What All Schools Can Do to Support Neurodiverse Learners

13th June 2023Website Admin

What All Schools Can Do to Support Neurodiverse Learners

With thanks to Pete Wharmby (Centre for Research in Autism and Education, CRAE Annual Lecture, 2023)

10 Things All Schools Can Do

  1. Make sure that all staff know the profile for all relevant learners.
  2. Have a mentor for each neurodiverse learner ā€“ one in which they have some agency.
  3. Educate all staff about autism ā€“ if they have knowledge, they can do a lot.
  4. Work with your community ā€“ employers need to understand neurodiversity, too.
  5. Open up the issue of difference ā€“ move it from insult to fascinating.
  6. Promote tolerance of and accommodation of difference.
  7. Accommodate idiosyncrasies (e.g. stimming, walking around, repetitive behaviours, sensitivity to noise, obsessive interests).
  8. Make the school sensitive to known or potential triggers ā€œof stress or behavioursā€. e.g.
    • Changes to routine or schedule
    • Group work
    • Work deadlines
    • Presentations
    • Reading aloud
    • Picking teams
  9. Prioritise positive relationships with learners and parents (e.g. regular dialogue with parents; support groups for parents) ā€“ working together is in everyoneā€™s interests.
  10. Have available appropriate therapeutic strategies.

Guidance for Schools

The 10 suggestions above provide a useful checklist. They can also be used to create a workshop activity for staff that will sensitise everyone to the issue of supporting neurodiverse learners. They were stimulated by Pete Wharmbyā€™s presentation at the 2023 CRAE Annual Lecture, and most of them were specifically referenced there. Pete is an autistic teacher, writer, speaker, advocate and author. Below are two suggestions about how ā€œ10 Thingsā€ might be used.

  1. The first is a simple ā€œbright spotsā€ activity, designed to identify the best of what is currently happening in all 10 areas. The logic of discussing bright spots is to build from the best of what currently happens. ā€œWhat are the characteristics of this that could be applied more broadly?ā€ and ā€œWhat would be required to have more like this?ā€
  2. The second is an evaluative activity to identify strengths and areas for growth ā€“ what is going well (or not) and what more might be done.

Activity 1

  • Pre-arrange groups so that there is a good mix of experiences and roles in each group. Prepare a facilitator for each group ā€“ someone who will advocate for the activity.
  • In groups, discuss the ā€œbright spotsā€ in your school for each of the 10 items. What is the best of what you do? What are the key features of these bright spots?
  • Then, come together with new ideas being suggested for each of the 10 items, where relevant, based on the principles or features of your bright spots.

Activity 2

  • Before the activity, create sets of cards with one of the 10 suggestions on each card plus five blank cards (to add new things). One set is required for each group.
  • Pre-arrange groups (as above).
  • First, each group discusses whether they have additional ideas to add on the blank cards.
  • They then sort out their top 10 as a group.
  • Groups come together and are facilitated to create a composite or consensus top 10 across the groups (ā€œOur schoolā€™s top 10 ideasā€).

Subsidiary activity either in groups or as a whole staff:

  • Arrange this top 10 into three groups ā€“ things we do well; things we need to improve on quite a lot; things we value but are not currently ready to do.
  • Using post-it notes (green for positive affirmation, amber for creative improvement ideas, red for ā€œweā€™re not close on thisā€), decorate ideas around the ten cards, starting with amber, then green, then, if time, red.

Anti-Idling Project

13th June 2023Website Admin

Farmington Public Schools

Grade 5

Our fifth graders took action in collaboration with the Farmington green Efforts Commission by participating in a local anti-idiling campaign. As civic-minded contributors, this was a wonderful opportunity to engage in stewardship in our town. Students have been studying how human activities impact the Earthā€™s sphere, and more specifically, how the burning of fossil fuels impacts the atmosphere.

As part of this project, fifth graders collected and analysed data about idiling in the west woods parking lot before and after school. They learned more about idiling from Ms. Caitlin Stern, an enivronment analyst in the Bureau of Air Management at the Department of Energy and Environmental protection.

Next, in a special appearance on the Wildcat News, Ms. Cate Grady-Benson of the Farmington Green Efforts Commission explained the charge of their committee and its campaign. She invited students to participate in a sign-making contest to promote anti-idling in our town.

In order to learn what makes an effective sign, students used several resources, including a presentation from the West Woods art teacher, Mrs. Lantange. She offered tips and suggestions on how to think like an artist while creating designs (colours that work well together, the right medium, and excellent craftsmanship).

Eight of the signs designed by students were selected by the Green Efforts Commission. Final image edits were done by a Farmington High School students under the guidance of the art teacher. The signs will be professionally printed by DEEP and posted at each of the Farmington schools and the Town Hall.

Learning Targets

As a civic-minded contributor, I can take action to protect the Earthā€™s atmosphere. I can promote community awareness about idling by collaborating with the Farmington Green Efforts Commission & DEEP.

Students’ Reflections

ā€œI think itā€™s good to take action because thereā€™s things in the world that we need to stand up for. Before this unit I didnā€™t know about idling. Iā€™m pretty sure even my parents didnā€™t, but I told my parents and they havenā€™t been idling ever since.ā€

– Jahnvi

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The Podcast Challenge Project

13th June 2023Website Admin

Lisa Mishriky, Laura Munafo, Elizabeth Smith, 7th Grade Language Arts

Alysson Olsen, Library Media Specialist

Trisha Irving, Humanities Specialist

Irving A. Robbins Middle School, Farmington, CT

During the Podcast Challenge, seventh graders research, script, record, and edit “podcasts with purpose” on a topic of interest. Students decide whether their podcast will inform, serve as a call to action, or entertain their listeners. Some of our topics this year included: the insulin shortage in the U.S., cryptozoology, e-waste, the importance of music education, cybersecurity, workerā€™s rights, and more! Students have the opportunity to conduct interviews with professionals in their field of study, attend feedback workshops facilitated by eighth graders who previously completed the project, and create their own music and sound effects. The project culminates with a Celebration of Learning where students pose questions to a panel of experts, listen to each otherā€™s podcasts, and engage in reflective interviews with one another. Students are then invited to enter their original creations into two national competitions with National Public Radio or the New York Times.

Teacher’s Reflections

ā€œI am most proud of how much working with students on their podcasts really deepened my relationships with them. This project truly cultivated trust. I was able to focus more on guiding from the side as a coach while watching them run away with the passion for their topic and the project. It was truly a student-driven experience.ā€

– Lisa Mishriky

Students’ Reflections

“I really liked the Podcast Challenge project. It was fun to research with a partner and learn about something we both really wanted to learn about. Creating the podcast from start to finish – research to editing – was really interesting and made me really proud. It didnā€™t feel like school to be honest.ā€

– Luke

ā€œThe interview with the professionals was the highlight of my project. It was really awesome to interview someone about a topic that we were all so passionate about.ā€

– Jonah

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Medical Moment Project

13th June 2023Website Admin

Sharon Becker, Beth Block, Kerry Visone, 8th Grade Science Teachers

Alysson Olsen, LIbrary Media Specialist

Irving A. Robbins Middle School, Farmington, CT

When was the last time you took a moment to educate yourself on your own well-being or on factors that could affect your future health and those of people you care about? Our 8th graders educate our IAR community about the interdependent systems of the human body as related to a medical topic of their choice. Many students chose personally meaningful areas of study related to family, friends or even their own personal medical and/or mental health situations. Students had the chance to research using databases, books and reliable websites. They even had the opportunity to interview medical experts in our community where they could ask specific questions related to their research. Students presented on topics from Parkinsonā€™s disease to diabetes, to broken bones and selective mutism. The choice of engaging newsletters, powerful MedTalks, and captivating screencasts allowed our students to shine in their own unique ways as civic-minded contributors. They educated our community about the causes, effects, treatments, and implications of their topic. Students also raised money via school-wide pajama days – money collected that project winners, voted on by their peers, could donate to charities related to their medical moment topic.

Teacher’s Reflections

“It is incredibly rewarding to watch students go through the process from choosing a disease, disorder, or neurodiversity to becoming an expert on that topic. I continue to be in awe of how much they learn throughout the process. Medical Moment is a highlight of the school year!”

– Kerry Visone

“I am most proud of how the students become more aware and more thoughtful and understanding of how peopleā€™s daily lives are affected by the different medical conditions that are presented.”

– Beth Block

Students’ Reflections

“It helped educate people on different diseases and disorders, which I think is going to be very helpful when we grow up into adults (some of us might even go into the medical field because of this project).”

– Leena

“I think Medical Moment really helped me understand many different aspects of the medical field and what people do everyday to save lives. The project helped me become more aware and appreciative for everyone in the medical field.”

– Claire

“This project helped me be a more positive global citizen because I am now more aware of medical conditions and am less likely to judge before I know the whole story.”

– Brooke

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Choose Your Own Adventure Through U.S. History Project

13th June 2023Website Admin

Tim Briggs, 11th Grade Humanities

High Tech High Chula Vista

For this project, students researched, wrote, and self-published a collection of choose your own adventure stories based on U.S. History. To create their story, each student researched a historical time period and created a story map of possible choices for their character based on the significant events in their era. In writing their stories, students incorporated dialogue, sensory details, and narrative techniques to create gripping second person narratives. Each narrative was then edited by a student editorial team while other students created original art and designed a layout to format our book for publication. At our final exhibition, students presented their work to teachers, students, and community members at the Grossmont Literary Arts Festival.

Teacher’s Reflections

“This project far exceeded my expectations for the depth and complexity of the studentsā€™ narratives. What I had envisioned as a 200- 300 page book sprawled to nearly 600 pages as the students dug deeper into their historical periods and created pathways for their character to explore different events. Students were invested in the creation and publication of our book. Every narrative was reviewed and edited by a team of students for content and historical accuracy and then formatted for publication by our design team. It inspired me to see students work hard to prepare our book and take pride in completing such a large task as a team.”

– Tim Briggs

Students’ Reflections

“Being a member of various groups helped me develop new skills. As a member of the editing group, I improved my understanding of grammar and writing by reviewing the work of other students. I also learned how to use Adobe Acrobat to publish our writing in a professional format. Being a part of the leadership and exhibition crew made me step out my comfort zone and practice my communication and leadership skills. Overall, the project helped me not only to become a more creative writer, but it also let me improve how I work with other students.”

ā€”Rafely Palacios

Saving The Animals Project

13th June 2023Website Admin

This term, Gevurah’s project focused on the issue of animal cruelty and ways to combat it. They asked themselves, “How can we increase awareness about animal cruelty?” and conducted extensive research on the mistreatment of animals, including sea creatures and how they are impacted by water pollution. As a final product, they presented their findings in a symposium on animal cruelty for their classmates. The project spanned across multiple subjects including English, PSHE, DT, and Science. Throughout the term, students engaged in various activities such as creating written narratives about animals, presenting on cruelty towards sea life, designing leaflets with tips for the public to help prevent animal cruelty. Additionally, their PSHE lessons focused on community and careers, where they explored different animal-related professions and emphasised the importance of community involvement in animal welfare. In Science, students learned about ecological relationships and how they contribute to animal protection. The class even had their own aquarium to learn about proper animal care. Lastly, within DT, students learned about branding and how it can be used to raise awareness and funds for a cause. Using graphic design software called Canva, they created banners to promote a charity that they established to combat animal cruelty.

Teacher’s Reflections

Overall, this project was a success, our students were fully captivated by the topic and excited to expand on their knowledge. High points of the project included our trip to Champions Wharf Play Beach, where our students demonstrated their social action skills by handing out leaflets informing the general public about ocean pollution and helping to clear the local area of dangerous rubbish that could harm the local wildlife. If I could think of one improvement for this project, I think it would have been even more effective to have been able to explore our local habitats in science more but with the weather so cold, all the organisms had started to hibernate or take shelter. I am so proud of what Gevurah has managed to accomplish with their analysis of Animal Farm, working hard to develop their skills and writing ā€˜Point evidence explanationā€™ paragraphs. 

– Natasha Brandon

Students’ Reflections

ā€œI thought the project was very good because the big question is very important to the worldā€ – Poppy

ā€œMy favorite part was visiting Whipsnade Zoo and seeing a baby wolverineā€ – Rafael

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All About Me Project

13th June 2023Website Admin

In the Autumn One term, Zayit class worked on a new project to start their school year. The project was linked to their topic of ā€˜All About Meā€™ and focused on learning related to their big question: ā€˜What makes me ā€˜meā€™?ā€™

Through the course of the term, they developed their Art, PSED (Personal, Social, and Emotional Development), and Kodesh knowledge and skills as they learned more about themselves and their school friends and teachers. They linked learning to developing their Zayit class culture, friendships, and self-care skills. They also focused on learning about and celebrating the Jewish festivals they had that half term; Rosh Hashana, Yom Kippur, and Sukkot.

After their project, Zayit hosted an art exhibition to share their body map artworks that they had created to share ā€˜All About Meā€™ with their fellow students at Gesher School. They also participated in a sponsored fun run, alongside Seorah class, to raise money for charity.

Teacher’s Reflections

“Our ā€œAll About Meā€ project was a great start to the school year. The children were able to share their interests and their families, with a focus on establishing a positive class culture.

The Childrenā€™s Charity fun run to raise money for Norwood and the Pinner Shul was a highlight of the term. It was so inspiring to see the children train hard together in the lead-up to the big day, and it was fantastic to see the whole school and our class parents turn up to the park to be our cheer squad.

It was another successful project for Zayit class!” 

– Leigh Kennedy

Students’ Reflections

ā€œI liked this project because it taught me all about my body and eating healthy food.ā€ – Eli

ā€œI learnt about brushing my teeth and washing my hands! The highlight of the project was the Fun Run.ā€ – Adam

ā€œThe highlight of the project was the Fun Run and running with Rafi.ā€ – Eli

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All Around The World Project

16th May 2023Website Admin

In this project, EYFS and Key Stage 1 were tasked with answering the big question ‘How are countries around the world different?’ They began the project using their Geography and Expressive Art skills to learn more about the UK and a range of other countries around the world, in particular, they focused on India, South Africa, Japan and Israel.

To conclude the project they hosted a travel show-style exhibition for the rest of the school.

Teacher’s Reflections

  • The initial food tasting was a challenge, however, by the end of the project lots of the children were happily eating the sushi we learnt to make in our Life Skills sessions.
  • The children found the examples of the travel videos we made hilarious and were so engaged with creating their own videos.

Students’ Reflections

My highlight of the project was making the video because I could watch all my friends on TV.

This project taught me all about different foods and country facts.

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The Stone Age Project

16th May 2023Website Admin

In this project, Year 3 and 4 looked at different aspects of life during the Stone Age. This involved the students exploring what people wore during this era as well as visiting the Chiltern Open Air museum. The project finished with students showing their Stone Age costumes in a fashion show for the rest of the school.

During the project, students also learnt about the role of an archaeologist and the famous stone site of Skara Brae in Scotland.

Teacher’s Reflections

  • I really enjoyed this project as it was such a fun and interactive project!
  • The fashion show was a great success as it was a different way for our children to present their work.

Students’ Reflections

My favourite part of the fashion show!

My favourite part was the trip to the museum!

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