Articles tagged neuroinclusive literacy practices
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.
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.
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.
Children must engage routinely in the challenging tasks of mastering foundational phonological skills. For children struggling to learn to read, this learning can look and feel very different from their peers. A child who displays avoidant behaviors about books may be a dyslexic child with unmet learning needs.
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.
CLiF has served over 350,000 children since 1998.