Disscusion #1

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Brooklyn College, CUNY *

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Health Science

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Jun 23, 2024

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docx

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Uploaded by jkplant13

Jade Plant 202410-SEDN-602 Teaching Fellows Cohort 38 When working with children who are neurodiverse or have varying ability levels in a general education classroom, it's crucial to recognize that everyone learns differently. As a teacher, it's important to understand that what works well for one student may not work for another. The article from Harvard Health, What is Neurodiversity? explained that "neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities"(Nicole Baumer & Julia Frueh, 2021). Neurodiversity encompasses a wide range of conditions, including dyslexia, dyspraxia, dyscalculia, Tourette syndrome, OCD, synesthesia, epilepsy, and many others. In a classroom, you can have 12 students with 12 different neurodiverse conditions. Each one of these neurodiverse conditions may have certain similarities but are distinct and unique, just like your students. So, it would be best to cater to each of the distinct and unique neurodiverse conditions in such a way, which means creating differentiated lessons or anything else needed. This is not just with neurodiverse conditions; in general education classrooms, differentiated lessons are required because students learn differently. For students who are neurodiverse or have multiple ability levels in the general education classroom, creating a supportive and inclusive environment is essential. The article LD/ADHD: Why Some Students Struggle from the Iris Center states, "A significant number of students with LD and ADHD struggle academically. This is especially the case when they encounter the
academic demands of high school, including the large amounts of information presented in textbooks and during lectures, homework assignments, projects, and papers for multiple classes. Despite their hard work and effort, students struggle because they have deficits in executive functions, the mental process controlling and coordinating activities related to learning." This can involve providing individualized support, promoting understanding and acceptance among peers, offering professional development for educators, and implementing flexible teaching approaches to accommodate diverse learning needs. Open communication with students, parents, and relevant specialists can also contribute to a positive and successful inclusion experience. Students may be identified as having disabilities through various means, such as a formal diagnosis, an Individualized Education Program (IEP) or 504 plan, or self-identification for accommodations or support services. It's vital to approach this topic with sensitivity and ensure that students with disabilities are not treated differently in general education classrooms. The creation of an inclusive and supportive environment for all students, regardless of their abilities, is a cornerstone of their academic and personal development. It's crucial to foster an atmosphere where all students feel valued, respected, and supported in their educational journey, promoting a positive and equal learning environment. Citations
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