Skills and Strategies in Focus: Speaking and talking about neurodiversity
Age and Level: High school, B2
Length of Lesson: 90 minutes
Materials Needed:
Sticky notes/index cards
Paper and pencils
"Why Do Some Women Wait..." video
Slides Presentations
Slides for Activities
"Helpful Label or Toxic Tag?" video
Activity Worksheets
Lesson introduction:
This lesson aims to better prepare the students for talking openly and comfortably about neurodiversity and topics that are tied to it.
In this lesson, students will:
Learn the differences and similarities of three key words:
Labels
Diagnosis
Name-calling
Be able to use these definitions and knowledge to better navigate conversations.
Watch a video by ... about the stigma and hesitancy surrounding getting a label/diagnosis.
Complete a worksheet regarding this topic to better comprehend the lesson.
By the end of the lesson, students will be able to:
Define and differentiate between what labels, diagnoses and name-calling are.
Implement their learning to the real-world when talking about neurodiversity.
Discuss and talk about topics in neurodiversity without feeling uncomfortable about the subject.
Teachers should familiarize themselves with the concept of neurodiversity as well as be able to identify neurodiverse conditions like tourette's, autism spectrum disorder (ASD), dyslexia, and others.
Teachers should also familiarize themselves with the stigmas, misnomers, and offensive terminology surrounding neurodiversity (e.g., calling someone with ASD "high" or "low functioning").
Teachers must also understand that this subject may be upsetting for some students. Bullying is a real issue, and neurodiverse students should not be put on the spot or "outted."
Activity: Chat Stations
Time: 20 minutes
Materials:
"Why Do Some Women Wait Decades for an ADHD Diagnoses?" Video
Sticky notes or index cards
Instructions:
Students will watch a video regarding labels and the stigma that women feel when trying to get a diagnosis.
The first watch is just listening. No notes or such during this first round of listening.
During the second watch, hand out sticky notes or index cards and have everyone write down questions they have about what they heard the first listen.
They will be watching the whole video.
But take a break at the 2 minute mark and allow some time (1-2 minutes) for students to write anything down before finishing the video.
These can be questions about vocabulary, content, or anything related that comes up.
Vocab:
Stigma
Diagnosis
ADHD
Gender Bias
After watching the video a second time, students will get into groups of 3-5 and discuss what is written on their notes.
This should take around 5 minutes.
As they will also be putting what they are most confused or have questions about on the board.
Using tape or having someone write it on the whiteboard/any device the teacher has available.
Everyone will come back together as a class to address any questions or clarifications. Along with anything that the students may be misinformed about.
Activity: Defining Labels, Diagnoses, and Name-Calling
Time: 15 minutes
Materials:
Instructions:
Introduce the definition of each label using the slides provided.
Explain the differences between labels, diagnosis, and name-calling, using the slides.
When getting to slide number 6, have this done as a group/pair activity.
After talking about it for 2-4 minutes, come back together as a whole class and have the groups/pairs share out what they took away as the differences between the concepts.
This can be written down on the board to help the visual learners.
Continue to refine their understanding through asking if they have any questions or comments regarding the topic.
Activity: "Helpful Label or Toxic Tag?"
Time: 20 minutes
Materials:
Instructions:
Using the slide show "Helpful Label or Toxic Tag", and the worksheet [titled the same]follow the instructions there.
You will watch part of a YouTube video.
Listen carefully and fill in the blanks on your worksheet.
After watching, check your answers with a partner.
Let’s watch the video again!
Be ready to share:
“What are the three issues mentioned in the video?"
Activity: Video Shadowing
Time: 15 minutes
Materials:
Instructions:
Shadowing Activity
You will watch another part of the video.
Repeat what the speaker says as closely as you can.
Everyone will shadow together.
The class will be divided into two groups
First, Group A will shadow.
Next, Group B will shadow.
Finally, everyone will shadow again.
Extension: ~5 minutes
Play different parts of the video for more shadowing practice
Activity: "Question Juggling"
Time: 15 minutes
Materials:
Instructions:
Question Juggling
You will get one card with one question on it.
Stand up and find a partner.
Ask your partner the question on your card.
Answer their question too.
When you finish, exchange your cards.
Move on and find a new partner.
Keep going until you have talked with 3-5 people.
Activity: Exit Ticket
Time: 5 minutes
Materials:
Strips of paper and pencils
Instructions:
To wrap up the lesson, have students complete an exit ticket.
Each student will submit a slip of paper (or digital form) that includes:
Two things I learned today
One question I still have
The teacher will review the exit tickets after class, which allows for reflection, reinforces key concepts, and ensures that remaining questions can be addressed meaningfully in the following class.