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In this blog, James Laidler talks about his insights into how to plan lessons for neurodiverse students. James is a teacher and has been a Special Educational Needs (SEN) Coordinator for the past 18 years. He also discusses how important it is to consider your terminology, using phrases like ¡®special learning powers¡¯ or ¡®neurodiversity¡¯ to break down negative stereotypes. On top of this, he wants to help teachers and students recognize the strengths SEN students can bring to the classroom.

James explores special needs education and what teachers can do to ensure their lessons are inclusive for all. A lot of these lesson tips are also great to apply to keep all students engaged, SEN or otherwise.

Defining Special Educational Needs

To define what Special Educational Needs (SEN) is, a child has SEN if they have a learning difficulty or disability that calls for special educational provision. Learners with such as autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia or anxiety disorders come under this framework.

Inclusive lesson tips for neurodiverse students

Although teachers want to create inclusive lessons, many feel ill-equipped to support neurodiverse students.?To help, James offers some tips for lesson planning which aim to turn learning diversities into strengths:

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a condition that can include symptoms such as inattentiveness, hyperactivity and impulsiveness. Students with this disorder may have a short attention span, constantly fidget, or act without thinking.

Lesson tips for ADHD students:

• Movement breaks ¨C Students with ADHD may struggle to sit still for extended periods of time. Include short breaks in your lessons that offer them the opportunity to get up and move around at regular intervals.
• Group work ¨C To keep learners active and engaged, include group work in class. This means they don¡¯t have to focus on the board for too long.
• Dramatise lessons ¨C A really effective activity is to . For example, students can act out role plays or other fun . It keeps them motivated, holds their attention and can be fun for all of the class.

Dyslexia

Dyslexia primarily affects the skills involved in accurate and fluent reading and spelling. It may affect a person¡¯s phonological awareness, verbal memory and verbal processing speed. Lesson tips for dyslexic students include:

• visual aids ¨C Learners with dyslexia tend to have . Try bringing in pictures to illustrate ideas or add them to lengthy texts to help students when doing reading comprehension exercises.
• font and spacing ¨C When setting reading tasks, simply , enlarging font size, and double spacing is hugely beneficial to dyslexic students. Simply adapting the text can make their learning experience much easier.
• text-to-speech software ¨C Using a text-to-speech specialized software often provides significant support to those who struggle with reading or digesting text on computer screens ¨C try or .

Autism spectrum disorder (ASD)

ASD is a developmental condition that involves challenges in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. The severity of symptoms is different in each person. Lesson tips for ASD students:

• Encourage systematic skills ¨C Often students with ASD may be more systematic than other students. This means they favor routines, regular processes, and predictable activities. Try bringing out these skills by asking students to spot patterns, analyze numbers or evaluate data.
• Talk about interests ¨C Autistic students may have specific interests they love to research. Engage them by getting them to or ask students to create projects on a topic they choose that they can present to the class.
• Teaching online/blended learning ¨C If you have a learner who is struggling socially at school, it may be an option to include hybrid or blended learning. This takes away the social and emotional challenges of school and people interaction, which can benefit ASD students.

Anxiety disorders

Anxiety disorders differ from normal feelings of nervousness or anxiousness, but rather involve intense fear or anxiety. in young people and greatly affects their ability to learn.

Lesson tips for anxiety disorder students:

• Changing language and terminology ¨C Our education system is very exam driven, which can cause students to experience much stress. By simply offering reassurance, guidance, and motivation, you can help to reduce their feelings of anxiety.
• Talk openly ¨C Encourage learners to discuss their feelings if they struggle. They can do this with you, a classmate, or a support worker at the school. If they open up to you, focus on .
• Mindfulness techniques ¨C Try adding five minutes at the start of the day for guided meditation or breathing exercises. It may help students to begin the day in a calm and relaxed manner.

What is the coding mindset?

Over the past decade, the ELT industry has placed more emphasis on soft skills. The focus has been on developing personal leadership qualities, creativity, problem-solving, teamwork and communication and collaboration skills. These are all essential skills for the future of work ¨C and especially useful when students need to work better together and solve unexpected issues.

A coding mindset encourages students to develop these essential soft skills ¨C and practice them as a coder would. Teachers can use activities and tasks in the classroom that are based on this mindset to help students develop strategies to analyze, understand and solve problems.

This is integral to computational thinking and is how computer programmers think when coding. Yes, the coding mindset is a way of thinking, but it does not directly relate to computer science. Instead, it follows the skills and mentality that coders and programmers use in their work. Following this mindset can and savvy when faced with challenges in their learning or daily lives.

Four benefits of the coding mindset

There are several benefits to developing this mindset:

1. Gain creativity skills

One significant benefit of this way of thinking is that students learn that not everything they try will work out just as they expect. In fact, it¡¯s normal to fail several times when trying to solve problems.

In working to find new strategies to work through challenges, students are also .

Creativity was once synonymous with art, such as drawing or painting. However, this now means coming up with new ideas and is a skill that is .

2. Learn how to cope in difficult times

We live in a world where we experience constant change ¨C and we need to be able to find ways of managing. A coding mindset teaches learners how to build resilience.

By openly communicating with others, evaluating ideas and discussing a range of options, students will be able to work through uncertainties and confront challenges.

Not only will this help students when coming up against stumbling blocks in their learning, but it will also benefit their day-to-day lives.

3. Create risk takers

We can all recognize that learning English isn¡¯t easy and that students are bound to make mistakes.

However, a coding mindset encourages students to take risks when approaching difficulties. It also helps language learners spot their mistakes and experiment with different options to find solutions.

Ultimately, learners become more willing to take risks which they need to do to reach a higher level of proficiency.

4. Develop the ability to overcome obstacles

When approaching a task with a coding mindset, students will learn how to focus on the important information. They will filter out any irrelevant details and find ways around barriers.

For example, if learners have to write a text about their last holiday in class, they could hit a wall if they don¡¯t know how to use the third conditional to explain something. Rather than giving up, students with a coding mindset would use the grammar they do know to complete the task. For instance, they can continue with the past simple or past continuous, explaining their story in a different way.

This encourages learners to focus on their strengths rather than weaknesses to overcome obstacles and keep going.

Practical activities for use in the classroom

There are several activities that teachers can use in the classroom to develop the coding mindset for their students. These include:

Recognizing patterns

If you teach in a classroom with a whiteboard, you can draw a series of colored circles on the board. The colors should follow a pattern that students must work out in small groups and then continue on the board.

This simple exercise can be adapted for all levels and ages. You may even want to use flashcards with vocabulary, letters or number combinations.

Giving instructions

A great way to develop troubleshooting and problem-solving skills is by asking students to direct one another across the classroom. Put the learners into pairs and ask one of them to give directions and the other to follow.

They can practice imperatives and language for directions, while they break down problems into smaller, more manageable parts.

Treasure hunts

Creating treasure hunts works particularly well with young learners. If you have access to an outside space, you can hide classroom objects or flashcards around the space and give students clues as to where to find them.

You can also do this around the classroom or school if you cannot access the outdoors. This will help them to think systematically and follow instructions.

Pixilation of pictures

If you have access to an interactive whiteboard, another way to develop problem-solving skills is by selecting some pictures from the internet and blurring them with a pixilation tool.

Choose vocabulary you¡¯ve been working on in class, so students are already familiar with the topic. Show the pictures on the whiteboard and ask students to work in groups to guess what the pictures are.

English language teachers everywhere spend time and energy helping students practice their conversation skills. Some may ask whether conversation in English can actually be taught. And ¨C if it can ¨C what the rules might be.

To explore these questions, we spoke to world-renowned . He is an Honorary Professor of Linguistics at the University of Bangor and has written more than 120 books on the subject.

What makes a good conversation?

¡°It¡¯s very important that we put this everyday use of language under the microscope,¡± he says. He highlights three critical facets of conservation that we should bring into focus:

• Fluency
• Intelligibility
• Appropriateness

But all in all, he says that people should walk away from a conversation feeling like they¡¯ve had a good chat.

¡°For the most part, people want that kind of mutual respect, mutual opportunity, and have some sort of shared topic about which they feel comfortable ¨C and these are the basics I think.¡±

The rules of conversation

There are plenty of ways you can teach learners to engage in a successful conversation ¨C including how to speak informally, use intonation, and provide feedback. So let¡¯s take a look at some of the key areas to focus on:

1) Appropriateness

Fluency and intelligibility are commonly covered in English language classes. But appropriateness can be more complicated to teach. When preparing to teach conversational appropriateness, we can look at it through two different lenses: subject matter and style:

2) Subject matter

¡°What subject matter is appropriate to use to get a conversation off the ground? There are cultural differences here,¡± he says. The weather is often a good icebreaker, since everyone is affected by it. The key is to find a common topic that all participants can understand and engage with.

3) Style

Teachers can also teach students about conversational style, focusing on how to make conversations more relaxed in English.

There are ¡°several areas of vocabulary and grammar ¨C and pronunciation too, intonation for example ¨C as well as body language, in which the informality of a conversation is expressed through quite traditional means,¡± says David. One example he offers is teaching students how to use contracted verb forms.

4) Simultaneous feedback

This is what makes a conversation tick. When we talk with someone, we let them know we¡¯re listening by giving them feedback. We say things like ¡°really¡± or ¡°huh¡± and use body language like facial expressions and gestures.

Of course, these feedback noises and expressions can be taught. But they won¡¯t necessarily be new to students. English learners do the same when speaking their own language, anyway.

Keep in mind though, that when it comes to speaking online on video conferencing platforms, it¡¯s not easy to give this type of simultaneous feedback. People¡¯s microphones might be on mute or there might be a delay, which makes reacting in conversations awkward. So, says David, this means online conversations become much more like monologues.

5) Uptalk and accents

Uptalk is when a person declares something in a sentence, but raises their intonation at the end. For English learners, it might sound like someone is asking a question.

Here¡¯s an example:

• ¡°I live in Holyhead¡± said in a flat tone ¨C this is a statement.
• ¡°I live in Holyhead¡± said using uptalk ¨C you are stating you live here, but recognize that someone else might not know where it is.

Now, should teachers teach uptalk? David says yes. For one, it¡¯s fashionable to speak this way ¨C and it can be confusing for English learners if they don¡¯t understand why it¡¯s being used in a conversation.

¡°The other thing is that we are dealing here with a genuine change in the language. One of the biggest problems for all language teachers is to keep up to date with language changes. And language change can be very fast and is at the moment,¡± he says.

When it comes to accents, David is a fan. ¡°It¡¯s like being in a garden of flowers. Enjoy all the linguistic flowers,¡± he says, ¡°That¡¯s the beauty of language, its diversity¡±.