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Understanding Every Learner
The Neurodiversity Series – Part 3
In today's learning environments, it is more important than ever to acknowledge the diverse needs of learners. Neurodiversity challenges the traditional model of education that treats all students as if they learn in the same way. It means seeing each learner not as a diagnosis or a set of challenges, but as an individual with unique strengths, needs, and ways of engaging with the world. When educators shift their mindset in this way, they create space for deeper connection, stronger engagement, and meaningful growth for every student.
The Limits of One-Size-Fits-All Education
The traditional education system has long been shaped by standardization. From pacing guides to assessments, many classroom practices are built around the idea that all students should move through material in the same way and at the same time. However, research shows this model disadvantages neurodivergent students, including those with ADHD, autism, dyslexia, and other cognitive differences (Tomlinson, 2014).
According to Rose and Meyer (2002), the founders of Universal Design for Learning (UDL), learner variability is the norm, not the exception. Each student brings a unique combination of strengths, challenges, and learning preferences. A one-size-fits-all approach may streamline instruction, but it does so at the expense of students who need something different to thrive.
The Power of Observation
Understanding learners begins with observation. Teachers who pay attention to how students interact with content, peers, and the learning environment can gather valuable insights. For example, a student who struggles in whole-group discussions might excel in small-group or hands-on tasks. A learner who avoids eye contact might be more engaged when allowed to respond in writing.
These observations help educators move beyond assumptions. Rather than labeling students by what they cannot do, observation opens the door to discovering how they learn best. As Dr. Loui Lord Nelson (2014) explains, responsive teaching begins by recognizing learner variability and adjusting supports accordingly. When we take time to truly see students, we affirm their place in the classroom and communicate: you belong here!
The Importance of Educator Mindset
Educator mindset plays a critical role in how students are perceived and supported. When educators approach students with curiosity and openness, they create an environment where all learners feel seen and valued.
Assumptions about what a student “should” be able to do can limit potential. But a mindset focused on strengths, potential, and the value of difference helps create classrooms that reflect a wider definition of success. As research by Skerbetz (2016) notes, a strength-based lens fosters a more inclusive, motivating environment for neurodivergent students.
Applying Strength-Based Approaches
A strength-based approach starts with the question, “What is this student good at, and how can I build on that?” For some, it might be visual thinking or creative storytelling. For others, it could be physical movement, problem-solving, or relationship-building.
Strategies to apply this include:
- Offering multiple ways to access content (visual, auditory, tactile)
- Providing choices in how students demonstrate understanding
- Encouraging movement, flexible seating, and self-regulation tools
- Highlighting student interests as entry points into learning tasks
This kind of personalized support benefits not only neurodivergent learners, but all students. It creates a more dynamic and responsive environment where everyone has the opportunity to thrive (Katz, 2013). By offering a variety of strategies, students are given a meaningful choice in how they learn best. It is a vital part of encouraging their individuality and promoting both academic growth and emotional well-being.
How Mindset Impacts Engagement and Success
When students experience classrooms that reflect an understanding of who they are and how they learn, they are more likely to engage. Feeling known, respected, and supported builds trust. Trust builds confidence. And confidence leads to more meaningful participation and academic risk-taking.
Educator mindset shapes every part of the learning environment, from how behavior is interpreted to how success is defined. By approaching students with a belief in their capacity and a commitment to meeting them where they are, educators lay the groundwork for long-term success.
Moving Forward
Understanding every learner means letting go of the myth that all students thrive under the same conditions. It means observing with intention, choosing flexibility over uniformity, and recognizing that difference is not a problem to be fixed but a strength to be supported.
The work of creating inclusive, supportive spaces is ongoing. But it begins with a simple shift: seeing every learner as capable, valuable, and worth understanding. When we design for connection, spark engagement, and prioritize belonging, we create schools where all learners are invited to reach their full potential.
References:
- Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
- Katz, J. (2013). The Three Block Model of Universal Design for Learning (UDL): Engaging Students in Inclusive Education. Canadian Journal of Education.
- Nelson, L. L. (2014). Design and Deliver: Planning and Teaching Using Universal Design for Learning. Paul H. Brookes Publishing Co.
- Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
- Skerbetz, M. D. (2016). Strength-Based Practices and Students with Autism Spectrum Disorders: A School Psychologist’s Guide. Contemporary School Psychology, 20(4), 375–385.
- Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.