In the School Setting

Main Categories of Neurodiversity

There are two main categories of neurodiversity that have the biggest impact on education and the school environment.

Learning

Social

You'll often hear people referring to a condition as a "learning disability/difference". A person with a learning disability has certain neurological differences, due to which they are unable to access the limited education provided to all students without specific accommodations and/or specially designed instruction.

Human relationships, particularly in group settings, are very complex. Neurological differences can further shape how individuals process information like social cues, facial expressions or body language. These differences also influence communication styles and a person's capacity for emotional regulation.

Special Education (SPED)

Special Education is the range of services provided to students with disabilities that would otherwise impair their ability to learn. It can take place in either a regular or separated classroom but is not a "one size fits all" program. Students who qualify for SPED have an IEP.

504 Plan (Named after Section 504 of the Rehabilitation Act)

  • A legally binding document outlining accommodations that a student will receive in general education settings.
  • Always integrated.
  • Reviewed annually.

IEP (Individualized Education Program)

  • A legally binding document outlining the student's educational goals and special service they will receive to achieve those goals.
  • Students with IEP’s can be either separated or integrated into regular classrooms.
  • Reviewed and updated annually by a team of people including the student, parents, teachers, etc.
  • If a parent feels that their child is not receiving their entitled services, they can take legal action.

Scroll through these for more information!

The 2 Key Differences:

  • An IEP is designated for students who qualify for Special Education services. A 504 plan is focused on providing a few accommodations allowing a student to succeed in general education, and is not part of SPED.
  • An IEP provides a more comprehensive plan of support and may be developed in collaboration with parents, teachers, psychologists, nurses, and other school staff.

Accommodations

Students who have an IDD, are neurodiverse, or are part of the special education program will usually receive learning accommodations or modes to help them succeed. Since every student is different and has different skills or learning styles, accommodations for each student are customized to the individual. Here are some common learning accommodations:

These are just some of the accommodations provided by teachers and counselors at different schools. It's important to remember not every neurodiverse student needs all these accommodations, and others may. Be respectful of students who may have a different learning style than yourself, and understand that it was something they were born with, not something they can control. In the end, we are all needing some help whether it comes to emotional support, tutoring, or physical support, but it differs from person to person.

Communication Styles

It's important to understand that a diverse range of communication styles and habits are valid. The most enjoyable friendships often form when all parties are comfortable with their way of communicating.

It's also important for neurodivergent and neurotypical people alike to be aware of other communication styles. This is so that misunderstandings—such as perceiving someone as rude, strange, or inappropriate—don’t become barriers to connection between students with different ways of communicating.

Neurotypical

Neurotypical people use and interpret nonverbal cues, and are often more comfortable with eye contact.

Neurotypical students often use figurative language to convey meanings that differ from it's literal meaning. For example someone who's confused might use "I can't wrap my head around it." as a metaphor. Additionally, neurotypical people often use hyperboles, such as "I didn't eat breakfast today; I'm starving," if they were very hungry.

Many neurotypical students find it easy to switch back and forth between topics. Using nonverbal cues, neurotypical students can also sense when it's time to move on from a particular subject

Neurodivergent

Neurodivergent students' brains process visual and auditory information differently, and therefore interpret unspoken social cues differently in conversation.

For many students with autism, interpreting these signals is often difficult, and eye contact may feel uncomfortable, distracting or unnecessary. Students with autism may have to actively think about these social cues, which can be mentally exhausting. For this reason they may feel comfortable using a flat affect (facial expression and tone of voice).

Difficult interpreting social cues can affect sensing readiness to transition, such as when to take turns, and when it's appropriate to change subjects. Additionally, students with ADHD may unintentionally interrupt others due to impulsivity or excitement.3

Students with autism may interpret language very literally. Metaphors and exaggerations like "I can't wrap my head around it," or "I didn't eat breakfast today. I'm starving." can be taken at face value. This impacts a person's ability to understand humor, idioms and everyday phrases people often use in conversation. For this reason, neurodiverse students may prefer to speak directly and literally.

Neurodivergent individuals often info dumping about specific subjects (sometimes referred to as "special interests" for autism or "hyperfocus" for ADHD) with each other. With less pressure to conform to social norms, and less chance of being judged for talking too much, it can be relaxing to go into detail about these interests.

Relevant Conditions: Autism Spectrum Disorder(ASD), Attention-Deficit/Hyperactivity Disorder(ADHD)

Sensory Overload

For many neurodivergent students, their brains take in sensory input—like bright flickering lights, background noises, or physical contact in crowded hallways—more intensely. This can make it harder to focus and/or unpleasant to be in certain types of environments.

Emotional Regulation

For many neurodivergent students, emotional regulation in the school setting can be more challenging due to consistent sensory overload, social dynamics, and unexpected changes. Stimuli like loud noises in the cafeteria, crowded hallways, or sudden schedule shifts can trigger emotional responses, making it difficult to remain calm or focused. Students may experience frustration, anxiety, or overwhelm more readily, as their brains process and react to environmental and social factors differently. Understanding and creating supportive spaces can help foster emotional stability and enable students to thrive academically and socially.