Common characteristics: Difficulties with: memory, organisation, time management, writing, reading, visual processing, auditory processing, as well as sensory distraction and sensory overload.
There is often an overlap between different forms of neuro-diversity and many strategies for overcoming these in a learning situation are useful for all of them.
Autism
Make learning relevant, highlight the links and relevance to the learner. Be aware of the language you use; avoid using idioms and make positive statements rather than negative ones e.g. 'Write one paragraph on...' rather than 'Don't write too much...'. Provide clear instructions for tasks that are broken down into individual steps. Use the learner's name at the start of any face-to-face or direct communication and encourage all learners in any group work to do the same (with everyone). Allow time for a response (this applies to anyone with a slower cognitive processing speed, such as learners with dyslexia and learners with some mental health or physical health problems). In the learning environment, reduce any sensory load such as background noise or visual interference from too many visual prompts. Agree on the best formats for communication such as using email or texting. Consider personalities of learners and suitable relationships when grouping learners for collaborative work or, if this would be too difficult for a learner, plan alternative ways of collaborating e.g. digitally, or other forms of learning activity either for the learner or the group. Agree on suitable organisational tools and use these to plan learning and to provide a means of regularly tracking progress.
Dyslexia
Understand your learner's type of dyslexia: auditory or visual processing difficulties. A learner with visual processing difficulties is likely to find auditory resources easier to follow. Some learners with dyslexia have visual distress; using coloured overlays or backgrounds with chosen coloured text can help. Using digital tools such as on-screen tracking, screen-readers and speech-to-text tools, and reading bars can help. Learners with dyslexia are often 'whole picture' learners. Providing an overview of the learning objectives, and how they link together, rather than working in a step-by-step manner enables learners to see suits this better. Consider alternative assessment methodologies, tasks and evidence formats e.g. a professional discussion rather than an assignment.
-
Dyscalculia
This is not as common as dyslexia but is characterised by a difficulty in understanding the concept of, even the smallest, numbers. Using visual prompts to represent numbers and 'concrete' resources reinforces general number concepts.
ADHD
Many of the strategies listed for learners with Autism are relevant to those with ADHD. Breaking learning down into small chunks, having clearly defined instructions, providing written instructions and time reminders, reducing or eliminating distractions are all helpful strategies. Having an awareness of the types of behaviours the learner displays when concentrating can ensure they are not misinterpreted. Understanding stress triggers and suitable stress reduction techniques can also be useful.