Analysis of the Article : “Neurodiversity: The Future of Special Education”

This post is an analysis of an education article titled “Neurodiversity: The Future of Special Education”. You can find a link to the original article here. The following is a thoughtful response that I wrote for a small audience and I thought I would share it here.

Special Education is a topic that is near and dear to my heart as I know several individuals and families that depend on its services to educate their children. While laws require that schools offer and fund these services to students, how they are offered and performed can vary greatly in schools; even schools in the same district can have widely varied programs available. Some schools may even choose to flout the laws requiring special education and parents are forced to start lawsuits to achieve any services as all. One thing that seems consistent in schools over the country is how special education and those students who need it are viewed: students with disabilities are seen as having problems and weaknesses and those who need special education are not as intelligent or as able as ‘normal’ students. These viewpoints with their emphasis on disability, dysfunction, and other negative connotations that go hand in hand with them can cause resignation and a negative outlook in students and families for their future prospects. Thomas Armstrong brings a fresh perspective on special education and how the perspectives and viewpoints of teachers and schools can and should change to facilitate better learning, the development of programs that support a ‘whole person’ growth, and to develop positive perspectives and momentum both in scholarship and individual growth.

In his article titled “Neurodiversity: The Future of Special Education”, Armstrong states that the ways special education programs are currently developed and understood by its practitioners needs to change in several key ways. He suggests that schools and educators recognize the neurodiversity of students as a positive trait to be honored and respected just as with other human diversity traits such as race, gender identity, religion, etc. While current programs for exceptional education tends to emphasize a student’s deficits and strengths, he believes that a new approach should be developed that emphasizes the students’ strengths (such as what currently happens for gifted or talented students.) Some formal assessments to help determine a students’ strengths are the VIA Character Strengths, Virtues, Dunn and Dunn Learning Style Assessments, and the Baron-Welsh Art Scale. Informal assessments that are currently available for educators to utilize for additional information on learning strengths is the Neurodiversity Strengths Checklist, “strength chats” as devised by Epstein (2008), and motivational interviewing. This emphasis on positive talents should then be used to build on the students’ strengths and minimize their weakest areas by utilizing workarounds to help students manage both academic and nonacademic challenges without allowing their disability to hinder them. According to Armstrong, this approach is very different than current special education services where students are taught how to live with their disability instead of working to overcome it.

Another key component of Armstrong’s suggested neurodiversity acceptance is that all students in classrooms need to be taught about the intrinsic worth of human variation and neurological diversity. By educating all students on how the human brain works, how environment shapes brain structure and function, and that all students have a capacity for learning, the expectations of everyone involved in the special education system would change. Some research studies suggest that when teachers expect positive outcomes from their students, academic results usually improve. Also, inclusion would be more effective as learning diversified students would be viewed more as assets in the classroom rather than a difficulty or burden. As a side benefit, if students are taught to respect and embrace neurodiversity, students who learn or act differently are more likely be accepted by their peer groups and less likely to be marginalized or bullied. If implemented, the author’s recommendations have a significant potential to change the way special education is understood and provided to students as well as positive implications for both individual and community development.

This article has several strengths. The author discussed traditional methods of special education and compares and contrasts these methods with his recommendations. He includes research that supports his conclusions and also addresses some of the challenges that would need to be overcome to implement them. He suggests assessments that are currently available to educators to help determine student strengths so that they can be used to facilitate a learner in knowledge attainment. He states that educators who start to utilize these methods will have positive feelings for the children they teach who have learning weaknesses and that these positive feelings will translate into strength manipulation to help students recognize and work to overcome the learning areas in which they are weak. Armstrong’s work can be used for students that have been shunted into special education to help create IEPs that truly look at the student as a whole person and not just a list of ‘things to check off.’

One weakness that the article has is the author’s use of polarity language. He uses language to discuss his thesis and special education in ways that is inherently divisive. His recommendations are littered with language that radiates positivity: growth mindset, nuance, creating, thrive, transformation, assets, etc. However, the language used to describe the current system is very different: deficit, disorder, dysfunction, negative connotations, insular, remediation, burdens, etc. I do not disagree necessarily with his word choices as they do allow him to discuss his research with readers and work to motivate educators into implementing his stated program. However, I worry that the language used may turn off some of the very people that are needed to implement the changes suggested. Another weakness is that the author doesn’t address funding needs to implement his changes. Armstrong acknowledges that both educators and parents may fear the process of funding special education for children if disabilities are viewed more positively- it is the use of terms such as disability and dysfunction that make that funding currently available. If his recommendations are put into normal usage, would the funding dry up? I think that it is quite understandable to worry about this aspect as, even with protections for funding that are required by law, these regulations are still held in contempt by some schools and school districts. Armstrong suggests a way to protect current funding under the system by continuing to use the traditional methods of determining disability and dysfunction that will open the door to special education services. Educators would then try to discard the ‘disability mindset’ after initial diagnosis and use the recommendations stated above to motivate and teach their students. However, Armstrong does not suggest how to get the funding to utilize his recommendations in the classroom. He recognizes the financial problems that are conceivable if special education funding becomes restricted, but he doesn’t offer any ideas as to how to use that funding for development of similar programing in schools. At one point in the article, Armstrong gives suggestions for educators to utilize his research; schools in specified districts working together to integrate his research, promoting school wide ‘fairs’ for students on neurodiversity, and hiring a neurodiversity coordinator to help monitor the changes put into place. Where is the funding for these extra services going to be found? Will it take away services that are already in place for students? Will funding for a coordination for a school district make funding dry up for special education teachers in different schools in the district? It is really hard to know and the author has not addressed that at all.

As stated above, I would really like to understand how this research can be funded and put into common usage. As a mother of a child with a few learning disorders, I see a potential benefit for using Armstrong’s research for changing the way that school deal with and teach individuals with disabilities. As neurotypical students also have many different ways of learning, it seems correct to believe that all students may need some help for success in the classroom. As such, it seems reasonable that educators who recognize the differences between a “disability paradigm” and a “diversity paradigm” would be able to quickly modify the ways that they provide services to their students. I would like to have a better understanding of how best to help ‘change perspectives’, both in educators and parents to see a more positive yet realistic outcome for their children. I would also like to know exactly how accessible the student strengths assessments are to educators and whether there are fees or other hurdles to ease of use. As the most clear cut assessment mentioned- the Neurodiversity Strengths checklist- was developed by the author, I would want to understand what financial benefits he might enjoy from this product. (This could also be seen as another weakness in the article as it might be more of a sales pitch depending on what benefits the author stands to gain.) Also, Armstrong mentioned some ways of modifying lessons to help students with learning differences achieve better results from their students. However, every modification he mentioned suggests to me that the students he is thinking of would have two specific traits; at least normal intelligence as defined by current special education assessments and their education would be provided by a decently funded educational system. I would be curious to see what modifications that he would recommended for individuals of less than normal intelligence scores (forms of mental retardation) or for individuals who attend schools with significant funding issues that can’t afford to purchase specialized software, virtual reality applications, etc. I could not tell if Armstrong had studied the ramifications of working with students who display significant physical, mental, or learning challenges when developing his views and conducting his research as this information was not mentioned. I would really like to know how his theories work and can be used across the whole spectrum of students and not just a majority.

I can see several ways that Armstrong’s research can be used in practical settings in schools. For schools districts and educators that are able to see their students from the perspective of student strengths over weakness, teaching and inclusion could become more specific for each student- even in larger classes. Currently, inclusion of special education students in mainstream classrooms can make teachers feel overwhelmed and they can view these students as a distraction or encumbrance to themselves and the others students. Any perspective that helps teachers to see the good in the children they teach and give them a desire to help all students perform at their best regardless of ability is an essential part of true classroom inclusion. As Armstrong mentioned in this article, when teachers view particular students negatively, other students may develop the same attitude towards those students. This can lead to bullying, ostracizing, and other negative consequences towards special education students which can create an unsafe school situation for all participants.

One way that this research can be applied is to provide a more specific emphasis in equality in the school environment. By helping students to learn with the strengths that they have, it should create an environment that doesn’t stratify as easily among financial and perceived intellectual lines. I suspect there will always be some form of social class functionality in a school- there will always be a student who is always last to be picked for team sports for example- but helping to minimize those aspects in classrooms by creating more equal opportunities for learning should be very helpful for helping students to prepare for their future. Teachers who are able to take the time to understand both the weaknesses and strengths of the children that they teach can take that knowledge into the mainstream classroom to create an inclusive learning environment that holds realistic and high standards for all student participants. These actions as performed by teachers conform to the recommended guidelines in the InTASC Model Core Teaching Standards; specifically, Standard #2 titled Learning Differences.

I also think that teachers that encourage students to utilize learning by tapping into their strengths are teachers that affected students will work harder to achieve for. At the beginning of this class, almost all learners mentioned a specific teacher that made a difference in their lives and all of those teachers had one thing in common. That commonality was that each student felt the teacher’s sincere desire and support for the student’s educational growth . When each of us feel cared for and developed a strong bond with that teacher, we worked harder and achieved more because our success was no longer just for us, but also to cement the relationship that had been previously created between teacher and pupil. Not all teachers feel inspired or have any desire to develop that kind of deep relationship with their students, but all anecdotal evidence provided in class suggests that teachers who create positive circles of communications and a unique relationship with each student do create significant knowledge growth and more positive outlooks for these students. I suspect that teachers who are willing and desire to create these tight bonds with students will also desire to provide the student what they need to succeed. If so, that extra time or service will not feel so strongly like a burden to be endured, but a challenge to overcome; a slight difference in viewpoint, but one ripe with better outcomes.

I found myself very interested in Amstrong’s research and I am happy that my library search brought it to light. I thought the article well written and provided many opportunities for thought and opportunities for more research. I can think of several ways that this information could be utilized in a classroom and I hope that these particular recommendations are incorporated into the traditional special education programs that are currently functioning in schools locally and across the country. I would be interested in seeing how these techniques work in the typical classroom and within the resources currently available to rural schools. I look forward to more research to suggest whether this program is optimal for most students.

Any thoughts on both the articles and it's topic? An experience that you wish to share? I'm eager to hear if anyone has first hand experiences with this program and it's implementation....

Habit Energy

If you are anything like me and have anxiety, sometimes I find myself doing things over and over for the comfort and the release from the anxiety that follows me everywhere. I clean, spend time on the treadmill, clean some more, homework, then clean some more... you can probably sense the pattern fairly quickly. I find the most relief when I am cleaning, on the treadmill or sleeping... and that's about it. Weekends are spent working on schoolwork or teaching classes and so I am sitting continuing to work on book analysis, lesson plans, and climate change discussions...... and I came upon this quote.

Trying to change our habits is hard...
Pick one thing to start...
Then do one more thing.

I have read this quote a few times in the last few weeks and I always find myself pondering it and really thinking about how I can apply in in my life. I have been trying to make small financial changes as well as conservation changes for the earth as well, but I would like to take this advice to try and change some of my personal compulsions.

When you read this quote, what comes immediately to your mind? What would you like to change? Where would you start?

Picture Book Analysis- "When Sheep Cannot Sleep: The Counting Book"

This is a book analysis I completed for a class this semester. This is one of Bug's favorite books so I was pleased to have an excuse to read it some more. I hope you enjoy. :)

In their quest to create and motivate young readers, both authors and publishing houses try to create a work of literature that can stand on its own and that, due to design, storyline and subject matter, can turn more people into readers. Different authors and publishing groups may value different topics and book designs based on past sales or perceived enthusiasm for a topic. This paper attempts to analyze the book “When Sheep Cannot Sleep- The Counting Book” and discuss its distinct place in enjoyable literature for young children.

This beginning reader / picture book was written and illustrated by Satoshi Kitamura who lives in London, England as a Japanese expatriate. He is a prolific author who has won some awards for his varied works. “When Sheep Cannot Sleep” was nominated for a Mockingbird award and was awarded the New York Times Notable Book of the Year award in 1988. The distinctive designs that set the author apart from other illustrators and bold watercolor designs complement the simple storyline of a sheep named Woolly who finds himself unable to fall asleep and goes on an adventure instead. During his adventure he meets other animals and discovers lightning, an empty house, and things to do, draw, chase and eat. Finally he ends up in bed and falling asleep to his quiet thoughts and his images of counting the members of his family in his head.

The straightforwardly moving storyline keeps the book interesting for children ages three to eight years old. However, the author’s secondary purpose is to promote counting for the older preschool reader. They can not only follow the adventures of Woolly, but each page is also set up as a counting game. The reader can enjoy the story of Woolly trying to pick apples, having a conversation with squirrels about the apples, and then using a ladder to reach the apples, while also being able to count upward as the story progresses. His adventure moves from more squirrels than apples, more rungs on the ladder than squirrels and eventually to an empty house with a cozy bed just for him. At the end of the book, the author has made an index that tells the reader what images were meant to be counted in both visuals and words in a clear, easy to read format. By adding a second purpose to the book, the author has created a work that can be used for more than one age group. With bold colors but instructive illustrations that move the story line along, but also ask readers to pause and genuinely look at the pictures, this book invents more opportunities for the reader to interact with the story as they grow. The tension created between the detailed illustrations that ask readers to slow down and ‘look’ and the dialogue which suggests to the reader to speed up was perfect- by the time the reader is developmentally able to notice the tension between words and illustration, he or she is starting to interact by counting and the tension eases.

This book also capitalizes on a few characteristics common to many children’s books. Animals are something that children are highly motivated to learn about, so by creating a main character who is a sheep and several secondary characters that are also animals (squirrels, owls, bats, etc..) there is a strong impetus for the reader to continue on with the story. The illustrations are very colorful which draw the eye towards them and helps to create a sense of peace and lack of urgency in the reader, yet also enthusiasm to continue with the adventure. As a reader, we enjoy following in the path of this poor insomniac sheep because his adventures and environment are simply too interesting- in some ways we as readers no longer have any interest in sleeping either until, with luck, the story promotes in the reader the urge to tuck into bed like Woolly and start to count sheep themselves behind the dark of their own eye lids. The story flows from adventure to peaceful quiet and an urge to join our animal friends in blessed slumber. It also asks the reader to question some of the subtle details in the illustrations: Why are so many animals awake past their bedtime? Why are there so many doors in the house and why are all the doors in the home closed except for one? Why does Woolly feel comfortable entering what appears to be an empty, unknown house that he finds on his adventure and happily cooks some peas and tucks himself into bed? Why are we as readers comfortable with Woolly’s behavior in regards to the house and are not frightened? These questions are only able to be answered by the imagination of the reader.

There are a few themes that are covered in this particular text. The first and most obvious is the pattern of a child having a busy day and then following through the nightly bedtime rituals that put the child in bed and asleep. In some ways, this story reminds us of our lives; we get up, have an adventure, and finish the day in bed ready to begin again on the morrow. Another theme is the pattern of growth- as the story continues, more and more characters or things to count are added to the text, creating depth where there was simplicity. Counting and animals are also themes used in the text. The last theme that comes to mind that is expressed in this book is to simply enjoy the good aspects of life. Giving young children the ability to follow an animal in its evening rituals, to learn more about the world surrounding them, and to create early motivation toward understanding numbers and their uses in our lives is not something to be taken for granted. I highly recommend this particular picture book for any parent with young children for an enjoyable and comfortable read that also encourages fun and learning.



pictures from: http://us.macmillan.com/whensheepcannotsleep/satoshikitamura/9780374483593/, https://cuentoenlasnoches.blogspot.com/2015/03/fernando-furioso-hiawyn-oran-y-satoshi.html, http://us.macmillan.com/whensheepcannotsleep/satoshikitamura/9780374483593/, http://bokmal.com.ua/books/when-sheep-cannot-sleep-kitamura/

Blast From the Past.... 3/21/96 : 'The Bell Jar'

So, I was going through some old scrapbooks that I have and I found a few neat treasures. When I was younger I used to write a lot and English was one of my better subjects. Today I found a few old school reports that I wrote years ago. So I think I might share a few of them. :)

This paper is a book report of the publication “The Bell Jar” which was originally published by Harper and Row in 1971. It is the most well known book authored by Sylvia Plath, but originally published under the name of the pseudonym Victoria Lucas. I wrote this report and turned it in on March 21, 1996 for a Psychology class in my first few semesters of college. Part one is the book report summary that I wrote, part two is my analysis and thoughts on why the book is important to the field of psychology, and part three is my full analysis and conclusions I formed on the book. I haven't changed any of the wording – I entered it exactly as written – so its interesting to see how my writing has changed over time. This report earned me 100% / A . At the time, I was so proud and pleased and while I am not sure I deserved the grade after reading it again now, I hope you enjoy it. :)

Part I - Summary

Ester Greenwood, now 19, grew up in a small town with her brother and her mother. She is now in college, which she is able to afford because of a scholarship. As a hobby, she writes essays and small stories and sends them in to win contests, which she does win quite often. After winning one contest, she was sent to New York for one month, all expenses paid, to work as a junior editor of a fashion magazine. While there, she stayed in an all-women hotel called The Amazon. Her friend, Doreen, comes from a society girls school and carried an air of sophistication. She took Ester out to go to a party and on the way they stop and allow themselves to be picked up by some guys. One of them, Lenny Shepard, took Doreen and Ester to his house and when he Doreen became notably drunk and began to make out, Ester walked home. Later, when Doreen shows up drunk at her door, Ester resolves to become better friends with another girl (Betsy) who shares more of her values. Ester does have what could be loosely termed as a 'boyfriend'. Buddy Wilkins is currently studying to be a doctor, but doesn't see her much because he caught TB and is no residing in a recovery camp. Ester doesn't think of him as her boyfriend; she simply uses him as an excuse to others and to discourage the blind dates that were often heaped upon her.

Ester goes to one of the free luncheons with Betsy and shows her love for food, especially caviar. She eats until she is stuffed and, as bad luck would have it, when it is discovered that some food at the luncheon was poisoned, Ester was the sickest girl among them. In fact, all of the twelve participants in this contest were sick, except for Doreen who had skipped the luncheon to spend time with Lenny. It is at this time that her temporary boss questions her about her plans for the future and she realizes that she doesn't know what she wants to do after college. Right now, she is having a hard time with physics and is worried sick about chemistry next semester. Through a little trickery and persuasion, however, she manages to talk the dean of the college into allowing her to take chemistry, but because she had received an 'A' the semester before in physics (and she would easily get one again in chemistry), she would not have to test for her grade. She would simply be given an 'A' at the end of the semester. It was during this semester that Buddy's mother set her up with a visitor for another country so she would show him the city. She, still being a virgin and taking a liking to the fellow, decided to seduce him. Being a gentleman, he declined her advances.

At Christmas, Mrs. Wilkins picks her up and takes her to see Buddy at TB camp. There, he asks her to marry him, but refuses him saying that she doesn't want to marry anyone. She does stay for an extra day to spend time with him and allows him to attempt to teach her to ski. She has an accident, unfortunately, and breaks her leg. She then returns to New York and packs to go home, allowing Doreen to take her out for one last party. There she meets Marco, her first 'woman hater.' He is bitter because he is in love with his first cousin who is going to become a nun. He later tries to force himself on her and when she struggles and begins to cry, leaves very disgusted with her. She then goes and gets on a train for home.

After returning home, her mother informs her that she was not accepted into the writing class that she has depended on. She becomes depressed and when Buddy pushes her to come see him again, she terminates the relationship. She then goes through a period of indecisiveness where she starts and quits a novel, her thesis and other ideas. When she goes to see the family doctor about a stronger dose of sleeping medication, she is referred to Dr. Gordon, a psychiatrist.

After displaying no thought about personal hygiene or safety, Dr. Gordon starts her on Daily therapy sessions. Later, he tries shock therapy. After one dose, she tells her mother that she will not go again, which makes her mother very happy. During this time, an old friend sets her up with a young man named Cal with whom she discreetly brings up the subject of suicide and discusses with him the best ways to carry it out. After experimenting a few times and realizing that her body's defense mechanisms would always try and stop her, she stole her sleeping pills from her mothers lockbox and hid herself in the basement. She then took as many as she could before passing out. She is later found alive and taken to the hospital.

P. Ginea, a famous novelist, discovers what happened to her young fan and has her moved to a private psychiatric hospital. Here, she is given medication and ends up gaining a lot of weight. She also gets a new doctor named Dr. Nolan. In this place, she finds Joan, an old acquaintance that she had met in school and finds some common ground and insight into herself. She received a few more sessions of shock therapy and is then moved to Belside, the house for those who were almost 'cured' and would b sent back out into the outside world. Here, she is allowed to go to town where she meets Irwin. They date a few times and she decides to seduce him, which she later does. A complication from this painful act sends her to the emergency room. Later on, she is given the news that Joan has killed herself. A few weeks later she is taken to her interview that will release that will release her again to the outside world.

Part II – Importance to the Field of Psychology

I chose this book for many reasons. Most of the books on the provided list I had already read in my high school classes. I wanted a book that I hadn't read before, but also a book that might give me some insight into myself. I had no idea what topics this book discussed when I picked it up. I figured that if I didn't like it or it was too boring I could always get a different book.

Even though I really didn't enjoy the book, this book did appeal to me because of the wide range of topics it touched on. From motivation, behavior, social skills, to its main theme of depression, this book made me stop and wonder how I would deal with the same situations. The thing I liked best about the book was that it was written as if we were sitting in Ester's head and just listening to her thoughts and looking through her eyes. This made it almost impossible to tell when she first became depressed and how her disease progressed until you realize that she is extremely depressed and is thinking of killing herself.

The chapter that I thought best represents the whole book was chapter thirteen: Psychopathology. This chapter discusses many different kinds of mental illness or disorders and includes depression in this category. On page 512 of the required text, the entire page is dedicated to showing research that has been done on depression and what causes suicide. The book states that “while most depressed people do not commit suicide, most suicides are attempted by depressed people.” This suggests that if depression is found early enough in individuals and alleviated, we will have found a solution to our problem of the rise of suicide. Depression is most commonly brought about by failures, trauma or stress. The chapter also discusses signs and symptoms so you can recognize what depression is and what o do if you or anyone you know needs help. Reading this book also helped give me a perspective I have never had (and hopefully never will) and I hope it will make me more understanding to others in my environment when they just need a little boost.

Part III - Analysis and Conclusions

In all fairness, I would not have chosen this book as one of the books I have read for fun. Most books I chose to read allow me to escape from my life and find some comfort in a 'fantasy world' for a short period of time. I can't honestly say I enjoyed this book, but I can say that this book gave me some insight into a topic that I really hadn't thought of. I was able to follow Ester into her 'world' and feel with her, but I was detached enough so that I can see where rational thought ended and she gave herself up to depression.

The subject of depression will be pondered and studied for many years to come. Even in our advanced society, depression is hard to diagnose and very high percentages are never treated. Even though Ester was a fictional character, she was easy to identify with. To me, she represented the average person; just an individual trying to stay afloat in all the stress and worry of everyday life. I feel that this is a very important subject for many reasons. As technology becomes more advanced and human beings are competing for jobs with computers, problems with self esteem and uniqueness will occur. People will not feel able to compete with a machine that will never be sick, always be smarter, never too tired to work, and whose only weakness is that it must be attached an energy source. Problems at home will never cause it to low down and it will take little notice of small aggravations that you will find in the average workplace (mis-communication, personality conflicts, etc...) I believe that this will cause a rise in depression and other mental disorders.

In conclusion, I have to wonder about the author. After reading a little on her life from an autobiography, I admire her for trying to create a work like this. Any attempt to share feelings to try and enrich other generations is a noble cause. But one thought came to my mind and is nagging me for an answer which I can supply; was this book a cry for help from the author? Did she feel trapped and felt no hope? The autobiography says that she ended her own life. I just wonder why no one close to her, when reading her book, didn't notice similarities or suspect anything. Maybe she too, like so many others would still be alive today if someone had heard her cry for help.