Embracing the Chaos - Creating a Neuo-Supportive Classroom

Accommodations should not be an afterthought

So....What's Good for the Goose is Good for the Gander......right?

One of the main reasons I began putting this presentation together was my frustration with the double standard that supports that are available to our students aren't considered appropriate for us...well I disagree.

Firstly, if what is best practice for students with additional needs is also best practice for neurotypical students...is it that hard to extend that to Neurodiverse Educators?

Secondly, the current attitudes affirm that those who need support aren't welcome as educators unless they can support themselves...and ALL educators need support...and the supports we need aren't that big of a deal ... most are simple to accommodate...

The idea of a Neuro-Affirming Classroom isn't new or radical...inclusion has been a thing for a while...so why can't we add our needs to the list when creating these safe places.

Below NeuoWild suggests:

Nothing listed is radical...the idea of inclusion is that ALL are included - so one way to make your space Neuro-Affirming is to extend the accomdations you provide to ALL students.

Normalize

using speech to text technology
using timers and personal reminders
respecting the sensory needs of others, but continuing to honor your own needs
allow multiple ways to show they know the concepts - and multiple ways for us to teach.

A Camoflage Free/Mask Free Learning Space

Be open about your challenges, and successes

Live what you Teach - If we aren't safe and comfortable being who we are, as we are...then what we do wont make as much of an impact because it may feel inauthentic.

This is not easy, because you have to be vulnerable. You also need to feel safe to disclose..

Set Boundaries with a Disclosure: When you choose to share sensitive information with anyone...also establish a boundary.

Examples I have said to my Admin at different times in my journey:

"I am or have adhd, and I am perfectly ok talking about and I don't mind you asking me questions about what works and doesn't work for me, or how it impacts me. I don't mind if parents or students know about my diagnosis"

"I am or have ASD and I am sharing this with you so you can understand why I do things a little bit differently sometimes. I want you to understand but I am not really wanting this to be public knowledge, but I am ok with admin knowing"

examples of disclosures I have used with students

"I have dsylexia, which means I have a really hard time reading cursive writing. Please print your name on worksheets or I promise you I will pronounce your name in a way it has never been pronounced before. I don't mind if you tell you friends this...it helps me if people know"

"I have adhd and I am open about it because I want you to understand that not everyone does things the same way. If I say the wrong name, please correct me politely. It can take me a long long time to learn names...it doesn't mean i don't know YOU, I just sometimes say the wrong name"

Model what works for you

When I get dysregulated, or overstimulated I will stop the class and have them participate with me in a grounding exercise. I am honest and ask them "Can you please help me regulate as I need a minute, and it really helps if you all do it with me...." then we do

box breathing together,
List 5 things I see, 4 touch...etc"
Give ourselves a big squish
Sit quietly and count down from 20
Do 10 wall push ups

If students suggest different strategies we try them....and I don't just ask them to do it with me, other students will ask for the class to do things with them...we learn new strategies together

My students see my checklists, it normalizes that we have checklists for students.

My students are given responsibilities to support eachother and me...

My tuba player with asd has a neighbor who sets up his chair and stand, or gets his tuba off the shelf...but only one of the 2 tasks....
I have an alto sax player who's neighbor makes sure they turn the page if they need to and have the correct song in front of them
If a child in our class uses Pecs or Sign language...we all learn the basics so we can communicate, then if they see our non verbal friend about to scale the stack of chairs they know how to sign "no" or "stop" this keeps everyone safer, normalizes the communication style, and makes the child who needs the support feel included.

Encourage the Neurotypical individuals to adapt and challenge perspectives on what "normal" even means

in order to do this...we need to normalize the whole "You be You" philosophy. If it's different, or even weird and unexpected...but doesn't harm anyone...isn't inappropriate...(basically illegal, immoral, or life threatening) then it's normal...

Validate feelings without suggesting a change in behavior

This is a new one I have been trialing with my middle schoolers...when a kid says "this is hard" I just agree.The statement "We do hard things in music" is a mantra that I have said so many times that the kids will say it to eachother.

"He hurt my feelings" (he was told he played too loud) - all I responded with was...Im sorry that you are hurt...and moved on with the day

Communication is a basic Human Right and Need....

Speech is not the only way to communicate, in fact experts agree that between 70 and 90% of all communication is NON VERBAL....

Ways to include different communication styles

include introductory sign language as a part of your lessons,
teach all the students how to use a communication board..
Have a non verbal day...where kids have to communicate without words
teach as a mime, the kids can still speak, but they have to figure out what you need from your actions

Create Clear Definitions so that Students can support eachother...and you

Define the difference between "noise" and "music" - then when you reach your threshold for percussionists tapping...it's a simple question "Was that music or noise"...and that can cue them to stop tapping.

In a Nutshell....Be YOU, and expect your kids to do the same...

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