Adapting Classrooms and Resources for Neurodiverse Learners: How Can I Best Meet My Pupils' Needs?

Utilise EHCPs

Familiarity with a learner’s EHCP is crucial in knowing how to tailor your classroom and resources to best meet the needs of your neurodiverse learners. For instance, if a pupil is dyslexic, knowing and utilising the preferred colour overlay or font for them to access learning is paramount.

Clear, consistent expectations

Where there are clear expectations, there is knowledge and security for all learners. Ensuring consistency within this is very important, especially if learners experience different teachers during the school day. School policies, such as behaviour policies, should be adhered to consistently and fairly, and may even be displayed in the classroom to avoid any misconceptions.

Consider sensory needs

For neurodiverse learners, there are often co-occurring challenges with sensory processing, which can cause discomfort or stress. Being aware of their individual sensory needs and taking steps to support them is crucial. For example, for a heightened sense of hearing, the use of noise-reducing headphones or loop earplugs may be helpful.

Visuals

Many neurodiverse learners are also visual learners, making it vital to use clear visuals for supporting learning. This could include the use of graphic organisers or timers. However, it is worth remembering that the visuals need to be accessible for all learners and uncluttered to avoid visual stress; this is especially important in displays.

Reduce the gap

Reducing the gap between learners and the board is a simple adaptation to better meet their needs. This could be achieved by sitting them near the board, providing a printout of the important slides on their desk, or allowing them to use an iPad to take photographs of key learning.

Allowing movement

Movement is essential for focus. For many neurodiverse learners, movement is a way to regulate themselves, and it is also a need, as with the hyperactive presentation of ADHD. Using appropriate fidget resources, wobble cushions, resistance bands, or even standing desks will all help to meet this need.

Regulation areas

Offering an area of the classroom with regulation resources is beneficial for all learners. These resources could include sensory fidget tools, and the area could even feature calming lighting or the opportunity to listen to relaxing music.

Classroom break passes

Having the option of taking a break from the classroom environment is beneficial for neurodiverse learners. Resources for this are as simple as a time out pass or movement break pass. An early pass would also allow them to leave the room before transitions, to avoid busy or noisy corridors.

Sensory Support Strategies In The Classroom

For more information on sensory support strategies in the classroom, watch our recorded webinar, delivered in partnership with The ADHD Foundation Neurodiversity Charity, exploring an overview of sensory differences, and how to support the differing needs in your school.