Cliff Hanger - Neurodiversity

Early Elementary Students

First - Choose an age-appropriate book that discusses a character's mental or learning disability or problems they have with thinking differently. Begin reading the story with the class. Prior to the conclusion of the problem, Close the book and tell them that the story is over.

Second - Pause and allow students to process the disappointment and frustration of an unresolved conflict. If necessary, you can even pretend to be moving on to the next activity. When they express that the story is not supposed to end that way or assert that they know there is more to the story, ask them why. Have them discuss with their neighbors how it should have ended or why they want the story to continue. What do they feel should happen to make things right? How does the main character feel about their intelligence or themselves? How should the main character feel about themselves?

Third - When they have determined how they want the story to end, read the book with the assignment for students to decide what grade they will give the author for how well they fixed the problem.

Fourth - After finishing the story, have the students discuss how the main character's feelings changed. Why did they change? Did their intelligence or ability to learn change or just their feelings about themselves? Do we have any feelings like the character had when we paused the story? Does anyone else have feelings like the main character in the story because of our actions or words? Our story isn't finished. How can we fix our stories (or someone else's story) so that it ends the right way?

Fifth - Ask the students to draw a picture of an action they can take to finish their story or someone else's story so that they feel better about the wonderful way they think OR invite students to draw pictures of things they like to learn.

Upper Elementary Students

Second - Pause and allow students to process the disappointment and frustration of an unresolved conflict. If necessary, you can even pretend to be moving on to the next activity. When they express that the story is not supposed to end that way or assert that they know there is more to the story, ask them why. Have them discuss with their neighbors how it should have ended or why they want the story to continue. What do they feel should happen to make things right? How does the main character feel about their situation? What/Who has caused them to feel that way? Were those words/actions kind? Were they helpful? Were they truthful? How should the main character feel? Have the students write a list of things that should happen for the story to end the "right" way.

Third - When they have determined how they want the story to end, read the book with the assignment for students to decide what grade they will give the author for how well they fix the problem.

Fourth - After finishing story, have the students discuss how the main character's feelings changed. Why did they change? Did anyone help their feelings to change? Did the character have to have someone else's help to change their feelings? Did they have to change their intelligence, behavior, likes, or dislikes? Do we have any feelings like the character had when we paused the story? Does anyone else have feelings like the main character in the story because of our actions or words? Our story isn't finished. How can we finish our story (or someone else's story) so that it ends the right way?

Fifth - Ask the students to write a paragraph about what they can do to finish their story or someone else's story the right way so that they feel better about the wonderful mind they have OR invite students to write about the amazing things their brain does.

Secondary Students

First - Choose a picture book that discusses a character's mental or learning disability or problems they have with thinking differently. Begin reading the story with the class. Prior to the conclusion of the problem, Close the book and tell them that the story is over.

Second - Pause and allow students to process the disappointment and frustration of an unresolved conflict. If necessary, you can even pretend to be moving on to the next activity. When they express that the story is not supposed to end that way or assert that they know there is more to the story, ask them why. Have them discuss with their neighbors how it should have ended or why they want the story to continue. What do they feel should happen to make things right? How does the main character feel about their situation? What/Who has caused them to feel that way? Were those words/actions kind? Were they helpful? Were they truthful? How should the main character feel? Have the students write their own conclusion to the story.

Third - Have the students share their story endings with each other. Have them evaluate how well their solution addresses the problem faced by the main character. Emphasize that the best solution empowers people, helps each person appreciate themselves, and fosters a community of kindness.

Fourth - After they have evaluated their story endings, read the ending the author of the book chose. Have the students use their rubric to decide what grade the author should get for how well they fixed the problem.

Fifth - After finishing story, have the students discuss how the main character's feelings changed. Why did they change? Did anyone help their feelings to change? Did the character have to have someone else's help to change their feelings? Did they have to change for their feelings to change? Do we have any feelings like the character had when we paused the story? Does anyone else have feelings like the main character in the story because of our actions or words? Our story isn't finished. How can we finish our story (or someone else's story) so that it ends the right way?

Sixth - Ask the students to write a paragraph about how they would like their personal story of conflict to finish. Preferably, have them identify a story in which they are the antagonist in the current conflict that needs to be resolved. Alternatively, they may also choose a story where they are the protagonist. Either way, students should focus on actions they can take without relying on the agency of anyone else. Their story should also not require anyone's intelligence or personality change, since the unique aspects of their mind never were the real problem.

Adult Audiences (Including Teacher Development)

Second - Acknowledge that there is more to the story, but encourage the participants to consider how often these cliff hangers happen in our life. Ask them to consider unresolved conflicts that they have observed or experienced with children or adults. Ask them to reflect if there are any such unresolved conflicts in which they are the antagonist. What do they feel should happen to make things right? How does the main character feel about their circumstances? What/Who has caused them to feel that way? Were those words/actions kind? Were they helpful? Were they truthful? How should the main character feel about themselves? How would they help if this was happening to their child, student, or friend?

Third - Have the participants create a checklist of actions the antagonist can and should take to help resolve the conflict. Have the participants reflect on the beliefs that the antagonist has that has led them to oppose the protagonist. What would the antagonist need to do to overcome those prejudices and make space for the protagonist to peacefully coexist?

Fourth - Have the participants create a second list of actions the protagonist can take to resolve the conflict. What are they empowered to do regardless of the choices that the antagonist makes? Emphasize that changing the protagonist to resolve the conflict or accepting the abusive narrative sets a dangerous precedent for manipulation and further abuse. What actions can they take to resist the negativity, accomodate their diversity and accept themselves.

Fifth - Have the participants create a final checklist of what they should do in their current role to help both the antagonist and protagonist undertake the necessary actions to resolve the conflict. Have them reflect on ways they can also use their influence and position to circumvent such conflicts before they even emerge. How can they create an environment and culture that enables neurodiverse students to thrive together in harmony?

Sixth - Present research about creating inclusive, neurodiverse classrooms and have the participants evaluate and revise all three of their lists accordingly.