This post is the fourth 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.
Neurodiverse brains find the executive management and nuance of the speaking, listening and thinking process more challenging. Developing your understanding of neurodiversity can avert miscommunication between neurotypical and neurodiverse people, especially if there is a working relationship between a neurotypical adult and neurodiverse child.
Learning the steps to bridge the communication gaps for successful learning between neurotypical and neurodiverse brains is possible. The reward is a dyslexic child engaged in learning to read and cared for with a treasured relationship.
Accessibility in spaces requires providing choices and options for communication, diversity within the learning environment and comfort for all.
Author and award-winning teacher-librarian Jolene Gutiérrez advises creating spaces that offer predictability through visual schedules, and opportunities for self-regulation.
“Classroom schedules can be helpful so kids know and can see what’s coming next. Also the use of ‘Zen Zones’ give students a place to reset. These are generally spaces with things like fidgets, coloring books, gentle music/white noise, essential oils, etc. so students can support themselves as needed,” Gutierrez said.
“These zones can be carved out in classrooms, our homes, libraries, etc. in small corners or under a desk (we’ve used blankets over desks to create ‘caves’ for younger students).”
These spaces may offer a variety of choices for seating and standing options, including wobble stools and sling chairs, or an area to stretch out on the floor, or even to walk around, so long as it is a safe way to be in a group. Indoor lighting is an important consideration, as fluorescent and LED lighting can cause both visual and auditory pain for some kids. While it’s not always possible to change the lighting, being mindful of the issue and offering a darker space for a child to retreat to can make a big difference. Weighted blankets and noise-blocking headphones are also helpful tools.
According to Gutiérrez, some educators worry that offering these kinds of accommodations in a classroom will cause disruption, as all students will want to take advantage of them. However, in my experience, once you introduce a given thing and explain how it might be used, the kids who need the support will continue to seek it out when needed, whereas the novelty wears off for others. Ultimately, I defer to my neurodiverse students on what makes them feel good and helps them learn.
So how can connection and regulation coexist in literacy? I will answer this and other questions in our fifth and final post of this blog series.
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.
