Positive Effects of Neuro-divergent Thinking.
In this series of blogs, we are looking at the innovative approach and empathic attitude that Sheila, a Certified Educational Assistant who is on the spectrum, brings to teaching in her classroom.
In the previous blog, she taught her learning-challenged student to do math using a line-drawing on the schoolground. For the first time in four years of schooling, the student was able to correctly complete a math worksheet on her own, working from the school yard line drawing. Sheila’s challenge now is to translate that ability into a process that will work in the classroom. The story continues in her own words.
I copied a number line onto a piece of paper, thinking she could use a marker to count up the lines.
It was a complete disaster. She did not seem to understand any part of it.
“Don’t worry” I told her, “This is not your problem. I’m going to figure out something different and we’ll try again tomorrow.”
The only thing I could think of was that the number line was the traditional horizontal line that most students use. I converted it to a vertical number line, and she was able to use it without a problem.
After a week of using the vertical number line successfully, I brought out the horizontal one and we talked about it. Eventually she was able to transfer what she had learned on the vertical line and successfully apply it to the horizontal line.
Through the repetitive use of the number line, she learned how the numbers in addition and subtraction related to each other. This led to her ability to transfer that information so that she was able to add and subtract using her fingers.
Progress has been slow but steady and she can now add or subtract any two lines of numbers. She can also multiply any number by another one digit number.
In my work I seek information, materials or support from anyone I deem helpful. Speech therapists are sometimes required. In other situations, kindergarten and grade one teachers who are willing to share resources they have used to help much younger children learn, are invaluable assets.
I sometimes have to invent materials when new approaches are required. As a result, I’ve become increasingly adept at designing and writing new programs for these students.
Some colleagues wonder why my classrooms are always quiet. I tell them: “The students work hard to finish their assignments because they know when they finish, I always have a five minute ‘free time’ activity prepared for them. It’s a fun thing we like to do at the end of the class.
I stay with the students during their fun time and we talk about the game or activity they’re doing, along with their work and how their day went. I always know what my students are thinking about their work, because they talk to me.”
Sheila’s early experiences as a single mom on government assistance with a high-functioning autistic child, combined with her natural ability, compassion and authoritative presence led her to a career as an Educational Assistant.
But it is Sheila’s neuro-divergent thinking which enables her to explore unusual avenues, facilitating successful outcomes for her challenged students.
“My desire for these students is always first and foremost, Success!” Sheila says, “I want them to experience success, and I’m going to bring everything to the table, everything I’ve got to help make that happen.”
Margaret Jean 