We All Think Differently!

Abstract

The purpose of our collaborative research is to examine how teachers can effectively accommodate the needs of neurodiverse students in mainstream classrooms. Neurodiversity refers to the idea that we all have unique ways of thinking and interpreting the world around us. It is an inclusive term meant to emphasize that differences are not deficits. This term is often used in the context of neurological, behavioral and developmental conditions. Recent studies suggest that the number of people diagnosed with ADHD have increased 4.1% and autism diagnoses have increased ninefold (Abdelnour et al., 2022). This increase clearly highlights the need for increased teacher education in this field. Our findings have identified numerous strategies to help teachers support the needs of neurodiverse students. Some of these strategies include presenting information in smaller chunks, diversifying teaching methods, and implementing different levels of support in the classroom in order to create a safe and inclusive environment for everyone. Other supports for neurodiverse students include individualized education programs. These documents enable teachers and students to collaborate in developing effective learning plans. Through establishing a student's individual strengths, weaknesses, needs and goals, teachers can effectively support their learning in the classroom. Further research on this topic could explore changes to curricula and teacher education that would better support the needs of all students. Our recommendations aim to help educators provide superior and equitable support to all students throughout their academic careers.