Embracing Neurodiversity IN THE CLASSROOM BY ERIN PAGE . PHOTOS PROVIDED.
TRINITY SCHOOL AT EDGEMERE FOCUSES ON EDUCATING STUDENTS WITH LEARNING DIFFERENCES IN A SUPPORTIVE ENVIRONMENT.
kids in her school have the opportunity to bond with her students with special needs, and vice versa. Those relationships beyond her classroom, both with students and general education teachers, are instrumental as she seeks to ensure as many of her students as possible are able to both transition to general education classrooms and be understood and celebrated for who they are. “One of our biggest goals is to be a more inclusive district,” said Erin Trussell, director of specially designed instruction for Oklahoma City Public Schools. “It comes down to exposure and training. We’re really pushing to get as many kids as possible into general ed and finding what supports we can give [neurodiverse students] in a regular classroom so they can participate as much as possible.” What is neurodiversity? Neurodiversity encompasses atypical ways in which brains can function, including learning difficulties like dyslexia and developmental diagnoses like autism spectrum disorder and ADHD. According to the Centers for Disease Control, one in six kids between ages 3 and 17 are considered neurodiverse. Leesa Lacey, MAMFT, LPC and CEO of Integrated Brain Health in Oklahoma City, says it’s imperative to teach all kids, starting at a young age, how their brains work and to emphasize that it’s OK to be different. “If every child is taught how they are wired, then we take away [the idea] that they are a bad kid or something is wrong with them … it takes away the stigma,” said Lacey.
PreK special education teacher Amber Wright-Eck has students who jump, spin or stand beside their desks during a lesson, students who are nonverbal and students with a variety of diagnoses that classify them as neurodiverse. Her goal with each of her students is to develop a trusting relationship and then determine how to help them reach their version of success. Wright’s strategies along the way truly know no bounds. When one of her students had a disability that sometimes kept him from participating in activities because he couldn’t stand or walk for long periods of time, she built a special seat to accommodate him and keep him engaged. In addition to meeting her students’ individual needs, Wright facilitates regular conversations among her 3- to 5-year-old students about the value of differences and importance of inclusion. She encourages curiosity, questions and discussion. “If a child is spinning and another child thinks that looks strange, I might ask, ‘Have you ever tried spinning to see if it’s fun?’” said Wright, who teaches at Martin Luther King Jr. Elementary School in Oklahoma City Public Schools. “I let the kids ask questions and I’m honest about explanations. I welcome that in class. Let’s take the weird out of it. It’s neat how quickly the empathy and compassion come from kids if we allow it to happen.” Also of utmost importance to Wright is that typically-developing
46 METROFAMILYMAGAZINE.COM / SEPT-OCT 2022
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