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?