Missouri Online’s self-paced mini-course,
Sprint 4.C: Supporting Neurodivergent Learners Online, provides actionable strategies to create an inclusive online learning environment for neurodiverse students. After completing this sprint, you’ll enhance your instructor presence, refine course design, and implement policies that are more inclusive of neurodiverse learners while supporting all learners. The content here provides a preview of the mini-course. Follow the link to self-enroll and learn more.
What is neurodiversity?
Neurodiversity celebrates the unique ways people think, learn, and experience the world. Judy Singer coined the term which promotes the value of embracing neurological differences. Neurodivergent individuals—such as those with ADHD, autism, or dyslexia—bring unique strengths and perspectives to the learning environment. Neurodivergent describes individuals whose brains work differently from what is considered "typical" or "neurotypical."
Individuals under the neurodivergent umbrella include those with any of the following:
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ADHD
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Autism Spectrum Disorder
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Dyslexia, Dyscalculia, Dysgraphia
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Sensory processing disorders
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Tourette Syndrome, and many more
Neurodivergent students in the classroom
Discussions about neurodiversity often focus on the challenges; however, before diving into those, let’s take a moment to appreciate a few of the strengths and unique perspectives that neurodivergent students bring to enrich the learning environment for everyone:
Strength-based contributions
Unique skills
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Critical analysis: Students' ability to think critically and see the bigger picture enhances class discussions.
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Passion and intensity: Neurodivergent students often have a deep passion for specific subjects, which adds depth and expertise to class discussions.
Despite their strengths, neurodivergent students may encounter unique challenges that can impact their learning experience; examples include the following:
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Time management: Students may underestimate the time needed for tasks, leading to last-minute rushes or missed deadlines.
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Organization and prioritization: Keeping track of assignments and identifying which tasks to tackle first can be overwhelming.
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Stigma and misunderstanding: Neurodivergent behaviors are often misunderstood, leading to adverse reactions or lack of support.
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Barriers to accommodation: Some students may avoid seeking accommodations due to stigma or a lack of diagnosis.
By recognizing and addressing these challenges, educators can create more inclusive environments where neurodivergent students thrive.
Strategies for supporting neurodivergent learners
1. Warm instructor presence: Build connections through conversational language and supportive communication. Use warm syllabi and provide frequent reminders.
2. Inclusive course design: Adopt Universal Design for Learning (UDL) principles. Simplify navigation, use consistent formats, and provide multiple means of engagement.
3. Flexible policies: Implement flexible deadlines and attendance policies to accommodate diverse needs. When appropriate, allow for late submissions or alternate assignments.
4. Clear communication: Offer explicit instructions and grading criteria. Utilize rubrics and provide timely, constructive feedback.
Take action: Enroll in Sprint 4.C
Ready to foster an inclusive learning environment? Enroll in Sprint 4.C: Supporting Neurodivergent Learners Online. Gain the tools to reduce barriers, apply UDL principles, and support every student’s success.
Let’s transform your online courses together!