Contributed by Jenny Hughes*
If you’re an educator or caretaker of young people who love Science, Technology, Engineering, and Math (STEM), we know you want to set up your learners for success. However, when it comes to creating an inclusive and supportive space, you may have some anxieties about meeting your learners’ needs. This may be especially true if you work with neurodivergent students. It can be a tough balancing act to ensure that STEM learning is engaging and exciting while remaining accessible to students that may be easily overwhelmed by sensory input. Fear not! It may take some extra thought and time, but STEM is absolutely for everyone. There are many ways to support your neurodivergent learners in many kinds of learning spaces.
What is neurodivergence?
This may be a new term for you, so let’s start with what neurodivergence is. Neurodivergence refers to an atypical pattern of thought or behavior, usually including those on the autism spectrum or having ADHD, dyslexia, dysgraphia, and other cognitive disabilities. There is a vast range of abilities and accommodation needs that people who are neurodivergent may have, creating a kaleidoscope of neurodiversity in your classroom and community.
There is a high proportion of neurodivergent learners – especially those on the autism spectrum – with a strong interest in STEM fields. As adults, however, many of these same people are left behind in finding jobs in the subjects they love. That makes your role incredibly important for fostering passion for STEM in neurodivergent learners from an early age.
How do I support my neurodivergent learners?
It can be difficult to know where to start with creating inclusive opportunities in STEM activities. Luckily, plenty of the NC Science Trail’s partners are making accessibility for neurodivergent guests easier than ever before. While it’s always best to get to know your neurodivergent learner and what strategies work best for them as an individual, here are some suggestions to build your confidence while establishing a foundation for supporting neurodiversity in STEM activities:
Recognize (and embrace!) different engagement styles
Not everyone learns the same way – some people are visual learners while others learn by listening. Some do great in classroom settings while others truly thrive in outdoor environments. Recognize that your neurodivergent learners may not be capable of sitting still for long (or even short) periods of time. They may need to fidget, rock back and forth, flap their hands, or stand up and pace. These behaviors don’t necessarily mean they are not interested or engaged in what you are doing – it may be their way of calming their body and mind so that they can focus.
Sometimes, a structured activity or lesson just won’t go according to plan – but just as much learning can be done through self-guided inquiry. Look into what kinds of self-guided learning opportunities exist in your area, such as a science center makerspace (or make one in your own space!).
Consider the environment
Certain sensory stimuli – like bright lights, mechanical sounds, or strong odors – may have a big impact on a neurodivergent learner’s comfort level in an environment. Look for possible triggers in your learning space to make it more “sensory-friendly.” Have bright fluorescent lights? Consider keeping them off if you have natural light or floor lamps. Do metal chairs scrape across a tile floor? Try felt padding on the chair feet. Doing an experiment with strong-smelling materials? Maybe make it optional and ensure that there is good airflow in the room to dilute the scent. Have someone that needs to stand up to fidget or pace? Set up a “quiet corner” in your space where your kids go to any time they need some space to regulate their body or emotions before re-engaging.
Build your sensory-friendly toolkit
You can’t always control the environment you are in with your neurodivergent learners. Luckily, there are common, cost-effective tools that you can keep on hand anywhere you go. Most toolkits can be compact enough to fit in a drawstring bag, such as Kaleideum’s sensory-friendly backpacks or Kidzu’s cool-down kits. Your sensory-friendly toolkit can include items such as:
- Noise-dampening headphones
- Sunglasses
- Fidgets (stress balls, fidget spinners, twisty tangles, etc.)
- Sand-timers
- Yoga mats
- Dry erase boards and markers
- Picture exchange communication cards
Look for sensory-friendly hours, or call ahead
Many educators and caretakers are daunted by the thought of taking their neurodivergent learners out for field trips or outdoor learning activities. Fortunately, awareness around supporting neurodivergence has increased in recent years, especially in museum and science center settings. It never hurts to call ahead and ask about specific sensory triggers that may be present or if certain accommodations can be made for activities. You may even find your local science center periodically offers sensory-friendly visiting hours and events that reduce sensory stimuli, such as Discovery Place Science and Catawba Science Center. Check the NC Science Trail Site Events page regularly for upcoming sensory-friendly events.
Most institutions are more than happy to help you plan your visit. Several NC Science Trail partners – such as Kaleideum and the NC Museum of Natural Sciences – already offer downloadable social narratives or sensory maps on their websites’ Accessibility page so you can visualize the visit from start to finish before you go. You may even find that your neurodivergent learner thrives outside of a classroom!
There’s always more to learn
Whether you’ve just started working with neurodivergent learners or you’ve been an educator for years, there is always something more to learn about helping students achieve their highest potential. Using these tips and learning from the experiences of others in your field – including the students themselves – you can make a huge difference in supporting a neurodivergent learner’s lifelong love of STEM and give them a boost in reaching for their “when I grow up” dreams.
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*Author’s note: The author of this article is, herself, neurotypical. She has several years of experience in science center settings enhancing informal education programs to be more inclusive of neurodivergent learners, including her own family members. Jenny also recently graduated with a Masters of Arts in Biology, with her coursework portfolio focused on accessibility in nature conservation for neurodivergent learners. To have the greatest impact on the neurodivergent learners in your life, it’s always best to consult them on their specific needs.