Spectrum: diverse ways of thinking

Students explore the autism spectrum and discuss practical peer support.

Steps

1. We explain neurodiversity and why autism is described as a spectrum.
2. We share quotes and reflections from neurodivergent individuals describing their classroom experiences.
3. In small groups, students identify what might cause sensory strain at school (bell noise, abrupt schedule shifts).
4. We brainstorm inclusive classroom practices that support everyone.

Tip: Frame differences around diversity rather than deficits; avoid singling out specific classmates.