Top 10 Essential Neurodivergent Teachers Accommodations
Are you or someone you know a neurodivergent teacher? Welcome!
Whether you're navigating challenges related to ADHD, autism spectrum disorder (ASD), AuDHD, sensory processing disorder (SPD), or other conditions, this guide from Teach with ND is here to offer tools for supporting ND teachers and educating others, thereby contributing to a more inclusive work environment.
This blog offers educational content; not medical advice. Please, consult a healthcare or legal professional for personal mental health concerns.
Understanding Neurodivergence in Educators
Neurodivergence is a term that encompasses a variety of conditions, including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), sensory processing disorder (SPD), auditory processing disorder (APD), dyslexia, and others.
As neurodivergent teachers, you face unique challenges in managing classroom environments and executing teaching responsibilities.
From sensory sensitivities and emotional regulation challenges to difficulties with time management and prioritization, these traits impact you at home and at work.
Classroom tasks often found in general education classrooms typically place significant demands on executive functions related to organizing, planning, deciding, prioritizing, emotional regulation, and working memory.
However, it's important to recognize that neurodivergence also brings with it a wealth of strengths, such as creativity, passion, and innovative thinking, that can enrich teaching practices and benefit students.
In fact, it's likely that what you teach actually ties into what you are already passionate about.
(If you haven't done so already, make sure you read “Empowering Classrooms: The Impact of Neurodivergent Teachers on Education.”)
Neurodivergent teachers are also often able to help neurodivergent students in different ways that other teachers might not be as readily able to.
By using the innate ability to empathize with others, you can often intuit the best course of action to help students in unique ways.
Preschool students through adult learners in higher education can benefit from having a teacher that anticipates problems and promptly offers effective solutions.
These are some of the unique strengths, broadly speaking, of neurodiverse people.
Just as no two people are ever unique, people with ADHD and other conditions are never totally alike.
Identifying Personal Accommodation Needs
Now, let's take a moment to reflect on your own experiences and pinpoint areas where you could benefit from support.
These are decisions that you need to make for yourself, with professional support if necessary.
In general, neurodivergent individuals typically have different sensory thresholds than their neurotypical peers. Read “Calming Sensory-Friendly Classroom for Teachers with SPD” for more ideas on how to design your room in ways that support your nervous system.
Whether it's the need for a quiet area to plan, or permission to turn off the camera while on Zoom, identifying personal needs is the first step toward creating a more comfortable work environment.
Do you struggle with time management? This is one of the top challenges for neurodiverse people. Get some tips of timers with this article, “ADHD Visual Timers for Time Management in 2024.”
By acknowledging and embracing your unique traits, you empower yourself to advocate for accommodations that enable you to truly succeed and feel good doing so.
You also help validate other neurodivergent learners.
Are you going to teach from a cart this year? Read “Top Traveling Teacher Cart Ideas” for expert insider tips on how to make it work for you.
Feeling stuck on what to consider requesting? Check out “19 Top Ideas for ADHD Accommodations at Work” for some suggestions you might not have yet considered.
As you work to improve your own physical, mental and emotional health, you will serve as a role model of finding one's way through the education system.
For more information about accommodations, please read “Neurodivergent Accommodations vs Neurotypical Examples.”
Neurodivergent Accommodation Checklist
More accommodations could be helpful for adults with brain differences. This article on LinkedIn has a great checklist to check out!
Creating a Sensory Toolkit
Just as you give fidget toys to students who benefit, you too can have similar tools at your disposal.
Having a bag of items which help calm your nerves is a great strategy.
You can keep it in your classroom, on your cart, in your bag, or in some cases even in your car.
In your sensory tote, keep your own set of materials which help regulate your nervous system.
You might want to try a pressure therapy brush. Or you could have some lavender essential oils to smell.
Crunchy snacks like peanut butter pretzels, or protein bars and nuts for balancing out blood sugar. And of course, some head phones!
Having a heating pad to drape around a stiff neck and shoulders can also feel calming. Of course, noise-canceling headphones are a must.
Researching Available Accommodations
There are ways to support neurodivergent educators in the classroom, though they may require some creativity.
(Luckily for you, teachers are usually quite skilled at being resourceful!)
Some of the same accommodations you provide for students with ADHD or autism, for example, can also help you.
From visual schedules posted by the door for quick reference, to discreet earplugs to wear during loud assemblies, covers over fluorescent lighting, or choosing to stand at the back of the faculty meeting to allow for movement, there are steps you can take to support your needs.
You can find the tools and resources that best align with your specific nervous system by researching and exploring different options.
Do you feel like time management is one of your top (if not the top) struggles? If so, check out “Tiimo App Review: Ultimate Neurodiverse Planning Tool [2024]” for my review of this functional app.
Did you know that ADHD often co-exists with vision issues? If you struggle in this area, check out “ADHD Glasses: Help Boost Focus with Special Lenses.”
Remember, there's no one-size-fits-all solution; the key is to find what works best for you. (See the post “When Life Gets (More) Crazy” for accompanying info.)
Communicating Accommodation Needs Effectively
Addressing fears of intentionally or accidentally disclosing neurodivergence can be terrifying. Unfortunately there is reason in our society to be extra cautious with this.
Neurodivergent people often have a history rife with memories and feelings of rejection, as in the case of rejection sensitive dysphoria (RSD), and for good reason.
This ‘trauma by a thousand paper cuts’ is real and is something that people carry with them. If you are struggling, make sure to get help from a licensed mental health provider.
So it is all about finding balance. Whether you’re discussing accommodations with a trusted friend or doctor, it's important to communicate your needs.
Just be sure, if you choose to do so, that it’s in a way that’s comfortable for you.
By sharing your experiences and explaining how specific accommodations can support work performance and therefore enhance student learning, you will foster greater understanding and create a culture of inclusivity.
Collaborating with Accountability Partners for Implementation
Building a support network is key to successfully implementing accommodations.
Whether it's going through official district-wide channels, seeking guidance from outside disability support services, or sharing best practices with fellow neurodivergent adults from online support groups, keep looking until you find something that fits.
Having an accountability buddy is one of the most effective ways to not only accomplish tasks, but also to have uncomfortable conversations.
You can tell your partner you intend to talk to someone at a certain time, and then follow up with them afterwards.
Creating a Personalized Accommodation Plan
With your accommodation needs identified and a support network in place, it's time to develop a personalized plan that outlines specific accommodation requests and implementation strategies. Just as you’ve done for students!
This plan should be tailored to address your unique neurodivergent traits and classroom challenges, incorporating accommodations that enable you to effectively manage your time, tasks, and interactions in the classroom.
By taking a proactive approach to accommodation planning, you set yourself up for success and create a roadmap for navigating teaching responsibilities with greater ease.
Sometimes you need to also look at the bigger picture. For example, are you able to consistently pack lunches for yourself every day? If not, I highly recommend you read “Easy ADHD Lunch Ideas Adults Will Appreciate [Updated 2024]” and “Easy Meals for ADHD Adults: Quick Tips and Recipes.”
Implementing Accommodations in Work Practices
Now that the accommodation plan is in place, put it into action!
Whether it's incorporating visual supports into lesson plans, like icons to remind you to check the clocks, implementing sensory-friendly seating options like yoga balls, having a white noise sound machine going, or utilizing assistive technology to enhance teaching practices, there are new ways to integrate accommodations into daily work routines that don't take a lot of extra time.
Don't forget that one basic accommodation is to take a break. Read this post for more information: “Neurodiverse Teacher Break Accommodations: Best Practices.”
By embracing new strategies, or adapting old ones with innovative approaches, you can create a more inclusive environment.
Do you chronically race the clock and lose? Most neurodivergent folks do. If that's true for you, read “Apple Watch ADHD Features: Effective Tips for 2024.”
Having a checklist of items for both your students and yourself can be helpful. You can keep it visible and go through it everyday. Teach with ND has one that does just that. Read “15 Achievable ADHD Accommodations Checklist for Teachers” to learn about how to include your needs alongside those of your students, and to receive your free copy of the checklist.
If you want to work with a partner or group to create external accountability, which I highly recommend, check out this post “The Ultimate Accountability Partner Worksheet.” There you will find insight as well as a way to sign up for the freebie.
Explaining Executive Function Challenges
Let's address concerns about explaining executive function challenges to colleagues and supervisors.
By sharing experiences and insights, you can foster understanding and empathy in the workplace, creating a culture of support and acceptance for neurodivergent people, be they students or staff. Again, this can be done with or without using the diagnostic term(s).
Whether it's discussing challenges with time management, organization, or sensory sensitivities, open and honest communication is key to creating a workplace where all educators feel valued, respected, and empowered to succeed.
If you don’t feel comfortable talking to work colleagues or administrators, consider searching for virtual adult support groups.
Reminding yourself that these are simply brain differences, and not moral failings, can lessen any feelings of shame.
A lot of times, that internalized shame comes from being raised in a highly ableist society. If you feel like this may apply, check out “Internalized ADHD Ableism in Schools: 15 Key Fixes for Teachers.”
It discusses the ways in which neurodiverse adults subconsciously judge themselves, as well as how neurotypical teachers may criticize neurodivergent students. Plus, ideas for what to do about it.
Key Takeaways
Seeking out disability accommodations as neurodivergent educators is a journey worth considering. Talk to trusted professional sources to get support in doing this the most strategic, appropriate way possible.
By understanding your unique needs, advocating for yourself in ways that feel natural, and collaborating with others, you can help create a workplace that celebrates diversity, fosters inclusivity, and ensures equal access to quality education for all: including teachers.
Sometimes, however, it might become clear during this process that it is not really feasible either for you, or your school, to adequately meet your needs.
In that case, you might consider researching other possibilities: in what you are teaching, where you are working, or even if a career change might be in order.
If you decide to start looking at other careers, just remember that in every field outside of education, it is considered normal to switch jobs fairly frequently (e.g., 1-3 years)!
FAQs
FAQ 1: What types of accommodations are available for neurodivergent educators?
– Answer: Accommodations for neurodivergent educators encompass a wide range of supports, including visual schedules, noise-canceling headphones, remote or hybrid work when possible, modified workload or meeting expectations, and assistive technology tools.
These accommodations are tailored to address specific challenges related to neurodivergence, such as executive functioning difficulties and sensory sensitivities.
For more information on remote work considerations, check out “Remote Work Accommodations for Neurodivergent Teachers.”
FAQ 2: How can neurodivergent educators ensure that their accommodation requests are taken seriously?
– Answer: Effective communication is essential in ensuring that accommodation requests are taken seriously. You need effective accommodations; not to be told to learn how to relax or to not let self-care slip.
By articulating your needs clearly and providing examples of how accommodations will support your health as well as work performance, you can demonstrate the importance of these requests.
Collaborating with stakeholders who understand and respect neurodiversity can also help ensure that your needs are addressed appropriately and promptly.
The ADA does have limitations which mean that the employer has to provide reasonable accommodations to a person with disabilities as long as it does not place an undue hardship on the organization.
So it might be that you would need to work with the school in order to find a compromise.
FAQ 3: What should neurodivergent educators do if they encounter resistance or pushback when requesting accommodations?
– Answer: If encountering resistance, remaining calm and assertive is key.
Clearly articulating needs and providing any necessary documentation to support requests can help demonstrate the validity of the accommodation needs.
If you have a good relationship with your administrator and feel like they understand ADHD, for example, you could consider sharing this article with them. Titled “33 Best Practices for Supervising ADHD Employees,” it gives a great run-down of topics for schools to use to support all staff.
Seeking support from trusted colleagues, mentors, disability advocacy organizations, or lawyers, can also provide valuable guidance and assistance in navigating challenging situations.
(That type of assistance beyond the scope of this blog.)
FAQ 4: Are any resources or support networks available for neurodivergent educators seeking accommodations?
– Answer: Yes, several resources and support networks are available to neurodivergent educators seeking accommodations.
Organizations such as the Job Accommodation Network (JAN), Autism at Work programs, and disability advocacy groups offer valuable information, guidance, and support for autistic people and individuals navigating the accommodation process.
Additionally, connecting with local support groups or online communities can provide a sense of camaraderie and shared experiences.
Teach with ND's greater goal is to provide a welcoming sense of inclusion and community.
