I was just reading an article in The Watertown (NY) Daily Times about a seventeen-year-old named Christopher Durgen who has ADHD and autism.  As a young child, he had trouble getting along with classmates and was frequently suspended from school.  That all changed around the end of his sophomore year in high school when he...Read More

I’ve been reading a number of blogs that have been critical of the neurodiversity movement.  Generally, they’ve characterized neurodiversity as saying “we don’t want a cure; we don’t want research; we just want to be left alone in our differentness.”  I suspect that only a small minority of neurodiversity activists take this position.  I certainly don’t.  In...Read More

An article appeared this last week in the New York Times, that attempted to answer the question:  why is depression still in the gene pool if it leads to despair and even suicide?  I was very interested in the piece because I’ve suffered from depression since adolescence, and believe me, it’s been no picnic.  The author...Read More

Yesterday we looked at the impact that Universal Design for Learning tools can have for a neurodiversity classroom.  Today, we examine the role that assistive technologies can have in promoting “niche construction” for neurodiverse brains.  As we noted in our earlier post on neurodiversity and niche construction, one critical ingredient in improving the lives of...Read More

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...Read More