“ Neurodiversity is the perspective that all brains are different and that these differences should be better understood and accepted .”
Rae explained to students . “ If you understand that your brains work differently , you can help create a supportive learning environment . If you ’ re thinking about the school context , we ask , What does your brain need to be at its best for learning ?”
NAMING AND NORMALIZING
NEURODIVERSITY ON CAMPUS
To raise awareness of what neurodiversity can look like in Middle School classrooms , Ms Eady and Rae provided an opportunity for student inquiry and discussion which encouraged self-awareness and self-advocacy for learning needs and ensured students felt equipped to
learn and retain information in ways that work for each of them .
Neurodivergent Senior School students also volunteered to speak to Middle School students about their experiences with their diagnoses of autism and ADHD , providing practical examples for managing and communicating their individual learning needs and encouraging a school environment at CHS that accepts and supports classmates with varied learning needs .
“ What was important to me was noticing that my learning habits differed . And so going to people I trusted helped me learn how to cope with things I had trouble with . Part of that is talking to people around you , like your counsellors or teachers , and realizing most people want to help you learn , and just being confident and asking for support is important ,” one Senior School student said .
Through various exercises , students learned that they have similarities and differences in their learning needs . For example , they shared their unique learning needs such as whether they learned best in louder or quieter environments or whether they learned better in groups or individually .
“ Neurodiversity is the perspective that all brains are different and that these differences should be better understood and accepted .”
“ Having these talks normalizes neurodiversity and creates a better understanding for everybody . Growing up , I carried some shame over how I couldn ’ t catch on to concepts as quickly as others ,” another Senior School student shared . “ Having these talks , to me , it ’ s a beautiful thing to show that everybody ’ s brain works differently . Having a balance between recognizing weaknesses and celebrating strengths is important .”
In Grades 8 through 12 , all students have access to support in building strategies that best fit their learning profile . The Learning Strategies department offers after-school drop-in as well as individual meetings to help students take control of their learning and communicate their strengths and needs to teachers .
“ We take a ‘ strengths-based ’ approach . We don ’ t want to take a ‘ deficit mindset ’ approach to supporting learning and neurodiversity . School is about finding your strengths ; part of the journey is finding what you ’ re good at . Our desire is to help students find their purpose with their skill sets ,” Ms Reave , Coordinator , Learning Strategies and Special Education , Senior School , said .
SUPPORTING STUDENTS AT HOME
Understanding neurodiversity starts with identifying key characteristics and reflecting on strategies to foster discussions , particularly at home .
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