Differing Minds: Considering Neurodiversity in Educational Spaces Webinar
Webinar Date: December 10, 2024
Within the human population, there are marked differences in how individuals experience their surroundings, think, and learn. Today, most K-12 school design efforts focus on solutions that work for neurotypical students. However, neurodivergent students are a significant part of a student body in a general education environment.
During this workshop we will be exploring the concept of neurodiversity and how the design of school buildings and classrooms impacts neurodivergent learners. Many people associate the term “neurodivergent” with autism, when it encompasses a wide variety of brain functioning, including autism, ADHD, dyslexia and many other learning and attention differences. We will be covering the prevalence of neurodivergent children in general education environments in K-12 schools. The workshop will be interactive, and participants will be able to make personal connections to how their own brains function and the types of environments that best support their own learning. We will touch upon the educational and environmental strategies that promote learning for all students. The design of buildings and classrooms can work with or against these strategies. We will explore ways that school divisions can partner with designers to create flexible and adaptable environments with the neurodiversity of the student population in mind.
Design strategies discussed will range from modest interventions at the classroom level all the way to considerations for major renovations and new construction. Participants will leave with a list of practical items to consider for any level of capital investment in school buildings and citations for research that supports these approaches.
Learning Objectives:
- Define neurodiversity, describe the most typical disabilities and discuss their prevalence in schools today.
- Describe the proportion of neurodivergent students learning in a general education environment.
- Identify educational strategies to help neurodivergent students.
- Discuss large-scale and small-scale design strategies to support neurodivergent students.
Laura Smyles
Laura has over 12 years of experience as an Architect and Educational Planner with Grimm + Parker. As the daughter of a 25-year-long career public school teacher, she brings her unique perspective to educational design along with her direct experience of working with several school systems across the DMV. Mom to three under 5, she is especially familiar with the importance of creating an environment that improves emotional regulation – for kids and adults alike.
Emily J. Wright
Emily is a registered architect with over 19 years of experience, an undergraduate degree in biochemistry, a background in clinical psychology, and experience teaching English abroad. Although neurotypical herself, her father, brother, husband, and two of their three children are neurodivergent. She believes the ease with which we all learn can be profoundly impacted by the built environment.