Neurodiversity

 

Talking Points:

“Instead of thinking of people with autism or ADHD as needing to be ‘fixed,’ we put a spotlight on things that they’re good at and help with things that they’re working on.” This aligned with Renkly and Bertoloni’s Shifting the Paradigm… focusing on a student’s strengths and talents rather than weaknesses.

“There is no single ‘correct’ way for the brain to work.”
This challenges traditional thinking in that there is one standard way to learn or behave. It shows the need for teachers to recognize different learning styles instead of expecting all students to fit into the same mold.

“A wide range of perceptions and responses to the world should be accepted and encouraged.”
This suggests that differences are not just okay, they’re valuable. Encouraging diverse ways of thinking can lead to more creativity, problem-solving, and a more inclusive classroom environment.

Argument Statement:

Education must embrace neurodiversity, because when schools move away from standardization and instead promote learning environments that value differences, they create more equitable and effective opportunities for all students.

This connects to Renkly and Bertoloni’s Shifting the Paradigm which calls for a change in how we view students and learning. Instead of seeing differences as deficits that need to be fixed, the focus is on a student’s strengths and talents. Both ideas challenge us to rethink the system itself. It emphasizes moving away from rigid, standardized education toward more inclusive and flexible approaches.

Links:

https://www.mywellnesshub.in/blog/what-is-neurodiversity-guide-for-parents/

https://www.seemeneurodiverse.org/general-resources

https://web.uri.edu/disability/nduri/

ICE in Schools

 

These articles show the real-life fear and instability that immigration enforcement brings to children and their families. The story of Silverio Villegas-González, a father simply trying to provide for his family, shows how quickly an ordinary day can turn into a devastating tragedy. What would have happened if he still had his kids in the car? I can’t imagine the the level of fear and anxiety this causes, living with the threat of losing a loved one while just trying to go about your day.     

These incidents negatively impact entire school communities. Schools are meant to be safe places where students can learn and grow. The threat of ICE entering that space robs them of their sense of safety and security. It also causes children to become anxious, distracted, and fearful. They are worrying about what could happen to their families at home instead of focusing on school. How are they expected to succeed under those conditions? 

Educators and communities now have to think about their role in protecting students and their families. The texts show how schools can take active steps to support immigrant families, such as creating clear policies, educating staff, and building trust with students and parents. 

It was nice to read that the LA teachers provided so much support to their families. They came together by patrolling for ICE and reporting back to help keep their community safe as well as providing groceries to those in need.    

The way the teachers advocated for their vulnerable students and families in Recipes for Resistance was very moving. It gave the families something positive to enjoy together in a safe setting and opened the door for important conversation. The teachers were able to provide them with valuable support and resources to help them protect themselves..  

This isn’t an issue that seems to be a top priority where I work. I can’t recall a time when anyone has even brought it up. I tried looking through the policies out of curiosity to see there was anything written on this topic but I wasn’t able to locate any information. Though our population consists of primarily white students, I do remember the district sending a letter to the families addressing the issue and reassuring them that their children would be safe in school.    

It is important to remember that these issues affect real people: parents, children, and entire communities. The articles show the importance of empathy, advocacy, and awareness. It’s our responsibility as educators to ensure that all students feel safe and supported so they are able to succeed in school.  

https://www.nilc.org/resources/know-your-rights-immigrant-students-and-schools/

https://www.aclu.org/documents/immigration-enforcement-guidance-for-schools

https://www.americanimmigrationcouncil.org/wp-content/uploads/2025/01/public_education_for_immigrant_students_understanding_plyer_v_doe.pdf

https://riag.ri.gov/press-releases/attorney-general-neronha-and-commissioner-infante-green-issue-guidance-schools

Rethinking Schools

 

Recommitting to the Joyful Classroom argues that joy should be the main focus of education and not just an extra or reward. The authors emphasize that classrooms can be places of curiosity, creativity, and meaningful connection, even while addressing serious academic and social issues.

The article explains that many schools have become overly focused on testing, rigid curriculum, and control, which can drain joy from both students and teachers. Joyful classrooms prioritize student voice, collaboration, cultural relevance, and engaging learning experiences. Joy is described as something more than just fun, it includes feeling valued, safe, challenged, and connected.

I agree with the authors that joy is especially important for equity. Students who feel respected and seen are more likely to engage and succeed. Teachers play an important role by building relationships, designing inclusive lessons, and creating a space for students to explore and express themselves.

"They need lessons that intimately link the struggles of their families and communities to past and present struggles for justice around the world. They need a curriculum that teaches them to unravel the cause of racism, our climate crisis, the vast and growing economic inequality, houselessness, and war. They need to probe social reality through activities that can simultaneously build their literacy and numeracy skills and their capacity to imagine a different world - and, at the same time, fire them to life." This section stood out to me because it shows how education should go beyond basic academics and connect to students’ real lives and the world around them. It emphasizes the importance of helping students think about social issues in addition to building essential skills. This approach not only makes learning more meaningful, but it also empowers students to see themselves as capable of creating change. When students feel that what they are learning matters, they are more engaged and motivated.

This article asks teachers to intentionally “recommit” to joy by resisting the overly restrictive systems that are currently in place. Instead they should promote classrooms where all students can thrive academically as well as emotionally.

Khan's The Broken Model relates to this as both texts argue that education should be centered around students as whole people. It should not focus solely on academic performance. Real learning happens when students feel engaged, valued, and connected.

https://inspiredtogetherteachers.com/8-simple-ways-to-create-a-joyful-classroom/

https://girlsleadership.org/blog/5-ways-to-make-your-classroom-space-joyful-and-healing/

https://teachempowered.com/10-ways-to-bring-joy-into-the-classroom/

Teach Out Project Draft

 

Sex and Gender-based Systems

 

In reading through the Guidance for RI schools on Transgender and Gender Nonconforming Students, I found it interesting that Rhode Island was the second state to prohibit gender identity expression discrimination back in 2001. The comparative statistics noted on the first page regarding bullying, fear, mental illness, etc. were alarming. It is sad to see the negative effects on children who lack a supportive learning environment. Every student should feel safe, protected, accepted, and free to be themselves without fear or shame so that they can get the most out of their education and reach their full potential. 

I liked how Providence implemented Transgender and Gender Expansive Student Point Teams offering support, resources, and specialized training. I work for Warwick Public Schools (WPS). Both WPS and Providence policies are fairly similar and align with state guidance. WPS has not offered any specialized training to me in the five years I have worked there. I currently work at the elementary level and have had minimal experience working with transgender students. I feel like more training is needed. I started looking into resources and couldn’t find anything more than the policy. 

“When contacting the parent(s) or guardian(s) of a transgender student, school staff should use the student’s legal name and the pronoun corresponding to the student’s gender assigned at birth unless the student or parent (s)/guardian(s) have specified otherwise”. 

At my school, we use Aspen to document and store health records which does allow the students to choose a preferred name and gender. However, on the two occasions when we did have transgender students (I recall two fourth graders when I first started the job), they did not have their preferences in the system, it was just known to everyone. I remember writing their preferred name on a sticky note so I wouldn’t forget. It would have been helpful to have it readily available especially when contacting the parents. I sometimes made mistakes and the parent would nicely correct me. It would have been helpful to have had that information readily available in the system. It felt like the student's wishes were not taken that seriously by the teachers. I'm not sure if it was due to their age or the fact that they didn't have the tools to advocate for themselves. I remember thinking about the next year and wondering how I was going to approach the puberty lesson. Historically, the lessons were taught to boys and girls in separate classrooms. I never had to address it because the students ended up leaving the school. Since then, WPS has changed the puberty lesson to co-ed to be more inclusive and avoid situations where students feel they are singled out or uncomfortable choosing a group.

Queering Our Schools discusses the importance of creating safe learning spaces where everyone can feel accepted and nurtured. I had never heard of Sasha's story before. Though it was heartbreaking to read that Sasha suffered such a traumatic experience simply for wearing a skirt, it really shows how important it is for schools to create safe and accepting environments. I was impressed with Sasha's support of the other boy to be tried as a child instead of an adult. It really showed empathy and a desire for growth and learning rather than harsh punishment. I think open communication and integration of LGBTQ issues and people into schools will help to change the norm. Greater exposure leads to more comfort and once everyone settles in, we can create a more inclusive norm.  

Links:

https://www.aia.org/resource-center/inclusive-restrooms-locker-rooms-k-12-schools

https://www.mercurynews.com/2024/03/29/it-took-seven-years-for-this-san-jose-high-school-to-establish-a-gender-neutral-locker-room/

https://www.gladlaw.org/issues/discrimination-transgender-rights-rhode-island/

https://www.lgbtmap.org/equality-maps/safe_school_laws

Then Silenced Dialogue

Talking Points:

1. Delpit discusses how teachers in power dismiss the ideas of teachers who are not in power leading them to feel unheard. Those in power will not listen to the opinions of those not in power and cite research in defense of their position. They believe their way is the best way to educate all students.  

2. The example Delpit included about the black elementary principal who indicated that there were many issues with black children being sent to the office for disobedience to some of the white teachers. When parents were contacted, they expressed that they simply just had to tell the child what to do and they would do it. I’ve observed these types of interactions at my school. For example, when the students’ behavior needs to be redirected, the teachers will ask “What are you supposed to be doing right now?’ or “How are you supposed to be walking in the hall?”. It is not clear and direct to those who are not use to being spoken to that way. Instead, some may respond better to “Sit down and finish your assignment” or “Stop running and be quiet”.  

3. I liked how Martha Demientieff taught her students the difference between the two different language styles. She labeled them Formal English and Village English. I thought it was clever to have them associate Village English with the casual picnic and Formal English with the formal dinner. She celebrated the fact that they are able to communicate both ways and the others who judged them were only able to use Formal English. She tried to make them appreciate and feel good about their way of talking but made them aware that it was necessary to learn how to use Formal English in order to compete and be successful. 

Argument statement:

In Other People’s Children, Delpit argues that our schools are not neutral spaces. She labels them as having a “culture of power”. The power is held by those who are white and of the  middle class. This results in the rules and norms of their culture being the standard in schools. This causes those in minority communities to be disadvantaged. 

Connections:    

The Precious Knowledge documentary showed how incorporating students’ culture changed how they viewed and experienced school. They became excited, engaged, and felt a sense of belonging. As a result of the school embracing their culture and making lessons relatable, their education was enhanced and their performance improved. The students benefitted and thrived from the shift in power. It is a good example of how changing the rules of power allowed the students to be heard. 

Lisa Delpit’s Keynote Address 2022

https://www.bing.com/videos/riverview/relatedvideo?q=lisa+delpit&mid=6081A0B320A82205DE076081A0B320A82205DE07&FORM=VIRE

Black Students, White Curriculum... 

https://michiganchronicle.com/black-students-white-curriculums-how-african-centered-education-shaped-a-detroit-scholars-path-and-purpose/

Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models.

 

Three talking points:

1. “When schools focus solely on at-risk behaviors exhibited by students, they tend to work reactively rather than proactivity.” This makes me think of punishments for poor behavior or lower grades. For example, teachers or parents reacting to something undesirable after it occurs rather that supporting and building up the student so they would be less likely to struggle.   

2. The Search Institute’s research revealed that the greater amount of assets leads to less risky behaviors. I found it interesting that there was a list of 40 assets which could be categorized onto internal and external. A few examples of internal assets listed are: reading for pleasure, responsibility, planning and decision making, and self esteem. Some external assets are: family support, safety, adult role models, positive peer influences, and youth programs. I included the link below. 

3. I thought it was sad that research indicated that sixth graders only had 22 of the 40 assets and decreases as they age. It showed the greatest drop around junior high school years. This brought to mind my son’s school experience, He was in the public school system for his entire career. When he first started out, he loved attending. He did very well and was described by his teachers as a model student. Right around fifth and sixth grade, his attitude towards school began to change. He didn’t like going as much and his performance began to decline. He received a wider range of grades and didn’t seem to care about them. He also started complaining about his teachers. When he entered junior high, he continued to struggle with his grades, began joking and clowning around in many of his classes, not completing his work, and did not like many of the teachers. High school was the same. I wonder how different his experience would have been and how it would have impacted his future had he experienced more of an asset building model.          

Argument Statement:

Renkly and Bertolini argue that schools would work much better if they placed less attention on what students were doing wrong and more emphasis on their positive attributes. Providing a supportive learning environment would result in better behavior and improved learning outcomes.  

Connections:

When reading this text, I thought about the previous reading, The Broken Model and how students’ were graded and filtered out based on test scores rather than true learning and understanding of the material. They were labeled and placed into categories based on scores which prevented some of reaching their full potential and success. 

Links:

What is Assets-Based Teaching and How Does It Enable Equity Practices in College Classrooms?

https://www.everylearnereverywhere.org/blog/what-is-assets-based-teaching-and-how-does-it-enable-equity-practices-in-college-classrooms/

Using the lens of the Search Institute’s “40 Developmental Assets” to support student outcomes

https://buildingmomentuminschools.blog/2017/12/11/using-the-lens-of-the-search-institutes-40-developmental-assets-to-support-student-outcomes/

40 Developmental Assets 

https://www.greatkidsallencounty.org/resources-40-developmental-assets