TeachEUR
Support
Inclusive course delivery ensures that neurodivergent students are actively supported during the learning process, rather than only receiving accommodations at the end. Here you have practical tips for creating a safe, welcoming environment and fostering meaningful collaboration in the classroom.
Practical Tips
Now that you understand the reasons behind these strategies, it's time to explore how to put them into practice. Below, you will find a series of tips and techniques designed to guide you in applying the concepts effectively. These practical suggestions will help you implement what you've learned in a way that works for you and your students.
When welcoming students into the classroom, it's essential to create an inclusive atmosphere where they feel comfortable and ready to engage. One key element in achieving this is the use of plain language, which ensures that all students can easily understand and engage with the content.
Plain Language in the Classroom
Plain language focuses on delivering information in a clear, simple, and concise manner. To ensure that all students keep the following guidelines in mind:
Simple, short grammatical structures: Use language that is straightforward, with clear and concise sentences.
Organize information in lists with headings: Bullet points and headings can help structure information in a digestible way, making it easier for students to follow and reference.
Active voice: Opt for active voice over passive voice to create direct, engaging communication. For example, instead of saying "The assignment is due by you," say "You must submit the assignment by..."
Using Plain Language in Your Materials
In addition to applying these principles on Canvas and in in-class materials, consider using journal articles or other reading resources that offer plain language summaries. This helps students with varying levels of comprehension access complex information in a more understandable form.
A welcoming statement is an important tool for fostering a sense of belonging and making students feel visible and valued in the classroom. Begin the course by introducing yourself with a personal message that conveys openness and approachability, while also setting a positive, inclusive tone. Acknowledge the diversity within the class and express your commitment to creating an environment where every student feels supported. You might include language that emphasizes mutual respect and encourages students to share their perspectives. By making the classroom a welcoming space from the outset, you help students feel seen and heard, creating a foundation for active participation and engagement. This statement not only sets the stage for the course but also helps students connect with you and each other, enhancing their overall learning experience.
Providing an overview at the beginning of a class is essential for setting clear expectations, especially for neurodivergent students. Many neurodivergent students benefit from knowing what will be covered during the class before diving into the details. This approach helps them mentally prepare and stay focused throughout the lesson.
Teachers often present an overview at the end of the class, after putting the content together. However, consider flipping this structure so to provide the broad picture first and then break down the details. Presenting the main goals and key points upfront can help students anticipate and understand the learning path ahead. This shift allows them to approach the content with a clearer mindset and reduces anxiety about what is coming next.
Additionally, there are other methods to provide structure and enhance accessibility for students:
Share lecture slides in advance: Allowing students to access the slides before class provides them with an opportunity to preview the content. This can be particularly helpful for students who need extra time to process information.
Distribute handouts: Provide handouts that summarize the key points or outline the structure of the lesson. This gives students a tangible reference to follow along with during the lecture.
Key Guidelines for Effective Overviews:
Give the main goals of the lecture: Clearly state the objectives of the class so students understand what they are expected to learn.
Briefly name the concepts that will be discussed: Provide an outline of the main topics or concepts in alignment with the goals. This gives students an organized framework to grasp how the concepts connect.
examples and discussion points: Adding concrete examples and posing potential discussion points can help contextualize the lecture and make abstract concepts more tangible.
Creating a classroom environment that accommodates neurodivergent students is key to promoting their success and well-being. Here are some strategies to ensure your classroom is supportive, inclusive, and conducive to their learning:
Open Communication
Make yourself available for accommodations: At the beginning of the course, establish open lines of communication by making yourself available to students who may require accommodations. Let them know they can reach out to you for support. Additionally, inform students about the student advisor's contact and other university services available to assist with accommodations. Be sure to include relevant links in your course materials to make these resources easily accessible.
Time Structure
Punctual breaks: Organize your lectures and tutorials around a clear structure, respecting the scheduled break times. Providing a 15-minute break at consistent intervals can help students recharge and avoid distractions, especially for those who find it difficult to maintain focus for long periods. Regular, timely breaks are crucial for neurodivergent students who may experience mental fatigue or concentration difficulties.
Reflection
Mindful self-reflection: After particularly demanding activities—especially those requiring significant social interaction—consider incorporating a 5-minute mindful self-reflection break. This allows students to process the information they’ve just learned, self-regulate, and return to the next task feeling more grounded. These short breaks can be essential for managing energy and focus.
Collaboration
Clear structure for group work: While some neurodivergent students may struggle with social interaction, they can benefit greatly from collaborative work. The key to successful group work is providing a clear structure. When assigning group discussions or activities, give students specific questions to discuss. Additionally, setting a timer for each student’s turn to speak ensures that all participants contribute and that the conversation stays on track.
Using Audio-Visuals
Mindful of sensory triggers: Loud volumes and bright colors can overwhelm neurodivergent students, especially those with sensory sensitivities. When using audio-visual materials (like videos or slides), ensure the audio levels are appropriate and test them in advance. Provide trigger warnings when necessary to prepare students for potentially overwhelming sensory input.
Stimming and Fidgeting
Acceptance of self-regulation: Some neurodivergent students engage in stimming (repetitive movements or sounds) or use fidget objects to help self-regulate. Recognize that these behaviors are coping mechanisms, and ensure that they are not misunderstood. Avoid drawing attention to these self-accommodations and create a supportive environment where students feel free to use them as needed.
Self-Accommodating Equipment
Allow sensory tools: Students with sensory processing issues may benefit from using equipment such as headphones to block out distracting sounds or other tools (e.g., stress balls or fidget toys) to help them focus. While these items might initially appear distracting to others, they are essential self-accommodations for some students. Be open to these tools as part of your classroom environment.
Reminders
Support for time blindness: Time blindness—difficulty perceiving the passage of time—is common among neurodivergent students. When assigning timed activities, make sure to offer reminders or set up a visible timer that shows the remaining time. Regularly check in with students and provide gentle prompts to help them stay on track.
Suggested Activities
The activities below offer structured opportunities for interaction and content engagement during class. Some are tailored to support visual learners, using images, diagrams, or spatial organization to enhance understanding. Others promote shared responsibility in a low-pressure way by providing clear prompts, while some create space for individual reflection and focus. It’s important to manage time carefully—some students may need extra time to process or speak, while others may dominate the discussion. Using a visible timer on the board can help all students stay aware of how much time they have left and manage their participation accordingly.
