The right to learn differently should be a universal human right that’s not mediated by a diagnosis.

We have created a system that has you submit yourself, or your child, to patient hood to access the right to learn differently. The right to learn differently should be a universal human right that’s not mediated by a diagnosis.

Source: The Gift: LD/ADHD Reframed

My family lives this system, which is why I really appreciate Albemarle County Public Schools’ Seven Pathways, which states:

No child within the Albemarle County Public Schools should need a label or prescription in order to access the tools of learning or environments they need. Within the constraints of other laws (in particular, copyright) we will offer alternative representations of information, multiple tools, and a variety of instructional strategies to provide access for all learners to acquire lifelong learning competencies and the knowledge and skills specified in curricular standards. We will create classroom cultures that fully embrace differentiation of instruction, student work, and assessment based upon individual learners’ needs and capabilities. We will apply contemporary learning science to create accessible entry points for all students in our learning environments; and which support students in learning how to make technology choices to overcome disabilities and inabilities, and to leverage preferences and capabilities.

Source: Seven Pathways

Yes to all of that.

I like Albemarle’s approach to education technology. I write about them in “Classroom UX: Designing for Pluralism” and “Communication is oxygen. Build a districtwide collaboration infrastructure and an open by default culture.”.

They recognize the structural, institutional, and framing problems Jonathan Mooney describes in this great talk on reframing LD and ADHD (which is the source of the title and opening quote in this blog post you’re reading).

I transcribed my favorite moments from the talk in “The Gift: LD/ADHD Reframed”. I’ll conclude with selections making the case for two of my rules of thumb for inclusion.

  • agent > patient
  • identity > diagnosis

“The right to learn differently should be a universal human right that’s not mediated by a diagnosis.”

An essential component of my journey was an identity transformation from being a patient to being an agent.

Disability industrial complex is all about what people can’t do. We spend most of our time trying to fix what they can’t do. When all we do is fix people the message we give to them is that they are broken.

We’ve built an entire edifice of intervention that’s about fixing people.

We’ve built this whole infrastructure about fixing folks, about turning people into passive recipients of treatment and service, of turning people into patients. But being a patient is the most disempowered place a human being can be.

You gotta fight against this, you gotta be an advocate, you gotta have a voice in your education.

We need to cultivate a sense of agency in people which is the opposite of patient hood.

The most meaningful interventions, the most meaningful people in my life were people who cultivated a sense of agency.

We have a medical community that’s found a sickness for every single human difference. DSM keeps growing every single year with new ways to be defective, with new ways to be lessened.

When all we do is fix people, the message we give to them is that they are broken. Nobody lives a meaningful life feeling broken.

It’s that narrow definition of intelligence, behavior, and motivation that is really my disability. Not dyslexia, not ADHD.

In many learning environments we think good kids sit still. The good kid is the compliant kid.

Young folks like me are given the identity of being bad.

“What is your problem?” If I had a nickel for every time I heard that word in my life.

I was given this identity that I was a problem because of a norm in the environment that good kids sit still.

We’ve built learning environments based on the myth that appropriate and valuable human behavior is about compliance.

I had overcome not ADHD, but I had overcome the feeling of being the defective person morally because I didn’t comply to the myth that good kids are compliant.

That’s agency. That’s somebody who refuses to negate somebody’s humanity because of a label.

Source: The Gift: LD/ADHD Reframed

Free, life-changing, and available to everyone. Provide freedom to those who deal with a world that’s built to be hostile toward them.

Public education and open source. Let’s help people get free, for free.

“Free, life-changing, and available to everyone” and “provide freedom to those who deal with a world that’s built to be hostile toward them” are ideas I steer by.

“Free, life-changing, and available to everyone” is what I and my peers in WordPress and open source work for. It’s what teachers work for in public education. NeuroTribes invokes this rallying cry for the commons in its introduction.

He told me that he wanted the code to be like Jesus in its own humble way: “Free, life-changing, and available to everyone.”

Source: Silberman, Steve. NeuroTribes: The Legacy of Autism and the Future of Neurodiversity (p. 2). Penguin Publishing Group. Kindle Edition.

The code mentioned above is Perl, an open source programming language I have a long relationship with, and the he is Larry Wall, creator of Perl and a big influence on me. I first read NeuroTribes when it came out in 2015. I was an undiagnosed autistic father with a newly diagnosed autistic son, and there on page 2 of the introduction of a book that changed my life and worldview are “free, life-changing, and available to everyone” and “there is more than one way to do it”, two ideas that, thanks to Larry Wall, have influenced my entire career.

On a bright May morning in 2000, I was standing on the deck of a ship churning toward Alaska’s Inside Passage with more than a hundred computer programmers. The glittering towers of Vancouver receded behind us as we slipped under the Lions Gate Bridge heading out to the Salish Sea. The occasion was the first “Geek Cruise”- an entrepreneur’s bid to replace technology conferences in lifeless convention centers with oceangoing trips to exotic destinations. I booked passage on the ship, a Holland America liner called the Volendam, to cover the maiden voyage for Wired magazine.

Of the many legendary coders on board, the uncontested geek star was Larry Wall, creator of Perl, one of the first and most widely used open-source programming languages in the world. Thousands of websites we rely on daily- including Amazon, Craigslist, and the Internet Movie Database- would never have gotten off the ground without Perl, the beloved “Swiss Army chainsaw” of harried systems administrators everywhere.

To an unusual and colorful extent, the language is an expression of the mind of its author, a boyishly handsome former linguist with a Yosemite Sam mustache. Sections of the code open with epigrams from Larry’s favorite literary trilogy, The Lord of the Rings, such as “a fair jaw-cracker dwarf-language must be.” All sorts of goofy backronyms have been invented to explain the name (including “Pathologically Eclectic Rubbish Lister”), but Larry says that he derived it from the parable of the “pearl of great price” in the Gospel of Matthew. He told me that he wanted the code to be like Jesus in its own humble way: “Free, life-changing, and available to everyone.” One often-used command is called bless. But the secret of Perl’s versatility is that it’s also an expression of the minds of Larry’s far-flung network of collaborators: the global community of Perl “hackers.” The code is designed to encourage programmers to develop their own style and everyone is invited to help improve it; the official motto of this community is “There is more than one way to do it.”

In this way, the culture of Perl has become a thriving digital meritocracy in which ideas are judged on their usefulness and originality rather than on personal charisma or clout. These values of flexibility, democracy, and openness have enabled the code to become ubiquitous- the “duct tape that holds the Internet together,” as Perl hackers say.

Source: Silberman, Steve. NeuroTribes: The Legacy of Autism and the Future of Neurodiversity (pp. 1-2). Penguin Publishing Group. Kindle Edition.

“Provide freedom to those who deal with a world that’s built to be hostile toward them” is a recently acquired phrase. I picked it up from this HeroPress piece by Topher DeRosia, “Accessibility Where It Matters – HeroPress”.

One of the things that I’ve always loved about WordPress is how it provides things to people. It provides a living to those who have none, it provides community to those without one, and it can provide tools to those who need them.

Amanda Rush is blind, and navigates a world that is often hostile to blind people. WordPress developers work very very hard to make the WordPress software usable by people with no sight.

A wonderful by-product of that is that Amanda and people like her can build a career for themselves, without depending on a physically friendly workplace and a physically friendly transit.

WordPress provides Freedom to those who deal with a world that’s built to be hostile toward them.

Source: Accessibility Where It Matters – HeroPress

Through WordPress (and by extension open source software), I’ve improved my circumstances, become more self-sufficient, and I’ve been able to assert some control over my life in general. It’s improved my employment prospects drastically, which means I no longer have to work whatever low-paying odd jobs I can find to keep the bills paid. I believe that it can help other blind people as well. We have an eighty percent unemployment rate in this community.

We’re still fighting discrimination in the workplace, and we’re still fighting for equal access when it comes to the technology we use to do our jobs. But the beauty of WordPress and its community is that we can create opportunities for ourselves.

With WordPress, we can make decisions for ourselves, and have all kinds of help along the way from the community. I urge my fellow blind community members to join me inside this wonderful thing called WordPress. Because it will change your lives if you let it.

Source: Finding Freedom in WordPress – HeroPress

“Provide freedom to those who deal with a world that’s built to be hostile toward them.” That is a clarion call for both open source and public education. I hear the social model, intersectionality, structural ideology, equity literacy, designing for pluralism, and designing for real life in these words.

Public education and open source. Let’s help people get free, for free. Let’s get structural, get social, get equity literate, and build an indie ed-tech that confronts injustice instead of amplifying it.

Free, life-changing, and available to everyone. Provide freedom to those who deal with a world that’s built to be hostile toward them.

See also,

Equity Literacy in Diversity and Inclusion Statements

Our diversity and inclusion statements need to get structural, get social, and get equity literate. Use them to directly challenge the meritocracy myths, deficit ideologies, and politics of resentment that are toxic to culture, teams, and collaboration.

I evaluate D&I statements by the extent to which they acknowledge and represent these ideas:

The Direct Confrontation Principle: There is no path to equity that does not involve a direct confrontation with inequity. There is no path to racial equity that does not involve a direct confrontation with interpersonal, institutional, and structural racism. “Equity” approaches that fail to directly confront inequity play a significant role in sustaining inequity.

The “Poverty of Culture” Principle: Inequities are primarily power and privilege problems, not primarily cultural problems. Equity requires power and privilege solutions, not just cultural solutions. Frameworks that attend to diversity purely in vague cultural terms, like the “culture of poverty,” are no threat to inequity.

The Prioritization Principle: Each policy and practice decision should be examined through the question, “How will this impact the most marginalized members of our community?” Equity is about prioritizing their interests.

The “Fix Injustice, Not Kids” Principle: Educational outcome disparities are not the result of deficiencies in marginalized communities’ cultures, mindsets, or grittiness, but rather of inequities. Equity initiatives focus, not on fixing marginalized people, but on fixing the conditions that marginalize people.

Source: Basic Principles for Equity Literacy

With this in mind, my purpose is to argue that when it comes to issues surrounding poverty and economic justice the preparation of teachers must be first and foremost an ideological endeavour, focused on adjusting fundamental understandings not only about educational outcome disparities but also about poverty itself. I will argue that it is only through the cultivation of what I call a structural ideology of poverty and economic justice that teachers become equity literate (Gorski 2013), capable of imagining the sorts of solutions that pose a genuine threat to the existence of class inequity in their classrooms and schools.

Source: Poverty and the ideological imperative: a call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education