Emily Carley, M.Ed is a distinguished educator with over 20 years of experience in public schools. She is the founder of The Literacy Spark, LLC, and serves as a district-wide literacy specialist, graduate-level instructor, and K–12 coach, supporting educators, alternative schools, and homeschooling networks. Recognized as the University of Vermont’s 2015 Teacher of the Year, Emily is a certified Orton-Gillingham educator, published author, and unwavering advocate of dignity in education.
Readers of all ages can relate to the appeal of “curling up with a good book.” More than just a cozy idiom, the expression reminds us that comfort and surroundings shape the reading experience. Finding a space to read where one feels secure and at ease builds positive associations with the act, while fostering a sense of belonging.
For neurodiverse readers, the reading environment can make an even greater difference. Neuroinclusive literacy practices help make it possible for all children to experience the joys of reading by mindfully removing barriers, creating social and emotional safety, and ensuring equitable access to high-quality literacy support.
The neurodiversity movement, which gained momentum in the 1990s, reframed neurological differences not as deficits but as natural variations in how people think, learn, and interact. Grounded in equity, inclusion, and respect, this perspective guides neuroinclusive practices that help autistic, ADHD, AuDHD (autistic/ADHD), and dyslexic community members feel a sense of belonging in public spaces.
Since the passage of the Americans with Disabilities Act (ADA) in 1990, public spaces have become more welcoming through features like automatic doors, wider doorframes, gender-neutral restrooms, and family-friendly design. These changes demonstrate that when we design for access, we create spaces that benefit entire communities. We can all play a role in nurturing inclusive settings where all children can learn, grow, and thrive.
One way to think about access is through the example of reading glasses. With the right lenses, words come into focus. With the right support, reading becomes accessible–and joyful!–for every child.
This post is the first in a five-part series collectively titled Neuroinclusive Spaces for All! When Access to Literacy Affirms Identity and Feels Like Belonging. In her next post, Emily Carley will share how positive changes can impact a few common experiences and settings, particularly for neurodiverse readers and their families.
