N Education E U R NNEEUURROODDIVERSITY O D I V E R S I T Y I N T H A NEW CONCEPT ON HUMAN DIVERSITY has emerged over the E C past ten years that promises to revolutionize the way educators provide services to students with L special needs: neurodiversity. Just as we celebrate diversity in nature and cultures, so too we need A S to honor the diversity of brains among our students who learn, think, and behave diff erently. In S Neurodiversity in the Classroom, best-selling author Thomas Armstrong argues that we should R O embrace the strengths of such neurodiverse students to help them and their neurotypical peers O thrive in school and beyond. M This innovative book focuses on fi ve categories of special needs: learning disabilities, attention defi cit hyperactivity disorder, autism, intellectual disabilities, and emotional and behavioral disorders. For each category, Armstrong provides an in-depth discussion of Thomas The positive attributes associated Rich networks of human resources both with that category, inside and outside of school that educators ARMSTRONG Acclaimed neurodiverse adults who have can draw upon to support the social and excelled in their chosen fi elds, emotional life of neurodiverse students, Computer programs and applications Modifi cations in the school environment that allow students with special needs that allow for seamless inclusion of overcome obstacles and achieve success, neurodiverse students in the regular Innovative learning strategies that are classroom, and A NEURODIVERSITY tailored to each student’s unique strengths, Timely information about how to integrate the R M Future career paths for which a student’s strategies and assessments for each category particular gifts might be a good fi t, with the Common Core State Standards. S T R It’s time that we focused on celebrating rather than pathologizing our students with special needs O so that they can fully realize their potential in school and life. This practical and thought-provoking N in the Classroom book will inspire teachers and administrators everywhere to make sure that all students with G special needs get the support and strength-based instruction they deserve. Strength-Based Strategies $24.95 U.S. STUDY GUIDE Alexandria, Virginia USA ONLINE to Help Students with Special Needs Browse excerpts from ASCD books: www.ascd.org/books Succeed in School and Life Many ASCD members received this book as a member benefi t upon its initial release. Learn more at www.ascd.org/memberbooks Advance Uncorrected Copy --- Not for distribution 1703 N. Beauregard St. • Alexandria, VA 22311 1714 USA Phone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400 Website: www.ascd.org • E-mail: [email protected] Author guidelines: www.ascd.org/write Gene R. 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If you notice a deactivated or changed link, please e-mail [email protected] with the words “Link Update” in the subject line. In your message, please specify the web link, the book title, and the page number on which the link appears. ASCD Member Book, No. FY13-1 (Dec. 2012, P). ASCD Member Books mail to Premium (P), Select (S), and Institutional Plus (I+) members on this schedule: Jan., PSI+; Feb., P; Apr., PSI+; May, P; July, PSI+; Aug., P; Sept., PSI+; Nov., PSI+; Dec., P. Select membership was formerly known as Comprehensive membership. PAPERBACK ISBN: 978-1-4166-1483-8 ASCD product #113017 Also available as an e-book (see Books in Print for the ISBNs). Quantity discounts: 10–49 copies, 10%; 50+ copies, 15%; for 1,000 or more copies, call 800-933-2723, ext. 5634, or 703-575-5634. For desk copies: www.ascd.org/deskcopy Library of Congress Cataloging-in-Publication Data [to be inserted] 22 21 20 19 18 17 16 15 14 13 12 1 2 3 4 5 6 7 8 9 10 11 12 Advance Uncorrected Copy --- Not for distribution Neurodiversity in the Classroom Introduction ....................................................................................................1 1 Neurodiversity: The New Diversity ..................................................7 2 The Multiple Talents of Students with Learning Disabilities ..................................................................28 3 The Joys of ADHD ...............................................................................48 4 The Gifts of Autism..............................................................................70 5 The Strengths of Students with Intellectual Disabilities .......92 6 The Bright Side of Kids with Emotional and Behavioral Disorders .................................................................116 7 The Strength-Based School ...........................................................136 References .................................................................................................162 Index .............................................................................................................177 About the Author ........................................................................................... Advance Uncorrected Copy --- Not for distribution Introduction I remember the day like it was yesterday. I had just been hired for my first teaching job in Montreal, Canada, as a special education teacher. My district supervisor wanted to take me around and show me some model special education programs before I actually began teaching. We entered the first classroom, where there were about 10 students working (or at least sitting) quietly at their desks. They were about 8 or 9 years old. I was especially impressed by how quiet they were—overly quiet, really. The special education teacher welcomed us into her classroom with a broad smile. Then, in a voice loud enough to be heard by all the children, she announced, “These are my slow students.” My heart sank and I thought to myself, “Is the teacher insane? Doesn’t she realize that these kids have ears?” I felt embarrassed standing there, as if I myself was a party to this gross insensitivity. The moment passed, however, and before long I was taking charge of my own junior high special education classroom. My students were not overly quiet. In fact, I had a knack (some might say a curse) for bringing out in my students whatever shadowy emotions were swirling around just below the surface. Not infrequently, my students 1 Advance Uncorrected Copy --- Not for distribution 2 Neurodiversity in the Classroom would come up to me and ask, “Mr. A., why do we have to be in this retarded classroom?” I’d mumble something about their needing extra help and would leave it at that. But I was troubled by the question. Over the next several years of teaching, I’d be confronted again and again with this basic dilemma. On the one hand, I was providing students with special help to remediate their learning and behavior difficulties, which was good. On the other hand, I was also presiding over a system that segregated these kids based upon their negative attributes, which wasn’t so good. As one former special education student, now an adult, told me, “They thought I was bad at something, so they tested me to find exactly how bad I was at it, and then spent the next years of my life making me do what I was bad at as much as possible.” Take a moment to consider this little thought experiment. Think about your greatest difficulty or limitation in life, whatever that might be (academic or nonacademic). Now imagine that you have been tested and found wanting in that area, and that you are then sent to a special program where you spend most of your time focusing on that area. Not a very pretty picture, is it? Yet this is what many children in special education face on a daily basis. The history of special education in the United States, of course, presents a more complex picture. Without going into the whole legis- lative history, suffice it to say that during the 1960s and 1970s, due in large part to concerted parent advocacy efforts, increasing govern- ment involvement in education, and the growth of scientific research regarding special needs issues, our public schools underwent a sea change in providing services for kids in special education (Osgood, 2007). A breakthrough was achieved in 1975 with the passage of the Education for All Handicapped Children Act, which mandated that every child with special needs in the public schools receive an appro- priate education in the least restrictive environment. I started working as a learning disability specialist in 1976. Since that time, research in genetics, the brain, human development, and related fields has Advance Uncorrected Copy --- Not for distribution Introduction 3 increased exponentially, providing an even greater awareness of the needs of children who have been previously unserved or underserved in special education programs. In the 1980s and 1990s, children diagnosed with attention deficit hyperactivity disorder (ADHD) and related problems such as oppo- sitional defiant disorder and Tourette syndrome were added to the list of those served. In the past decade, children identified as having one or more of the autistic spectrum disorders have been increasingly identified and served in special education programs. Despite the fact that legislative loopholes, budget problems, and lack of public aware- ness still prevent many eligible students from receiving the services they deserve, one must stand back and marvel at the progress that has been made in special education since the 1950s, when only a handful of children with particularly severe needs were served in the schools, if they were served at all. As I look back on these developments in special education, I see that it is far better for a child to have her special learning needs identi- fied and addressed in school rather than to languish unrecognized in a regular classroom or be excluded from school entirely. At the same time, since the very beginning of my involvement in special education, I have been concerned about the negativity inherent in the “disability discourse” that takes place in education when we talk about kids with special needs. I am speaking here of an institutionalized discourse consisting of specific words such as disability, disorder, deficit, and dysfunction to describe students. In many of my previous writings, I have criticized special education for identifying certain children based on what they can’t do rather than on what they can do (see, for example, Armstrong, 1996, 1997, 2000, 2001). It’s interesting to me that kids these days often use the phrase “He dissed me!” to indicate that they’ve just been insulted or disrespected. Isn’t it possible that we’re doing the same thing, albeit in an institutionalied way, when we identify certain kids in school according to what’s wrong with them? Advance Uncorrected Copy --- Not for distribution 4 Neurodiversity in the Classroom About This Book This book is a practical guide for regular and special educators on tak- ing strengths as the starting point when helping students with special needs achieve success in school and life. In Chapter 1, I introduce the idea of neurodiversity, a revolutionary new concept in special education that employs a positive “diversity” perspective similar to biodiversity and cultural diversity to replace the current “disability” discourse that prevails in today’s educational circles. I discuss how the concept has developed over the past decade, and how it can be useful to teachers and administrators of both general and special edu- cation in framing a more positive view of students with special needs. Because neurodiversity is essentially an ecological perspective, I also develop the related concept of positive niche construction—that is, the establishment of a favorable environment within which a student with special needs can flourish in school. This concept, taken from the fields of biology and ecology, serves as a more positive and con- structive way of talking about the federal mandate that students be placed in the “least restrictive environment.” Instead of spending all of our efforts in trying to make students with special needs more like “normal” students, I propose we devote more attention to accepting and celebrating their differences. The final part of Chapter 1 describes seven components for positive niche construction, including 1. A comprehensive assessment of a student’s strengths, 2. The use of assistive technologies and Universal Design for Learning methodologies, 3. The provision of enhanced human resources, 4. The implementation of strength-based learning strategies, 5. The envisioning of positive role models, 6. The activation of affirmative career aspirations, and 7. The engineering of appropriate environmental modifications to support the development of neurodiverse students. Advance Uncorrected Copy --- Not for distribution Introduction 5 This strength-based approach can serve as a new way to enrich the field of differentiated instruction by ensuring that we develop teach- ing interventions that address what is unique and positive about each individual student. In Chapters 2 through 6, I apply the concepts of neurodiversity and positive niche construction to the following five special needs cat- egories: learning disabilities, ADD/ADHD, autistic spectrum disorders, intellectual disabilities, and emotional and behavioral disorders. In each of these chapters, I examine research that details the strengths, talents, and abilities of students with these specific special needs and describe how to apply the seven components of positive niche construction for each disability category. In each of these chapters, I also show how positive niche construction aligns with the Common Core State Standards and provide examples of how to teach and assess specific English language arts and mathematics standards for students with different special needs. In Chapter 7, I relate the idea of identifying strength-based learning to inclusive practices by describing the work of the William W. Hen- derson Inclusion School in Dorchester, Massachusetts. This school represents an exemplary model of inclusion that utilizes many of the practices discussed in this book. I also explore some of the key features of strength-based schools, including the application of Appre- ciative Inquiry as a method to help create more positive IEPs and the use of a 165-item Neurodiversity Strengths Checklist that educators can use to ensure that each student’s strengths are fully identified and incorporated in a meaningful way into their studies. It is my hope that this book will help change the conversation about students with special needs from a disability discourse to a diversity discourse. The years I spent as a special education teacher and as a consultant to schools convinced me that the key to helping children with deficits is to first find out as much as we can about their strengths. As part of my consulting work, I used to go into school Advance Uncorrected Copy --- Not for distribution 6 Neurodiversity in the Classroom districts and ask administrators to give me the cumulative files of their most difficult students. I would then take a yellow marker and high- light all the strengths that I noticed: teachers’ comments, test scores, grades, and other positive data. Oftentimes this process would reduce a cumulative file of a hundred or more pages to two or three sheets. I would then distribute these two or three pages to participants at the student’s IEP meeting. Upon confronting only positive information about the child, participants in the meeting would begin to remember other positive events and attributes, and this would very often lead them to generate new constructive strategies for helping the student succeed in school. Ultimately, my wish is that this book will assist you in developing a new appreciation for the positive side of your students with special needs, and inspire you to get to work right away in constructing posi- tive environments within which they can blossom. Advance Uncorrected Copy --- Not for distribution 1 Neurodiversity: The New Diversity Defects, disorders, diseases can play a paradoxical role, by bringing out latent powers, developments, evolutions, forms of life, that might never be seen, or even be imaginable, in their absence. —Oliver Sacks, neurologist It was the start of a new school year. Mr. Farmington, a first-year 5th grade teacher, was perusing his roster of incoming students when it hit him like a ton of bricks: In his class this year, he was going to have two students with learning disabilities, one student with ADHD, one with autism, one with Down syndrome, and one with an emotional disorder. In a class of 30 students, this ratio seemed like too much to bear. Inclu- sion is all well and good, thought Mr. Farmington, but he already had too much to do. Disgruntled, he took his roster and his misgivings to his principal, Ms. Silvers. “I’m not trained as a special education teacher,” he told her. “Who’s going to help me with all the problems I’m going to face with these kids?” Ms. Silvers listened carefully to Mr. Farmington’s concerns. She under- stood where he was coming from. She’d heard complaints like his from 7 Advance Uncorrected Copy --- Not for distribution