Overcoming Barriers to Inclusion

Creating an environment where neurodivergent students can thrive often involves challenging the status quo and addressing barriers to inclusion. These barriers often stem from outdated beliefs or rigid systems that fail to consider the diverse needs of students. Unfortunately, these barriers can lead to placing emphasis on encouraging neurodivergent students to assimilate and conform to norms rather than providing tailored support. Creating an inclusive environment isn’t about requiring students to fit into a mold but about adapting to meet each student’s unique needs. 

What are common barriers to inclusion?

The barriers to inclusion are endless because they come from a combination of systemic issues, personal biases, ingrained practices, and misunderstandings about what neurodivergent students need. Some of the most common barriers include:

Beliefs surrounding fairness

A common misconception is that fairness means treating every student the same way. In a school setting, this looks like an administrator or teacher saying “I can’t do this for you because then I’d have to do it for everyone.” In reality, fairness is about giving each student the support they need to succeed, which often looks different for neurodivergent students. 

For example, blanket policies, such as sticking to a strict, minute-by-minute schedule, can unintentionally impact students who need more flexibility. A neurodivergent student might need frequent breaks to manage sensory overload or anxiety, but one-size-fits-all policities can make it difficult for them to receive the support they need. Although schools are legally obligated to follow IEP accommodations, these plans don’t always capture the full range of a student’s needs. If an educator notices that their student needs frequent breaks, they need the flexibility to offer those breaks, regardless of if it’s in the IEP or not.

Lack of time to dedicate to each student

Large class sizes and heavy workloads make it difficult for educators to provide individualized support for every student. This lack of time can prevent teachers from identifying specific needs and accommodations that could be helpful. Without adequate time, students can fall through the cracks as their challenges are overlooked or misunderstood. To truly support neurodivergent students, districts and schools must find ways to truly support educators. In our blog post, Addressing the Scarcity Mindset, we offer suggestions for different ways administrators can support educators, so they can provide more individualized support for each student.

Resistance to Change or Tradition

Schools and educators sometimes resist change because they are used to doing things a certain way, they’re unprepared for the change, or they don’t understand or agree with the change. This resistance can lead to a lack of creativity and lack of buy-in, which ultimately results in sticking to traditional teaching methods that prioritize conformity over inclusivity.

Lack of Training and Resources

The language and understanding surrounding neurodivergence has evolved significantly over the last few years. Unless someone has a personal interest in neurodivergence, such as having a neurodivergent family member, they may not be up to date on neurodiversity-affirming practices. Many administrators and educators lack access to the resources and training necessary to implement neurodiversity-affirming practices. 

How can we overcome these barriers to inclusion?

Aim for Equity

Equity means giving each student what they need based on their individual strengths and challenges. Review school policies that enforce uniform expectations and consider whether they can be more flexible. For example, allowing students who struggle with sensory overload to take breaks in quiet spaces or adjusting the seating to provide more room for movement can make a major difference in the students’ comfort level.

Be Creative

Sometimes overcoming barriers requires thinking outside the box. If students struggle with sitting at their desks, consider using flexible seating or giving students the option to stand. Offer alternative ways to complete assignments, such as creating videos and presentations instead of tests. When Mark Pfaff, Director of Special Education Tehama County, had a student who was consistently late to school, he looked for a solution rather than penalizing her. He found out that her tardiness was due to her having difficulty preparing for the school day. The unpredictability of the day was overwhelming and impacted her ability to get ready for school. Mark rearranged her schedule, so she could start the day in her favorite class, PE. This gave her a positive start to the day and ensured that she did not miss academic content.

Encourage a mindset shift

Fostering an inclusive, neurodiversity-affirming environment requires a mindset shift among educators and staff. This involves moving away from the idea that neurodivergent students need to conform to traditional expectations and instead focusing on recognizing and nurturing each student’s strengths. The mindset shift takes time and often involves unlearning years of training that presents neurodivergence through a medical model lens, which views disabilities as deficits that need to be cured.

To encourage this mindset shift, seek training from neurodivergent-led organizations, like Social Cipher, which can offer valuable insights, strategies, and support for creating a more inclusive learning environment.

Build a strong team

Supporting neurodivergent students is a team effort. Each team member sees the student in a different environment and can provide insight into what the student needs. Educators, administrators, families, and other professionals should collaborate to ensure the student receives support from all angles.. 

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Creating an environment where neurodivergent students can thrive is an ongoing journey that requires intentional effort from everyone involved. From the student to district administrators, every person has a role to play in creating an inclusive space. With the right mindset, resources, and commitment, schools can foster a space where neurodivergent students feel comfortable voicing their needs and concerns and feel supported throughout their school career.

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