Reggio Emilia for All: Adapting the Approach for Diverse Learners

We are all wonderfully different. Each of us learns and develops in our own sweet way – and this is something that should be celebrated and nurtured. Diverse learning encompasses a huge range of individualities. There are plenty of terms used for different neurodiverse conditions, such as ADHD (attention deficit hyperactivity disorder), autism, dyslexia, dyspraxia and dyscalculia.

No matter what the name, the important thing about diverse learning is that the brain works and processes information in a way outside of what might be considered typical. The underlying concepts of the Reggio Emilia approach – in that the child directs their learning pathway – make it ideal for everyone.

Neurodiverse or otherwise, everyone triggers their best learning potential when they follow what naturally stimulates their curiosity.

Genuine Inclusion in the Early Learning Landscape

The development of truly inclusive programmes for those with diverse learning needs presents challenges. However, the Reggio Emilia philosophy is proving to be the one that breaks the mould. This is thanks to the four of the core ingredients of this method:

1. That it encourages collaborative relationships.
2. That it utilises constructive environments.
3. That it follows project-based curriculums.
4. That it documents the learning process in multiple ways.

Collaborative relationships

The Reggio Emilia method recognises every child as a powerful, capable and resourceful human being. Educators are co-learners and collaborators – other children are their peers. Parents and family also feature highly. If necessary, this can also include special educators who further help guide any particular learning requirements.

Encouraging great collaboration between all parties is especially important for those with diverse learning needs and plays a big part in how the individual approaches relationship dynamics, both today and in the future.

Constructive environments

Curiosity-inspiring environments, full of natural materials and offering a wealth of different tactile experiences provide children – all children – with multiple methods of discovery and expression. Words are only one way we communicate. There are so many ways to ‘speak’ to the world, including music, dance, drawing, making models, grouping stones into sizes, even touching and tracing shapes on different surfaces… Learning in such an environment is dynamic and all-encompassing, allowing children to embrace and understand their preferred methods of discovery.

Project-based curriculums

Longer-term projects, where children might work in small groups, provide a diverse landscape of tasks. These require many different talents – allowing endless opportunities for learners of all types. Everyone gets involved, from choosing what they’d like to do through to actioning their intentions. The smallest of interactions often leads to whole group involvement – and can provide delightful leadership opportunities in the most unexpected of places.

Multiple documentation methods

Reggio Emilia believes in the ‘100 languages of children’, and this is particularly relevant for those with diverse learning needs. This recognises achievements in many different ways, each of which can be documented to show progression. Recognition is a key element in every child’s learning journey.

This can be monitored in many ways, such as craft creations, drawings, making suggestions for a project... Educators can take pictures of transient wins – such as using building blocks – or perhaps transcribe a scenario where the child participated in a conversation. These are just a couple of examples – there are infinite methods to document the progress of every child in the classroom.

Because the Reggio Emilia strategy doesn’t follow strict timetables and schedules, early educators have the flexibility to adapt day-to-day life to different abilities and learning styles. Collaboration, problem-solving and team building are gently encouraged, with children learning how to naturally follow their interests, develop their strengths and support their peers.

Such an environment can be hugely positive for diverse learners. In addition, having free access to quiet areas, which are always included in a Reggio Emilia classroom, provides all children with the opportunity to take some quiet time out whenever they choose.

The key to supporting children with diverse learning requirements is to nurture their needs whilst ensuring collaborative, appropriate interactions with their peers, teachers, special educators, parents and anyone else in their circle.

In the Emilia Reggio classroom, this might be seen as:

• Working together in small-group scenarios.
• Encouraging parents and caregivers to be involved and participate in education plans.
• Modifying classrooms to reflect current projects and imitate real-world environments.
• Promoting independence and autonomy for everyone.
• Identifying and promoting individual learning methods, integrating them not just for a single child, but into the whole learning model.
• Celebrating diversity and allowing full participation for every member of the class. In turn, this helps everyone become comfortable with individuality.

The best way to understand how diverse learning requirements are catered for in the Emilio Reggio classroom is to contact our team and then come and see us in action. This can easily be done by booking a tour. You can also check out our news page, which is regularly updated with information on a wide range of early education-related subjects.