CS: Accommodations for Neurodivergent Students
This is a cast study.
Enhancing Digital Inclusivity: A Comprehensive Evaluation and Recommendations for Augmenting Support for Neurodivergent Students in Palo’s SEL Program
The digital age has transformed how individuals acquire knowledge, with the internet being a primary resource. However, the quest for learning can be stifled by poorly designed digital interfaces. This issue extends to classrooms where digital learning has become integral, especially post-COVID-19 (Explorance, 2023). Although digital learning presents numerous advantages like access to varied information and enhanced communication, poorly designed digital experiences can hinder material accessibility, leading to sub-optimal learning outcomes.
The shift to digital learning has been substantial, as illustrated by a survey from Education Week, where 90% of school district leaders confirmed providing a device for every middle and high school student, and 84% for elementary school students. However, this shift potentially marginalizes students who are already vulnerable, especially if their unique needs for information accessibility are overlooked.
Neurodivergent students, those with neurological differences such as learning disabilities, intellectual disabilities, autism spectrum disorder, and ADHD (Singer, 2017), face significant challenges in this digital transition. Online educational tools often fall short in catering to their unique learning needs, as mainstream technology tools often overlook the requirements of neurodivergent learners. The lack of proper accommodations in classrooms heavily reliant on digital platforms further marginalizes these students (Luke, 2023). A promising avenue to support neurodivergent students is the implementation of school-based Social and Emotional Learning (SEL) programs. Evidence suggests that SEL enhances self-awareness, and academic success, and develops interpersonal skills like forming healthy relationships, managing emotions, and fostering empathy. These skills are particularly beneficial for neurodivergent students, aiding them in better adapting to classroom environments, gaining confidence, and developing self-advocacy skills.
This study seeks to delve into the effectiveness of SEL programs, the potential of technology in addressing the learning needs of neurodivergent students, and the broader implications of digital learning on educational equity and inclusivity. The objective is to unravel how technology can be leveraged to foster a more inclusive learning environment, particularly for neurodivergent students.
The Imperative of Inclusive Praxis in Palo’s Digital SEL Resource: Assessing Inclusivity
In an educational landscape where digital learning is burgeoning, ensuring inclusivity within digital Social and Emotional Learning (SEL) resources, particularly for neurodivergent students, emerges as a linchpin to foster equity in classrooms. Often, the conventional scholastic environment overlooks the unique challenges neurodivergent students encounter while navigating various subjects. SEL can be a powerful tool for these students, providing them with novel strategies to manage and mitigate issues stemming from their learning differences. The essence of inclusivity in online resources, thus, pivots on embedding accommodations that engender a supportive learning milieu for all students. By crafting an inclusive SEL program, a wide spectrum of students is empowered to amass vital knowledge to surmount daily hurdles.
