The UI’s Academy for Twice-Exceptionality supports neurodivergent students through their college journeys, providing the necessary resources to help them excel. So, what does twice-exceptional mean? It applies to students who are both academically gifted and have a disability, such as autism. For many, college presents new challenges. In 2021, the academy launched as a pilot program. Leveraging Iowa’s research, the academy strives to enhance the college experience for twice-exceptional students. It prioritizes their social, emotional, and academic development. Each of the program’s 13 students meets weekly with Emily Kuhlmann (20MA). She provides personalized support, helping manage class schedules and social challenges. “Universities are not set up for students who are neurodiverse,” Kuhlmann says. “And that’s a big challenge for them.” Kuhlmann also runs a weekly seminar with Randy Lange (89MA, 04PhD). Topics include writing professional emails and understanding what it means to be twice-exceptional. The seminar often connects students to other campus resources. Outside the seminar, Lange emphasizes goal setting. Each student develops three goals: academic, social, and personal. These goals help students understand their strengths and challenges, guiding them toward their dreams. “It’s a great experience to be in the driver’s seat,” Lange says. “You’re in charge of where you’ll be tomorrow.” Want to read about a student’s specific experience in the program? Find more in IOWA MAGAZINE’s Summer 2024 edition: https://lnkd.in/dY7UAbfu
University of Iowa Center for Advancement’s Post
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Neurodivergent (AuDHD + Dyscalculia) and Gender-expansive equity coach helping workplaces become neuro-inclusive, gender-affirming, and stress resilient through strategic planning, training, and leadership coaching.
I recently wrote an article titled “Schools are Failing Neurodivergent Students of Color.” My central claim was that teachers (of all races) disproportionately categorize signifiers of Neurodivergence as misbehavior because and how this leaves children of color struggling without accommodations or adequate support. Instead of receiving understanding and guidance, our students are isolated, made to feel incapable, and alienated from their learning, from social connection, and their curiosity. A research study demonstrates what I articulated: that teachers have the an embedded expectation of deviance and danger from black boys even in pre-school, and this clouds their judgement and leads to bias against Black boys. Black boys are the targets of hyper-surveillance and undue scrutiny. From the study: “Researchers led by Yale professor Walter Gilliam showed 135 educators videos of children in a classroom setting. Each video had a black boy and girl, and a white boy and girl. The teachers were told the following: We are interested in learning about how teachers detect challenging behavior in the classroom. Sometimes this involves seeing behavior before it becomes problematic. The video segments you are about to view are of preschoolers engaging in various activities. Some clips may or may not contain challenging behaviors. Your job is to press the enter key on the external keypad every time you see a behavior that could become a potential challenge. While the teachers were asked to detect “challenging behavior”, no such behavior existed in any of the videos. 🚨Yet when asked which children required the most attention, 42% of the teachers identified the black boy. The participants’ conscious appraisal of whom they believed required the most attention closely mirrored the independent results of an eye-tracking technology used by the research team, which noted that preschool teachers 🤨“show a tendency to more closely observe black students, and especially boys, when challenging behaviors are expected”. I’ve linked the article in the comments and included alt text in the image. #RacismAtSchool #BiasAwareness #EarlyChildhoodEducation
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MA Special and Inclusive Education (Autism)| SEN Work Experience Project Manager| Global Neurodiversity Advocate| Inclusive Education Strategist and Trainer| Special Education Needs Consultant
Rethinking Results Day: Embracing Neurodiversity in Education. As results day approaches, anxiety and anticipation build up among students, parents, and educators. But what does this day mean for neurodiverse students? Neurodiversity encompasses a range of neurological conditions, including Autism Spectrum Condition, ADHD, Dyslexia, and more, each presenting unique challenges and strengths in a traditional academic setting. For neurodiverse students, results day can be more than a measure of academic success; it's a reflection of how well our education systems accommodate diverse learning needs. Traditional exams often do not capture the true abilities of neurodivergent learners, who may excel in areas not easily quantifiable by standardised tests. This discrepancy can lead to misunderstandings about their potential and achievements. What can we do to ensure that results day is as inclusive as it is celebratory? It starts with recognising that neurodiverse students might require different forms of support and preparation. Schools and educational institutions can offer tailored revision sessions, alternative testing formats, and additional feedback mechanisms. Moreover, educators and support staff can benefit from training to better understand neurodiversity, which can transform their approach from one-size-fits-all to one that is genuinely inclusive. Looking ahead, we must advocate for ongoing reforms in how we assess and celebrate academic achievements. This includes integrating technology that aids diverse learners and promoting policies that reflect an understanding of neurodiversity in education. As we celebrate the achievements of all students, let’s use this results day to reflect on and discuss how we can further support neurodiverse students. What changes would you like to see to make results day a more inclusive experience? Join the conversation and share your thoughts. #Neurodiversity #EducationReform #ResultsDay
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CEO, Centre for Dyslexia serving the up to 20% of the population who continue to be marginalized and face inequities in education, society and life.
Applauding the continued work of Nadine Gaab and the GaabLab team at Harvard University in dyslexia! Check out the article below! Nadine and her team are providing vital research and groundbreaking discoveries in the field. #gratitude #dyslexia #GaabLab #Harvard
Very honored that the GaabLab has been featured in the Harvard University Gazette today. Thank you to my wonderful team and all the support from Harvard Graduate School of Education Harvard lab’s research suggests at-risk kids can be identified before they ever struggle in school https://lnkd.in/eW2k7mwM #dyslexia #LearningDisabilities
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Students are most worried about their peer relationships as they transition from primary to secondary school. In our new paper, we found that school transitions offer opportunities for peer relationships. Students became more attached to peers, less lonely and remained relatively unchanged in victimization after the transition. Particularly students with more negative peer experiences in primary school enjoyed a “fresh start” in terms of peer experiences in secondary school. At the same time, roughly one student per classroom was persistently victimized over the transition. Students who had more primary school peers who co-transitioned to the same secondary school, experienced greater reductions in loneliness. Teachers can allay students’ concerns about transitions by emphasizing these social benefits. Secondary schools should be informed about students’ victimization history to identify students at risk for persistent victimization. Read the complete paper together with Dieuwke Zwier Dr. Lydia Laninga-Wijnen Mark Huisman and René Veenstra in the Journal of Youth and Adolescence here. Interested in the methods? Find the replication package for multiple indicator latent change score models here: https://osf.io/b2vpw https://lnkd.in/dmBfviVC
A New School, a Fresh Start? Change and Stability in Peer Relationships and Academic Performance in the Transition from Primary to Secondary School - Journal of Youth and Adolescence
link.springer.com
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Rant... it was back in 1998 that I began trying to promote real support for dyslexic students, ADHD students, and neurodiverse students, including the extensive adoption of contemporary technologies under an umbrella of what came to be called Universal Design for Learning. As the century turned - strongly supported by (most of) Grand Valley State University - we did professional learning for University faculty and K-12 teachers and made GVSU the first US university with accessible computers everywhere we had computers - accessibility without the need for diagnosis. Back then I imagined that most in education would care and would want to do the right thing... and that may well be true... but progress stalls when people don't quite care enough to actually do something. So teacher education still refuses to make this a priority. Educational Administration training remains - in terms of learning science and learner experience - worthless. School systems and whole states continue to refuse to observe and listen to learners and instead use systems salespeople bribe them to buy. We let a few rich people - who have no actual learning science experience (hello Jonathan Haidt and fellow rich-from-birth eugenicists) - control the conversation about schools and technologies. All that without even mentioning the horrors of No Child Left Behind. I know my work over more than a quarter century of work has made real differences for real kids - and yet it feels like such a deep failure. Some schools are great places, but so many are, in fact, much worse... filled with educators who feel they are "at war" with our children. it is viciously depressing. That's all.
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Understanding the Pygmalion Effect on Education Introduction The Pygmalion Effect, or the Rosenthal Effect, refers to the phenomenon where higher expectations lead to increased performance. The concept originated from a study by Rosenthal and Jacobson (1968), which demonstrated that students performed better when their teachers expected them to excel. This blog post explores the historical context, mechanisms, and relevance of the Pygmalion Effect in contemporary education. The Role of Expectations in Education Expectations play a crucial role in shaping students' academic outcomes. When teachers hold high expectations, students are more likely to strive to meet these standards. This can be seen in various educational settings, where teacher expectations influence student engagement, motivation, and performance. The psychological mechanisms behind the Pygmalion The Impact of Labels on Teacher Expectations Labels in education, such as "gifted" or "learning disabled," can significantly influence teacher expectations and, consequently, student performance. This post examines how labels impact teacher perceptions and student outcomes, focusing on the implications for inclusive education. The "Learning Disability" Label Labels like "learning disability" often carry preconceived notions that can affect how teachers interact with students. Research shows that students labelled as having learning disabilities may be subjected to lower expectations, which can hinder their academic growth. Case studies highlight how these labels can shape teacher behaviour and student self-esteem. #PygmalionEffect #RosenthalEffect #TeacherExpectations #StudentPerformance #InclusiveEducation #LearningDisabilityLabel #EducationalOutcomes #AcademicMotivation #TeacherPerceptions #StudentEngagement #PositiveReinforcement #StudentSelfBelief #EducationalPsychology #ClassroomDynamics #CaseStudiesInEducation
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'Instead of viewing neurodivergence as a deficit and trying to force neurodivergent individuals into “normal” ways of being, we should instead focus on dismantling the entrenched normativity within higher education systems. If there is no '“normal”, then there is no "abnormal.”' Read my latest blog post on how we can embrace neurodiversity within higher education without the need to tack on additional support 🙌 https://lnkd.in/exfzpEjm
Embracing neurodiversity in education: Designing for inclusion and celebrating differences — Edelsy
edelsy.com
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We're continuing to read about the astonishing #absenteeism trends in K-12 education and the implications of absenteeism on student learning outcomes, particularly for students of color and multilingual learners. The report referenced is urging targeted investments in #familyengagement to address this concerning trend. Importantly, the article underscores the connection between reading and math proficiency and engaging families in the learning process. Read more: https://ow.ly/Ae6150Sqv4v
‘Astonishing’ Absenteeism, Trauma Rates Root of Academic Crisis
https://www.the74million.org
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New research from FFT Education Datalab reveals that girls perform better on exams at girls' schools than in coeducational settings. The analysis identifies an “unexplained boost” in exam results for girls’ school students, equivalent to 10% higher grades, even after adjusting for background characteristics. Students who attend girls’ schools surpass their coeducational counterparts and outperform students in boys’ schools. What accounts for that "unexplained boost"? It's the power of girls’ schools! Girls' schools know how girls learn best, champion their educational needs, and create a culture of achievement in which girls thrive. 🎓💡 Read the full article here: https://lnkd.in/e_hg8825
Girls do better in exams at all-girls schools than mixed, research finds
theguardian.com
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Design thinking matters, and the “who” is as important as the “how,” once that system acknowledges its why! Competency-based grading is an inclusive practice.
Although every Anti-Racism PD I've had through Green Dot Public Schools California referenced this quotation from Dr. W. Edwards Demin, “Every system is perfectly designed to get the result that it does", seeing my colleague Walter Nixon II, EdD's post really resonated with me today. A few weeks ago, I attended my son's Parent Teacher Conference, in which the teacher assigned an "N" under "Responsibility for Learning" because he does not make effective use of time while in her class. As his mother and advocate, I reached out to both his 2nd grade teacher and Special Education case manager. The principal quickly got back to me and came up with a plan to address concerns I expressed. Fast forward to today when I saw Dr. Nixon's post, I am reminded that the educational system was not designed for neuro-diverse learners such as my son, especially the grading system. By and large, the grading system is "usually ill-equipped for individualization to meet the needs of a particular student, and research has documented that special education students in general education classes are at risk of receiving low or failing grades (Donohoe & Zigmond, 1990)". At the same time, as an educator, I am rooted in the belief that educators can create transformative change by aligning our vision with our actions. We live in an age where technology is literally at our fingertips and yet as educators, we can't seem to reconcile what we know with how we act. We know individuals on the Autism Spectrum can face significant challenges and that in turn can affect their cognition, learning, and overall development. We recognize that children, like my son, can experience difficulties with executive functioning, which can impact their ability to manage time, prioritize tasks, follow instructions, and regulate emotions in the learning environment. Yet we fail to adopt inclusive practices that can help individuals with autism reach their full potential and achieve academic success.
Grading Students with Disabilities
ascd.org
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