Inclusive Classroom Checklist

Physical Environment

• The classroom has a designated quiet or low-stimulation area where students can work or decompress without drawing attention.

  All Classrooms Neurodivergent Focus
• Seating is flexible. Students have at least one alternative to a fixed upright chair (standing desk, wobble stool, floor cushion, or similar).

  Neurodivergent Focus
• Fluorescent lighting is reduced or supplemented with natural light or lamp alternatives where possible.

  All Classrooms Neurodivergent Focus
• The classroom is visually organized. Displays are purposeful and walls are not excessively cluttered.

  All Classrooms
• Noise-canceling headphones or earplugs are available and normalized for use during independent or focused work.

  Neurodivergent Focus
• Fidget tools are accessible and their use is treated as a regulation strategy, not a distraction.

  Neurodivergent Focus

Daily Structure and Transitions

• A visual schedule is posted and updated daily. Students know what is coming and when.

  All Classrooms Early Childhood
• Transitions are announced in advance. Students receive at least a five-minute warning before activities change.

  All Classrooms Neurodivergent Focus
• Movement breaks are built into the schedule at regular intervals, not offered only as a reward or after good behavior.

  All Classrooms Neurodivergent Focus
• The day begins with a brief grounding or orientation routine that helps students transition into learning mode.

  All Classrooms Early Childhood
• Unstructured time (hallways, lunch, recess) is acknowledged as potentially high-stress for some students, with support available if needed.

  Neurodivergent Focus

Instruction and Delivery

• Instructions are given in multiple formats: verbal, written, and visual where possible.

  All Classrooms Neurodivergent Focus
• Complex tasks are broken into smaller, clearly sequenced steps with visible checkpoints.

  All Classrooms Neurodivergent Focus
• Wait time after questions is at least five seconds. Students are not penalized for processing slowly.

  All Classrooms Neurodivergent Focus
• Corrections are delivered privately and constructively. Public correction in front of peers is avoided.

  All Classrooms Neurodivergent Focus
• Slides, handouts, and written materials use clean layouts. Excessive color, small fonts, and visual clutter are minimized.

  All Classrooms
• Lesson content connects to real-world contexts or student interests where possible to support engagement.

  All Classrooms Neurodivergent Focus

Assessment and Participation

• Assessment formats vary. Students have options beyond timed written tests, such as oral responses, projects, or portfolios.

  All Classrooms Neurodivergent Focus
• Participation is not equated with speaking aloud. Written responses, drawings, or gesture-based answers are accepted as valid contributions.

  All Classrooms Neurodivergent Focus
• Students who need extended time receive it without having to leave the room or draw attention to themselves.

  Neurodivergent Focus
• Testing environments minimize sensory distractions: reduced noise, stable lighting, and minimal foot traffic.

  Neurodivergent Focus
• Formative feedback is specific, strengths-based, and focused on the work rather than the student's character or effort.

  All Classrooms

Specific Supports for Neurodivergent Students

• I have read the student's IEP or 504 plan and understand what I am required to implement in my classroom.

  Neurodivergent Focus
• I have spoken with the student's previous teacher, specialist, or support team to understand what works.

  Neurodivergent Focus
• I have had a private conversation with the student (where appropriate for age) about how they learn best and what helps them in class.

  Neurodivergent Focus Secondary
• I have contacted the student's family to introduce myself and establish an open communication channel.

  Neurodivergent Focus
• I know what the student's sensory triggers are and have made adjustments to the environment where possible.

  Neurodivergent Focus
• I have a plan for what to do if the student becomes dysregulated, including who to contact and what the student needs in that moment.

  Neurodivergent Focus
• I do not interpret masking, compliance, or quietness as evidence that the student is fine. I check in regularly.

  Neurodivergent Focus
• Behavior is addressed through a curiosity lens first: I ask what the behavior is communicating before applying a consequence.

  Neurodivergent Focus

Communication and Relationships

• I greet students individually at the door or at the start of class. Consistent acknowledgment matters more than its form.

  All Classrooms
• I have at least one positive interaction with every student each week, separate from academic feedback.

  All Classrooms Neurodivergent Focus
• Students know how to signal that they need help without having to speak aloud (a card on the desk, a hand signal, or a private messaging option).

  Neurodivergent Focus
• I share updates with parents proactively, not only when there is a problem.

  All Classrooms Neurodivergent Focus
• I am familiar with the concept of masking and I do not assume that a student who appears calm is not struggling.

  Neurodivergent Focus
• I model making mistakes, asking for help, and not knowing the answer. These behaviors normalize what I expect from students.

  All Classrooms