Overview
I attended “Instructional Methods to Reach Neurodiverse Students,” presented by the Dyslexic Positive Libraries Initiative (DPLI). The session focused on how some traditional teaching methods may not work as well for students who process information differently, especially students with dyslexia, ADHD, autism, or difficulties with working memory and processing speed. Instead of expecting every student to learn the same way, the presenters encouraged librarians to think more intentionally about how instruction is designed.
What I liked most about the session was how practical it was. The presenters shared strategies such as giving clear directions, breaking information into smaller steps, connecting new information to what students already know, using more than one way to present information, and allowing students time to practice. I also liked the “I Do, We Do, You Do”model because it gives students support at the beginning and then gradually helps them become more independent.
My biggest takeaway was that neuroinclusive teaching does not have to mean creating a completely different lesson for every student. Many of these strategies simply make instruction clearer, more supportive, and easier to follow for everyone.
I chose this session or a couple of different reasons. The first was personal. As someone who is neurodivergent myself, I was naturally drawn to the topic and interested in hearing how the presenters approached learning differences from a strengths-based and inclusive perspective. I also wanted to see what I could take back to my own media center to better support the wide range of learning needs among my students.