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As the school year begins, many parents find the transition to be filled with challenges, but those parenting neurodivergent children often express heightened feelings of anxiety and unpreparedness, according to a recent survey highlighted in The Hechinger Report.
In a summer survey conducted by Understood.org, 2,100 parents provided insights into their experiences. This nonprofit organization focuses on resources for individuals with learning differences such as dyslexia and attention deficit disorder. The findings revealed that parents of neurodivergent children are particularly worried about various aspects of their child’s school life, including social integration, the adequacy of school support, and access to necessary resources for academic success. A significant majority, around 82 percent, indicated that neurodivergent students often face misunderstandings from their peers, while 76 percent noted similar issues with teachers.
Andrew Kahn, the associate director of behavior change and expertise at Understood.org, stated that younger children who learn and process information differently may have a more difficult time navigating the back-to-school transition. They might struggle to articulate their needs compared to older children, leading to a rise in behavioral issues like avoidance and escape.
Kahn emphasized the role teachers can play in easing this transition by being attentive to non-verbal signals from students and by simplifying lessons and tasks. He suggested that breaking down learning activities into manageable steps from the outset can be beneficial for all students, not just those who are neurodivergent.
Read more on neurodivergent students:
In related observations, journalist Jackie Mader previously covered the challenges faced by young children diagnosed with dyscalculia, a condition that complicates their ability to understand numbers. Acknowledging a lack of awareness surrounding dyscalculia often results in late diagnoses, which can delay crucial support and interventions that help children thrive, according to Kahn. Meanwhile, Sarah Carr reported on the financial barriers many parents encounter; the cost of neuropsychological evaluations can impede access to special education services.
Quick Takes:
According to a recent study in Canada involving 315 children, increased screen time, particularly on tablets, correlated with a rise in temper tantrums among the participants. The findings, published in JAMA Pediatrics, also indicated that children experiencing anger issues at age 4.5 were prone to spending more time on devices by age 5.5.
Another research initiative from the University of Michigan found that third graders who attended transitional kindergarten programs outperformed their peers in both math and English language arts, compared to those who participated in other early education programs across Michigan.
This article focuses on the needs and experiences of neurodivergent students and was produced by The Hechinger Report, a nonprofit organization dedicated to exploring issues of inequality and innovation in education.
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