When Superpowers and Learning Plus Combine 

Diverse learners require tailored learning opportunities to engage with the curriculum fully; this is where Learning Plus steps in. 

Neurodiverse learners face various challenges but possess unique “superpowers” (Heubeck, E. 2023) that can be nurtured to help them thrive with expert knowledge and educational planning. Academic planning for these students demands expertise, deep knowledge, and a nuanced understanding of learning difficulties, which manifest differently for each student. 

Personalised learning checklists and independent learning plans are designed to embrace students’ “superpowers” and support teachers in accommodating their needs in their respective subjects.  

A strong learning plan focuses on identifying a student’s strengths and interests. This contrasts with traditional deficit-based approaches, which often emphasise what is wrong. Instead, in education, these frequently become the gateway to learning. 

Unleashing Student Superpowers 

Tasks, assignments, and assessments must be thoughtfully designed to bring out a student’s strengths, talents, and passions. Planning for diverse learners essentially means recognising how they learn and ensuring their education is individualised. In the Learning Plus classroom, the focus is on strategies that support learners. These may include exam literacy, writing scaffolds, assistive technologies, and interactive learning strategies across all subjects. 

In some cases, neurodiverse students need additional support. This could involve simplifying assessment tasks, such as reducing text, using bullet points, or offering sentence starters. Graphic organisers, mind mapping, or more time to process information may also be necessary to allow these “superpowers” to emerge. 

Fostering Confidence and Self-Efficacy 

When students feel confident and experience success, their sense of agency and self-efficacy grows. This is crucial when designing learning plans. If assessment tasks and exam results consistently show a student struggling, it is often an indicator that the curriculum is pitched at a level beyond their reach. This is when the team evaluates the curriculum and makes necessary adjustments. 

The expertise of a learning interventionist becomes essential in such situations. Students need to feel successful, and their self-efficacy and agency diminish if they constantly face failure. Therefore, we modify assessment tasks and exams to foster engagement and success. These adjustments are made thoughtfully and aligned with each student’s learning needs and abilities. 

For instance, a student who excels in aural and oral communication but has dyslexia may find writing challenging. In this case, assistive technology like voice-to-text or graphic organisers could enable students to present their work to the teacher in a 1:1 setting. Another example is a student who loves dance and music completing an assessment through a dance routine, aligning with the adjusted rubric. Alternatively, a work experience placement that takes place in school allows students to build valuable skills in a supportive environment, which they can later add to their CV. 

Classroom Environment and Sensory Needs 

Not all strategies for supporting diverse learners focus solely on academics. The classroom environment and culture also play vital roles. For students with an autistic profile, addressing sensory needs can significantly reduce anxiety and improve their ability to engage with the curriculum. A sensory menu—designed to mitigate sensory overload—can help these students remain comfortable and focused. This menu may include tools such as noise-cancelling headphones to reduce auditory stimuli or dimmed lights to soften visual input. Depending on their needs, students may sometimes benefit from an increased stimulus or a reduced workload. Incorporating mindfulness practices, like the Smiling Mind program, can also help students manage stress and enhance their readiness to learn. 

Collaborative Approach to Learning Plans 

The next step is collaborating with students, parents, and teachers and consulting with external health providers like occupational therapists, speech therapists, or psychologists where necessary. Their reports and recommendations are essential in shaping the learning plan. 

Once this consultation is complete, the personalised learning plan is developed for all subjects. If students participate in Learning Plus, class delivery is adapted to suit their needs. 

Accommodating multiple learning needs within a classroom often requires flexibility across various subjects. For example, while one student studying geography might benefit from an audiobook, another may require a visual representation or video. Pacing lessons appropriately and allowing time for review and reflection is critical for engaging students in their subjects. Collaborating with teachers is essential in these cases.  

The Power of Language and Literacy 

Language and literacy are central to every Learning Plus lesson. Vocabulary knowledge for each subject is essential for all students, but for neurodiverse learners, it becomes a “superpower” that unlocks their ideas, enhances classroom discussions, and builds confidence and adds to shared understandings. 

One common sentiment I hear from students is, “I don’t want to be different.” My response to them is always the same: “Embrace your superpowers and stand out. Differences are exactly what the world needs today.”