Educational Simulations for Comprehending Students with ADHD and LD

As an educator dedicated to supporting students with ADHD and other learning differences, delivering presentations to teachers of students who learn differently is a common occurrence. However, one particular training session stands out in my memory. I felt a great pressure to drive home the importance of inclusive teaching strategies, but upon reflection, I realized that what was missing from my approach was the human element.

To be able to appreciate or try to appreciate the lived experience of others is a powerful way to put yourself in someone else's shoes. With this in mind, I asked the teachers to participate in exercises that would help them better understand the challenges their students with learning differences face.

One such activity involves reading a short passage on a screen without taking notes while loud, distracting noises play in the background. The text also disappears intermittently, and thought bubbles containing unrelated questions flash across the screen.

The text suddenly disappears, and a series of questions are displayed for the teachers to answer. I designed this exercise to simulate how students with sensory processing challenges feel when they experience multiple environmental changes.

Another activity involves reading aloud from a passage with a nonsense word embedded in every sentence. The purpose of this exercise is to help teachers understand the struggles that students with auditory processing disorder face.

Lastly, I simulate the visual perception issues that many students with dyslexia or dysgraphia experience by having teachers read blurry black text on a white background and comparing it to reading the same text printed in blue on a cream-colored background.

While a neurotypical person will never truly understand the neurodivergent experience, these exercises always elicit a tangible shift in the room. Teachers often express feeling "stupid," "frustrated," "uncomfortable," and "ashamed" after participating. They leave eager to learn more about how to become inclusive educators who can help all students succeed.

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