Dear Colleagues, October is Disability Access and Belonging Month at UT, and I am thrilled to present to you the latest edition of Teaching Tips focusing on the support of Neurodiverse Learners in our classrooms. As an educator deeply committed to this cause and someone with loved ones who are neurodiverse, this subject is deeply important to me. I see the importance of supporting all learners, including those on the autism spectrum, with ADHD, experiencing anxiety, or with a brain that works differently than others. Here are just a few of my top favorite tips: - Diversify the Approach to Classroom Discussions! Inclusive classroom discussions are key. Some students who require additional processing time may feel excluded or struggle to perform if instructors consistently call on the first students who raise their hands or use cold-calling techniques. Instead, consider diversifying your approach. Increase wait time, wait until multiple hands are raised before selecting a respondent, or employ a think-pair-share strategy. A novel suggestion from Deanna Buckley, UTeach Master Teacher and former middle school educator for twice-exceptional students, is to use a wheel with students' names to select a responder. Not only does this infuse an element of excitement akin to a game show, but it also ensures that all students have an opportunity to contribute.
- Encourage Questions! Encourage questions in various ways. Ask students to record one question on a notecard or through a Google survey. Regularly remind students of your office hours and their open invitation to attend. Create a discussion board in Canvas, place a comment box outside your office, and allocate time at the end of class for questions. Furthermore, actively engage with and answer questions during class or office hours, express gratitude to the questioners, and convey the value you place on communication with your students.
- Begin with an Agenda and Deliver Bite-Sized Chunks! Bailey Williams, a former high school teacher and current UT curriculum coordinator for a high school outreach program, suggests starting with a clear agenda that outlines what to expect in the class. Then, break down the material into manageable, bite-sized chunks to reduce cognitive overload. Clearly communicate the class structure and the order in which topics will be covered.
- Collaborate with Students! Longhorn TIES (Transition, Inclusion, Empower, Success) coordinates and facilitates neurodiversity initiatives at UT. They recommend collaborating with students to determine what strategies work best for them. Initiate a dialogue with your students by asking questions like, "How can I support your success in my classroom?" and "What approaches have been effective for you in the past?"
- Incorporate Inclusive Teaching Practices! Deanna Buckley encourages providing multiple avenues for delivering information, allowing sufficient time for processing, and offering multiple options for students to demonstrate their understanding. For instance, consider giving students the choice between delivering a class presentation, pre-recording a talk on Zoom, or presenting a poster to a small group in class.
- Keep trying! Remember that teaching and learning are dynamic processes. What works one week may not work the next, but hang in there! Even when things don't go as planned, students can sense your genuine effort to help, and there is inherent value in that.
If you’re eager to further explore this topic, then check out some of my favorite resources:
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