“ As a teaching community , we share knowledge about our experiences , and we ’ ve been increasingly focused on meeting our students where they are and understanding how to support the variety of learning profiles of the students we teach .”
This spring , Junior School parents were invited to campus to hear Morris speak about neurodiversity , helping to increase awareness within the community , and supporting parents with ways to start the discussion with children at home . In particular , Rae explained how language choice can affect how we approach neurodiversity .
“ As a teaching community , we share knowledge about our experiences , and we ’ ve been increasingly focused on meeting our students where they are and understanding how to support the variety of learning profiles of the students we teach .”
“ It is essential to challenge unchecked norms of communicating differences as debilitating , diminishing or devastating news when discussing a diagnosis ,” Rae said .
She also spoke to the impact of cultural norms on how we treat one another based on our unconscious expectations .
“ For example , with Canada ’ s dominant Western culture , we may apply neurotypical expectations such as everyone should value individuality , should be good at being social and picking up on social cues , and should make eye contact and be extroverted and charming . If people don ’ t fit those expectations , we stigmatize or treat them differently ,” Rae said . “ This is something we need to be reflecting on : how we ’ re expecting people to behave , to act and to think and then how we check in on those expectations .”
ENHANCING EDUCATOR CAPACITY
Throughout the school day , students are surrounded by CHS ’ s dedicated and passionate teachers and staff — who are committed to their own continued capacity building around how to best support student learning .
Teaching staff heard from Morris in a presentation on neurodiversity before the 2023 – 2024 school year began . “ She came in with a phenomenal presentation in neurodiversity , specifically in girls , and how ADHD , autism or other diagnoses could present in girls . So she set the tone for what to look for , the language to use , and how to support neurodivergent students back in August , and it was just such a hit . There was incredible feedback from our staff ,” Ms Eady explained .
Many staff members also chose to enhance their capacity and focus their learning about neurodiversity in the professional development sessions held during Late Start
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