Neurodiversity Snapshot

Overview

Lesson 21 of 30 in “The Ultimate Guide to Me” builds students’ ability to gather data about how they and others think/feel/learn, then analyse that information with structured, low-writing reflection. This lesson supports the unit’s goal of producing an “Owner’s Manual” based on strengths, needs, and respectful differences.

Learning intentions

• Students will complete a neurodiversity awareness survey using a variety of response formats (ticking, ranking, colour-coding).
• Students will interview a family member about different thinking styles using short, prepared prompts.
• Students will analyse survey results with guided reflection prompts and a celebration-focused conclusion.
• Students will communicate findings to an intended audience using clear, appropriate language and visuals.

Success criteria

• I can answer my survey questions and show my results clearly (chart/graph/colour key).
• I can interview a family member and record key ideas accurately (short notes/voice notes).
• I can explain what my results suggest about my thinking preferences using sentence starters.
• I can write or create a “difference celebration” statement that is respectful and specific.

Curriculum links

• Science/Other (Year 6 context): communicate ideas and findings for a purpose and audience using appropriate language and data representations.
• English/Literacy: plan, create, edit and publish informative texts using clear structure, punctuation, and visual features.
• English/Literacy: organise and deliver spoken/multimodal ideas with topic-specific vocabulary and effective pacing/visuals.
• Foundation for inclusive community thinking (HASS link support): explore perspectives and how different experiences shape identity (supports inquiry and communication goals within the unit).

Lesson structure (45 minutes)

1. 0–5 min · Dopamine Check-in. Teacher shows a colourful “Neurodiversity traffic lights” image: green (comfortable), yellow (mixed), red (overwhelmed). Student points to how they feel about the survey and explains one reason using 1 sentence or a voice note.

2. 5–12 min · Direct teach: How we survey. Teacher models the difference between “my preference” and “my label” using a quick example (e.g., “I prefer quiet” not “I am broken”). Student reviews the survey format and chooses their response method for each section: tick, rank, or colour.

3. 12–26 min · Survey sprint (student). Teacher provides a low-reading-friction survey with word banks and icon supports (e.g., ears/head, eyes/lights, hands/movement, tummy/feelings). Student completes:

• Section A: sensory preferences (5 items)
• Section B: focus/energy patterns (5 items)
• Section C: communication comfort (4 items) Teacher uses short bursts: pause every 6 minutes for a “micro celebrate” and water break.

4. 26–34 min · Family mini-interview (parent-led). Teacher gives 4 pre-prepared question cards for the family:

• “When you’re thinking hard, what helps most—talking, quiet, moving, or visuals?”
• “What does your brain do when it’s excited or overstimulated?”
• “What’s one strength you notice in yourself/others?”
• “How should people support you in a kind way?” Student records responses using one of: short notes, drawing a simple scene, or recording a voice note (no long writing).

5. 34–42 min · Difference Celebration analysis. Teacher displays a guided template with visuals:

• Claim box: “My survey suggests I learn best when…”
• Evidence box: 2 icons from the survey results
• Celebration box: “Different is not less—it helps because…” Student completes 3 short lines using sentence starters and a word bank (because, especially, often, sometimes, helpful).

6. 42–45 min · Exit ticket: Show & say. Student presents their “difference celebration” statement using a one-minute spoken explanation or a quick slideshow/printout with three highlighted icons.

Resources

• Printed or digital neurodiversity survey with icons and minimal text
• Coloured stickers or highlighters for colour-coding responses
• Simple chart template (bar graph or icon tally) for survey results
• Interview prompt cards (4 questions) and recording option (voice note)
• Sentence starter strips and word bank (e.g., “often”, “especially”, “helps me when…”)
• Visual data organisers: evidence icon cards, Claim/Evidence/Celebration sheet
• Timer for short bursts
• Dyslexia-friendly options: audio read-aloud for instructions, large font, spacing

Assessment

• Formative during survey: teacher checks the student’s understanding by asking, “Which answer shows your preference?” (quick clarification, no correction of identity)
• Formative during interview: teacher verifies key ideas are captured (student can repeat the main point in their own words)
• Evidence of learning: student’s completed Claim/Evidence/Celebration template and exit ticket statement

Differentiation

• Support: provide pre-selected response options with icons; allow voice notes instead of writing; limit to one page of survey at a time.
• Support for dyslexia: large-font print, high-contrast colours, audio read-aloud, and a “show me” response option (pointing/colouring).
• Extension (for fast finishers): add a “When I need support, I can ask for…” line and choose one accommodation to include in the Owner’s Manual notes.
• Sensory needs: offer movement break options (standing, hand fidgets) and a quiet corner choice; allow the student to work with headphones/music at low volume.

Optional evidence for the unit

• Teacher saves the student’s completed Claim/Evidence/Celebration statement and the family mini-interview notes as “Owner’s Manual evidence” for the final presentation in Weeks 8–10.