#audher

“It would have been very, very useful for me to figure out my learning style during school. I only started to get it in my final year.

I learn by talking about the content- I’m a verbal processor. I learn best of all when I can teach others the content. I explain things, I give examples, I reword, I use analogies. I talk until they get it. And along the way, my own brain really, really, really gets it. And I remember it.

In year 12 I wrote a bunch of songs with all the quotes I had to memorise for English (complete with page numbers, authors, poets, dates, all of it). I sang that 20 minute song on repeat for days and then I had all that info ready to go in the exam. And I still remembered it 10 years later.

And I draw. I write stories. I use symbols, characters, colours, dialogue, humour. Anything to make the boring work interesting.

If it isn’t interesting, I can’t learn it.

The trick is to figure out how to make it interesting.

The hard thing is being forced to sit through content delivery that is not compatible with your learning style.

Apparently it’s ADHD month, maybe?

My biggest thing for ADHD is exploring your learning style.

If your kid is an ADHDer help them figure it out.

Start with what they’re naturally drawn to, what lights them up, what they absolutely love. Also pay attention to what shuts their brain right off. Those ways will not work for them. And go from there.

This is part of my longer ADHD resource which is on TPT.

Which learning style do you have?

Em 🌻🌈✌️

AuDHD SLP”

Thank you Em @ NeuroWild

“Here are some examples of ways that classrooms can be neurodiversity affirming.

This is obviously not an exhaustive list. There are a ton of other, very important things (for another day).

The main thing I hear when I suggest accommodations and flexible expectations in the classroom is ‘but what about all the other students?’ ’we can’t just let this kid be out of their seat’, ‘it would be too distracting’, etc.

My opinion of this is: very few kids show up to kindergarten being naturally inclined to sit perfectly still or silently. I don’t believe that kids naturally need either of those things to work, learn, or focus.

I think that kids are trained to do those things to meet classroom rules and teacher expectations. When a neurodivergent kid then moves around during learning, or hums quietly during spelling- the teacher often highlights this as a problem. And the rest of the kids see that. They know what the rules are, they know that student isn’t following them like they should be. They learn to know that student as ‘naughty’ or bad at school.

I think that is a conditioned response.

Early primary teachers could just as easily explain to their young students that everyone’s brains and bodies need different things. Learning doesn’t look the same for everyone. Focusing doesn’t look the same for everyone. That student who is rocking in their chair is doing what their body needs. That student who has headphones on while writing is listening to their sensory needs- awesome. Teachers can either model acceptance and celebrate difference, or they can respond to our kids with annoyance - teaching the rest of the kids to do the same.

Kids who really need silence to work- let’s get them some headphones for when they want them. I bet the majority of the class get work quite happily in a not-silent room. Let’s get some quiet music playing in the background. Why not? Where in the real world is silent? My house literally never is.

Kids are far more flexible than adults in being able to adjust to stuff like this. Teachers have such an opportunity to make massive change.

Note: I’m not in any way suggesting that screaming, roaring noise should be accepted in the classroom. I’m saying that I don’t think silence is essential.

I have a lot more to say about this but it’s a pretty long caption already.

What other things makes a classroom neurodiversity-affirming?

Em 🌈”