By

Thomas Armstrong
What does neurodiversity look like in a classroom?  First, it provides an inclusive membership, where people of all labels and those without labels are able to learn together.  In order to bring this about, we need to abandon the “one size fits all” mentality that has guided education for too many years.  Instead of a cookie...
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In my book The Power of Neurodiversity:  Unleashing the Advantages of Your Differently Wired Brain, I explore the idea of niche construction as a way of thinking about neurodiversity.  When I suggest that neurodiverse individuals, such as those with autism or ADHD, might have been labeled gifted in other times and in other cultures, the quick...
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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...
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As one participant in a 2010 cyberconference put it:   ” Nobody experiences disability 100% of the time, in every situation; nor is someone ALWAYS “gifted and talented”.   Consequently, from a lived perspective, from a contextually rich perspective, labels don’t really have a place.  There are just unique students with their unique strengths and weaknesses, which change...
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  Over the past sixty years, we’ve witnessed a phenomenal growth in the number of new psychiatric illnesses.  The American Psychiatric Association’s Diagnostic and Statistical Manual, first published in 1952, originally listed about 100 categories of illness.  By the year 2000, that number had tripled.  We’ve become accustomed to hearing in the news about “learning disabilities,”...
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