This post is the third 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.
We can explicitly create families, schools, libraries and communities that embrace the process of communication and relationship building. Understanding the needs and intentions of neurodiverse group members is important, including why neurodiverse people may respond in particular ways. Some responses may include:
- Say it now or it’s forgotten – provide a pencil and sticky notes to mark come back to this!
- The thought of an interesting thing popped up!
- What is being said connects with many other thoughts – use a chart paper or digital document as a parking lot for topics the group can return to discuss!
- Perception of some level of skill competence is required to participate, e.g. reading
- Focus on a single topic of high interest is present – identify when special topics are best discussed, and consider the support of using a timer!
- Interest dependent learning systems means novel experiences draw attention
We are all dancing in and out of multiple conversations each day. Finding ways to support each other by listening, asking questions and learning what feels good, helpful and empowering are important to relationship building.
When I set up agreements with a group of students (see the second post in this series to learn more), they are not rules. Rather they are statements of our own individual needs, hopes stated positively that create a sense of value and belonging. They can be used as guideposts within different groups, including families. It is socially and emotionally supportive to keep the agreements an active part of collective dynamics, and specifically when and how to do so is unique to every group.
Once community and routines are established, it’s helpful to learn how to support regulation and
communication. I’ll discuss both in my next post.
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.
