Yes, we’re talking about accommodations FOR TEACHERS…
I recently asked educators on social media if neurodivergent staff were being offered any support, and folks had a LOT to say! In this episode I’ll share:
- What we mean when we talk about neurodivergence
- Why neurodivergence isn’t a deficiency, just a difference
- What teachers say about accommodations that are (and aren’t) happening in their schools
- The legal rights that U.S. teachers have under the Americans with Disabilities Act
- The types of supports you can request and the logistics of making them happen
From there, I’ll share the commonalities and patterns in the response from educators about what’s been helpful and what’s needed.
I’ll talk about the 5 ways schools can offer support to neurodivergent educators and what these recommendations look like in practice:
#1: Allow for flexibility and autonomy, especially within breaks #2) Designate quiet areas and mitigate the effects of overstimulating environments #3) Communicate proactively about scheduling and changes #4: Give clear directives, so the invisible expectations become visible #5) Differentiate PD and offer topics related to executive function and organization Additionally, I’ll make the case for universal design: that’s what good for neurodivergent educators also benefits neurotypical educators, and that these practices can (and should) be implemented school-wide.
Listen in to hear more about what’s helping neurodivergent teachers thrive, and how to advocate for the support YOU need in your school.
