Neurodiversity in Schools Differentiation tip 5

Prioritisation: which exercise question or task to select for your Neurodivergent pupil

No, we are not going to ‘dumb down’ the task for our ND learners. This isn’t ‘all, most, some’ or ‘death by 100 worksheets’. It’s looking at the materials, tasks and skills and thinking which parts of the learning will work for that child in that particular lesson. Remember, a lesson is a snapshot in time. Over the weeks, months and years you support this pupil they will develop an array of skills and knowledge, but this is best achieved one step at a time.

What is meant by ‘prioritising for your neurodivergent pupil’?

Prioritising involves choosing which pieces of work you give to each pupil. For example, you may have an exercise in history about the causes of the first world War. You may want Gemma to work more on a source activity whereas you want Jose to work on a timeline, in which case you might say.

“Gemma, use the information from sections a and B to answer source questions one and two.”

“Jose I want you to read the text at the top of the page and make a timeline of key events.”

“The rest of the class, read the text, look at sections C and D and answer questions 3-6.”

You know that, as an autistic learner, Gemma has a great eye for details but sometimes misses nuance when she rushes her work. Here you have given her time to focus and consider meaning.

Jose, on the other hand, is dyslexic and enjoys practical learning. Making a timeline using card and sticky notes will create the multi sensory approach he needs to improve working memory. ( For more information on working memory see my link here https://neuroteachers.com/post/what-is-working- memory-how-can-allowing-more-processing-time-help-working-memory- issues/ )

That means that each child works on their own skills using the same source information.

What equipment do you need?

This is where we talk about textbooks! If you know me, you’ll know, I’m a huge fan of a well written textbook. I’ve personally found them hugely helpful for differentiation. When we prioritise certain task components or de-emphasise others during a complex activity, it can be helpful for learners with processing needs, such as any with specific learning difficulties such as dyslexia and dyscalculia or autism and some with medical and sensory needs. In some cases, you may need to get a large print text for a certain child, but, for the most part you can delegate tasks based on the strengths, needs and overall desired outcome of lessons.

Final thoughts

When everyone has completed the task, during your feedback session, you may have Jose present his timeline and answer questions about key events. Gemma may start the feedback on the exercise whilst neurotypical peers then feedback on the rest of the exercise. This way everyone has access to all the information and feels like they have contributed.

Finally (for real this time!)

No, Jose isn’t going to do a timeline every lesson, Gemma isn’t only going to do source activities and the rest of the class aren’t only going to do long answer questions for the rest of term. This series contains 9 tips which you can liberally sprinkle throughout your lessons, many of which will help both the neurodivergent pupils and their neurotypical peers.

Why not buy our e book on reflective practice https://neuroteachers.com/product/neuroteachers-neurodiversity-and-reflective-practice-ebook/

Neurodiversity in Schools Differentiation tip 5