The Neurodivergent Classroom

Creating and Thriving in the Neurodivergent Classroom: Strategies for Every Learner

In today’s classrooms, diversity is not just about culture, language, or background; it’s about how students think, process, and engage with the world. A neurodivergent classroom recognizes and embraces the variety of brain differences present among students.

Neurodivergence can include autism, ADHD, dyslexia, dyspraxia, sensory processing differences, and more. These are not deficits; they are variations in human neurology that can bring unique strengths alongside specific challenges. When educators intentionally design for this diversity, all students benefit.

1. Shift the Mindset: From “Fixing” to “Supporting” in the Neurodivergent Classroom

Instead of seeing a neurodivergent student as someone who needs to be “fixed,” think of them as someone who needs the right environment to shine. This means moving away from rigid expectations toward flexible, student-centered learning.

2. Build in Predictable Routines

Predictability reduces anxiety for many neurodivergent learners.

• Use visual schedules and timers.

  • For many neurodivergent children, time can feel abstract and overwhelming. The question “How much longer?” may come up dozens of times in a day, not because they are impatient, but because the passing of time is hard to visualize.

    That is where visual timers and schedules come in. They take something invisible (time) and make it concrete, predictable, and easier to process.

    Why Visual Tools Work

    Neurodivergent learners, especially those with ADHD, autism, or sensory processing differences, often benefit from information they can see rather than just hear.

    • Visual timers show the passage of time in a tangible way, reducing anxiety about “when” something will end or begin.

    • Visual schedules outline what is happening next, removing the stress of uncertainty and supporting transitions between activities.

    These tools are not just for school; they can be powerful at home, in therapy sessions, and in the community.

    Types of Visual Timers

    1. Color Disk Timers – A section of the clock face fills with color and disappears as time runs out. Great for young children or those who need a highly visual countdown.

    2. Sand Timers – Simple, tactile, and quiet. Best for short activities like brushing teeth or completing a quick task.

    3. Digital Timers with Visual Cues – Some show both numbers and a shrinking bar or changing color.

    4. App-Based Timers – Interactive apps like Time Timer, Visual Timer, or Choiceworks can be customized with sounds, colors, and pictures.

    Types of Visual Schedules

    1. Picture Schedules – Use photos or icons to represent daily activities (e.g., a toothbrush for “brush teeth,” a backpack for “school”).

    2. First-Then Boards – Show what needs to be done first and what will come next, perfect for breaking down tasks.

    3. Daily Routine Charts – Map out the whole day in order, using visuals and words for older children.

    4. Task Strips – Break a single activity (like “getting ready for bed”) into smaller, visual steps.

    Practical Ways to Use Them

    • Morning Routine – Use a picture schedule so your child can move independently from “get dressed” to “eat breakfast” to “pack backpack.”

    • Homework Time – Set a 20-minute visual timer for focused work, followed by a scheduled break.

    • Transitions – Before leaving the playground, show a 5-minute timer so your child can prepare for the change.

    • Challenging Tasks – Break down a big chore into a visual sequence with checkboxes.

    Tips for Success in The Neurodivergent Classroom

    • Teach the Tool First – Show your child how to read the timer or follow the schedule before expecting them to use it independently.

    • Be Consistent – Use the same format regularly so it becomes familiar.

    • Allow Input – Let your child help choose the images or colors.

    • Pair with Praise – Celebrate when they successfully follow the timer or schedule. It builds confidence and buy-in.

• Keep transitions consistent and well-signaled.

• Prepare students ahead of time for changes.

3. Offer Multiple Ways to Engage in The Neurodivergent Classroom

Not all students learn best through lectures or written work. Incorporate:

• Hands-on activities and movement-based learning.

  • The Orton Gillingham (OG) Approach is rooted in multisensory instruction, teaching that engages visual, auditory, and kinesthetic-tactile pathways to help students master reading, spelling, and writing. For many learners, especially those with dyslexia or other language-based learning differences, hands-on and movement-based activities turn abstract concepts into concrete, memorable experiences.

    When students physically interact with letters, words, and sounds, they are not just hearing the instruction; they’re experiencing it. This boosts memory, engagement, and retention.

    Why Hands-On and Movement Work in OG

    • Brain Engagement – Physical movement activates different areas of the brain, strengthening neural connections for language learning.

    • Muscle Memory – Writing in sand, tracing letters, or using arm motions builds motor patterns that support spelling recall.

    • Increased Focus – Movement breaks up long periods of sitting and helps regulate attention.

    • Sensory Integration – Combining touch, movement, sight, and sound makes learning more robust.

    Hands-On Activities for Orton-Gillingham Lessons

    1. Sand or Salt Trays

    Students use their finger to trace letters or words in a tray of sand or salt while saying the sound aloud. This combines tactile input with verbal reinforcement.
    Tip: Use colored sand or add a contrasting background so letters “pop” visually.

    2. Magnetic Letters

    Have students build words on a magnetic board, sound-by-sound. They can physically move and swap out letters when practicing spelling changes like cat → hat → hot.

    3. Word Building with Tiles

    Letter tiles (like those from Scrabble) are excellent for phoneme manipulation. Students can physically separate and rearrange tiles to show blends, digraphs, or affixes.

    4. Textured Letter Cards

    Create cards with sandpaper letters so students can trace and feel the shape as they say the corresponding sound.

    5. Morphology Puzzles

    Use puzzle pieces for roots, prefixes, and suffixes. Students fit them together to form real words, reinforcing meaning and structure.

    Movement-Based Learning Strategies in OG

    1. Sky Writing

    Students use their whole arm to “write” a letter in the air while saying its sound. This builds kinesthetic awareness and large-motor engagement.

    2. Hopscotch Spelling

    Draw a hopscotch board with chalk. Each square represents a sound in a word. Students hop through, saying each sound as they go.

    3. Sound Jump

    Place phonogram flashcards on the floor. Call out a sound, and students jump to the correct card.

    4. Walking Dictation

    Post word or sentence cards around the room. Students walk to read them, return to their seat, and write them from memory. This strengthens visual memory, attention, and movement integration.

    5. Affix Action Game

    Assign an action for each prefix or suffix. When students read a word with that affix, they do the movement, like clapping for -ing or stomping for pre-.

    Making It Stick: Best Practices in The Neurodivergent Classroom

    • Always pair movement with verbalization – Students should say the sound or word as they write, build, or move.

    • Use consistent language – Keep your prompts and cues the same  each time for clarity.

    • Balance novelty with routine – Repeating favorite activities helps learning stick, while occasional variations keep students engaged.

    • Embed it into your OG lesson plan – Hands-on and movement activities should directly reinforce the concept you are teaching, not distract from it.

4. Audio and Visual Support

5. A choice board is more than a colorful grid of activities.

It is a powerful differentiation tool. It allows students to choose how they demonstrate understanding, giving them both ownership of their learning and multiple entry points for success.

• They Respect Learning Differences

Not every student processes information—or expresses it—the same way.

• • Some students excel at writing essays, while others might communicate more effectively through oral presentations, visual projects, or hands-on demonstrations.

  • Neurodivergent learners, in particular, often have uneven skill profiles—strong in one area but challenged in another. Choice boards allow them to lean into strengths without being penalized for differences in expression.

•  They Reduce Anxiety and Increase Confidence

When students are given one “right” way to show learning, those who struggle with that method may feel stressed, discouraged, or shut down.

• • A choice board removes the “all-or-nothing” pressure by offering several valid options.

  • This fosters confidence because students can pick an option that feels achievable.

• They Foster Autonomy and Motivation

Choice naturally boosts motivation. When students have agency in their learning, they are more engaged and invested in the outcome.

• • Selecting a project format allows students to tap into their interests—whether that’s making a video, creating a poster, writing a song, or designing a slideshow.

• They Support Universal Design for Learning (UDL) Principles

Choice boards align beautifully with UDL, which encourages multiple means of:

• • Engagement – Students choose topics or formats that interest them.

  • Representation – Information is processed in different ways.

  • Expression – Students share their knowledge through various formats.

• They Provide Richer Assessment Data

When students show their understanding in ways that play to their strengths, you get a truer picture of what they actually know, rather than a picture of how well they can complete one specific format.

• • This is especially important for students with dyslexia, ADHD, or speech/language differences who may have deep comprehension but struggle with a single output method like timed writing.

• They Build 21st Century Skills

Real life rarely asks for one single way to solve a problem. Choice boards encourage creative thinking, problem-solving, and adaptability. These are skills that matter beyond the classroom.

Example:
If the goal is to show understanding of a story’s theme, a choice board might include:

• • Write a one-page essay.

  • Create a comic strip retelling the story.

  • Record a podcast-style discussion.

  • Build a diorama of a key scene.

  • Make a “theme song” playlist with explanations.

All options meet the same learning target, but they honor different strengths and learning styles.

Bottom line:
Choice boards are not about making learning “easier;” they are about making it more accessible and meaningful. When students can choose the way they demonstrate mastery, you’re not just assessing what they learned, you are empowering them to own their learning journey.

6. Create a Sensory-Friendly Space in The Neurodivergent Classroom

Sensory differences are common in neurodivergent learners.

• Include quiet corners with noise-canceling headphones or calming tools.

• Be mindful of lighting (natural light or softer bulbs can help).

• Limit overwhelming wall decor (avoid too much visual clutter).

7. Use Clear, Concrete Communication in The Neurodivergent Classroom

Metaphors, sarcasm, or vague directions can be confusing. Instead:

• Give step-by-step instructions.

• Use visuals alongside spoken directions.

• Check for understanding before moving on.

8. Encourage Peer Understanding in The Neurodivergent Classroom

Teach students that everyone learns differently. When the classroom culture values diversity, social inclusion flourishes. This can be done through:

• Books that highlight neurodivergent characters.

• Class discussions about strengths-based differences.

9. Partner with Families

Parents and caregivers are your best source of insight. Regular communication builds trust and provides valuable strategies that can be mirrored at school and home.

The Bottom Line

The neurodivergent classroom is not about lowering expectations; it is about removing unnecessary barriers. When we design with neurodivergent students in mind, we create an environment where every learner can thrive. After all, true inclusion benefits everyone, not just a select few.