Opening Hearts Building Strong Minds

I have had the benefit of learning from neurotypical and neurodiverse students and find that there are often more similarities than differences. While the differences are more pronounced, the similarities should be as easily identifiable.

The similarities between these groups of peers begin with needing an environment conducive to their unique differences. Whether these differences are in ability/disability, race, gender, or socioeconomic placement, all students need to feel included and safe. This is the crux of Maslow’s Hierarchy of Needs.

The UCLA Disabilities Studies and Inclusion Labs data suggests that 25% of students nationwide, and within our own school systems, present characteristics of neurodiversity. These exhibitions can range from ADHD, anxiety, ASD, dyslexia, dyscalculia, to trauma and executive functioning issues. It is easy to see why we need to create sustainable opportunities to promote fair learning among our students.

As a substitute teacher, I keep this in mind when entering an unfamiliar classroom. I am usually blind to which student(s) are going to need extra attention or who has specific circumstances for going to the bathroom, moving freely about the class when needed, or who has access to a quiet space. I must approach the situation as if all the students have some need that I must meet during my brief time. Being the parent of a neurodivergent child, and being a member of that community myself, affords me the ability to better recognize these needs in our students.