HOS Blog - May 2025 

Providing a learning environment that is inclusive, flexible, and responsive to the needs of both neurotypical and neurodiverse students. By Dr. Tim Spurrier

Barnhart School is in a unique position to provide an environment that is inclusive, flexible, and responsive to the individual needs of both neurotypical and neurodiverse students. A supportive classroom should offer a balance of structure and creativity, clear expectations, and opportunities for choice and voice. Our academic and social-emotional process allows us to offer multiple ways to access content, engage with material, and demonstrate understanding, and help ensure that all learners can thrive. We are dedicated to providing a positive emotional climate where students feel safe, valued, and respected, which is also essential for academic and social success.

For neurodiverse students in particular, classrooms that incorporate sensory-friendly spaces, predictable routines, and individualized accommodations can significantly improve engagement and comfort. Providing visual supports, assistive technology, and alternative methods for communication or assessment can help remove barriers to learning. At the same time, emphasizing strengths, encouraging collaboration, and promoting empathy fosters mutual understanding among all students. When learning environments are designed to celebrate differences and support every learner’s growth, both neurotypical and neurodiverse students benefit.

The following is a brief description of the common learning and emotional profiles of students at Barnhart School:

A neurotypical student is one whose brain develops and functions in ways that are considered typical or expected for their age and cultural context. They generally meet developmental milestones on time and tend to learn, communicate, and behave in ways that align with common classroom expectations. While each child is unique, neurotypical students often adapt easily to standard educational structures and social norms.

Students are typically identified as gifted through a combination of assessments, academic performance, teacher observations, and behavioral characteristics that indicate advanced cognitive abilities, creativity, or problem-solving skills. While gifted students demonstrate exceptional intellectual or academic potential across a broad range of subjects, students with unique talents may excel in specific areas such as music, athletics, leadership, or the arts. Both groups benefit from enrichment, but gifted learners often require specially designed instruction to meet their advanced thinking and learning needs.

Twice-exceptional (2e) students are those who are identified as gifted in one or more areas while also having a learning difference, such as ADHD, dyslexia, or an autism spectrum disorder. These students often display advanced problem-solving skills, creativity, or deep knowledge in a specific area, but may struggle with organization, focus, or social-emotional regulation. Recognizing and supporting both their strengths and challenges is essential to helping them thrive academically and personally.

Children on the autism spectrum may experience differences in communication, social interaction, and behavior, which can vary widely from child to child. Many children on the spectrum exhibit unique strengths such as strong memory skills, deep focus on interests, or advanced visual thinking. With understanding, support, and inclusive environments, these children can thrive and make meaningful contributions to their communities.

Many individuals with Autism Spectrum Disorder (ASD) have achieved outstanding accomplishments across fields such as science, art, technology, and music. Their unique ways of thinking, attention to detail, and deep focus on areas of interest have contributed to groundbreaking work and innovation. People like Temple Grandin, Satoshi Tajiri (creator of Pokémon), and Dr. Stephen Shore serve as inspiring examples of the incredible potential within the autism community.

Children with ADHD (Attention-Deficit/Hyperactivity Disorder) often display high levels of energy, creativity, and curiosity, but may struggle with focus, impulse control, and organization. They may find it challenging to sit still or complete tasks without frequent redirection, especially in structured environments. With the right support, encouragement, and strategies, children with ADHD can channel their strengths into meaningful learning and personal growth.

If you suspect your child may have ADHD, you might notice ongoing patterns of inattention (such as difficulty focusing, forgetfulness, or disorganization), hyperactivity (like excessive movement or talking), and impulsivity (acting without thinking or interrupting others). These behaviors typically appear before age 12, occur in multiple settings (such as home and school), and interfere with daily functioning. A formal diagnosis should be made by a licensed professional, such as a pediatrician, psychologist, or psychiatrist, through a comprehensive evaluation that includes behavioral observations, checklists, and input from caregivers and teachers.

A child with dyslexia may struggle with reading, spelling, and decoding words, despite having average or above-average intelligence and strong thinking skills. A child with dyscalculia may have difficulty understanding number concepts, memorizing math facts, or performing calculations. Both learning differences can affect academic performance, but with early identification and targeted support, children can build effective strategies to succeed.

Anxiety and stress are increasingly prevalent among children aged 5–14. According to the CDC, nearly 1 in 12 children aged 3–17 have been diagnosed with anxiety disorders, making it one of the most common mental health conditions in this age group. In 2021, approximately 14.9% of children aged 5–17 received mental health treatment, including therapy or medication, indicating a growing need for support.

Common causes of stress and anxiety in students include academic pressure, social challenges, and changes at home or in their environment. Barnhart can help by creating safe, supportive spaces where students feel seen and heard, and by integrating social-emotional learning into the daily routine. Providing access to counselors, participation in the RULER Program, mindfulness activities, and opportunities for movement and creative expression can also significantly reduce stress and build healthy coping skills.

 

My Top 22 Recommended Books to Help Your Child’s Learning Journey:

A Parent’s Guide to Gifted Children by James T. Webb, Janet L. Gore, Edward R. Amend, and Arlene DeVries
Helping Gifted Children Soar: A Practical Guide for Parents and Teachers by Carol Ann Strip and Gretchen Hirsch
The Gifted Kids’ Survival Guide: A Teen Handbook by Judy Galbraith and Jim Delisle
When Gifted Kids Don’t Have All the Answers by Judy Galbraith and Jim Delisle
Living with Intensity by Susan Daniels and Michael Piechowski

The Whole-Brain Child by Daniel J. Siegel and Tina Payne Bryson
Mindset: The New Psychology of Success by Carol S. Dweck
How Children Learn by John Holt
Smart but Scattered by Peg Dawson and Richard Guare
Differently Wired by Deborah Reber
Helping Children Succeed by Paul Tough
The Self-Driven Child by William Stixrud and Ned Johnson
Bright Kids Who Can’t Keep Up by Ellen Braaten and Brian Willoughby
Raising Human Beings by Ross W. Greene
What Your Child Needs to Know When by Robin Sampson

Taking Charge of ADHD by Dr. Russell A. Barkley
Driven to Distraction by Edward M. Hallowell and John J. Ratey
Overcoming Dyslexia by Dr. Sally Shaywitz
The Dyslexia Empowerment Plan by Ben Foss
Bright Not Broken by Diane M. Kennedy and Rebecca S. Banks
Uniquely Human: A Different Way of Seeing Autism by Dr. Barry M. Prizant
The Power of Different by Gail Saltz