This post is the fifth in a five-part series by guest contributor Emily Carley, collectively titled Neuroinclusive Spaces for All! When Access to Literacy Affirms Identity and Feels Like Belonging. Click here to read part one. Click here to read part two. Click here to read part three. Click here to read part four.
What feels good? What is helpful so you can learn? Often, it’s not a thing at all!
Taking time to ask key questions to help children self-identify how they feel, and get what they
need to feel well, do well and be well is positive communication. It strengthens connection,
engagement and critical self awareness skills that lead to self advocacy. Here’s a sampling of
the questions and responses my students and I have found helpful.
- Have you eaten recently? Help yourself to the snack basket.
- Have you been drinking water so far today? Take a few minutes at the water fountain for a drink. Fill a water bottle and take some sips.
- Is your body feeling too hot? You may take a layer off. Move the fan in your direction.
- Is your body feeling too cold? Add a layer. Use a lap blanket.
- What is the feeling you have in your brain right now? Dim the lights. Brighten the lights. Request increase or decrease of my voice/background noise. Use noise reduction headphones.
- Would you like to move more? Grab a wobble stool or chair with wheels. Use a standing desk. Walk the open space in the room. Press hands out into the desk surface, press feet out into the floor and let go for pressure releases.
Remember that small steps completed by many can build bridges for social connection that lead to literacy for all. And the literacy experience can look different for everyone – yes, graphic novels, picture books, braille touch books and listening to audiobooks are all reading!
Learning more about neurodiversity and the value of social connections in your family, schools, libraries is a start. If each of us is able to work toward increasing equitable opportunities for all to feel comfortable, develop relationships, learn and affirm their identity through belonging, who knows what we can achieve together?
Emily Carley, M.Ed. HQVTED & Specialized Literacy Professional Lic. PK-12
With more than 20 years experience in public education, 15 as a dedicated early elementary
classroom educator in Vermont public schools, Emily is a master educator PK-12. She’s an
Orton-Gillingham Classroom Educator & Associate Certified instructor skilled in Structured
Linguistic Literacy. Emily teaches graduate courses, supports fellow educators with joy,
connection and persistence so all can learn to read. She is founder of The Literacy Spark, LLC
and a full-time public school district literacy specialist. Emily is a certified Educating Children
Outdoors (ECO) educator and published author, trained in RULER (Brackett, PhD)
social/emotional intelligence and is a neurodiversity & inclusion educator. Emily’s instruction is
scientifically-based, systematic, explicit, multisensory and emotionally sound for all ages. She is
an unwavering advocate for dignity in education.
Emily enjoys seeking her own new experiences: watercolor painting, pruning untamable fruit
trees and finding world’s best coffee in little-known shops when traveling.
References:
Introduction to Neurodiversity: Harvard Health Publishing, Harvard Medical School. Nov. 23, 2021. What is Neurodiversity
Definition of Neurodiversity: Dunne, Maureen. (2024). The Neurodiversity Edge : The Essential Guide to Embracing Autism, ADHD, Dyslexia, and Other Neurological Differences for Any Organization. Wiley.
Definition of Neurodiversity: National Autistic Society. Autism and Neurodiversity.
Neurodiverse / Neurotypical Communication: Why Autistic and Non-Autistic People Misunderstand Each Other – and How to Fix It: Verywell Mind, Amy Marshall, PsyD. February 10, 2025. Medically reviewed by Claire Eggleston, LMFT-Associate
Literacy Instructional Needs. Young, Nancy. 2024. A Closer Look (chapter 2). Nancy Young and Jan Hasbrouck (editors). Climbing The Ladder of Reading & Writing: Meeting the Needs of ALL Learners (book). Benchmark Education.
28% of US Adults are Not Yet Reading: U.S. Department of Education, National Center for Education Statistics. 2023. Data Point, Program for the International Assessment of Adult Competencies (PIAAC).
Dyslexic Experience: Eide, Brock and Fernette Eide. 2023. The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain. Plume.
17.4%: Shaywitz, Bennett A., & Shaywitz, Sally E. 2020. The American Experience: Towards a 21st century Definition of Dyslexia. Oxford Review of Education.
Neuroinclusive Spaces: Gutierrez, Joelene. Personal Email Communication. July 10, 2024. Subject: use of space so all children are able to access engagement in learning.
