CRSTE Cyberconference 2010: Labeling of Neurodiverse Students in Special Education

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).
6 Responses
  1. Sandra Shoro

    A few thoughts in response to this post:
    •In an effort to be “data driven” the labeling issue allows for administrators to categorize diverse learners.
    •Mehan’s observations still hold true in that the data of test scores is easier to deal with as discrete units vs. the anecdotal evidence of students progress, that lived experience.
    •Finally, the reality that people aren’t disabled ALL the time in every situation and the dynamic interaction between ability and context have been themes in my professional conversations with my colleagues for some time now and has been a great intersection point for general educators and special educators in their collaborative work.

  2. Walter

    Sandra do you find that Dr. Armstrong’s concept of neurodiversity resonates with the discussions you reference having with colleagues? Does putting a name to the idea help to move the notion forward that all children can learn?

  3. Milagros Pabon

    When you label a student LD, ADHD, etc, they will be in disadvantage with the rest of the class, because sometimes teachers think that this students are not capable to do the work. If you give them the right tools, the help they need, and make them feel part of the group they will try their best to accomplish the work.

  4. Satendra Singh

    I strongly agree with Milagros. We should not seprate them rather empower them in the same group with an extra eye on their needs.

Leave a Reply

Article Archives