Date of Award
8-2024
Document Type
Thesis - Open Access
Degree Name
MA in Child Development
First Advisor
Kim Ferguson
Second Advisor
Cindy Puccio
Abstract
Neurodiversity refers to every individual having a unique neurological makeup. It is a concept that acknowledges and respects the profile of every person as an individual. A neurodiversity-affirming practice builds on every individual’s strengths and adjusts environments to support the development of those strengths. Applying this concept to schools could mean educating teachers, students, and their families to consider the profiles of all children in a classroom in order to create productive learning environments that empower every child to learn with purpose and confidence. The vast majority of classrooms today are not neurodiversity-affirming. In this paper, I will explain why that is, why it matters, and how we can get there.
The research in this paper surfaces key topics that should be considered in the development of neurodiversity-affirming classroom practices. I interviewed neurodivergent (ND) young adults about their experiences in elementary school, including their learning styles, diagnoses as appropriate (e.g., Attention Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Sensory Processing Disorder, Learning Disorders), academic performance, and relationships with peers, teachers, and family. I also interviewed educators who have worked in elementary schools about their perspectives on neurodiversity, both as a concept for children to understand and its influence on school policies and classroom practices.
The thematic analysis that follows surfaces common themes and responses to closed-ended questions. The discussion then breaks down the theoretical concept of neurodiversity-affirming practices into actionable and digestible topic areas that can be used to develop programming for elementary school students. This project is meant to be a first step in a collaborative process with neurodivergent teachers and young adults. Together we will develop a turn-key program or curriculum that could be brought into elementary schools—and led by neurodivergent adults—to introduce neurodiversity-affirming classroom practices to students, teachers, administrators, clinicians, and families in a way that makes long-term adoption of these practices accessible and practical.
Recommended Citation
Berman, Lisa, "Introducing Neurodiversity-Affirming Practices Into Early Elementary School Classrooms" (2024). Child Development Theses. 58.
https://digitalcommons.slc.edu/child_development_etd/58