Embedded Files
Lesson introduction:
This lesson aims to introduce students to different ways in which they can learn about their own needs. This lesson will also assist students in finding ways to advocate for themselves and others for neurodiversity in the education system and beyond.
In this lesson, students will:
Sort different learning styles and sensory needs into categories that match up with how they feel and interact with the world
Associate related vocabulary with appropriate emotions in an emotive speech pronunciation activity
Listen to presentations on sensory processing needs and self-advocacy
Practice what they learned through an activity on communicating about sensory needs
Demonstrate their understanding by researching resources and accommodations from an assigned real-life category and presenting what they've learned
By the end of the lesson, students will be able to:
Pronounce and Define key vocabulary and terms
Associate emotions to key vocabulary and terms
Explain the differences in communication styles
Find resources in their institutions to be able to help themselves
Advocate for themselves and others regarding neurodivergence
Pre-Teaching Information
Pre-Teaching Information
Teachers should familiarize themselves with the different sensory needs of people and how light, sounds, and movement, amongst other sensory needs, can impact the education environment.
Teachers should also familiarize themselves with the challenges faced by neurodivergent people in education and beyond, as well as how they can advocate for their students.
To do this teachers must know and understand the legal rights their students have.
Teachers should find the resources and accommodations on-hand at their local levels for their students to be able to use should the need arise.
Warm-Up
Warm-Up
Activity: Thinking About Individual Sensory and Learning Needs
Time: 10 minutes
Materials: Self-Knowledge Warm Up Cards
Instructions:
Students will form pairs with a partner of their choosing
Each student will receive 1 set of the warm-up cards (2 sets per pair of students).
On their own, students will read each card and then sort the cards into the categories depending on how they feel the card describes them:
"Me"
"Sometimes Me"
"Not Me"
Students will then compare and discuss with their partner their answers
Introduction
Introduction
Activity: Introducing Key Vocabulary
Time: 10 minutes
Materials:
Instructions:
Using the slides provided, introduce and define the words to the students.
After going through it, please ask the students if they have any questions, comments or concerns and address them.
Practice/Application 1
Practice/Application 1
Activity: "Mixed Emotions"
Time: 15 minutes
Materials:
White board and markers
Instructions:
The teacher will choose 3 to 5 of the vocabulary words to practice and write them on the white board
Write 3 different emotions that people might experience, next to each vocabulary word
Example: "Anger", "Sadness", and "Surprise"
Model how each vocabulary word is pronounced
Point to each of the different emotions written next to a vocabulary word
Students will say the vocabulary word out-loud in a way that conveys the emotion that is actively being pointed to
Repeat for each emotion for each word
Presentation 1
Presentation 1
Activity: Introducing Challenges Faced by Neurodivergent Students in School
Time: 5 minutes
Materials:
Instructions:
Students will listen to the presentation on sensory processing, executive function, and how mental health can cause difficulties in school (slide 2 only)
Just read the slide to the students
"When it comes to the challenges that people are having in the school setting are [sensory processing, executive functions and mental health; mainly being anxiety and depression].
Practice/Application 2
Practice/Application 2
Activity: "Silent Communication"
Time: 15 minutes
Materials:
Pencils and paper
Instructions:
Make sure each student has a pencil and a sheet of paper ready
Split students in groups of 2 to 3
Explain that neurodivergent people often communicate differently and can have difficulty asking for support in school
Direct students to imagine they are having trouble in school and want to ask for help
Students will write a short sentence about a difficulty a neurodivergent student might have in school
Example: “The lights are too bright.”
Students take turns mouthing what they wrote to their group without making any sounds
The students who are not mouthing their sentence will write what they think was said on their sheet of paper
When all students in a group have finished, they will take turns comparing what was said versus what the other students thought was said
When all groups are finished, have each group say out-loud what strategies they found helped them to understand each other
After the activity, introduce the concept of the double empathy problem, explaining that people have different communication styles which can lead to miscommunication (slide 4 only)
Presentation 2
Presentation 2
Activity: Introducing Self-Advocacy and Legal Rights
Time: 15 minutes
Materials:
Instructions:
Students will listen to the presentation on self-advocacy, common school accommodations for neurodivergent students, and legal rights for students with learning disabilities (slides 5 - 8 only).
Define self-advocacy
Present a list of common school accommodations for ND Ss.
Explain legal rights in the US for students with learning disabilities. These include IDEA, section 504, and the ADA
Practice/Application 3
Practice/Application 3
Activity: "Finding Resources - Let's Find Out"
Time: 20 minutes
Materials:
Instructions:
Split students in groups of 2 to 4
Randomly assign each group to one of the following institutions:
University
Community College
The Workplace
Each group will pick any location from the table corresponding to the research option they were assigned to
Students will use official websites from the location they chose to research what resources and accommodations are offered for neurodivergent people at that location
Using the chart provided on the worksheet, students will fill in what the research/support option is and how one receives it
When every group is finished, each group will share out one interesting finding
After every group has shared out, the whole class will have a reflection together on:
What did you notice about the other Universities/Community Colleges/Workplaces?
How do their results differ from what you found in regards to your University/Community College/Workplace?
Extension and Assessment
Extension and Assessment
Activity: Group Presentation
Time: 5-10 minutes per group
Materials:
Instructions:
Students will remain in their groups from the "Finding Resources - Let's Find Out" activity (Practice/Application 3)
Each group will create a slideshow presentation about what resources they found for the location they picked for their assigned institution
The next time the class meets, each group will have 5 to 10 minutes each to present their findings
Each student must present at least one slide
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