This week’s focus is on the transformative impact that online learning tools have had on education over the past two decades. It is important to highlight that the pandemic has significantly accelerated this transformational process. The new technological resources that facilitate online and distance learning have revolutionized educational access, reaching learners around the globe. However, it is noteworthy that there are still students in our local communities who struggle to fit within the traditional educational system for a variety of reasons. A prevalent challenge is the complexity associated with neuro-divergent learners.
Often, educational environments adopt a one-size-fits-all methodology. In sharing this perspective, I do not intend to suggest that educators are not implementing differentiation strategies in their classrooms. Rather, I propose that the diverse makeup of classrooms presents considerable challenges for teachers in addressing the needs of all students. I believe that there is likely a correlation—if not a causation—between these challenges and the support provided to neuro-divergent learners.
Currently, I have the opportunity to work with a student diagnosed with Autism Spectrum Disorder (ASD) who experiences attentional challenges. This student is engaged in an intricate subject matter online and is thriving. He has expressed that the typical classroom environment is overwhelming for him. In the online learning setting, he is better able to concentrate and has begun to advocate for his own needs. For example, while he prefers not to make eye contact, he feels comfortable activating his camera when he has a question and is listening for the response. He then turns off the camera once the question has been addressed. If the camera were to remain on continuously, it would serve as a distraction, potentially leading to increased sensory overload and impeding his learning progress. By utilizing tools such as Google Classroom, Zoom, Microsoft Teams, and Google Drive, this student is able to modify his learning environment in a way that fosters successful communication of his understanding to the teacher.
There is a notable research paper titled: Guiding Empowerment Model: Liberating Neurodiversity in Online Higher Education
https://arxiv.org/pdf/2410.18876
this research paper delineates several key areas of focus:
1. Time and Energy
2. Sensory Processing
3. Social Cognition
4. Reasoning
5. Executive Functioning
6. Core Skills
I see a connection on how online learning tools for distance learning not only helps neuro-divergent learners. It is safe to say that this can then reach all learners in a positive fashion. All students are impacted with the 6 key areas listed above. Life is not static it has ups and downs but giving students and teachers a way to deliver and the student to receive the learning material in a manner that is adaptive in nature can provide positive outcomes.
