Challenges and triumphs of a neurodiverse student
The incredible story of M., a kaleidoscope of challenges and triumphs, begins with his entry into a new school reality, a primary school in Florence, in September 2022, where he also meets the Teach For Italy Fellows. M. brings with him a world of neurodiversity, his unique universe that took time to open up to others. Initially, M. encountered some difficulties, exploring the unknown territory of relationships with classmates and a new reality to understand. The initial adaptation was not easy, as he expressed aggression towards classmates, impulsive reactions leading to throwing objects, running to hide, and avoiding being seen by others. Teachers, parents, and classmates decided to help the child, forming a support network together.
To address M.'s behavior and help him adjust to school, teachers and classmates implemented support strategies to provide him with routines, tranquility, and a sense of security in the classroom.
Here are some activities implemented to make him feel comfortable:
Creation of a collaborative team between teachers, specialists, and parents to support M. comprehensively.
Adaptation of the class to the student's routine needs, benefiting other children as well.
Creation of a detailed visual agenda to outline activities and parts of the school day, providing a visual and predictable structure.
Introduction of specific routines, such as reviewing the visual agenda or roll call where M. presents photos of classmates, aiming to facilitate M.'s integration and create a comfortable environment.
Introduction of predictability in rest periods after each activity through M.'s favorite games at the end of each session.
Active involvement of classmates to support M., including participation in group activities and sharing rest periods.
Sharing work methods and strategies with other teachers in the school, especially during mixed-class workshops.
Ensuring that transition moments between different activities are positive and enriching for M., reducing stress associated with new references and working methods.
United by a common goal, everyone rallied to create an environment where M. could feel at ease. A small community embracing diversity, where mutual learning is the foundation. These strategies served to help M. internalize school routines and be supported in some unpredictabilities that also helped him become much more flexible in changes.
The impact of these strategies is not only visible in M.'s actions but also in the hearts of his classmates. They have been fundamental for the student, who has started to know and support him even in challenging moments for M. It was crucial to work in small groups and show each child M.'s usual working methods and his cognitive and behavioral functioning. M. and his classmates learned to embrace kindness, be patient, and share their time with him. Together, they became a team, a united front in facing challenges.
This school year, the results of M.'s journey reached its peak with his election as a class representative. The school has a student council consisting of two students (one male and one female) for each class from primary to lower secondary school, which meets to discuss proposals for the school such as football and basketball field shifts, garden cleaning shifts, and many other issues.
The student council is managed by two teachers from the school, one of whom is Teach For Italy Fellow Angela Devi. In a school that celebrates inclusivity, this event was unique and revolutionary. The Student Council saw in M. a new protagonist: for the first time, a child with disabilities was elected to the council by his peers.
The elections were a heartfelt moment and an opportunity for M. to shine. Class representative elections take place in each class at the beginning of each school year. The role of the class representative is explained to each class, and children discuss the suitable characteristics for this role. Children who wish to run for class representative are asked why they think they can do well in this role and what they intend to do for their classmates. Each student then chooses a male and a female classmate to elect as class representative through a vote. The boy and girl with the most votes are then appointed class representatives and become part of the Student Council.
When the homeroom teacher asked who wanted to run, many children raised their hands, including M. Just before this question, a circle time was held introducing the role of the class representative. M. participated briefly in the circle time as he couldn't follow, choosing to leave the class. However, he was later shown a presentation video in which the representatives from the previous year shared their experiences. M. wanted to watch this video multiple times. Before the vote, candidates had to give a speech they had prepared shortly before. M. was helped to prepare his speech, which he devised himself. One of the points in his speech stated that he would let other children play with toy cars, his favorite game. This, combined with the great esteem his classmates have for him, was very convincing and earned him the majority of votes. M. is indeed a child highly regarded by his peers and other students in the school, who seek him out. When M. was announced as the class representative, the entire class rejoiced, even those children who usually care a lot about winning celebrated for him.
His election challenged conventions, leading Teach For Italy Fellow Angela Devi, teacher, and mentor, to reflect on the importance of a genuinely representative council. M. should not be just a symbol but an active participant, and thus began the beautiful challenges to make every phase of the council accessible to him. From the first council meeting, his presence showed that inclusivity is not just a word but a practice that can transform everyone's experience. M. participated from start to finish, and the activities of the Student Council were adapted to his abilities. During the first council meeting, older students were elected as president and secretary of the council, responsible for representing the council and keeping minutes. M. participated, following each step through visual support in Augmentative and Alternative Communication (AAC) for various steps and through active roles, such as attaching a TIC every time a council phase was completed. He also served as a scrutineer during the election of the president and secretary.
M.’s teachers: Angela, Francesca and Caterina
Angela Devi wanted to reflect on the profound meaning of this adventure, not only for M. but for the entire school community: an environment where every child, without masks, can contribute, and where diversity is not only accepted but celebrated.
“This attention that M. demands from us is an attention to care, welcome, and the quality of our work. I have never realized how well we can do our job if we could meet the needs of all* our students... I like to think that at least at school, our* children can have an experience of community that is enough to make them feel that another world is possible.”
Francesca Nardoni
Teach For Italy Fellow of the 2022-2024 cohort
