Many ‘social skills’ programs focus on teaching neurodivergent children to adapt to neurotypical communication styles. But communication is a two-way street — so why should only one group be expected to change?
We created our social group at Word Stars Speech Pathology after hearing from parents who wanted a safe, supportive space for their children to build social connections. Too often, existing programs for neurodivergent students focus on getting neurodivergent children to “fit it” by teaching neurotypical social norms such as sitting still during group times and looking at the person who is speaking.
To find a better way, we consulted with neurodivergent adults and explored neuro-affirming practices, which encouraged us to approach supporting social communication by first supporting students understanding that everyone ‘thinks differently’ and building their own awareness of their communication styles so that neurodivergent children can communicate on their own terms.
One of our students, like many others, disliked being singled out for therapy and performed better in group settings. This inspired us to create a whole-class program that would share information about neurodiversity not just with him, but with his teachers and peers.
Building Inclusive Classrooms: A Neurodiversity-Affirming Approach to Social Communication
The lesson focused on recognising different ways of thinking and learning. We explained that brains are like different flavours of ice-cream — some flavours, like chocolate, strawberry, and vanilla, feel familiar, while others, like lavender or rocky road, might be new or unexpected — but every flavour is great. Students explored “superpowers” of both neurotypical and neurodivergent thinkers and reflected on their own preferences (e.g. liking predictable routines vs. enjoying surprises). We used movement-based activities, asking students to stand in different corners of the room to show their preferences, helping them see that others shared their way of thinking. We also showed that most of us are a mix of neurotypical and neurodivergent traits.
Teachers reported that the session was eye-opening and requested more professional learning about neurodiversity. By raising awareness among peers and teachers, we aim to create a classroom environment that makes adjustments for neurodivergent students — not just expecting them to make all the adjustments. This work aligns with the National Autism Strategy’s focus on social inclusion and school-based capacity building. The Australian Government’s Thriving Kids Initiative will also include supports within educational settings.
If you’re a school leader, teacher, or parent and would like to see this program in your school or community, we’d love to hear from you. We work closely with schools and families to tailor each program to the needs of your students and teachers.
Fill out our Expression of Interest form here: https://forms.office.com/r/CngSnt9PA8
Let’s work together to create classrooms where every child feels understood, supported, and included.
Written by Celine Pascual, Mike Cheung & Dr Rosemary Hodges