The concept of neurodiversity emerged in the 1990’s as a way for autism advocates to affirm their identity as people with neurological differences rather than as disabled individuals.  The idea has spread as other advocates (including myself) have sought to articulate the ”diversity rather than disability” message to a broader segment of the population than...Read More

If you have a student who’s been diagnosed with attention deficit hyperactivity disorder (ADHD), you probably notice that they get bored with routine more easily than other kids.  In fact, I’m surprised that this dislike of boredom is not written into the diagnostic criteria for these kids.  But what I want to talk to you...Read More

The Common Core Curriculum states that ”[b]y the end of Grade 3, know from memory all products of two one-digit numbers.  The question is, how many students actually know them?  One adult scientist has noted:  ”I’m 49 years old, have a PhD in physics, and teach math and physics for a living. When I need...Read More

A new study has suggested that the use of ”smart glasses” technology along with integrated modules in socioemotional learning, can lessen symptoms of hyperactivity, impulsivity, and distractibility in individuals diagnosed with autism.  A Cambridge, Massachusetts-based software company called Brain Power has developed software and artificial intelligence technologies that work with Google Glass, a brand of...Read More

Since the passage of the No Child Left Behind law in 2001, there’s been a requirement that schools (at least those receiving federal funds), use ”evidence-based” research to back-up the effectiveness of an instructional intervention in the classroom.  The evidence-based research most often regarded as optimal is the experimental or randomized control trial (RCT).  This...Read More