Neurodiversity I was a special education teacher for several years, and during my time teaching, I became aware that not enough emphasis was being placed on the strengths of children who had been sent to my special classes.  This made me resolve to do some research, and I had the opportunity to do this when I did my doctoral work at the California Institute of Integral Studies.  I focused on the strengths of children labeled learning disabled, because that was the label I most often saw in my special ed classes.  I used Howard Gardner's theory of multiple intelligences as a framework, and in my study of around 40 "LD" children, discovered strengths in all the intelligences, but particularly in spatial intelligence.  These kids were lego experts, doodlers, drawers, three-dimensional thinkers, machine-smart individuals, and more.  They happened to be best in the things that the school valued the least (art education is often the first department to be cut during budget crises), and worst in the things that the schools valued the most (words and numbers).  So it seemed to me that they were in the wrong place at the wrong time.  In the course of writing my new book (Neurodiversity:  Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia and Other Brain Differences), I've discovered strengths in individuals with other diagnoses as well.  People on the autistic spectrum are often very detail-oriented.  Dyslexics make great entrepreneurs.  People with Williams Syndrome (a form of cognitive disability) are quite often very musical.  These gifts, however, often don't get the recognition they deserve because the negatives are what these individuals are defined by, at least in the world of education and psychology.  An essential component of neurodiversity is to see both the strengths and the difficulties of people with these diagnoses.  There are reasons why we have these kinds of neurodiversities among us, reasons why these genes are still in the gene pool.  Individuals with disability labels have gifts to give the world.  If they are not recognized, then our culture will be the poorer for it. I'd like followers of the CRSTE Cyberconference (and any others who might be interested), to take a look at some of the other 40 odd posts on my blog, noting the kinds of strengths that have been observed both in the scientific literature, and also in popular culture, among those individuals with neurological differences.  It would be great to hear some of your reactions to this material. 

About the author

I am the author of 16 books including my latest: The Myth of the ADHD Child: 101 Ways to Improve Your Child's Behavior and Attention Span Without Drugs, Labels, or Coercion (Tarcher-Perigee). http://amzn.to/2ewwfbp.
3 Responses
  1. Walter

    Susan yes I find it incredible the ways students can express themselves through all the different paths to learning!

  2. http://www.GardenofHealthBuffalo.com

    Great Article! Every time I think about a child (person) with a learning disability I ask the question: Is drugging the child a vitalistic approach? Will that drug raise that child’s health so that he / she can be more, do more and achieve a greater impact on fellow human beings. The research is out – and the answer is NO. You must understand that a child that cannot learn will not be any brighter while being drugged. Interestingly, MD’s in the US prescribe five times the quantity of stimulants for children as MD’s in other countries. Many parents worry about drugging their children for multiple reasons. Their thoughts “Is there another way?” Absolutely! Chiropractic offers a child the ability to be at their best without drugs. As a parent I urge you to get your child’s spine evaluated to see if chiropractic can help your child. When as humanitarians are we going to stop lowering self achievement and start to deal with the cause of the problem? Healthier people for a healthier planet.

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