General information Target group: Young people (approx. 12–18 years old), a group diverse in terms of cognitive, sensory and social functioning (neurodiversity). Duration 2 workshop days (approx. 6 teaching hours per day, with breaks) Form of work: Activating workshops, communication exercises, work in pairs and groups, movement elements, art work, individual and group reflection.
Workshop objectives Main objectives: • developing young people's communication skills, • building a sense of security and trust within the group, • strengthening awareness of one's own strengths, • developing cooperation and attentiveness to others. Specific objectives: Participants will: • learns to express themselves in a safe manner (through words, movement, images), • experiences various forms of communication (verbal and non-verbal), • recognises their own needs and boundaries, • practises giving and receiving feedback, • builds a positive image of themselves within the group.
Methodological guidelines (key for neurodiversity) Throughout the workshop, the facilitator should pay particular attention to:
- Voluntary participation o each exercise should offer the option of: active participation, limited participation or observation, o no coercion of physical contact and social exposure.
- Sensory safety o announcing exercises that require touch, movement or noise, o the possibility of withdrawing or changing roles, o control of stimulus level (pace, volume, number of instructions).
- Clear communication o short, specific instructions, o demonstration instead of a long description, o ensuring that the instruction is understood.
- Pace and structure o clearly defined beginning and end of the exercise, o announcing transitions between activities, o regulatory breaks (movement/silence).
- Neutrality of assessment o no "good-bad" assessments, o reinforcement of diverse ways of participation, o focus on the process, not the result.
DAY I Integration – communication – building strengths
Introductions – "Two sentences about yourself/expectations" Aim of the exercise: • safe start to group work, • training in self-presentation, • reducing tension associated with first contact. Procedure:
Participants sit in a circle.
Each person states their name.
Then they say: o two sentences about themselves or o one sentence about their expectations for the workshop. Methodological tips: • it should be made clear that a shorter statement is perfectly sufficient, • it is acceptable to read from a piece of paper or use a substitute statement (e.g. a symbol or gesture), • the facilitator models a simple and specific statement.
Introduction to the workshop method and rules Aim of the exercise: • to create a safe environment, • introducing predictability and structure. Procedure:
The instructor explains what workshop classes are (activity, experience, no grades).
The following rules are agreed upon and discussed together: o voluntary participation, o confidentiality, o respect, o the right to take a break, o no coercion to touch. Methodological guidelines: • in some groups, the rules should be written down and visible at all times, • it is worth checking that participants understand the rules (short questions, paraphrasing), • they should be referred to consistently.
Business cards Purpose of the exercise: • expression of identity, • symbolic communication. Procedure:
Each participant receives a piece of paper and pens.
They create a business card: o name + graphic symbol or o name + three words beginning with the same letter.
The business cards are presented in a circle (voluntarily). Methodological guidelines: • no aesthetic evaluations, • ready-made symbols can be suggested for people who have difficulty drawing, • presentation is not mandatory.
"Puzzle" - Gathering information about people in the group Aim of the exercise: • noticing similarities and differences, • building a sense of belonging. Procedure:
Participants divide a sheet of paper into several parts, e.g. (4/6/8). Each part corresponds to a different category, e.g. interests, favourite food, eye colour, favourite film/book/character, dream holiday destination, etc. In each part, participants write/draw/stick a symbol corresponding to their preferences.
When filling in the cards, participants look for people with similar answers and sign each other's cards with their names.
Alternatively, answers can be indicated, e.g. o by raising your hand, o a "yes" card. Methodological tips: • avoid overly personal criteria, • point out that it is also acceptable not to respond, • do not comment on the size of the groups.
Pair discussions – "I like... / I avoid..." Purpose of the exercise: • interpersonal communication training, • practising setting boundaries. Procedure:
Participants form pairs.
Each person completes the sentence: o "I like..." o "I avoid..."
The conversation lasts a few minutes. Methodological guidelines: • it should be emphasised that the content is not discussed in public, • a written form is possible, • do not interpret statements.
Support points Aim of the exercise: • building trust, • body and space awareness. Procedure:
The exercises are performed in pairs or small groups.
Participants look for stable points of support (e.g. back to back, hands against the wall).
Gradual increase in difficulty (4, 3, 2 points). Methodological guidelines: • each person chooses the extent of physical contact, • a non-contact version is possible (leaning against the wall), • the instructor constantly monitors safety.
Drawing in pairs/groups of three – without words Aim of the exercise: • non-verbal communication, • cooperation and negotiation without spoken language. Procedure:
The group (pair/triplet) receives one sheet of paper and drawing materials.
Task: create a joint drawing without using words.
Followed by a brief reflection. Methodological tips: • the process is more important than the result, • do not force discussion, • accept chaos and different working styles.
Reporter Aim of the exercise: • to practise active listening, • paraphrasing. Procedure:
Conversation in pairs on any topic.
Then each person says one sentence about their partner in front of the group. Methodological guidelines: • the sentence should be neutral and factual, • it is acceptable to read from a piece of paper, • no corrections to statements.
Strengths – mini-lecture Purpose of the exercise: • psychoeducation, • normalisation of diverse competences. Content: • what strengths are, • that they do not have to be "academic", • that everyone has them. Methodological guidelines: • briefly and specifically, • examples from everyday life.
Brainstorming – "What we like in others" Purpose of the exercise: • developing positive language, • building an atmosphere of acceptance. Procedure:
Participants list the qualities and behaviours they value in others.
The facilitator writes them down on the board. Methodological guidelines: • do not attribute characteristics to specific individuals, • avoid comparisons, • adjust the pace to the group.
My successes Aim of the exercise: • strengthening the sense of agency, • building self-image. Procedure:
Everyone writes down three situations of success.
In groups of four, they recount them in turn.
The group identifies characteristics and skills.
Participants write them down on a sheet of paper labelled "My strengths". Methodological tips: • success can be very small, • do not judge the realism of success, • the "hot seat" is only voluntary.
Pets Purpose of the exercise: • working with metaphors, • distance and fun. Procedure:
Everyone draws an animal symbol.
The others add positive characteristics.
The participant chooses one trait and talks about it. Methodological tips: • accept surprise or opposition, • do not interpret symbols for participants.
Positive information Purpose of the exercise: • strengthening relationships, • accepting feedback. Procedure: Everyone writes one piece of positive feedback for everyone else: "I like about you...", "I appreciate about you...". Methodological tips: • ensure authenticity, • short forms are acceptable.
Summary of the day Aim of the exercise: • to conclude the process, • emotional regulation. Procedure: Circle: one word, sentence or gesture.
DAY II Trust, cooperation, communication in action
Greeting – name with a gesture Objective: • integration, • physical expression. Procedure: • each person says their name and makes a simple gesture, • the group repeats. Tips: • the gesture can be minimal, • no pressure.
Shouting names Objective: • to release tension, • working with the voice. Procedure: • calling out names with varying intensity of voice. Tips: • whispering option, • observation possible.
Stuck hand Objective: • cooperation, • non-verbal communication. Procedure: • pairs move around while maintaining hand contact. Tips: • Alternative: contact through an object.
Mirror Objective: • Mindfulness, • empathy. Procedure: • one person leads the movement, the other imitates.
Blind man Objective: • trust, • responsibility. Procedure: • one person has their eyes closed, • the other guides them with words. Tips: • Option: eyes open, • short rounds. 6–8. Falls / Cradle / Circle (exercises that build trust and a sense of support – can be done separately or as a sequence) Objective: • to experience the support of the group, • building trust, • strengthening the sense of security in relationships, • contact with one's own boundaries. Course – variants: Falls
One person stands in the middle, the rest of the group forms a semicircle or circle at a safe distance.
The person in the middle decides for themselves whether: o they want to perform a minimal tilt of the body (a symbolic "fall"), o or just close their eyes and feel the presence of the group.
The group gently takes over the person's weight, ensuring a stable posture and careful touch.
The pace is slow, and the leader monitors safety. Cradle
One person is in the middle, several people support them stably (e.g. arms, back).
The group gently rocks the person to the rhythm of calm breathing.
The person in the middle can stop the exercise at any time.
Short exercise, max. several dozen seconds. Support circle
One person stands or sits in the centre of the circle.
The others form a "circle of presence" — they can: o stand in silence, o say one supportive word, o make a gesture (e.g. placing a hand on their own heart).
No physical touch is a perfectly valid option. Key points: • only voluntarily – observing is also participating, • a non-touch alternative is always available, • discuss boundaries thoroughly before the exercise: o where touching is allowed, o where not, o how to signal "stop". Discussion after the exercise: • How did I feel? • What was easy, what was difficult? • How did the group react to my boundaries?
Massage in a circle Objective: • relaxation, • regulating body tension, • calming down and grounding after intense exercise. Procedure:
Participants stand or sit in a circle, facing in one direction.
The leader asks for clear, explicit consent for massage.
Those who agree perform a simple massage (e.g. shoulders, back) on the person in front of them.
The massage is: o slow, o light, o without pressure.
After a while, the direction is changed (everyone receives and gives). Alternative: • air massage: o performing the same movements without touching, a few centimetres above the body, o or massage your own body. Tips: • consent may be withdrawn at any time, • no consent does not require explanation, • silence or calm music are conducive to regulation. Discussion: • What has changed in my body? • How was it with giving vs. receiving?
Desert island Objective: • developing cooperation, • group decision-making, • observing communication and leadership processes. Procedure:
The group receives a scenario: "You have landed on a desert island. You will be living here for a long time."
The group's task: to establish 10 rules that will govern their life together (e.g. division of roles, conflicts, safety).
The facilitator does not interfere, but only observes the process.
The group writes down the rules or says them aloud. Discussion of the process: • How were decisions made? • Who spoke up and who remained silent? • What was more difficult: the content of the rules or reaching an agreement? • How does this relate to the actual functioning of the group?
Machines Objective: • group synchronisation, • developing creativity, • sense of being part of a whole. Procedure:
One person steps into the centre and performs a simple, repetitive action (movement + sound).
Other people join in, adding their own element, which: o fits the rhythm, o complements the "machine".
A common, synchronised organism is created.
The exercise ends with the gradual fading out of the movements. Discussion: • How did I feel as part of the whole? • What was more important: individuality or conformity? • How did I react to changes in the group?
Summary and feedback Objective: • to close the process, • reflection. Form: • sentence, • gesture, • record.
Workshop summary – the perspective of working with a neurodiverse group The proposed integration and communication workshop has been designed as a flexible framework for work, rather than a rigid scenario to be implemented "point by point". When working with neurodiverse young people, it is crucial to adapt activities to the current group process, the real capabilities of the participants, their level of regulation and their current emotional and sensory needs. The workshop is based on gradually building safety – from simple, predictable forms of integration and individual expression (Day I) to more complex exercises in cooperation, trust and communication in action (Day II). This structure allows the facilitator to observe the group dynamics and make decisions about which elements to deepen, which to simplify, and which to abandon at a given moment. Particularly important in the context of neurodiversity is the assumption that: • participation takes many equal forms (activity, limited participation, observation), • voluntariness and the right to refuse are the foundation of the work, not an addition, • unwillingness to participate in a given exercise is not a lack of competence, but information about the current state of the person or group. Communication, movement and body-based exercises have been designed to enable regulation rather than disrupt it. Each of them includes variants: • without physical contact, • with reduced sensory intensity, • allowing for control and predictability. The instructor acts as an attentive moderator in this process, who: • responds to signs of overload or withdrawal, • adjusts the pace and number of stimuli, • ensures clarity of communication and structure of activities, • consistently returns to the established safety rules. The workshop does not assume that it will "achieve the effect" of full integration or a high level of openness among all participants. Its value lies in the process: the opportunity to experience oneself in relation to others, to test boundaries in safe conditions, and to build positive group experiences – even very small and subtle ones. Ultimately, the effectiveness of the workshop does not depend on the number of exercises completed, but on their suitability for a specific group at a specific moment. The facilitator's flexibility, willingness to change plans and recognition of different ways of being and participating are key to creating a space where neurodiverse young people can feel safe, empowered and authentic.