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1. Create a Sensory-Friendly Environment

  • Reduce Overstimulation: Use soft lighting, minimize background noise by setting expectations as a group at the start with a group charter, and ask students to bring their noise-reducing headphones if possible.
  • Sensory Breaks: Allow students to take short breaks to manage sensory overload.

2. Use Visual Supports

  • Visual Schedules: Display daily schedules and instructions visually to help students understand what to expect. Maybe you could print off the agenda for people to help them with concentration.
  • Visual Aids: Use charts, diagrams, and color-coded materials to support learning.

3. Offer Movement Breaks

  • Movement Breaks: Incorporate short, structured movement breaks to help students release energy and refocus.

4. Embrace Different Learning Methods and Styles

  • Multisensory Teaching: Use a combination of visual, auditory, and hands-on activities to cater to different learning preferences.
  • Chunking Information: Break down complex information into smaller, manageable chunks.

5. Foster Strengths and Interests

  • Personalized Learning: Tailor assignments to align with students’ interests and strengths to keep them engaged.
  • Positive Reinforcement: Recognize and celebrate achievements to build confidence and motivation.

6. Structured and Predictable Environment

  • Consistent Routines: Maintain a predictable classroom routine to help students feel secure.
  • Clear Instructions: Give clear, concise instructions and check for understanding regularly – perhaps you may do this by using a Student Tutor – maybe ask a student each time to be the Tutor and help with managing the noise and discipline. You could offer small token of appreciation at the end.

7. Collaborative Learning

  • Group Work: Use small group activities to encourage peer support and social interaction.
  • Peer Mentoring: Pair neurodiverse students with supportive peers for collaborative tasks. Maybe you could formalise a buddy scheme or a small group and invite them to create their own “charters” or “mission”.

These tips are mainly found here:

References

David Ross, Lecturer in Inclusive Education

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