectively on a case-by-case basis. That being said, designing a curriculum template that is easily adaptable to different strengths can be useful, particularly when considering tweaking specific parts of lesson plans to fit the needs of larger classes. This way, students that range on the spectrum from very neurotypical to very neurodiverse will be able to learn the same information, albeit through different teaching approaches.
For example, a teacher might set up various learning stations in the classroom to allow all different types of students to learn in the way that suits them most. Another example is including flexibility in student projects. Instead of all students being forced to write a research paper, teachers might write a curriculum that includes the option of a research paper, a PowerPoint presentation, or a creative audio-visual project.
Finally, educators may find that the different ways they design the classroom, specifically meant to adjust teaching methods for neurodiverse students, benefit the whole class. In this way, the strengths-based instruction model demonstrates the effectiveness of novel and unconventional teaching strategies throughout the greater system of education, showing that sticking to the standard pedagogical methods is not always best.
Creativity in Teacher Pedagogy: Differentiated Instruction
Diverse learners often require teachers to think outside of the box when creating curriculum and lesson plans that will be effective. How you present the information will determine whether or not neurodiverse students are academically successful. A significant part of designing curriculum that works for diverse learners is flexibility.
This is where differentiated instruction comes in. Differentiated instruction refers to the deliberate act of teachers modifying how they teach to match the needs of their students. While it is not always an easy task, differentiated instruction is now regarded by many experts as the gold standard for teaching. [4] This becomes even more essential in classrooms with diverse learners.
Differentiated instruction goes hand-in-hand with the strengths-based model of teaching. Together, these instruction models have the potential to transform the classroom into an inclusive place where all students can thrive. Combining the openness and flexibility of curriculum design in differentiated instruction and the focus on student strengths over deficits in the strengths-based model truly places student needs at the forefront of education. Focusing on student needs, particularly considering the neurological spectrum that widely diversifies student needs, ensures that each individual student is given a real opportunity to succeed academically.
Quality differentiated instruction requires modifying core elements of teaching, including content, process, product, and effect. These elements derive from three areas of student needs, which vary from student to student: readiness, interest, and learning profile. One way to think about how to modify instruction based on student needs is to adapt different aspects of teaching to variation between students.
Aspects of teaching include learning goals, teaching strategy, grouping students based on needs, lesson lengths, and classroom environment. Student variation is limitless but includes things related to their personality, motivation, and different forms of intelligence. Figuring out ways to adapt curriculum and instruction to the specific student needs allows students to better understand and retain the information.
For example, some students might struggle to listen to a teacher who talks and moves around simultaneously. Other students might have the reverse issue, where they have a hard time focusing on a teacher who sits still during instruction. In an environment where teachers must develop strategies not just for individual students but the whole class, having students with these two opposing learning types presents a problem. However, the first step to solving it is being aware of it in the first place. Awareness of the needs of neurodiverse students provides the opportunity to resolve the issue, whether that means being creative about instruction methods or seeking administrative support.
There are three common neurological differences amongst neurodiverse students: sensory needs, cognition, and social and emotional needs. Breaking it down into these three categories can help develop effective ways to adapt instruction that considers both the individual students and the class. Furthermore, connecting with students individually can help teachers understand their needs. Active and responsive communication alongside directly asking students how you can support them is vital.
Specific Strategies for Teaching Neurodiverse Students
Neurodiverse students often have specific sensory, cognition, and social and emotional needs that require differentiated instruction from teachers. The following are instructional strategies related to each category.
Sensory Needs
Diverse learners with sensory needs may require physical activity or be sensitive to specific noises and textures. [5]
• Allow students to wear headphones or earplugs in the classroom as needed to create a comfortable working environment for them.
• Be conscious of your speaking volume as a teacher.
• Be conscious of background noise and, if possible, figure out ways to control it.
• Give students timed breaks to physically move around a couple times throughout the class. Instruct them with movements that involve the whole body, like jumping jacks.
• When dealing with activities or tasks that require students to interact with objects that have a certain texture, provide alternate options so that students with texture sensitivities are able to participate and learn as well.
• Keep fidget toys and weighted materials on hand in the classroom that students can use as needed.
• Replace fluorescent lights with lamps in the classroom.
Cognition
Diverse learners with cognition needs may require teachers to consider their memory, organization, and ability to process information when designing curriculum.
• Clearly state the learning objective before and after each lesson.
• Organize information through color-coding.
• Utilize fonts that are easy to read in presentations and handouts.
• Create activities that are short and interactive.
• Relay information in smaller chunks.
• Stay flexible about timed tasks, as some students might take longer to process information and feel paralyzed by the stress of timed activities.
• Provide information from lectures in advance.
Social and Emotional Needs
Teachers should consider the social and emotional needs of certain diverse learners when creating curriculum and adjusting the classroom environment.
• Allow students to choose who they work with during group work.
• Allow students to choose their own seats.
• Provide activities for practicing social skills.
• Affirm and reaffirm often that the classroom is a safe space to ask for help.
• Assign students with social and emotional needs a buddy in the class to provide individual support when needed.
• Clearly communicate specific expectations for each activity or lesson.
• Be conscious of the signs a student is becoming agitated or overwhelmed and figure out several compassionate methods of response ahead of time.
Using Technology
The contemporary classroom includes many varieties of technology. Using technology can make implementing differentiated instruction not only more beneficial for the students but more seamless for designing effective curriculum. Technology in the classroom provides options that are easily adaptable for different situations. With neurodiverse learners in a class, this becomes an especially valuable asset.
For example, imagine a scenario where a student is sensitive to background noises, and there’s construction outside of the school nearly every day for several months. If the student uses noise-canceling headphones, they won’t be able to hear verbal lectures. However, with speech-to-text technology, a type of assistive technology that transforms speech to text in real-time, a student can use noise-canceling headphones without it interfering with their learning. They’ll be able to read along with what the teacher is saying without being agitated and unable to concentrate.
Furthermore, with assistive technology, students have the option to listen to a book instead of having to read it. As they listen, each word is highlighted to make it easy to track and follow along. This benefits students who have trouble focusing while reading but find it more effective to listen. After a reading assignment, there are apps available for testing students on their comprehension or to practice what they have learned. With this, teachers can apply different styles of tests or activities for different students depending on what works best for them.
Another example of how technology can provide a more effective learning environment for diverse learners relates to versatility. In a classroom full of students with differing needs, it becomes easier to create separate activities to teach the same information in the same class period. For example, the Library of Congress website includes hundreds of primary source documents. Teachers can supplement a history lesson with a variety of documents for different students depending on what they see will most benefit each one. [6]
These are some of the many ways technology, including assistive technology specifically designed to improve the functional capabilities of neurodiverse and differently-abled students, provides solutions that do not exclude neurodiverse students.
Technology offers a variety of tools that can address neurodiverse student needs in novel and effective ways. Be sure to stay informed about and utilize different elements of technology when appropriate for students with sensory, cognitive, and social and emotional needs. The use of technology can help neurodiverse students build confidence in social settings and generally improve social, verbal, and cognitive skills. [7]
Physical Space of the Classroom
Considering the physical space and layout of the classroom can be a game-changer when it comes to neurodiverse students. The environment of the room, including things like spacial layout, proximity to other students, windows, or doors, and the style of desks can have a profound impact on how well students can concentrate. Another point to consider is offering students a choice in where they sit and work. While some students prefer sitting at a table or a desk, others might find sitting on a pillow on the floor more conducive to productivity.
Teachers can also conduct classes outside of the traditional classroom from time to time, as this could benefit diverse learners in various ways. Certain lessons would perhaps be better taught in the library, outdoors, or in the gym. Think about how to use different areas of the school to adapt to instruction or simply provide a change of pace.
Final Thoughts
Neurodiversity in the classroom can present a barrier to learning, but it does not have to. Implementing strengths-based instruction together with differentiated instruction allows diverse learners to thrive without the need for placing these students in a separate class. Moreover, both the strengths-based and differentiated instruction models can benefit all students across the board, neurotypical and neurodiverse alike, as these models prioritize student needs at the core of the curriculum design. The outcome is not only an inclusive and effective learning environment for neurodiverse students but also a system of education that sees students across the neurological spectrum succeed.
Interactive Self-Practice Exercises
1. Self Assessment
To understand student needs, it can be helpful to put yourself in their shoes. If you were a student, neurodiverse or not, consider your own individual strengths and needs and write them down. What do you excel at? Using the categories listed above in the “Identifying Student Strengths” section, think of a few strengths of your own for each. Considering your strengths, what kind of considerations in curriculum would you benefit from as a student? What sorts of teaching styles and activities would you benefit from in the classroom? If you had been offered that in school, how might that have impacted your experience and success?
2. Researching Parents
One of the best aspects of the internet is that it provides a direct connection to people from around the world, including their unique perspectives and ideas. People are able to form communities based on similar experiences and interests without leaving their homes. Use the internet to connect with neurodiverse parents in a way that is as anonymous as you’d like to be. You might seek out social media pages or groups for parents of neurodiverse students or who are on the spectrum of neurodiversity themselves (look to places like Instagram, Facebook, etc.). Ask them their opinions about the kinds of considerations they feel their children would benefit from in the classroom. Explain the strengths-based and differentiated instruction models to them, asking them to weigh in with their thoughts on how these forms of teaching would impact their children. Go to forums like Quora or Reddit to ask specific education-related questions to a general audience of parents of diverse learners. The idea is to interact with actual parents, who know their children better than anyone, who can provide specific ideas and insight based on their own experiences related to educating neurodiverse students.
Effective Conversational Points
1. Think of a time when you felt your decision-making regarding how to best educate a neurodiverse student didn’t end up being best for the student. What was the decision you made? Why was it incorrect or off? What was the end result, short-term and perhaps long-term (if applicable)? Knowing what you do now about the strengths-based and differentiated instruction teaching models, what would you do differently in the same situation? Thoughtfully analyze your past behavior, so it will be easier to implement positive, impactful changes with future neurodiverse students.
2. Consider different ways you might gain a deeper understanding of who your students are in a way that will inform you about their strengths and their needs, whether they are neurotypical or neurodiverse (remembering that a person’s neurological identity is a spectrum that does not necessarily have a clear line that divides the two). [8] What are some ideas or activities that would allow students to share who they are in a way that is engaging and comfortable? How will gaining this understanding provide you a better opportunity to be more successful in educating neurodiverse students?
For example, you might develop a questionnaire to give to students at the beginning of the semester or school year. It will be specifically designed to gain a profound understanding of their personalities, strengths, and needs. You will have to determine the types of questions that will elicit information that would help you better serve them as a teacher. Furthermore, you’ll have to consider how to get to know your students and their needs without eliciting information that is too personal and could make them uncomfortable to share.
References
1. Baron-Cohen, S. (2019). The Concept of Neurodiversity Is Dividing the Autism Community. Scientific American. https://blogs.scientificamerican.com/observations/the-concept-of-neurodiversity-is-dividing-the-autism-community/
2. Naples, L.H. & Tuckwiller, E.D. (2021). Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children. International Journal of Environmental Research and Public Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8297144/
3. Armstrong, T. (2013). Neurodiversity in the Classroom: Strength-Based Strategies to Help Students With Special Needs Succeed in School and Life. Semantic Scholar. https://pdfs.semanticscholar.org/1f91/fe220ea1ac004a9c4c342a1fa69819917359.pdf
4. van Geel, M. et al. (2018). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice. https://www.tandfonline.com/doi/full/10.1080/09243453.2018.1539013#:~:text
5. Weiner, B. & Grenier, M. (2020). Sensory Balancing Strategies for Students with Autism Spectrum Disorder. Journal of Physical Education, Recreation & Dance. https://www.tandfonline.com/doi/abs/10.1080/07303084.2020.1798308?journalCode=ujrd20
6. Kent State University. (n.d.) Websites and Apps That Support Differentiated Instruction. https://www-s3-live.kent.edu/s3fs-root/s3fs-public/file/Differentiation%20Handout.pdf
7. Wiederhold, B.K. (2020) Our Neurodiverse Society: The Role of Advanced Technology. Cyberpsychology, Behavior, and Social Networking. https://www.liebertpub.com/doi/full/10.1089/cyber.2019.29171.bkw
8. Mirfin-Veitch, B., Jalota, N, &. Schmidt, L. (2020). Responding to neurodiversity in the education context: An integrative literature review. Donald Beasley Institute. https://parent2parent.org.nz/wp-content/uploads/2020/07/Responding-to-neurodiversity-Beasley-Institute.pdf
Jess Lakritz 