Celebrating Neurodiversity in the Classroom: Robert's Reading Story

Oh, the Difference It Makes When We Understand a Child's Needs!

One of the most important lessons I have learned as an educator is that children do not all respond to instruction in the same way.

Some children learn a new concept readily, while others need additional explanations, demonstrations, or opportunities to practice.

When a child struggles, it is easy to focus on what the child cannot do. But I have always believed that our responsibility is to look more closely, identify what is missing, and find ways to help that child succeed.

Sometimes, a change in instructional approach can make a remarkable difference.

I will never forget one student who taught me just how important that can be.

Robert's Story

I was preparing to teach second grade at a school serving a community facing significant challenges. Shootings and school lockdowns were common, and many of the children had experienced difficult circumstances.

As I welcomed my new class, I noticed Robert right away.

He was bigger than the other children.

When I reviewed the notes from his previous teacher, I discovered that Robert had repeated first grade twice. The administration had decided to promote him to second grade despite his academic struggles.

His previous teacher ended her note with these words:

"Just give him crayons and a coloring book."

Robert had accumulated more educational labels than any other child in the school.

He could not yet write his letters, and he was unable to read.

But I was determined to do everything I could to help him.

Our Morning Reading Lessons

Every morning, we gathered for what I called "rug time."

I sat on a low kindergarten chair, and the children gathered on the floor in front of me.

Robert always sat right beside my knee.

For the first 30–45 minutes of the day, I worked with the entire class on words, their structure, and the spelling patterns that appear throughout our language.

We studied how words are put together, how letters represent sounds, and how familiar patterns appear in different words.

I wanted the children to understand what they were learning, not simply repeat information without making connections.

My teaching incorporated explicit phonics instruction along with meaningful visual supports and activities that helped children engage with the words and patterns we were studying.

Robert participated alongside his classmates.

And gradually, I began to see progress.

The November IEP Meeting

In November, I attended Robert's Individualized Education Program (IEP) meeting.

Eight adults gathered around the table to review his progress.

The children had recently been assessed, and the results were available.

Robert's reading assessment indicated that he was performing at grade level.

You could have heard a pin drop.

The team had developed his IEP only a few months earlier, in August. Although everyone recognized the progress he had made, they decided to keep the IEP active in case he needed additional support later.

They also agreed that Robert could remain in my classroom rather than being pulled out for separate services.

For me, that meeting was unforgettable.

Here was a child who had experienced years of academic difficulty, yet he had demonstrated significant progress in a relatively short period.

Robert's experience strengthened my determination to keep searching for effective ways to reach children who were struggling.

What Robert Taught Me About Teaching

Robert's story is one student's experience, not a promise that every child will make the same progress in the same amount of time.

But it illustrates something I believe educators should never forget:

A child's previous struggles do not necessarily tell us what that child is capable of learning next.

Children may need additional instruction, more practice, or different ways to engage with a concept.

When we identify the skills a child has not yet mastered and provide appropriate support, we create new opportunities for progress.

For reading, that means paying close attention to foundational skills such as phonemic awareness, phonics, decoding, spelling, and automatic word recognition.

It also means recognizing when meaningful illustrations, movement, hands-on activities, or additional guided practice can reinforce those skills.

The goal is not to classify children according to a particular learning style.

The goal is to help each child develop the knowledge and skills needed to become an increasingly independent reader.

Why Individual Differences Matter

Children bring a wide range of abilities, experiences, and needs into the classroom.

Some children may have dyslexia, ADHD, autism, or other developmental differences. Others may struggle with reading without having an identified disability.

Even children with similar difficulties may respond differently to instruction.

One child may need additional practice connecting sounds with letters. Another may need more opportunities to recognize previously taught words automatically. A third may benefit from shorter lessons with frequent opportunities to respond.

We cannot assume that every child needs the same supports.

Instead, we can observe how children respond to instruction, assess their progress, and adjust our teaching when necessary.

That is what it means to put the child first.

How Robert's Experience Influenced Child1st

My experiences with Robert and many other children helped shape the resources I later developed through Child1st.

I wanted instructional materials that would make abstract concepts more meaningful while still teaching essential academic skills explicitly.

The SnapWords® System reflects that goal.

SnapWords® combine high-frequency words with meaningful illustrations, body motions, and Mini-Lessons that reinforce word meaning, sounds, spelling patterns, and recognition.

Children also practice spelling and recognizing the words without the illustrations so they can apply what they have learned when reading ordinary text.

These resources are designed to supplement explicit, systematic reading instruction and provide additional ways for children to practice important skills.

They do not replace phonics or individualized instruction.

Instead, they give teachers and parents practical tools they can select according to a child's needs.

Learn more about our Child-Centered Design.

Explore the Child1st SnapWords® System.

Every Child Deserves the Opportunity to Succeed

I still think about Robert.

I remember the note from his previous teacher, the mornings he spent sitting beside my knee, and the silence around the table when his November reading results were shared.

His story reminds me why it is so important to look beyond a child's struggles.

Children need effective instruction, appropriate support, and adults who continue looking for solutions when progress is difficult.

They also need opportunities to experience success and develop confidence in their abilities.

We cannot guarantee that every child will progress at the same pace.

But we can make a commitment to understand each child's needs, provide instruction grounded in essential skills, and respond thoughtfully when something is not working.

That is how we begin to create classrooms where more children can thrive.

Read More About Neurodiversity and Reading Instruction

• On Honoring the Neurodiversity of Children — Sarah Major shares the classroom experiences and beliefs that inspired Child1st.

• The SnapWords® System and Neurodiversity — Learn how visual, verbal, movement-based, and hands-on activities can reinforce reading instruction.

• Teaching Phonics: Make the Biggest Impact in 30 Minutes a Day — Explore practical approaches to teaching phonics.