Internalized ADHD Ableism in Schools: 15 Key Fixes for Teachers

Do you teach students with ADHD? Explore the ableism affecting students with ADHD and learn actionable strategies to foster an inclusive, supportive classroom.

This guide empowers you to create a learning environment where every student feels valued and understood.

For those of you who also have ADHD, take special note as there are applications for you as well.

Internalized ADHD Ableism in Schools: 15 Key Fixes for Teachers

ADHD ableism is a sometimes hidden issue affecting students and teachers every day.

Many don’t even realize how deep it goes or how much it impacts the learning environment.

As a former teacher, I’ve seen how subtle and ingrained this ableism can be within schools. And how, even for neurodivergent adults who are well-educated and understanding, it is so easy to fall into traps that we have absorbed by our culture.

This post aims to highlight how ADHD ableism manifests in educational settings and offers practical solutions for teachers.

We'll explore the underlying issues, provide actionable tips, and ultimately work toward a more inclusive classroom where every student can thrive.

Addressing systemic ableism is not just beneficial for students with ADHD—it's vital for creating a supportive environment for all learners, teachers, and the education community at large.

This blog offers educational content; not medical advice. Please, consult a healthcare professional for personal mental health concerns.

Understanding ADHD

ADHD, short for attention deficit hyperactivity disorder, is a condition that affects how people focus, control their impulses, maintain attention, and regulate emotions.

It's a lot more common than some may think, and it can make school and daily life extremely challenging. Let's break down the basics.

What is ADHD?

ADHD is a neurodevelopmental disorder often diagnosed in childhood; though more adults are getting late-diagnosed into their senior years.

It doesn't mean the person is lazy or not trying hard enough. Instead, the ADHD brain is simply wired differently.

Understanding this can help you to create better support systems.

Common Symptoms

People with ADHD usually experience a variety of symptoms, including:

• Inattention: Struggling to stay on task, easily distracted, often daydreaming. Imagine trying to read a book while someone keeps yanking it out of your hands. That's how it can feel for someone with ADHD trying to focus.
• Hyperactivity: Fidgeting, unable to sit still, always on the go. Think of a motor always running in someone's mind and body. This can include racing thoughts, or feeling like you have so many things to do and don't know where to start.
• Impulsiveness: Acting without thinking, interrupting others, difficulty waiting their turn. It's like having a set of brakes that don't work as well as they should.

Types of ADHD

There are three main types of ADHD:

1. Predominantly Inattentive Presentation: Main issues involve inattention and distractibility.
2. Predominantly Hyperactive Presentation: Main issues involve outwardly demonstrated hyperactivity and impulsivity.
3. Combined Presentation: A mix of the above two.

ADHD Myths

Some common myths about ADHD can fuel ableism and misunderstanding. Here are a few:

• “It's just an excuse for bad behavior.” This is not true. ADHD is a real medical condition. It's one of the most extensively studied, highly genetic conditions that is most responsive to medications.
• “Only kids have ADHD.” Many adults live with ADHD, often undiagnosed. ADHD is a chronic, lifelong condition.
• “ADHD means you're not smart.” Intelligence has nothing to do with it. Many people with ADHD are highly intelligent but may struggle with certain tasks. The gaps between extreme strengths and challenges are often larger than for most people.

Impact on Daily Life

Living with ADHD is tough. Everyday activities that others might find easy (like paying the bills, remembering doctor's appointments, or handling dishes) can require monumental effort for someone with ADHD.

This can lead to frustration and misunderstandings, especially in school and work settings.

Recognizing these challenges is an important step in fostering a more inclusive environment for everyone.

Understanding ADHD is the first step in addressing ADHD ableism.

By learning about the condition and its impact, we can begin to dismantle the misconceptions that harm students and hinder their learning.

For those of you who also have ADHD, you can also begin noticing how these internalized misconceptions might affect your relationship with yourself.

Are you someone who, for example, struggles with receiving any kind of constructive criticism? Does your RSD (rejection sensitive dysphoria) get in the way and make it difficult to communicate effectively?

Team leads and administrators, this would be helpful insight for you as well. Check out Shannon from EF Bomb Coach‘s article on managing rejection sensitivity at work.

In the following sections, we’ll explore how to support students with ADHD and create a more inclusive classroom.

What is Ableism?

Ableism is a form of discrimination and prejudice against people with disabilities.

It can show up in many areas of life, including schools, workplaces, and public spaces.

In the U.S., the deeply ingrained, outdated fantasy of pulling oneself up by one's proverbial bootstraps is also extremely harmful.

Understanding ableism is key to creating a more inclusive environment for everyone, especially those with ADHD.

Defining Ableism

Ableism is when people treat those with disabilities as less valuable or capable.

It's like being made to feel like you're not good enough just because you have a different way of doing things.

This can be through words, actions, or even policies that exclude or harm people with disabilities.

Examples of Ableism

Ableism can be very obvious or very subtle. Here are some examples:

• Physical Barriers: Buildings without ramps or elevators, making it hard for people with mobility issues to get around.
• Attitudinal Barriers: Believing that someone with a disability can’t perform a task as well as someone without one.
• Systemic Barriers: Policies in schools or workplaces that don’t accommodate people with disabilities, like inflexible deadlines or lack of alternative formats for materials.

How Ableism Manifests in Schools

In schools, ableism can deeply affect students with disabilities, including those with ADHD.

It can manifest in various ways such as:

• Lack of Understanding: Teachers or staff might not understand ADHD, thinking it’s just bad behavior or lack of effort.
• Exclusion: Students with ADHD might be left out of certain activities or given less challenging work because of misconceptions about their abilities. Peers may not know how to include the neurodivergent student in a natural manner, making things feel strained.
• Inadequate Support: Not providing the necessary accommodations, like extra time on tests or breaks during long tasks.

The Impact of Ableism on Students with ADHD

Ableism can make school a frustrating and demoralizing place for students with ADHD.

They might feel isolated, misunderstood, or unfairly punished.

This can lead to lower self-esteem, increased anxiety, and even a lack of interest in school.

When students don’t get the support they need, they miss out on opportunities to learn and grow.

Combatting Ableism in Education

To fight ableism, we need to change how we think about disabilities and make our schools more inclusive.

Much of this internal rhetoric occurs subconsciously; so we need to invest time and resources in really examining our thought processes.

Here are some steps:

• Education and Training: Teachers and staff should learn about different disabilities, including ADHD, and how they can support all students.
• Inclusive Policies: Schools should have clear policies that ensure students with disabilities get the accommodations they need.
• Raising Awareness: Talking openly about ableism can help reduce stigma and create a more supportive community.

Understanding ableism is essential. By recognizing how harmful it can be, we can take steps to create a fairer and more inclusive environment for everyone.

In the next section, we will explore specific strategies for teachers to support students with ADHD.

ADHD and Ableism

Ableism deeply affects people with ADHD in ways that can sometimes be hard to recognize.

It's crucial to understand what ableism is and how it intersects with ADHD to create a more inclusive and supportive environment for everyone.

Understanding Ableism in the Context of ADHD

Ableism refers to discrimination against people with disabilities, both intentionally and unintentionally.

When it comes to ADHD, ableism can take many forms.

It sometimes looks like a teacher labeling a student as apathetic when they struggle with focus or time management.

Other times, it involves not providing the necessary accommodations, like extra time on tests or flexible deadlines, that students with ADHD may need.

Examples of ADHD Ableism

ADHD ableism is not always obvious. Here are some ways it can show up:

• Erroneous Assumptions About Intelligence: Thinking that a student with ADHD isn't smart because they struggle with traditional ways of learning.
• Behavioral Misunderstandings: Believing that a student with ADHD is intentionally disruptive, rather than understanding their behaviors as symptoms of their condition.
• Lack of Accommodations: Not allowing breaks for students who need to move around, or refusing to provide tools like noise-canceling headphones.

The Consequences of ADHD Ableism

ADHD ableism can have serious effects on students.

When students with ADHD don't get the support they need, they can feel isolated and misunderstood. This can lead to:

• Low Self-Esteem: Constant negative feedback can make students feel like they are not good enough.
• Increased Anxiety: Facing unrealistic expectations can cause anxiety and stress.
• Academic Struggles: Lack of appropriate support can hinder academic performance, leading to a cycle of frustration and failure.
• Social Friction: Other peers may ostracize students because of what they perceive as unfair privileges, such as extra time on tests.

Challenging ADHD Ableism

To combat ADHD ableism, we need to shift our mindset. Here are some actionable steps:

• Educate Educators: Teachers need to be informed about ADHD and how it affects students. This can help them develop empathy and create supportive strategies.
• Implement Inclusive Policies: Schools should apply policies that ensure students with ADHD get the accommodations they need without having to fight for them.
• Promote Open Conversations: Encouraging open discussions about ADHD and ableism can help reduce stigma and create a more understanding school environment.

Practical Tips for Teachers

Teachers play a critical role in breaking down ADHD ableism. Here’s how they can help:

• Flexible Seating: Allowing students to choose where they sit (or stand) and with what types of seats can help them focus better.
• Timed Breaks: Incorporating short breaks can help students with ADHD reset and maintain motivation.
• Written Instructions: Giving clear, concise written instructions can make tasks easier to understand and complete.

Understanding how ableism impacts those with ADHD is the first step in making meaningful changes.

By tackling these subtle yet harmful biases, we can create a more equitable environment for all students.

In the next sections, we’ll explore more strategies for fostering inclusivity and understanding in the classroom.

Recognizing ADHD in the Classroom

Identifying ADHD in students can make a huge difference in their educational experience.

Some behaviors could be clear indicators, while others are more subtle. Teachers often play a crucial role in spotting these signs early.

Here's how to recognize ADHD in the classroom and what you can do about it.

Recognizing Symptoms

Teachers need to watch for specific symptoms that might suggest a student has ADHD.

These can be both behavioral and academic.

• Inattention: Students might find it hard to focus on tasks, frequently daydream, or miss details in their work. The quiet girls who sit in the back of the room, who may be getting good grades, could be overcompensating with intense anxiety and perfectionism.
• Hyperactivity: These students may fidget, talk excessively, or struggle to stay seated during class. The student who needs water from the hallway or to use the bathroom every half hour.
• Impulsiveness: This can include interrupting others, blurting out answers, or acting without thinking. The kids who don't know how to take turns in a conversation.

Academic Indicators

Besides the behavioral symptoms, there are academic signs that can suggest ADHD.

• Inconsistent Grades: A student with ADHD might do extremely well with some tasks or subjects, and extremely poorly with others.
• Trouble Following Instructions: Students find it hard to follow complex instructions, especially when verbal, leading to incomplete or missing assignments.
• Disorganized Work: Messy desks, lost homework, and poorly organized notebooks can be signs of ADHD. The overflowing locker that won't close is a classic example.

Behavioral Clues

Behavioral patterns in the classroom often offer the first clues.

• Frequent Movement: If a student needs to move around a lot, even when it's not appropriate, they might be dealing with hyperactivity.
• Impulsiveness: Watch for students who have trouble waiting their turn or often interrupt class. Students who are noticeably impatient (or who are trying to hide it).
• Emotional Reactions: Students with ADHD might have quick and intense emotional responses to seemingly minor issues.

Social Interactions

How a student interacts with peers can also provide hints.

• Difficulty Making Friends: Struggles with social cues and maintaining conversations can be signs.
• Conflict With Peers: Frequent arguments or misunderstandings with classmates are common for students with ADHD.
• Isolation: Some students might feel left out or avoid group activities due to their symptoms.

Teacher Strategies

Once you've recognized potential signs of ADHD, the next step is creating a supportive classroom environment.

• Flexible Seating: Allow students to sit where and how they're most comfortable and focus best.
• Breaks for Movement: Incorporate short breaks to help restless students release energy.
• Clear Instructions: Give step-by-step written instructions and repeat them if necessary. Visual aids can also be helpful.

Encouraging Self-Awareness

Help students become aware of their own behavior and develop coping strategies.

• Self-Monitoring: Teach students to pay attention to their bodies and recognize how emotions may be showing up.
• Organizational Tools: Tools like certain planners or apps can assist with keeping track of assignments and deadlines.
• Positive Reinforcement: Recognize and reward their efforts and achievements, no matter how small.

Recognizing ADHD in the classroom is the first step toward providing the support these students need to thrive.

By being observant and proactive, teachers can make a significant difference in their students' lives.

Next are more insights on supporting students with ADHD and creating an inclusive learning environment.

15 Things Teachers Need to Be Aware Of

Addressing ADHD ableism in classrooms starts with raising awareness.

Understanding the unique needs and challenges of students with ADHD can make a significant difference in their educational experience.

Here are 15 key insights teachers can keep in mind to help.

ADHD is Not a Choice

Recognize that ADHD is a neurodevelopmental disorder, not a choice or sign of laziness.

Students with ADHD aren't being difficult on purpose; their brains are simply wired differently.

Individual Experiences Vary

Every student with ADHD is unique.

Some may have trouble paying attention, while others might struggle with hyperactivity or impulsivity.

Avoid one-size-fits-all assumptions.

Inattention and Hyperactivity are Symptoms

Students may daydream a lot or seem restless. These behaviors aren't intentional disruptions.

They're symptoms of ADHD and should be addressed with understanding and support (and not condescension).

Clear Instructions Matter

Students with ADHD often find complex instructions (especially verbal) overwhelming.

Break tasks into smaller steps and use clear, concise written language with visuals to make directions easier to follow.

Allow for Movement

Fidgeting and the need to move around are common in students with ADHD.

Consider flexible seating options or allow short breaks to help them release energy and refocus.

Incorporate group brain breaks to get everyone's hearts pumping!

Time Management is a Challenge

Time management can be a significant hurdle.

Tools like timers, planners, and visual schedules can help students stay on track and complete tasks timely.

But it's also not that simple. So be understanding about the lack of consistency. It's part of the package.

Consistent Routines Help

A consistent daily routine can provide structure and stability.

Knowing what to expect can reduce anxiety and help students with ADHD stay focused.

Post the routine in an obvious location with visual aids like icons.

Positive Reinforcement Works

Encouraging words and positive reinforcement can go a long way.

Recognize their efforts, no matter how small, and celebrate their achievements to boost confidence and motivation.

Be careful to deliver this in the way the student prefers. (Ask them how they like to be acknowledged.)

Empathy is Essential

Show empathy and patience. Understand that students with ADHD face daily struggles that others do not.

A supportive and understanding attitude can foster a more inclusive classroom environment.

Let your students know you are on their side. You see the best in them, both now and in their future selves.

You also get how terribly difficult school might feel.

Avoid Public Criticism

Avoid singling out students with ADHD in front of their peers.

Public criticism is never good for anyone, but it is particularly damaging with ADHD.

ADHD people often suffer from rejection sensitive dysphoria, which involves intense emotional reactions to real or perceived criticism.

Offer feedback privately and constructively.

Provide Visual Aids

Visual aids can make learning easier for students with ADHD.

Charts, diagrams, and colorful notes can help facilitate increased understanding and concept retention.

Minimize Distractions

Create a distraction-free zone.

Reduce background noise, limit visual clutter, and provide a quiet space for students who need it to focus.

Offer noise-canceling head phones, and talk to other people who may be making the noise.

Collaboration with Parents

Work closely with parents to understand each student's unique needs.

Regular communication can help create a consistent support system both at home and school.

Flexibility is Key

Be flexible with deadlines and assignments.

Students with ADHD may need extra time or different formats to show their understanding of the material.

Offer audio book versions or help them access them.

Professional Development

Seek ongoing training about ADHD and other neurodevelopmental disorders.

Being well-informed equips teachers to provide better support and create a more inclusive classroom.

By keeping these 15 points in mind, teachers can better support their students with ADHD and create a learning environment where every student has the opportunity to thrive.

The Lived Experience of ADHD

Living with ADHD presents unique challenges and experiences that can affect all areas of life.

This section aims to provide insight into what it feels like to live with ADHD, highlighting both the struggles and strengths of those who have this condition.

Daily Challenges

People with ADHD face numerous challenges in their daily lives.

These include issues with time management, organization, and maintaining focus.

Imagine having multiple web browsers open in your mind, all playing different videos at the same time.

This can make even the simplest tasks feel overwhelming.

• Time Management: Struggling to keep track of time can lead to missed appointments and deadlines.
• Organization: Losing important items like keys, homework, or even forgetting tasks is common.
• Focus: Staying focused during meetings, classes, or even conversations can be extremely difficult.

Emotional Impact

ADHD doesn't just affect behavior; it also has a significant emotional toll.

People with ADHD often experience intense emotions and quick mood changes.

One minute, they might feel on top of the world; the next, they could be deeply frustrated or upset.

• Frustration: Regularly feeling frustrated due to poor performance or misunderstood behavior.
• Anxiety and Depression: Living with ADHD can lead to anxiety and depression, particularly if the individual feels isolated or stigmatized.
• Low Self-Esteem: Constantly receiving negative feedback can damage self-esteem, making individuals feel they're not good enough.

Social Interactions

Navigating social settings can also be a struggle for those with ADHD.

Misinterpreting or missing social cues, interrupting conversations, or being overly talkative can lead to misunderstandings and strained relationships.

• Miscommunication: Struggling to follow conversations, leading to misunderstandings.
• Impulsivity: Blurt out thoughts or interrupt others, which can seem rude or disruptive.
• Isolation: Feeling isolated due to difficulties in forming and maintaining friendships.

Academic and Professional Life

ADHD can have a significant impact on academic and professional life.

From childhood into adulthood, individuals with ADHD may experience setbacks in school and work environments.

• Inconsistent Performance: Some days may be highly productive, while others might feel like climbing a steep hill.
• Procrastination: Delaying tasks until the last minute, in order to feel the urgency required to complete them.
• Job Performance: Difficulty meeting deadlines, remembering details, or staying organized can impact job performance and limit career growth.

Coping Strategies

Despite these challenges, many individuals with ADHD develop effective coping strategies that help them manage their symptoms and lead successful lives.

• Routine Building: Establishing a daily routine can provide structure and reduce stress.
• Mindfulness and Relaxation Techniques: Practices like meditation can help improve focus and reduce anxiety.
• Organizational Tools: Tools like planners, apps, and timers can help manage time and tasks.

Strengths of ADHD

It’s important to recognize the unique strengths that often accompany ADHD.

Individuals with ADHD can be incredibly creative, energetic, and innovative.

• Creativity: Many people with ADHD think outside the box and come up with original ideas.
• Problem-Solving Skills: Living with ADHD often means developing excellent problem-solving skills and adaptability.
• Hyperfocus: While focusing can be difficult, many individuals with ADHD experience periods of ‘hyperfocus,' where they can become deeply engrossed in a task they are passionate about. Not everyone affected agrees it's a strength; some say it's yet one more thing to manage.

Understanding the lived experience of ADHD is essential for creating a more inclusive and supportive environment.

By acknowledging both the challenges and strengths associated with ADHD, we can better support those who have it and foster a more empathetic and accommodating society.

FAQs on ADHD Ableism

Understanding ADHD ableism can be complex.

This section addresses some of the most frequently asked questions to provide clarity and actionable insights on how to combat this form of discrimination.

What is ADHD ableism?

ADHD ableism refers to prejudice and discrimination against individuals with attention deficit hyperactivity disorder.

It's a subset of ableism, focusing specifically on the misconceptions and biases about people with ADHD.

This can manifest in schools, workplaces, and social settings, in overt or subtle ways.

How does ADHD ableism affect students in schools?

ADHD ableism impacts students in several ways:

• Mislabeling as Lazy: Students with ADHD are often unfairly labeled as lazy or unmotivated because they struggle with attention and focus. They might receive easier assignments due to a misconception that's what they need. When in reality, challenge can be extremely motivating.
• Inadequate Accommodations: Schools might not provide necessary accommodations, like extra time on tests, modified assignments, or noise-canceling headphones.
• Social Isolation: Students with ADHD can become socially isolated due to misunderstandings about their behavior.

What are common misconceptions about ADHD?

Several myths fuel ADHD ableism:

• “ADHD isn't real.” ADHD is a medically recognized and extremely well-studied neurodevelopmental disorder.
• “Only hyperactive kids have ADHD.” ADHD has several presentations, including inattentive and combined types.
• “Women can't have ADHD.” ADHD affects people across all genders. As science advances and women are included more in societal discourse and research, they will continue to be diagnosed at a rate more similar to those of boys and men.
• “If he just tried harder…” This is actually one of the most hurtful, insensitive, and damaging comments anyone can make. If you know anyone with ADHD, you know that trying harder is what people are already doing in order to mask and/or compensate for their difficulties. It's simply not possible to try any harder, and it is not healthy. The question then becomes what else can be done? How can you modify the environment? What support can be found through qualified mental health professionals?

How can teachers combat ADHD ableism in their classrooms?

Teachers can take several steps to combat ADHD ableism:

• Education: Learn about ADHD to understand the challenges and strengths of students with this condition.
• Flexible Teaching Strategies: Offer various ways to complete assignments and participate in class.
• Positive Reinforcement: Focus on students' efforts and progress rather than just outcomes.

How do you support someone with ADHD in a non-school setting?

Supporting someone with ADHD outside of school involves:

• Understanding and Patience: Be patient and understanding of their needs and struggles.
• Clear Communication: Provide clear, concise instructions and check for understanding.
• Encouragement and Support: Offer encouragement and support for organizational strategies and task management.

What can schools do to reduce ADHD ableism?

Schools can implement several initiatives to tackle ADHD ableism:

• Professional Development: Provide training for teachers and staff on ADHD and inclusive practices.
• Inclusive Policies: Develop policies that ensure students with ADHD receive the accommodations they need.
• Awareness Campaigns: Conduct awareness campaigns to educate the entire school community about neurodiversity.

Does ADHD ableism only affect children?

No, ADHD ableism affects individuals across all ages.

Adults with ADHD face similar misconceptions and biases in their workplaces and social lives.

Addressing ADHD ableism is a lifelong commitment to understanding and inclusivity.

Are there any laws protecting students with ADHD from ableism?

Yes, several laws protect students with ADHD:

• Individuals with Disabilities Education Act (IDEA): Ensures students with disabilities, including ADHD, receive free appropriate public education.
• Section 504 of the Rehabilitation Act: Prevents discrimination based on disability in any program or activity receiving federal financial assistance.
• Americans with Disabilities Act (ADA): Prohibits discrimination in the U.S. against individuals with disabilities in all areas of public life.

Can ableism contribute to mental health issues in students with ADHD?

Yes, ADHD ableism can contribute to mental health problems such as anxiety, depression, and low self-esteem.

Constant negative feedback and isolation take a significant toll on a person's mental well-being.

How can peers support classmates with ADHD?

Peers can support classmates with ADHD by:

• Being Inclusive: Include everyone in group activities and social interactions.
• Showing Empathy: Relate to someone's struggles by acknowledging your own.
• Offering Help: Offer help with classwork or organizing tasks if they seem to struggle and wants support.

What are some everyday examples of ADHD ableism?

ADHD ableism can appear in everyday situations as:

• Negative Comments: Saying things like “You're just lazy” or “Why can't you focus?” Saying someone is “high-functioning” or not.
• Exclusion: Leaving someone out of activities or discussions because of their ADHD symptoms.
• Unrealistic Expectations: Expecting someone with ADHD to behave or perform in the same way as someone without the condition.

How can awareness reduce ADHD ableism?

Raising awareness can reduce ADHD ableism by educating people about the realities of ADHD, dispelling myths, and promoting empathy and understanding.

Awareness campaigns can change attitudes and lead to more inclusive practices.

Can ADHD ableism be addressed at home?

Yes, ADHD ableism can be tackled at home through:

• Education and Awareness: Family members should educate themselves about ADHD and its impacts.
• Supportive Environment: Create a supportive home environment with clear routines and positive reinforcement.
• Open Communication: Keep lines of communication open and be understanding of the struggles associated with ADHD.

What role do healthcare professionals play in addressing ADHD ableism?

Healthcare professionals play a critical role by:

• Providing Accurate Diagnoses: Ensuring individuals receive accurate ADHD diagnoses.
• Offering Resources: Providing resources and strategies for managing ADHD.
• Advocating for Patients: Advocating for patients' needs in educational and occupational settings.

How can one self-advocate against ADHD ableism?

Self-advocacy involves:

• Educating Yourself: Learn about ADHD and your rights.
• Communicating Needs: Clearly communicate your needs and accommodations to employers.
• Seeking Support: Connect with support groups or networks of individuals with ADHD.

Understanding these FAQs on ADHD ableism helps to clarify the issues and provides a roadmap for tackling discrimination and biases.

Key takeaways

Addressing ADHD ableism is essential for creating an inclusive educational environment.

Ignoring this issue harms not only students with ADHD but also the broader school community.

Proactive steps in education can dismantle harmful biases.

Teachers, parents, and communities must unite to support neurodiverse students.

This collective effort will ensure every student has the opportunity to succeed.

Your actions can make a difference. Educate yourself, challenge misconceptions, and advocate for inclusive practices.

Together, we can build a supportive environment where all students feel valued, appropriately challenged, and intelligent.

For more tips on neurodivergent teacher accommodations, read the “Top 10 Essential Neurodivergent Teachers Accommodations” round-up!