Week 13: On Neurodiversity

Week 13: On Neurodiversity

Argument Statement:

Neurodiversity is an idea that everyone has a different brain, and each brain works in a variety of ways to learn, communicate, react and respond. The concept of neurodiversity was developed to help encourage the acceptance of the different ways the brain works and to help focus on the strengths and benefits of being neurodiverse.  When we talk about neurodiversity, we often hear people mention disorders like autism, ADHD, dyslexia, sensory processing and executive functioning issues just to name a few.  Being neurodiverse can also include people that identify as thinking differently than those around them.  In some ways, identifying as neurodiverse has help kids and adults feel more comfortable in their surrounding environment. It is important to identify the appropriate treatment and support needed at the varying levels of neurodivergence. 

Discussion Points:

“Singer saw neurodiversity as a social justice movement, to promote equality of what she called ‘neurological minorities’ — people whose brains work in atypical ways.” 

“A main goal of the neurodiversity movement is to shine a light on the strengths and benefits of this diversity.”

“’Everybody has strengths and everybody has things that they’re working on,’ notes Stephanie Lee, PsyD, a clinical psychologist with extensive experience working with kids with ADHD and on the autism spectrum.”

“Neurodiversity, she says, has become something many people, especially adolescents, are increasingly comfortable identifying with.”

“Recognizing neurodiverse people as having differences, rather than deficits, is important.”

Connections:

I think this article does a great job giving a basic summary of neurodivesity.  Immediately when reading information related to neurodiversity young people come to mind.  I think this information is also helpful for adults.  Recently while caring for an older man, he shared he was watching a show with an autistic main character.  Relating to some of the characteristics this person displayed he asked his physician to be tested and it was determined that he was autistic.  He said he spent his entire life feeling different and always struggled with relationships.  He shared that overall he was happy with his life and this made him feel a little more comfortable with himself.  Resources like this and Addittudes Magazine are not only help to identify early signs in our students, but also to help us understand how and why our own brains function the way they do. 

Below is a local resource a friend recommended for kids with OCD and anxiety.  The program provides counseling and coaches to help kids use their skills in real life situations. 

The other resource is an article another friend shared this week regarding the importance of the “difficult” kids in classroom.  I realize this does not necessarily address neurodiverse kids, but it’s a good read.

Resources: 

Braver

In Praise of 'Difficult' Kids

Week 12: Rethinking Schools on ICE

Week 12:  Rethinking School on ICE

Argument Statement:

In the introduction article of Winter 25-26 Vol. 40 No. 2 of Rethinking Schools: Ice Out of Schools, the authors argue that teachers hold a large stake in protecting our communities and our children from ICE. The authors discuss that ICE is built on racisms that have existed throughout time, and it is essential to educate our communities and children about why these attacks are occurring and who to depend on for protection.

 

Discussion Points:

“Teachers have been on the frontlines of building the struggle against ICE’s expanding cruelty. This should come as no surprise because an essential part of being an educator is caring about our students’ lives and the communities we serve.”

 

“An essential part of keeping our schools safe is asking ourselves who are our potential allies in protecting students — who are those potential “partner organizations” in our communities that Irons’ school identified?”

 

“Our curriculum should also center the long history of how racially discriminatory U.S. immigration policy maintains an underclass, more easily exploited because of their immigration status.”

 

ICE hides its cruelty behind recycled myths about immigrants and wears a mask of legality. Let’s expose the lies and pull off its mask.

 

Connections:

I really enjoy reading these publications. I find them informative and empowering.  While the topics are always “heavy” in the sense that they cover the topics that we find challenging to talk about, the editors find a way to put an enlightening spin on the topics by sharing what is really going on in our communities and schools and how people are making changes.  The intro article followed by “LA Educators vs. ICE” encourages the reader to be a resource for these families that are the target. In the article, “Human Beings! Human Beings!”, Ursula Wolfe-Rocca states, “If you sometimes feel the impulse to scroll quickly by, to swipe to a different reality where such things are impossible, me too.”  This statement resonates with me.  I want to learn in a relatable environment, rather than be told what I am missing and how I am approaching certain topics in the wrong way. Rethinking Schools is giving the reader a great example of the asset model. It is interesting to me that each issue of Rethinking Schools covers such a range of topics.  I also found that went I was searching for my article to discuss last week. This one in particular covers ICE, embracing humanity, transgender students, and the use of AI.  If the topic is not related to our day to day, it prepares you for future experiences. This is a clever way to pull readers into the topics they feel uncomfortable exploring.

Resources:

ICE Officers in Healthcare Settings: What Nurses Need to Know

 

Week 11: Exploring Rethinking Schools

Week 11: Rethinking Schools Volume 38, No. 1 Fall 2023

What Makes a Baby, Really? Co-Creating Inclusive Resources About Human Reproduction With Middle School Students

Author: Lewis Steller

Argument Statement:

Lewis Stellar, the author of “What Makes a Baby, Really?”, discusses the importance of teaching reproduction, ethics and genetics to middle school students in an inclusive way to ensure that all students understand the complex ways people enter the world, including IVF (in-vitro fertilization), which is rarely discussed during the reproduction curriculum.

Talking Points:

“The human body is inherently political, and reproduction brings up big questions for adolescents exploring their own family history, political views, gender identity, and sexuality.”

“I wanted to find resources that would allow my 8th-grade classes to engage with human reproduction in a more universal way — a way that every student could see themselves in and that would provide a basis for rich conversations about reproductive technology and genetics.”

“My colleague River Suh recommends moving toward descriptive language about frequency of traits, such as common, most often, or frequently, rather than using loaded language like “normal,” “natural,” or even “typical” (see Resources).”

“It was a reminder of how important it is to create an open space for students to express concerns and questions, and how an inclusive curriculum can make a big difference in how a student conceptualizes their own history and experiences in the context of science and the broader world.”

“Discussions of IVF require considering when human life — and human rights — begin, and how to navigate challenging questions faced by scientists researching this subject.”

“Considering the possibility of genetic editing and even genetic screening led to conversations about eugenics and the painful history of racist, ableist reproductive control.”

“Our narrative was cohesive, inclusive, and supported students’ sense-making around how IVF functions in the larger picture of pregnancy and birth.”

Connections:

Lewis Steller’s article on the importance of teaching inclusive information related to reproduction was well done.  His ability to understand the needs of his students and recognize the importance of informing this age group with accurate and relatable information shows his talent and dedication to his role as an educator.  Stellar discusses the use of body parts rather than gender/sex terms and using descriptive language about frequency of traits.  I think teaching reproductive health to students and providing them with reliable resources is essential.  This article will help me reframe my approach in the future.  The conversation with the student regarding grading method used to identify embryo quality during IVF was thought-provoking. With the increased use of IVF, I never took into consideration the impact it would have on humans as they become aware of the way they entered the world. Stellar also touches on the administrative and community support he feels around having these conversations with his students.  This relates back to our many discussions about the importance of support when trying to implement positive changes within out school systems. He also emphasizes the importance of creating an open and safe space for students, especially middle school students, to feel comfortable enough to ask questions and explore concerns.

Resources:

Scarleteen

What Makes a Baby?

 

 

 

Week 10: Teach Out Project Proposal

Teach Out Project Proposal: Shifting the Paradigm and On Neurodiversity

Week 9: Queering Our Schools

Week 9: Queering Our Schools

Argument Statement:

In the article “Queering Our Schools”, written by the editors of Rethinking Schools, the authors argue that in our rapidly changing times, it is essential to develop a safe learning environment that supports the uniqueness of students, staff and family members while being aware that hatred still exists even in the most progressive environments. 

Talking Points:

“At the same time, homophobia, misogyny, and other forms of hatred are alive and well, and even progressive schools and classrooms have a long way to go in creating nurturing spaces for students, parents, and staff who don’t conform to gender and/or sexuality ‘norms.’”

 

“Talking about “bullies” makes it seem like an individual problem and glosses over homophobia, sexism, racism, Islamophobia—all the critical issues that underlie conflicts among children and adults.”

 

“But it’s also a critical key to building community where no one is silenced, where everyone’s reality is recognized and valued.

 

“The cornerstone of nurturing classrooms and schools is community, where everyone talks out problems, gets to know each other, and feels that they are part of something larger than themselves.”

 

“This means a school filled with adults who are prepared to talk and listen to children talk about gender and sexuality, as well as other controversial and sensitive topics—adults who are willing to learn from youth as well as lead them.”

 

Connections:

After reading through the current policies in place by both the state of Rhode Island and Providence Schools, the first thought is that all the things have been considered to protect your student and/or your child in the learning environment.  All the boxes have been checked.  However, after reading the article from Rethinking Schools, you become aware that while the boxes have been checked, you being to wonder if and how this is implemented in a school system that is nervous to step into the area of uncomfortable to support students. The article discusses the use of the term bullying and how it “glosses over” the real problems that exists. 

The authors then discuss the importance of community.  Something we have discussed in past in our class. Immediately I think of community for the kids, but the article also stresses the importance of community for the staff and families.  The staff in a school will be willing to embrace conversations around controversial and sensitive topics if they feel they are supported.  To relate this to my everyday life, during open house this year our third grader’s teacher discussed the structure of her day with the families.  She emphasized the importance of community in the classroom.  She has her students sharing their weekend activities, family holidays, whatever they feel comfortable sharing.  At the time I just thought it was a great way to bring the class together.  As the year has gone on, it is interesting to see how this has given my third grader a little perspective outside of his world.

From the school nurse perspective, I do appreciate the portion of the policies that highlight the importance of the school nurse teacher being aware of accurate and reliable information to confirm a student’s identity.  I think this comes with immense pressure. Finding the balance between privacy and being able to treat the student appropriately when needed is very difficult. Because I work in each school, it has taken some time for students to be comfortable with seeing me in the nurse’s office when their nurse is absent.  Especially in the high school setting.

Below I have attached the link for Rethinking Schools and a link to information regarding the Lavendar Scare. This was one of the topics suggested to adjust curriculum at the end of the article.

Rethinking Schools

LGBT History: The Lavender Scare 

 

Week 7: The Silenced Dialogue

Week 7: The Silenced Dialogue

Argument Statement:

Lisa Delpit’s book, Other People’s Children, is divided into three parts.  Part I, titled Controversies Revisited, includes the section “The Silenced Dialogue”.  In this section, Lisa Delpit argues that in a system with mostly white educators, it is essential that non-white students to be taught the ‘rules of the game’ to access success and power while also respecting an individual’s culture and beliefs.  She also emphasizes that we need to include non-dominant educators and parents in the conversations when determining what these students truly need to be successful.

 

Talking Points:

“Rather, I suggest that the differing perspectives on the debate over 'skills' versus 'process' approaches can lead to an understanding of the alienation and miscommunication, and thereby to an understanding of the 'silenced dialogue'.” (p.24)  

 

“I tell them that their language and cultural style is unique and wonderful but that there is a political power game that is also being played, and if they want to be in on that game there are certain games that they too must play.” (p.40)

 

“And finally, we must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our conversation.” (p.47)

Connections:

The quotes above highlighted some of the ideas I took away from the writing. I appreciate Dulpit’s approach by avoiding the typical “rah rah diversity”.  She acknowledges that this is a tough system to beat and, in the meantime, while we work toward change, we can still help non-dominant students thrive by teaching them how to work a system that is built to favor the dominant culture.  

I asked ChatGPT to help me apply Delpit’s discussion directly to school nursing.  Rather than providing all the examples given, I am including the one that stood out most:

Listening to Marginalized Voices:

Delpit discusses that educators often fail to listen to families from marginalized communities.  This occurs in school nursing when:

               Cultural health beliefs differ from mainstream medical practice

-              Families hesitate to questions school authority

-              Parents’ concerns are dismissed as “noncompliant” rather than misunderstood

Ways to connect to practice:

-              Invite parents to explain their perspective on their child’s health

-              Respect cultural health practices while still maintaining safety

-              Recognize that mistrust of institutions may be rooted in real historical experiences

Below is a link that provides resources for Cultural Responsiveness and Equity by the National Association of School Nurses

NASN Cultural Responsiveness and Equity

 

Week 6: Shifting the Paradigm: Deficit vs Asset Based Models in Schools

Argument Statement

In the article “Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote as Asset Orientation in our Schools”, written by Shannon Renkly and Katherine Bertolini, the authors argue that it would be beneficial for students to learn in an environment that focuses on an asset-based model rather than using the deficit model. The deficit model is a more reactive method that focuses on the risky behaviors of students and limitations, whereas the asset model encourages students to discover and apply the “jewels (skills, talents, and interests)” they possess.  

Talking Points

In the beginning of this research article, Renkly and Berolini state: “When working from a deficit perspective, the practices and assumptions that emerge tend to cover up the abilities of students and teachers”.  Our world typically functions using primarily a deficit model, identifying what is broken and then fixing it.  While this may work well for businesses, Renkly and Bertolini have identified that this model is not successful within our school systems.  They feel that using an asset model, a system where the strengths and skill of students, would be more beneficial. The quote above acknowledges that if we continue to use the deficit model, we will be missing the great things students have to offer. When we consider building confidence in kids, being told that you’re wrong all the time is not a way to build them up for their future.  For a shift to occur from deficit to asset models, school should encourage educators to assess current practice and adopt ways that focus on positive development. 

 

In the middle of the article, Renkly and Berolini state: “Through multiple studies of over one million students in grades 6-12 performed by Search Institute, they have proven repeatedly that the more assets a student possesses, the more thriving behaviors the student showcases and the less likely that student will exhibit risky behaviors”. This portion of article focuses on the importance of families, communities and schools coming together to encourage student to explore their assets and the importance of positive adult relationships.  The article then discusses the decline in assets student list possess as they get old with the biggest decline in middle school.  This is related to decline in support as students get older. The success in the earlier years has a large impact on high school success. 

 

Toward the end of the article, Renkly and Berolini state: “These include having high expectations for your students, convincing them that these expectations are attainable, helping them remove their fear of failure by encouraging them to fail forward, setting small and attainable goals, and celebrating success when those goals are met before moving forward further.” This refers to the impact teachers have on students in the classroom and strategies that can be useful when helping a student identifying their assets.  The phrase “fail forward” really stood out to me.  I think it is important to learn how to handle our failures or criticism early on and pivot into something positive.

Connections

This article made me think through my own process and how to better incorporate the asset model at school, in the hospital and at home.  While doing more research on this topic, the Social Emotional Learning classes that are offered to the middle school students in our district came to mind.  While the structure of the school system is heavily based on the deficit model that Renkly and Berolini discuss, I think this is a way to introduce the asset model. SEL courses provide students with support and skills to identify the “jewels” and apply them.  Below are links to CASEL Framework and RIDE information related to SEL curriculum.

CASEL Framework

RIDE: What is SEL?