Choosing the Right School for Students with Learning Differences
The School Embraces Neurodiversity
When choosing the right school the curriculum offered at the school must support students' needs. Some parents consider the use of adaptive digital platforms that support the needs of students who struggle with material management. Parents hope for Instruction from experts trained in adaptive curriculum and subjects so that they are prepared to adjust on the fly. Parents need to feel confident their child’s unique learning style will be supported and nurtured.
Sensory Friendly Distraction-Reduced Spaces and Quiet Areas
Small classrooms with a small teacher-to-student ratio allows for distraction-reduced spaces and quiet areas. Reducing distractions and disruptions from others allows the student in the smaller classroom to focus. In the 2020 research published in Science Direct students shared their experience about why they tended to gravitate towards the library in a traditional school. “The separate, more contained and manageable nature of the space is highlighted, as well as the more relaxed furnishings and homelike decor. The ‘quietness’ of the space is related to libraries typically being quiet places, but also…due to the presence of soft furnishings, carpets and books acting to dampen the sound. [Students} discuss the library as a social space, where they can ‘chat with friends’, in a more conducive environment than an invasive corridor or clattering classroom.” Focus and engagement are two important components to student success. When students feel at ease and successful they feel motivated to come back to school day after day and quench their curiosity in their academic subjects.
Individual Attention
Importantly, feedback throughout the lesson supports student engagement and confidence. Activating student curiosity and tying lessons to students' interests nurtures student academic growth. Students feel respected when they are heard in a warm and supportive environment. Research published by Kedrick et. al. in the 2023 article The Multifaceted Role of Self-Generated Question Asking in Curiosity-Driven Learning “self-directed learning may allow the individual to focus their search efforts on information they do not yet know, prompt them to uncover information that would not be noticed under more passive learning conditions, or enable them to adjust the pacing of acquiring new information to match their own attentional or motivational state.” Collaboration is fostered when students have the opportunity to ask questions and share their prior knowledge on relevant experience on the subject, which is expected in inclusive classrooms.
Respectful Culture Encourages and Understands Different Learning Styles
Finding a school that ensures learning style has to be taken into account when creating curriculum and course material helps students and parents feel respected and understood. One size fits all assignments don’t work for students with different learning needs and they can disengage from course marital and classes. Disengaging in the classroom can lead to falling behind. Students can be supported with options to complete their assignments such as using talk to text features, highlighting and underlining the course materials on screen in an attention grabbing color, and asking questions whenever they need to get the most out of their course materials. Students thrive in classes that provide multiple ways to learn.
The Staff Supports Executive Function Skills
Last but not least, when we think of executive function and 2E students we often think of the challenges of time, material, and task management. Growth is possible with role modeling and nurturing. Role modeling the expectations hour after hour day after day with support and encouragement can lead to the student acquiring stronger executive function skills. Reducing distractions, understanding different learning styles, individual attention, adaptive curriculum, and expert instruction are at the top of neurodiverse learners' needs to support executive function.
Track Record of Success with Students who Learn Differently
The Brightmont Academy track record is success for our twice-exceptional students. Students who learn differently get the support they need with individualized instruction. One-to-One instruction is low distraction to nurture student growth. Brightmont academy students have quiet classrooms and break areas for guided lessons and independent learning.
Executive function skills are built into class sessions and classrooms, every hour of every day. Breaks and quiet time are built into schedule as well. Students at Brightmont Academy know that they are in an inclusive environment built for them that supports their growth. Our digital platforms support the material management struggles that 2E students often face, and prepare them for the technology in college and careers.
Sources:
Birkett, L., McGrath, L., & Tucker, I. (2022). Muting, filtering and transforming space: Autistic children's sensory ‘tactics’ for navigating mainstream school space following transition to secondary school. Emotion, Space and Society, 42, 100872.
Kedrick, K., Schrater, P., & Koutstaal, W. (2023). The multifaceted role of self‐generated question asking in curiosity‐driven learning. Cognitive Science, 47(4), e13253.
Rachel Pollock is an English and Social Studies Instructor at Brightmont Academy, freelance writer, and Chapter Advisor for Future Business Leaders of America. She holds a master’s degree in Psychology from American Military University and graduated with honors for research in social-emotional learning (SEL) in K–12 schools. With over six years classroom experience working with gifted and twice-exceptional (2E) students, Rachel brings professional insight and personal insight as a parent of gifted teens. She has elevated student voice through recognition in the Scholastic Art & Writing Awards reflecting her commitment to creativity, academic rigor, and authentic expression. She is dedicated to supporting learners, families, and educators in a rapidly changing world.
Disclaimer: I am not a licensed clinical therapist and do not provide mental health counseling or therapy services. The information shared here is intended for educational and informational purposes only and should not be interpreted as psychological diagnosis, treatment, or medical advice. For personal mental health support, please consult a licensed mental health professional in your area.
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