How Neurodiversity-Informed Practices Change the Classroom for Students

As a neurodiverse educator, one of my leading philosophies in the classroom has been to “meet students where they are” academically. Too often, the public school has pushed students further and pushed them earlier, at the cost of developmentally appropriate learning. I want my classroom and my school community to be a place where students want to be; where they feel safe, and where they are eager to learn and feel energized and excited in their learning. At Anniston Academy, we are able to fully embody this philosophy through our individualized education plans. Each student has a highly-detailed educational profile that outlines their areas of strength, interests, learning styles, and areas of growth that is then used to guide their learning and what is being taught in the classroom.

In my opinion, one of the biggest strengths of our school has been giving teachers the freedom and autonomy to teach how they see fit. There is no pacing guide, there is no race to get every student on the same academic level, there is only seeing the whole student for who they are and the strengths they possess. As a teacher at Anniston Academy, we not only have the flexibility to adapt the curriculum to meet the needs of our students, but we also have the freedom to incorporate students;’ strengths and interests into the learning for a tailored educational experience that empowers students to achieve and authentically enjoy learning.

It is evident that students enjoy being at Anniston Academy and feel a sense of belonging and community among their peers. Through being an inclusive and welcoming environment, not only are we creating a safe space for students to achieve and celebrate success, but we have created a space where students are an active participant and leader in their educational journey.

-- Autumn H. Enrichment and Intervention teacher at Anniston Academy