Görkem Demir

Local public school part of Piktes+ Project, Turkey

Workshop Information:

This session approaches SHARE by showing how thoughtful, inclusive teaching strategies give neurodiverse students—autistic learners, ADHD students, and gestalt learners—the tools, confidence, and agency to actively participate in the classroom. 

By using multimedia, structured routines, interactive games, and flexible classroom practices, students are no longer passive recipients of instruction; they become engaged, self-directed learners who can access content in ways that suit their strengths.

Autistic students feel empowered when they can anticipate what’s coming, understand the structure of lessons, and navigate the classroom predictably. ADHD learners gain empowerment through interactive, flexible, and engaging activities that allow them to focus, contribute, and express their creativity.  Artistic and gestalt learners are empowered when lessons are presented as wholes first and broken into meaningful parts, with audio and visual supports that honor how they process information.

Ultimately, this session demonstrates that empowerment is not just about academic achievement—it is about creating an environment where every learner feels capable, included, and valued. 

Teachers will leave understanding that when students are given agency, choice, and the right supports, they can take ownership of their learning, build confidence, and thrive in ways that reflect their unique strengths.

"When I can see and hear the lesson my way, I feel like I can really learn."

This is what one of my students with autism told me after I began incorporating multimedia, routines, and interactive strategies into our English lessons. That simple insight shaped the way I designed my classroom: to empower students with different learning needs—autistic students, ADHD learners, by recognizing how they best perceive, process, and engage with information.

In my English as a Second Language classroom, I noticed that artistic and gestalt language learners thrived when lessons were presented as a whole first, then broken into parts. To support this, I incorporated art, videos, songs, and full-conversation examples. I recorded audio notes and uploaded them to Google Classroom so students could review lessons at home, reinforcing learning through repetition and multimodal input.

For autistic students, routines and structure were essential. I posted weekly schedules on Google Classroom so they could anticipate what was coming, reducing anxiety and helping them focus. For ADHD students, I designed interactive activities: Kahoot quizzes, game-based learning, flexible seating options, and group work that allowed them to move, engage, and participate actively without losing focus.

By integrating multimedia, structured routines, and interactive engagement, my classroom became a space where neurodiverse students could thrive alongside their peers. These strategies empowered students to take ownership of their learning, feel confident in their abilities, and actively participate in the classroom community. 

This session will share these practical strategies, reflections, and real classroom examples, offering participants ways to make English lessons engaging, accessible, and inclusive for neurodiverse learners in any educational context—including international schools.

What to Expect

1.Multimedia Learning for Gestalt and Artistic Learners

Discover how using videos, songs, and full-conversation examples helps students process language holistically.

Activity: Plan a mini lesson using multimedia that demonstrates whole-to-part learning strategies.

2.Structured Routines and Predictability for Autistic Students

Learn how posting weekly schedules and providing clear routines can reduce anxiety and support engagement.

Activity: Create a visual weekly plan or classroom routine that could be shared digitally or physically with students.

3.Interactive and Flexible Strategies for ADHD Students

Explore strategies such as interactive games, quiz tools, group activities, and flexible seating to maintain focus and engagement.

Activity: Design a short Kahoot or quiz-game activity tailored to your lesson content.

4.Creating a Classroom Where Every Learner Belongs

Reflect on combining structure, interactivity, and multimodal instruction to meet diverse learning needs.

Activity: Brainstorm ways to adapt your own classroom environment to support students with autism, ADHD, or other neurodiverse needs.

Session Outcomes:

1.Practical Tools for Neurodiverse Inclusion:

Participants will leave with ready-to-use strategies for teaching autistic, ADHD, and artistic learners, including multimedia lesson design, structured routines, interactive games, and flexible seating approaches.

2.Confidence in Designing Inclusive Lessons:

Educators will gain practical ways to adapt teaching for neurodiverse learners without overhauling their curriculum, creating an environment where all students can engage meaningfully.

3.Empowerment through Engagement and Belonging:

Teachers will understand how to foster student agency, engagement, and confidence by meeting learners where they are—academically, socially, and emotionally—while promoting inclusivity for all students.

Biography:

Görkem is a dedicated educator with a decade of teaching experience, currently serving as an ESL teacher at a public school. Her journey in education has taken her through primary, middle, and high school classrooms, allowing her to develop a deep awareness of how students grow, learn, and flourish at different stages. Having taught in both public and private schools, she brings a rich understanding of diverse educational settings.

Her passion lies in building inclusive and student-centered classrooms where every learner—whether multilingual, neurodiverse, or from varied cultural backgrounds—feels valued and empowered. She integrates inquiry-based learning, visible thinking routines, and multimedia approaches to spark curiosity and encourage students to take agency in their own learning.

Görkem’s philosophy is centered on progress over perfection, helping students see learning as a journey of growth rather than a pursuit of flawless results. Görkem helps her students embrace growth as a meaningful journey. Beyond her school, she is an active member of global teacher communities, where she shares experiences, learns collaboratively, and contributes to shaping more connected and compassionate educational practices worldwide.