University of Iowa Center for Advancement’s Post

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.

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

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

📚 Valuable insights for educators! 📊 New Ohio State University study dispels concerns about preschoolers' screen time impact on academic skills!📱 As educators, this study provides crucial information to support our understanding of the relationship between technology usage and academic development among preschoolers. It suggests that moderate screen time may not pose a severe threat to their learning journey. Understanding these findings can help us design more informed and balanced approaches to incorporate technology in our classrooms, ensuring that it complements and enhances the learning experience.📱🧠 #EducationInsights #PreschoolResearch #TechInClassroom #BalancedApproach https://hubs.ly/Q01-_Md90

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

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

I’d add to this that at many schools “scholarly behaviors” can account for as much as 50 percent of a student’s grade. For students with ADHD and other disabilities, “scholarly behaviors” is an ableist construct. “There are major two reasons for the gaping chasm between what teachers know and what parents think. The first is that many report cards do not measure achievement, or what a child knows, but instead a basket of items including attendance, effort, homework completion, and behavior. Make no mistake, these are useful metrics that have a long-term impact on student outcomes. However, it also complicates the meaning of grades, limiting what parents truly know about what their child has learned academically. A second grader might raise his hand a lot, work hard to complete his homework, and take part in class activities but be reading or doing math at a first-grade level.” https://lnkd.in/gsRsm3p6

In a recent blog post, Professor Linda Graham and I from QUT’s Centre for Inclusive Education challenge the Australian Senate Inquiry’s push for a ‘Behaviour Curriculum’ aimed at reducing classroom disruptions. We argue that this recommendation overly simplifies the complex nature of student behaviour, particularly overlooking the needs of specific students, such as those with ADHD, by not accounting for the diverse factors influencing behaviour. Instead, we advocate for the adoption of Social and Emotional Learning (SEL), proposing a more holistic educational approach. In our piece, we suggest implementing SEL through a multi-tiered, systematic approach to ensure it reaches all students and is integrated into various aspects of their lives, including the classroom, school, family, and community. Furthermore, we highlight the necessity for an educational paradigm shift towards inclusivity and comprehensive support for all students, challenging the efficacy of conventional disciplinary approaches. Read our blog post here: https://lnkd.in/gY6r6rhg