NCAIS is the North Carolina Association of Independent Schools. This conference is focused on meeting the needs of neurodiverse students. The notes below are raw, unedited, and will likely be mixed with my own reactions (I may not agree with what a speaker has said and will process my reaction to it). I will update between sessions.
Keynote: The Neurodiverse Hero's Journey - Become the Strong and Kind Adult in the Room by Peyten Williams, Bowbend Consulting
Neurodiverse people have a wide variety of both strengths and challenges.
You don't have to be an expert to support these kids. You just have to show up.
Threshold guardians are those who resist or gate keep your efforts to change. What is standing in your way? It could be systems, limitations on resources, or your perception of fairness when it comes to support.
- What in your faith, values, or character made you choose teaching?
- How do you grow your social emotional intelligence?
- Do you need to broaden your perspective? Are you trying to support them or trying to "fix them"? (Lori told me in a book interview, "We didn't view that as a challenge, just a different set of facts we had to deal with.")
- What tools do you need in your toolbox? Do you know how to use them?
- Are you giving yourself grace? Nothing feels easy without practice. Keep practicing until it becomes natural.
- Who are your helpers and mentors as you learn? What research can you rely on? Who is in your community that you can learn with?
Mindsets:
- What does this learner need to access learning with dignity? Belonging is not a reward fo compliance; it is a prerequisite for learning.
- Ability is context dependent. A difference is not a deficit in all situations. (Dr. David Rose, in a Learning and the Brain keynote, talked about his tone deafness being a benefit when the church organ was out of tune.)
Is there some technique or attitude that isn't working, but you just can't let go of it?
It is hard work. You will have to ask yourself, "Is this worth it?" That's when you have to circle back to your purpose.
Your transformation is not to become perfect; it is to become the strong and kind adult in the room.
You then return to the ordinary world different and able to transform the ordinary world. What will you bring back?
Session 1 - Building a Neurosupportive Classroom by Kenna Skarda, Ravenscroft School
All students have nervous systems.
Physical spaces are designed, in part, for neurology. I like to see the door in whatever room I am in. That's a neurological adaptation related to safety. Some students are that way too, and they are typically fidgety and turning around in their desks a lot. They don't like to be trapped in the middle of the room or to be facing their desk directly. Mental unbalance can lead to physical unbalance, and vice versa. People don't always have the ability to verbalize it, so it sometimes shows up in their behavior.
You can see similar effects in grocery store lines. How to people wait? Do they dance around with their feet, rearrange things in the cart, pull out their phone?
Whether you are the strict teacher or the easy going teacher, you will be the exact right thing for some student. Kids who are dysregulated often seek out the highly regimented teacher because they know intuitively that teacher will regulate them. Those kids who are overly contained will seek out the hippie-dippy teacher because they will fill in the gaps of what they need.
What sensory experience are you creating? Is it good to have bright lights or dim lights? That depends on the time of day or what kind of mood you are trying to create. If you can get variable lighting, it will help you to create the environment you want. Do you have a few blankets or a space where kids can leave sweaters in order to help a kid learn without the distraction of being cold? Might a weighted scarf or a Ravi blanket help with your fidgety kid?
Naming your adaptive tools will make kids want to use them and take care of them. They don't care if an object goes missing, but if the object is named Carl, they will turn the world upside down to find Carl if he gets lost. They might not ask for a weighted blanket; but they will ask for Louise.
Your brain is easy to trick. If you tell yourself you are dumb, your brain will believe you and behave that way. Feel free to lie to yourself and tell yourself that you can do anything.
For the first time in history, we are seeing a reverse of the Flynn effect. This is largely because of constant computer work and lack of physical work.
Doing the pretzel, curling in and twisting, drawing a figure eight with a laser pointer, or other crossbody moves (or practicing balance by moving back and forth while standing on one foot) will help with regulation during challenging feelings. Offer a few things. Students will naturally gravitate toward what they need.
You have to make your plans while they are calm. If you wait until the limbic system is involved, you aren't getting them back.
You can turn on your parasympathetic nervous system with breath work. Slow breathing or breathing through your left nostril only calms you down. You can also have them count backwards by 7s (or something that requires thought). You can have them tap or hold themselves tightly or rub their earlobe.
You can pump them up by activating the sympathetic nervous system. Fast breathing thought the nose, jumping jacks, fast tapping, or going upside down.
Cognitive self reflection - have them identify what went well and what they could do differently next time
Session 2 - Ten (ish) Quick Tips to Incorporate Neurodiverse Support Into Your Teaching by Alli King and Michelle Hernandez, Carolina Day School
We are teachers who try our best to figure things out through trying and failing and trying again. Have grace with yourself as you make mistakes because they will happen.
Tip zero: Be conscious of font choices. Are you making things harder to read by going too cute?
- When giving directions, get attention from all fits. Be explicit and clear. Provide checklists.
- Explain the why for an expectation. Give specific and immediate feedback.
- Have your schedule displayed. Announce any changes to the routine.
- Have a calming plan
- Have visual cues - timers, graphic organizers, color codes, anchor charts, models
- Built in movement - as part of the plan
- Using peers - turn and talk, etc. (I disagree that this helps the neurodivergent student, but I didn't want to disrespect their presentation by leaving it out. The people behind me have not stopped talking since we sat down, and it is driving me cray - I can't imagine that increasing that would help me if I had ADHD.)
- Check ins - Formal or informal, make sure you follow through. Allow check ins before and after submitting their work.
- Flexible seating
- Metacognition - help kids reflect.
Session 3 - I presented during this one - no notes
But you could go to my website www.thelearninghawk.com for the slides
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