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. Collaborative indie ed-tech.

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

Obsession and the Art of Teaching

There’s lots of good stuff in this podcast with Gary Stager on The Lost Art of Teaching, but I’m particularly glad to see educators talking about and centering obsession. Embrace obsession. Autistic Special Interest and ADHD Hyperfocus crush learning curves when allowed to pursue passion.

Less coercion, more obsession.

Selected quotes:

A teacher’s role, then, should be to create the conditions for obsession to happen.

Gary believes that deep, meaningful learning is often accompanied by obsession, and his focus is on answering the question: How can we create experiences and context in classrooms where kids can discover things they don’t know they love? This is done by implementing good projects that spur creativity, ownership, and relevance.

Through his professional learning conference Constructing Modern Knowledge (CMK), Gary has teachers put on their “learner hats” and learn how to create obsession, since, he says, very few of us have experienced what greatness looks like.

Around the time of Nation at Risk, legislatures all over the world removed the art of teaching from teacher preparation and all they left was curriculum delivery and animal control.

Knowledge is a consequence of experience.

The instruction might not be necessary at all. A good project can replace a great deal of reckless instruction.

Curriculum is so arbitrary and so arrogant.

When it comes to a skill like computer programming, the kids never develop enough fluency to be able to use it to solve real problems.

Curriculum is the most dangerous idea in education.

As we remove agency from teachers, they become less thoughtful in their practice.

The best projects are generative.

Not enough adults have experience with what greatness looks like, feels like, tastes like, sounds like.

Great artists reflect the milieu in which they live.

You can’t possibly be 21st century learners if you haven’t learned anything this century.

I never worry about classroom management because I never go into a classroom feeling like I have to manage it.

Much of the PD we see expects nothing of teachers.

Apparently, everyone needs a good seventh grade social studies teacher.

A great 80 year old pianist said: Nothing needs to be taught, only experienced.

There are folks in every walk of life who understand Piaget. You Go to Latin America or you go to Reggio Emilia and they say, “We get John Dewey better than you get John Dewey.” People who are living these ideas of learning by doing, of valuing expertise, of understanding the importance of an aesthetic…

Source: ML Podcast #42 – The Lost Art of Teaching with Gary Stager – Modern Learners

Embrace the obsession. Special interests are “intimately tied to the well-being of people on the spectrum“. “Special interests have a positive impact on autistic adults and are associated with higher subjective well-being and satisfaction across specific life domains including social contact and leisure.

Source: I’m Autistic. Here’s what I’d like you to know.

Social Support, Well-being, and Quality of Life Among Autistic People

Great piece from the American Academy of Pediatrics on how inclusion, acceptance, agency, self-advocacy, and responsive parenting/teaching support adaptive functioning, language acquisition, subjective well-being, and transition to adulthood. The findings align nicely with social model self-advocacy.

Selected passages:

I challenge the validity and utility of functioning labels for autism and the interpretation of the “autism spectrum” as a linear continuum. Social support may mediate functioning, because individuals with initially lower skills may experience more benefits from enriched social environments, such as parental input for language growth and cognitive development from inclusive educational settings. Furthermore, subtler manifestations of autism increase individuals’ risk of active peer rejection, loss of formal supports as they transition into adulthood, and distress. Thus, in this review, I provide support for the notion of autism as a cloudy constellation of uneven skills and high within-person variability, with performance contingent on the quality of social experiences and support well-suited for individual abilities or potential and needs.

Self-advocates have organized the neurodiversity movement to reclaim autism as a part of identity (eg, using identity-first language such as “autistic person,” as in the case of the author, rather than person-first language such as “person with autism”) and support civil rights. We argue that social environments contribute substantially to disability and seek quality of life, defined in terms of “objective” factors of adaptive functioning, such as independent living and employment, as well as in terms of subjective well-being, which requires self-determination to play as active a role as possible in making decisions to have the experiences one wants. Yet we argue against normalization and “cure,” in part because many autistic traits can function in neutral or positive ways, although other people may misunderstand or stigmatize atypical behaviors. Indeed, the following narrative review developed from empirical evidence replicated by independent research teams argues against a linear relationship between autism symptoms and impaired functioning, across developmental periods and in multiple domains of both “objective” quality of life and in subjective well-being. In the following syntheses, I suggest that effective social support and subjective well-being mediate whether autistic people achieve a high quality of life.

Responsive parenting (eg, parenting that follows children’s focus of attention and labels objects of interest while allowing the child to take the lead) contributes to young autistic children’s language development, particularly among those who need it most: those with lower levels of expression. Although the same principle applies in typical development, responsive caregiving and input may especially benefit language learning for autistic children, particularly for those who have more difficulty responding to others’ attention. Parents’ strategies to synchronize their behavior in response to their autistic child’s, such as matching his or her pace, may drive language gains from joint parent-child engagement through encouraging the child to initiate interactions, which may especially benefit the children who have the most difficulty producing their own goal-directed actions in reaction to others’ movements. This aligns well with the advice of autism rights movement founder Sinclair, in a foundational essay primarily for parents, to “let your child teach you a little of her language, guide you a little way into his world” as a means of helping the child adapt to the dominant culture and for the well-being of the family.

Instead, higher autism severity, as assessed by the parents’ questionnaire-based report, sometimes inversely relates to their acceptance of their child’s autism, which suggests that subjective perception rather than empirically demonstrated factors may drive acceptance. An increase in autism symptoms over time also relates to more parental acceptance of a child’s autism, likely because of a lowered perception of the possibility for the child to outgrow his or her challenges.

Early intervention delivered in inclusive as opposed to segregated preschool settings predicts higher IQ in elementary school, particularly for those with initially greater social and adaptive behavior impairments. In addition, higher levels of educational inclusion relate to better functioning for autistic adolescents and adults, beyond the effects of demographic and individual characteristics. Furthermore, autistic adolescents with intellectual disability had better academic performance in inclusive versus segregated classrooms, likely in significant part because they received more structured instruction time and their educational plan had greater focus on applied skill development (as contrasted with rote procedural goals). These benefits of inclusion appear driven in part by higher expectations based in confident understanding of needs, more naturalistic and responsive teaching methods as opposed to behavioral management, and access to typically developing peers.

An autism-typical pattern of poor adaptive functioning relative to IQ tends to rise with greater age and IQ, and autistic young adults as a group tend to have lower employment rates than their peers with intellectual disabilities.

Source: Social Support, Well-being, and Quality of Life Among Individuals on the Autism Spectrum | SUPPLEMENT ARTICLES | Pediatrics