Wednesday, December 27, 2023 by Julie Stoner | Neurodiversity

Neuro-affirming Individualized Education Program

Neuro-affirming Individualized Education Program (IEP) goals represent a crucial shift in the paradigm of educational equity and a stark contrast from typical (widely used) deficit based goals. Deficit based goals prioritize assimilating towards 'neurotypical' behaviors in communication, sensory processing, social interaction, behaviors, and interests. Deficit based goals fail to recognize and celebrate the diverse neurodiversity within our student populations. 

First and foremost, neuro-affirming IEP goals should focus on fostering a positive self-image and self-advocacy skills. Empowering neurodivergent students to understand and embrace their cognitive diversity lays the foundation for their academic success and overall well-being. This involves recognizing and valuing different learning styles, processing speeds, and communication preferences.

Moreover, these goals should address the development of social and emotional competencies. Building strong interpersonal skills and fostering a sense of belonging within the school community are pivotal for the holistic growth of neurodivergent learners. By promoting empathy and understanding among peers, we cultivate an inclusive atmosphere that benefits everyone.

In terms of academic objectives, neuro-affirming IEP goals should be tailored to individual learning profiles. This may involve flexible assessment methods, personalized instructional strategies, and accommodations that align with neurodivergent students' strengths. 

Critically, the implementation of neuro-affirming IEP goals necessitates ongoing professional development for educators. This includes training on neurodiversity, strategies for inclusive teaching, and creating a sensory-friendly classroom environment. By equipping teachers with the knowledge and tools to support neurodivergent students effectively, we bridge the gap between intention and implementation. 

In advocating for neuro-affirming IEP goals, it is essential to challenge existing norms and promote systemic change. This involves pushing for policies that prioritize neurodiversity in curriculum design, teacher training, and educational assessments. By embedding neuro-affirming principles into the fabric of our educational system, we move closer to a truly inclusive and equitable learning environment for all. I can help craft neuro-affirming IEPs and 504 plans. 

Thursday, December 21, 2023 by Julie Stoner | Educational Equity

Defunding The Core Principles of Justice and Inclusivity 

Defunding Diversity, Equity, and Inclusion (DEI) initiatives in public schools poses a significant threat to the progress we've made in fostering inclusive and equitable educational environments. Such a move undermines the very foundations of a just society and perpetuates systemic inequalities.

Firstly, DEI programs play a crucial role in addressing historical disparities in education. They provide a framework for acknowledging and rectifying the systemic biases that have disadvantaged certain groups. Defunding these initiatives sends a clear message that we are willing to turn a blind eye to the persistent inequities that marginalized communities face. 

Moreover, DEI initiatives contribute to creating a more comprehensive and representative curriculum. Without adequate funding, schools may revert to traditional, Eurocentric perspectives, excluding diverse voices and perspectives. This not only hampers students' understanding of the world but also perpetuates stereotypes and reinforces a narrow worldview.

Defunding DEI efforts also impacts teacher training programs. Educators need resources and professional development opportunities to effectively implement inclusive teaching practices. Cutting funds for such training hinders the ability of teachers to create classrooms that reflect the diversity of their students and fosters an environment where everyone feels valued.

In addition, DEI initiatives are integral to dismantling the school-to-prison pipeline. Adequate funding allows for the implementation of restorative justice practices, addressing disciplinary issues in a way that fosters understanding and growth instead of perpetuating a cycle of punishment.

Furthermore, slashing funds for DEI programs undermines efforts to address the mental health and well-being of students. Many DEI initiatives incorporate support systems for marginalized students who may face discrimination or microaggressions. Removing these resources exacerbates the challenges these students already confront. 

In advocating for educational equity, it's crucial to emphasize that defunding DEI initiatives is a regressive step that undermines the core principles of justice and inclusivity. Instead of dismantling these programs, we should be investing more in them, recognizing the transformative impact they can have on our education system and, by extension, society as a whole. The urgency lies in not just maintaining current levels of funding but actively pushing for increased support to drive meaningful and lasting change.

Wednesday, December 20, 2023 by Julie Stoner | Neurodiversity

The Magic of Inclusion: A Neurodiverse Classroom & Community  

Excerpt from The Power of Neurodiversity by Thomas Armstrong 

It is possible to have rich learning experiences for labeled and non-labeled kids in a single classroom. 

“Fully inclusive-neurodiverse- classrooms require a retraining of all teachers, both regular and special.  In fact, a retraining needs to take place wherein the special education world and the regular education world are essentially dissolved, and out of the dissolution arises a new foundation- a new type of education based on neurodiversity- where understanding of the brain, familiarity with diversities of all kinds, expertise in utilizing assistive technologies, employment of alternative education strategies, construction of differentiated curriculum, and implementation of other means of meeting the needs of all learners take precedence over the old “regular” versus “special” dichotomy.” (The Power of Neurodiversity, Armstrong, 2010)

1.  The neurodiverse classroom contains students with many types of diversities.  It includes students with diversities related to culture, race, gender, sexual orientation, in addition to neurodiversity such as ADHD, Autism, Intellectual Disabilities, Dyslexia, Mood Disorders, Physical Disabilities, and Gifted and talented. 

2. The neurodiverse classroom uses multiple intelligences instructional strategies and other Universal Design of learning methods.  UDL guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.  The theory of multiple intelligences offers many different approaches to learning that benefit both kids with and without labels.  They provide a foundation of differentiated instruction that allows every student to thrive based on their own unique learning styles.

3.  The neurodiverse classroom contains people who have been given various labels encompassing cognitive, educational, emotional, and behavioral, and also people who have not been given those labels.  A neurodiverse classroom is not a “regular classroom” that incorporates students with disabilities.  This implies that there is a “standard” classroom to which modifications will have to be made in order to accommodate kids who can’t learn through the “normal” method.  A neurodiverse classroom is a classroom where students with all sorts of labels and non-labels come together as equals to form a new kind of classroom, one that represents that there is no such thing as a normal student and where each and every child is identified as a unique learner. 

4.  The neurodiverse classroom celebrates and teaches about diversity of all kinds.  It teaches about diversity of culture, race, gender, ability, and sexual orientation in addition to neurological differences. 

5.  The neurodiverse classroom possess a rich collection of assistive technologies to enable individuals with diverse special needs to access information, engage in learning, and express themselves cognitively, emotionally, artistically, creatively, and spiritually. 

6.  The neurodiverse classroom pays attention to the environment, the use of space, and other ecological considerations.  Creative use of space to include “niche areas” like sensory space, quite space, green space, etc.  Naturally these spaces are available to all students regardless of labels and nonlabels. 

7.  The neurodiverse classroom contains a rich network of human relationships that support each individual’s journey of learning and development. This environment ensures that each person’s needs for belonging and self-worth are supported. 

8.  The neurodiverse classroom believes in the natural, organic development of each individual. Rather than focusing on normative progress, a neurodiverse classroom focuses on ipsative progress, which is based on child’s own past performances instead of standardized test scores.