Learning How to Embrace Neurodiversity in the Language Classroom

October 2024

Twice previously, we’ve examined the multifaceted world of neurodiversity, but two issues are nowhere near enough to cover such a complex topic! Once again, we’re taking a fresh look at neurodiversity in the classroom. We explore different kinds of neurodivergencies and their effects on teachers, students, and even parents.

“If they can’t learn the way we teach, we teach the way they learn.” (O. Ivar Lovaas)

APA reference for this issue

(author). (2024). (article title, sentence case). MindBrainEd Think Tanks: Learning How to Embrace Neurodiversity in the Language Classroom 10(10), (pages).

Dear Readers,

In the grand tradition of things looking terribly similar yet being rather different (think wizard robes versus bathrobes), we’ve embarked on a small but necessary quest to diversify our logos. You see, much like a pair of almost identical magic rings—one opening portals to delightful realms of knowledge, the other to, well, the broom cupboard—our previous designs led to some confusion.

We realised that our “Think Tanks” could be mistaken for the parent member-based organisation itself, the Mind, Brain, Education Special Interest Group (BRAIN SIG) or the MindBrainEd Journal. To prevent further cases of mistaken identity—because no one wants to show up to the wrong meeting with a prepared monologue on synaptic plasticity—we present to you our new, distinctly unambiguous logo… but one that shows we are still part of the BRAIN SIG!

We hope this clears things up, and remember: not all logos lead to the same journal, but the journey through the labyrinth of the mind? That’s always an adventure!

Your Most Industrious PC Witch,

Nicky

Watch before you read...

Many moons ago, in 2019, we devoted two Think Tanks to neurodiversity. As scientists’ understanding of neurodiversity is continuously evolving, we’re taking another deep dive into neurodiversity this month. In the Main podcast episode, Chiara Horlin gives listeners background information on neurodiversity in educational contexts. In the More podcast episode, Liz Norell discusses the prevalence of neurodiversity in higher education and ways instructors can support neurodivergent students and colleagues. In our Even More video, Catherine Drennan describes the ups and downs of her educational journey and her drive to continue learning despite the challenges she experienced with dyslexia. Then, Heather Kretschmer and Yasser Tamer Atef introduce the issue.

In the Think Tank, Hannah M. Grossman defines cognitive load, explains cognitive processing differences neurodivergent people experience, and suggests ways teachers can help neurodivergent learners manage cognitive load. Then, Sean H. Toland gives teachers some strategies for making learning more accessible for both neurodivergent and neurotypical students. Next up, Heather McCulloch explains what universal design for learning is and how it can be applied to teaching introverted learners. Julia Daley reviews How to ADHD by Jessica McCabe and explains how this book has positively impacted her life. Scott Bellman and Eric H. Chudler write about a summer program for neurodivergent teenagers interested in science and report on these teenagers’ strengths from their parents’ point of view. Alexandra Burke examines some changes in the Japanese educational system designed to support all learners, shares insights into neurodiversity, and gives teachers practical advice. Curtis Kelly concisely gives readers an overview of some signs of neurodivergence in our students as well as practical classroom tips. Finally, in the Plus section, Marc Helgesen revisits low-stakes testing.

A correction to Sept. issue: The word “Treating” was mistakenly dropped from the p. 44 title: “Treating Digital Devices Like the Tools That They Are.”

Neurodiversity in Education

Chiara Horlin | The Learning Scientists (Episode 59)

Supporting Neurodiverse Students and Faculty

Liz Norell | Tea for Teaching (Episode 313)

Our Thoughts on Neurodiversity

Warmly Welcoming Neurodivergent Learners into the Language Classroom Heather Kretschmer & Yasser Tamer Atef

Imagine for a moment that you are planning to invite around eight friends for tea. Each friend brings with them a unique presence, a different perspective, as distinct from one another as they are from you. Now, imagine that you could choose to host this group in one of the three rooms described below. Which space would you choose, and would you adapt it in any way to make it more welcoming for your guests?

Option A is a large, high-ceilinged room with an unpretentious, rustic ambiance. The walls, floor, and furniture are made of wood. Your guests could all be seated on heavy benches on either side of a long, narrow table next to a big window. Here’s a photo of Option A:

Think Tank Articles

Supporting Neurodivergent Learners through Cognitive Processing Awareness Hannah M Grossman, PhD

The concept of neurodiversity has transformed how we understand the varied cognitive experiences of learners. Neurodivergence refers to the natural differences in how individuals think, process information, and learn. Rather than viewing neurodivergence as a limitation, educators are increasingly recognizing these differences as unique strengths and opportunities, while also acknowledging the challenges they present. A helpful way to frame neurodivergence is through cognitive processing differences—the variations in how individuals perceive, process, and respond to sensory, cognitive, and emotional stimuli. Understanding these differences enables educators to create inclusive environments that reduce learning barriers.

One of the most effective ways to design for these differences is by using cognitive load theory, a framework that helps balance the mental demands placed on learners. By managing cognitive load, educators can create engaging and accessible learning tasks without overwhelming students.

Cultivating a More Inclusive Learning Environment for Neurodiverse EIL Students Sean H. Toland

Many people erroneously assume that a typical Japanese university English as an international language (EIL) classroom is a culturally homogenous place, and students are basically cut from the same proverbial cloth. In actuality, there is a tremendous amount of diversity, as English language learners (ELLs) in Japan have different gender identities, sexual orientations, dialects, motivational levels, and come from various ethnic and socioeconomic backgrounds. There is also a wide range of cognitive variations as well as preferences for different styles of socialization and learning. Ultimately, this should not be too surprising as the human brain is a complex organ that has approximately 86 billion nerve cells which are constantly active. Several researchers (e.g., Burke et al., 2024; Young, 2024a) have reported that EIL classrooms in Japan have increasing numbers of neurodiverse students who may encounter significant barriers when studying a foreign language.

Universal Design for Learning and Introverts in a Language Classroom Heather McCulloch

Universal Design for Learning (UDL) is a framework that emphasizes the importance of creating flexible learning environments to accommodate the diverse needs of all students. This approach is particularly beneficial for introverted students in language classrooms, where traditional methods often cater to extroverted learners who thrive in group activities and oral presentations. The implementation of UDL principles allows introverted students to showcase what they have to offer.

Building My ADHD Toolbox: A Review of How to ADHD Julia Daley

When my copy of Jessica McCabe’s How to ADHD: An Insider’s Guide to Working with Your Brain (Not Against It) arrived, I was so excited. I sat at my desk, opened it up to the first page, and didn’t move from my seat until I’d finished reading the whole book. That’s the funny thing with hyperfocus: hours had passed me by without my noticing it at all. Honestly, I can’t really say that I read the book the first time I opened it, so much as I devoured it. It was as if, for the first time, there was something that could help fill the gnawing hunger inside of me that I’d never even realized I’d been enduring for so long.

I’ve been a fan of McCabe’s YouTube Channel—How to ADHD for a while now, and her friendly, relatable voice translates clearly into text. Sometimes I felt I could hear her reading aloud in my head. The book is a compelling mixture of anecdote, science, and practical tips that is structured in an easy-to-digest way. I find myself regularly pulling it off my bookshelf to thumb through again and again and again, all so that I can continue building upon and refining my ADHD toolbox.

Parents Can Play a Critical Role for Neurodivergent Students Transitioning to College Scott Bellman & Eric H. Chudler

The last decade has seen an increasing shift away from deficit-based models of supporting students with disabilities. Such models focus on the weaknesses of individual students in an effort to correct the perceived weaknesses, with little attention paid to teach students how to identify and capitalize on their unique strengths. Recently, many educators have adopted more balanced approaches, including strength-based models that incorporate a student-centered approach to teaching that helps these students understand their strengths (Parsakia et al., 2022). Strength-based models highlight the importance of teaching students how to improve strong areas and capitalize on them in learning environments.

Barrier-Free Classrooms: The Road to Change and Ideas for Your Classes Alexandra Burke

This is a story of massive educational change in Japan, which has the concept of equity firmly planted at its base and does have the potential to make learning barrier-free. In years to come, this process will become a planning case study in public administration, where it will be compared with policy change in other countries. When I last wrote on learning differences for the Think Tanks in May, 2019, language learning in Japan was in quite a different situation. At that time, I offered several recommendations of things that I felt were possible to help the learners and within the reach of most teachers. Within a month of that publication, the education sector was about to undergo a significant shift because of the introduction of the Barrier Free Reading Act of 2019. Like all major changes, its impact may take years to be truly visible. But this change did not take place in a vacuum and there is also a story of cultural change in the community within the Japan Association for Language Teaching (JALT) and how people are adapting to a new way of looking at their classes. If you find you have a learner with a declared disability in your class, I would like you to appreciate just how rare they are, being only 1.79% of all tertiary students in 2023 (JASSO, 2024). There are many more undeclared learners with barriers. My goal, as someone who was one of these students, is that you do everything possible to create an environment that will keep them in the classroom. Why? Because as multiple studies have shown, the longer you are in schooling, the longer you will live: it’s that simple (Balaj et al., 2024).

Quick Guide to Recognizing and Dealing with Learning Disabilities Curtis Kelly

From the teacher’s perspective, learning disabilities range from those that are well-known, like dyslexia, autism, and ADHD, to those that are not, like dyscalculia (difficulty with numbers), dysgraphia (distorted handwriting), and auditory processing disorder (problems with language) (source).

Think Tank Plus

Another Look at Low-Stakes Testing Marc Helgesen

I read with interest Stephen M. Ryan’s article on Low-Stakes Testing in the Sept. Think Tank. I do something similar in my own classes. What I do is slightly different but similar enough that I thought the idea was worth sharing.

I agree with Stephen’s points on Spaced Repetition. Something else that seems worth remembering—big, important (high-stakes) tests at the end of each semester may be one of the dumbest ideas ever to come out of academia: Test Week. When we learn something, the information starts off in working memory (AKA short-term memory) in the hippocampus. It is only after it enters long-term memory that is really “learned.” That happens when we sleep. During “test week,” learners often cram for their next test, take the test, and forget everything about that test as they go on to the next one.

Call for Contributions: Ideas and Articles Think Tank Staff

Become a Think Tank star! Here are some of the future issue topics we are thinking about. Would you, or anyone you know, like to write about any of these? Or is there another topic you’d like to recommend? Do you have any suggestions for lead-in, or just plain interesting, videos? How about writing a book review? Or sending us a story about your experiences? Contact us.

The MindBrained Think Tanks+

is produced by the Japan Association for Language Teaching (JALT) Mind, Brain, and Education Special Interest Group (BRAIN SIG). Kyoto, Japan. (ISSN 2434-1002)

Editorial Staff

Stephen M. Ryan Curtis H. Kelly Julia Daley Afon (Mohammad) Khari

Heather Kretschmer Matt Ehlers Marc Helgesen Nicky De Proost

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