Lessons Learned from Gifted Neurodiverse Kids

BY MIDDLEWEB · PUBLISHED 02/25/2024 · UPDATED 02/25/2024

By Stephanie Farley

Illustration by Michael Keany/AI

In the article "Lessons Learned from Gifted Neurodiverse Kids" published by MiddleWeb on February 25, 2024, author Stephanie Farley shares insights from her experience teaching gifted and neurodiverse students, like Jesse, a child actor with ADHD who possessed remarkable cognitive abilities and required innovative teaching strategies to keep engaged. Farley's narrative highlights the necessity for educators to adapt their teaching methods to cater to the unique needs of neurodiverse and gifted students, emphasizing flexibility, choice, and emotional engagement as key components of effective instruction.

Farley discusses how neurodiverse learners, including those with ADHD, dyslexia, or autism, often exhibit giftedness in certain areas, necessitating a differentiated approach to education that embraces their diversity. She argues that such students challenge educators to elevate their instructional practices, benefiting the entire classroom. The article outlines three strategic approaches to inclusively teach gifted and neurodiverse students:

1. Plan for Choice: Farley stresses the importance of offering students a range of options in learning activities and assessments to cater to diverse strengths and learning styles. By incorporating choice, educators can ensure that lessons appeal to students with varied interests and abilities, promoting deeper engagement and understanding.

2. Use Emotions: Engaging students through positive emotions such as curiosity, wonder, and awe can prime them for learning. Farley suggests using novel and adventurous activities to capture students' attention and foster a conducive learning environment that accommodates neurodiverse students' needs.

3. Flex Your Routines: The article emphasizes the need for educators to be adaptable, adjusting routines and instructional strategies to keep lessons fresh and engaging. This flexibility can particularly benefit students who thrive on novelty or face challenges with attention.

Farley reflects on the profound impact that teaching neurodiverse and gifted students like Jesse has had on her own professional growth, underscoring the mutual learning that occurs in such dynamic educational settings. She advocates for a teaching philosophy that prioritizes joy, engagement, and differentiation, ensuring that all students, regardless of their neurodiversity or giftedness, can find success and fulfillment in the classroom.

This reflective piece serves as a valuable resource for educators seeking to enhance their teaching practices to better support gifted and neurodiverse students. Farley's experiences and strategies offer practical guidance on creating inclusive, stimulating learning environments that acknowledge and celebrate the unique contributions of every student.

Read the full article at MiddleWeb: Lessons Learned from Gifted Neurodiverse Kids by Stephanie Farley, published on February 25, 2024.

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com