Neurodivergent ​Learners

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Neurodivergent Learners are comprised of a wide spectrum of ​people whose brains operate differently, which affects how their ​brains work. Such learners have different strengths and ​weaknesses compared to non-neurodivergent learners.

Dyscalculia













Neurodivergent learners can be diagnosed ​with a wide range of differences:

Autism ​Spectrum ​Disorder

is a brain difference that affects one's communication, social interactions, ​impulse control, interest levels, interpretations, and sensory regulation.

Because it is a spectrum, these effects can vary significantly from learner to ​learner. If you've met one autistic learner, you've met just one autistic learner.

ADHD

is a neurological difference that challenges the brain's ability to remain ​focused, and this difference may vary depending on topic, setting, and ​engagement. Many neurodivergent learners with ADHD are impulsive and ​struggle with remembering information - they experience challenges with ​their executive functioning skills, which lead to challenges with setting ​priorities, repetition of information, or general spacing out. The degree and ​context of learners with ADHD can vary significantly depending on age and ​environment.

Dyslexia

is a neurological difference that causes the inability or great difficulty in ​learning to read or spell, despite “normal” intelligence in all other regards.

is a wide range of learning disabilities involving math - learners with ​dyscalculia will have struggles interpreting, understanding, and ​utilizing mathematical equations and concepts.

Dyspraxia

is an impairment or immaturity of the organization of movement.

The brain may not process or transmit messages, so such learners process ​information differently in general and may struggle with communicating ​said messages from their brain.

Meltdowns and ​Shutdowns

In some cases, a neurodivergent Ninja may become frustrated with their ​differences in learning and their challenges with processing information or ​expressing their thoughts. These cases may result in a meltdown (an ​external response) or a shutdown (an internal response).


Meltdowns

A meltdown is an external reaction to feeling overwhelmed. Meltdowns happen when a ​neurodiverse person gets too much information from their senses - this is called sensory ​overload.

  • Intense feelings come out in the form of: yelling, swearing, calling names, hitting, ​crying, lashing out, fleeing, or even shutting down.
  • Meltdowns are not the only way a neurodivergent learner may express feeling ​overwhelmed. They may also refuse to interact, withdrawing from situations they ​find challenging or avoiding them altogether.




How Can You Help Address a Meltdown?

  • Protect the learner and others from immediate danger, self-injury, or aggression ​towards others if there is severe lashing out or actions that may cause damage.
  • Provide the learner with a space to retreat. Somewhere calm, an open space, an ​empty room, a seat farther away from all the stimuli.
  • Remove stimuli or triggers such as bright lights, loud noises, strong smells, etc. ​Stop the activity if needed and switch gears with content.
  • Help the learner with deep breathing exercises. In through the nose, out through ​the mouth, 4 seconds each. This can help calm them and focus their attention on ​a singular exercise to re-center.
  • Always be empathetic. Stimuli tend to be beyond the learner's control, and can ​sometimes be upsetting or embarrassing, so always respond with empathy.

Shutdowns

A shutdown is an internal, involuntary physiological process caused by stress ​instability. This is based on an inability to regulate the body’s overwhelming ​response to stressors. The nervous system is overloaded to the point of ​collapse, so it shuts off.


Neurodiverse learners who experience

a shutdown may exhibit the following reactions:

  • They can be completely silent, unable to communicate in any way.
  • They may forget how to do simple tasks, because their nervous system is ​overloaded.
  • They may withdraw to a quiet, dark space to get away from the cause of ​the shutdown and to minimize stimulation.
  • They may be unable to move or even think about what caused the ​shutdown.
  • They may lie down on a flat surface and remain completely still. Some ​may hug themselves (or cross their arms) as a tactile way while remaining ​silent.


How Can You Help Address a SHutdown?


  • Remain understanding of the learner's need to retreat and recover. Minimize the ​stimuli around them, especially if you can identify what overwhelmed them in the ​first place.
  • Provide a calm environment. Use a soft voice, limit your communication, and ​don't focus on the issue that caused the shutdown until they are ready to either ​speak about it or recover.
  • Provide them with space. Ensure that other Ninjas are not engaging them, but ​make sure they don't feel isolated with embarrassment or differentiating them ​from other Ninjas.

Creating an Inclusive space

Components of an Inclusive Space

There are several categories for ways in which you can build and support a more inclusive ​space in your center.


Sensory Regulation

Sensory regulation is how people's brains process sensory input such as sights, sounds, and ​touch. Take inventory of your Dojo and center space, ensuring that there are different places ​for different sensory needs and stimuli. For example, having a quiet space in the hall to play ​chess, or ensuring that some of the space has optimal lighting but not flashing lights, etc. ​Instead of a speaker system, use earphones.


Emotional Regulation

Emotional regulation is how people process and respond to environments through our ​emotions. It is critical to discover what the child needs to support their emotional being. This ​can be discovered during a GBS/Tour as the learner engages with a Sensei and any resources ​like devices or kits. Create spaces and leverage resources that allow your Ninjas to express ​themselves in positive ways, even when they face challenges or stresses.


Communication

Communication is how people exchange information, whether verbal, creative, or other. We ​must honor all types of communication and work to support a Ninja's authenticity. Provide ​opportunities and resources for different forms of communication: whiteboards, devices, ​auditory support, assistive translation on browsers, etc.


Executive Functioning

Executive functioning is how people manage and execute actions. Use schedules, visual ​reminders, and other organizational systems that Ninjas and center staff can clearly see and ​modify as needed.


Socialization

Socialization is how people form connections with others. Prioritize meaningful interactions ​by encouraging every Ninja's interests and goals. Senseis can instruct in both group and ​individual ways.


Curriculum Delivery

How we deliver the curriculum provides productive ways for all types of learners to engage in ​our Dojos. Write out pseudocode or flowcharts on a whiteboard. Use different writing ​surfaces such as whiteboards, tablets, or paper. Use colored pens, crayons, pencils, etc. Find ​ways to help visualize and retain information better for each Ninja.

DOs and DON’Ts for Managing ​Neurodivergent Learners

Don't:

  • Lose your temper. Walk away and get help when ​needed.
  • Call out a Ninja or put them in the spotlight.
  • Give up on a Ninja or think negatively about them.

Do:

  • Be patient and empathetic
  • Remove triggers
  • Redirect when needed
  • Separation – use the Dojo's space wisely to provide ​space when needed
  • Know your Ninjas
  • Be calm
  • Get help