learning differences and curriculum
Temple Grandin famously spoke of her autism by saying, “I am different. Not less.”
Or maybe you’re more familiar with Winnie the Pooh’s logic: "The things that make me different are the things that make me."
The world of education is built for the neurotypical student. If you learn even slightly different, school becomes a place where you are reminded over and over and over and over again that you do not belong. You are compared to peers or standards that do not reflect how you think or learn. You are forced to fit into a world that wasn’t built for you.
But what if it didn’t have to be that way?
Homeschooling is such a beautiful opportunity to make the learning fit the student - a child you know better than anyone else in the world! But even with all that flexibility, there are still roadblocks you have to overcome - especially if your brain does not see the world in the same way as your child’s! How do you know how to help them when you didn’t learn that way?
Or, maybe you do know HOW to teach him, but do you know WHAT to teach? Curriculum companies are getting better at trying to create assessments and lessons for our neurodivergent friends, but it’s difficult when each student is so unique. That’s what makes them so great. So, how do you find curriculum that works too? Unfortunately, unless you have a degree in curriculum writing and are an expert in every subject, you probably won’t be able to create a perfect curriculum for your child.
Man. This is a pickle. What do you do??
Simple. You take what you have and you adapt it for what he needs. Here’s a few tips:
HOW TO TEACH:
4-PIECE SCHEDULE: We are huge proponents of 4-piece schedules with an earned break at the end. This schedule is easily adjusted to meet your child where she is at. In a general education setting, I have used this to list the four main things I needed the student TO DO that period. Once he was through with all of them, he earned his free time. At home, I have my son choose the reward he wants from a menu his father and I have created, and then I give him the four things he needs to accomplish. Once those tasks are done, he gets the reward. I know Ryan has used a 4-piece schedule that was updated every 4-minutes because the student could only attend 1-minute at time. Therefore, 4-minutes was strenuous work for this student. The built in break (that they can visually see!) gives students clear expectations and helps them persevere. This adaptability provides structure for your child and flexibility for you. It’s a contract that you both can agree too every day!
WHAT TO TEACH:
LESS: Too much information often leads to sensory overload. When students reach that point, it takes a lot to get them back on track. Therefore, I always try to get them right up to that point without pushing them over. It’s a delicate balance, but the more you work at it, the better you get at reading the signs! The biggest thing here is that YOU DON’T EVER HAVE TO DO ALL OF THE CURRICULUM. I have seen some very poor teachers with little growth complete entire curriculum sets while watching other very strong teachers with great growth complete half of the curriculum. It’s not the content that matters. It’s the skills. For a neurodivergent student, CUT what isn’t essential right away and SUBSTITUTE content they love when you can. This year, I have a student who is obsessed with the solar system in my class. This week, we took a break from our unit and have been following the space launch around the moon. We are able to work on so many of the skills by reading, watching, and researching this topic he enjoys so much. So, most of the time, I would suggest that you CUT and SUBSTITUTE curriculum, parts of assignments, or even assessments.
In my twenty years of teaching, I could write about so many of the ways I have adapted just the 4-piece schedule. I have probably forgotten more curriculum adjustments I’ve made than I remember. In fact, I’ve probably taught more altered curriculum in my career than I have taught the original. And yet, my students have consistently, year after year, shown growth on standardized tests and on their IEP goals. It wasn’t always easy, and I didn’t get it right on the first try most of the time. But, with persistence, patience, and some prayers, we got there! :)
It can be a lot to try to teach your own child in a world that wasn’t built with them in mind. And yet, they will be a part of that world and hopefully change it for the better one day. They need a quality education and strong executive functioning skills to get there, though. I am here to help if you need to collaborate.
You don’t have to do it alone.
-Kristin
