Blog Post #9: Understanding Neurodiversity in Schools

 Child Mind Institute, “What Is Neurodiversity?”

Introduction

The Child Mind Institute article explains neurodiversity as the idea that differences in how people think, learn, and process the world are natural and should be respected, not treated as problems that need to be fixed. It challenges the traditional view that conditions like ADHD, autism, dyslexia, and other learning differences are deficits. Instead, it reframes them as part of normal human variation.

What stood out to me is that this article is not saying support is unnecessary. It is saying that the way we understand difference matters. If we see neurodivergent students as broken, we design schools to fix them. If we see them as different, we design schools to support them. That shift changes everything about how students experience school.

Neurodiversity reminds us that students learn in different ways, and classrooms should reflect that diversity.

Three Talking Points

Beginning

At the beginning of the article, neurodiversity is defined as the idea that brain differences are a normal part of human variation. Conditions like autism or ADHD are not framed as disorders that need to be "fixed" but as differences in how people experience the world.

This stood out to me because it directly challenges how schools are structured. Most schools are built around one idea of what “normal” learning looks like. If students do not fit that model, they are often seen as struggling instead of being seen as different learners.

Middle

In the middle of the article, the focus shifts to how neurodivergent individuals may face challenges, but also bring strengths. For example, some students may struggle with attention or organization, but they may also be highly creative, detail-oriented, or strong problem-solvers.

This part matters because it connects directly to ableism. Schools often focus only on what students cannot do instead of recognizing what they can do. That creates environments where students are constantly being corrected instead of supported.

End

At the end of the article, the importance of support, understanding, and inclusion is emphasized. Neurodiversity does not mean ignoring challenges. It means responding to them in ways that respect students’ dignity and individuality.

This stood out to me because it reinforces that inclusion is not just about placing students in classrooms. It is about changing how we teach, how we think, and how we define success.

Argument Statement

This author argues that neurological differences should be understood as natural variations rather than deficits, and that schools must shift from fixing students to creating environments that support diverse ways of thinking and learning.

Connections to Other Texts, Vocabulary, and Course Themes

This article connects directly to the idea of ableism, which is the belief that certain abilities are “normal” and others are inferior. Schools often reinforce ableism by rewarding one type of learning style and labeling other students as struggling or behind.

It also connects to the social construction of disability. Disability is not just about a student’s condition. It is also about how environments are designed. A student is not inherently “disabled” in all contexts. They become disabled when systems are not built to support them. This shows that schools play a major role in either creating or reducing barriers.

The concept of neurodivergence also connects to asset-based thinking. Just like Renkly and Bertolini argue that students bring strengths, neurodiversity reminds us that differences in thinking are not weaknesses. They are part of what students bring into the classroom.

This also connects to The Non-Burning House Matters Too because both challenge the idea of neutrality. Schools are not neutral spaces. The way classrooms are structured often reflects dominant ideas about what “normal” looks like. If those ideas are not questioned, students who are different are pushed to the margins.

Personal Reflection

This article made me reflect on how often schools unintentionally create barriers for students. It is easy to assume that if a student is struggling, the problem is with the student. But this reading reminded me that sometimes the problem is the environment.

I have seen students who are labeled as distracted, difficult, or behind, when in reality they just learn differently. Once those labels are placed on students, it can change how teachers interact with them and how students see themselves.

What stood out to me the most is the idea that support should not come from a place of fixing, but from a place of understanding. Students should not feel like they need to change who they are to succeed in school. Schools should be flexible enough to meet students where they are.

As a teacher, this made me think about how I design my classroom. Am I creating opportunities for different types of learners to succeed, or am I expecting all students to fit into one model? That is something I want to be more intentional about moving forward. It also made me think back to a previous class that I had in the summer, where I gained a broader understanding of neurodiversity and myths surrounding it.

Resource / Hyperlink

Read the full article here:
https://childmind.org/article/what-is-neurodiversity/

Explore more resources on ADHD and learning differences:
https://www.additudemag.com/

Closing Thought

Neurodiversity reminds us that difference is not the problem. The problem is when systems are designed for only one type of learner. If schools want to be truly inclusive, they must move beyond fixing students and begin redesigning environments where all students can thrive.

Blog Post #8: Schools, ICE, and the Reality of Safety Rethinking Schools — ICE Issue (Introduction + Selected Articles)

Introduction

The introduction to the Rethinking Schools ICE issue makes it clear that schools are not separate from what is happening in society, especially when it comes to immigration enforcement.

One of the biggest ideas is that students cannot learn if they do not feel safe. The introduction explains that ICE presence in communities creates fear that follows students directly into the classroom. Students are described as coming to school “carrying… worries in their hearts,” which shows that fear is not something left at home. This fear affects how students show up and participate and even whether they come to school at all.

Another key issue raised in the introduction is that immigration has been treated as a security issue instead of a human issue, which has expanded systems of surveillance, detention, and deportation. This framing is important because it directly impacts how students and families are viewed and treated. At the same time, the introduction highlights something powerful: resistance and community care. Teachers, families, and communities are not just accepting these conditions. They are organizing, protecting each other, and advocating for students.

Three Talking Points

Beginning

The introduction challenges the idea that schools are safe and neutral spaces. Instead, it shows that schools are deeply connected to political and social systems like ICE. This stood out to me because as educators, we sometimes act like what happens outside of school does not affect learning. But this proves that it absolutely does.

Middle

In Kicking ICE Out of Our Schools and Communities, educators explain how students are coming to school with fear and anxiety, sometimes even preparing for the possibility that their parents could be taken. In the context of "Now Is the Time to Defend Our Students," schools witnessed a pervasive atmosphere of fear within their communities, as students absented themselves from school due to the proximity of Immigration and Customs Enforcement (ICE) operations. These examples highlight the real-world effects of the problem, which are seen in classrooms and affect students' attendance, engagement, and mental health.
The final part of this discussion will focus on what educators can do, with the introduction emphasizing the importance of teachers taking an active role.

Instead, educators should collaborate with communities, safeguard students, and champion more secure school settings. This is significant because it emphasizes the dual responsibility of educators: to provide instruction and to safeguard their students' welfare. Argument Statement The authors argue that ICE and immigration enforcement create an atmosphere of fear and insecurity, which directly impairs students' ability to learn; therefore, educators are compelled to actively cultivate secure, encouraging, and protective school settings.

Connections to Other Texts & Course Themes

This viewpoint aligns closely with the school-to-prison pipeline, as both systems illustrate how students, especially students of color, are subjected to surveillance and control instead of receiving sufficient support.

It also connects to Renkly & Bertolini’s asset-based model, because these ICE situations show what happens when students are seen through a deficit lens instead of being valued for their humanity. This also connects to Lisa Delpit’s “The Silenced Dialogue.” When students feel unsafe, they are less likely to speak, participate, or engage. Their voices become silenced. It also connects to Mellody Hobson’s idea of being color brave, because ignoring issues like immigration and race does not protect students. It actually makes harm invisible.

Personal Reflection

    This really resonated with me because it made me think about how students are carrying things into the classroom that we do not always see. In my own experience in school settings, I have seen how quickly students can be labeled without understanding what they are going through. A student might seem disengaged or quiet, but there could be something much deeper happening in their life. Reading this made me realize that for some students, school is not just about learning. It is about safety. If a student is worried about their family being taken or not knowing what is going to happen when they get home, learning becomes secondary. This connects to the idea that as educators, we have to look beyond behavior and really understand students as whole people. It is not enough to just teach. We also have to create environments where students feel safe enough to even be present.

Hyperlink

https://www.rethinkingschools.org/articles/kicking-ice-out-of-our-schools-and-communities/

Students cannot fully learn in environments shaped by fear. Schools must be places of safety and protection.

Closing Thought

The introduction to this issue makes one thing clear: education is not separate from justice. If students do not feel safe, they cannot fully learn. That means educators must take an active role in protecting students and standing against systems that create harm.

Blog Post #7: Be Your Better Self in a Time of Despair

Blog Post #7: Be Your Better Self in a Time of Despair Linda Christensen, “Be Your Better Self: Writing to Embrace Humanity in a Time of Despair” 

Introduction 

    Linda Christensen’s article is about how teachers can help students hold onto their humanity in a time filled with injustice, fear, and despair. She begins by naming the harsh realities students are living in, including violence, deportations, and attacks on marginalized communities, but instead of centering hopelessness, she focuses on acts of kindness, courage, and solidarity. Her lesson, “Be Your Better Self,” asks students to reflect on times when they or someone they know acted with compassion, generosity, or moral courage. The article is not just about a writing assignment. It is about using writing to help students see themselves as people who can contribute to a more just world. What stood out to me is that Christensen is not teaching writing in isolation. She is using narrative writing as a tool for identity building, reflection, and community. That matters because students are often taught to write about random prompts that have little to do with their lives. In this lesson, writing becomes a way for students to recognize their own humanity and the humanity of others.

 

A classroom should be a place where students learn not only academic skills but also how to see themselves as people capable of kindness, courage, and care for others. 

Three Talking Points Beginning 

Beginning

    At the beginning of the article, Christensen grounds the lesson in the current world. She names the bombing and starvation of people in Gaza, brutal ICE deportations, attacks on environmental and social protections, and the general heaviness of this political moment. Then she shifts and says she still notices acts of courage, compassion, and generosity around her. That opening is important because it sets up the entire purpose of the lesson. She acknowledges that injustice is happening. She is saying that even in dark times, people still act for each other, and students need help noticing that. This stood out to me because it reframes what classroom teaching can do. So often schools focus only on standards and compliance, but Christensen is showing that teaching can also help students make meaning of the world. She is teaching them to notice that despair is not the whole story. 

Middle

    In the middle of the article, Christensen explains the actual lesson. She and her co-teacher ask students to write about a time when they or someone they know acted as their “better self.” Students create charts with categories like “Others,” “Self,” and “Times I Wish I Had Acted Differently.” They hear examples from the teachers’ lives, share in small groups, and then study model narratives written by former students. Christensen breaks down how the writing lesson is scaffolded: brainstorming, discussion, modeling, mentor texts, drafting, revising, and peer feedback. This section matters because it indicates that the lesson is not just moral or emotional. It is also rigorous literacy instruction. Students are learning narrative writing skills like dialogue, interior monologue, scene building, and character development while also reflecting on justice, kindness, and accountability. That balance really stood out to me. She is proving that social justice teaching and academic rigor do not compete. They strengthen each other. 

End 

    At the end of the article, Christensen explains why this work matters so much. She says that when students identify moments when they acted with kindness or when they wish they had acted differently, they begin building a narrative of themselves as people who do not just stand by while others are mistreated. That line really stayed with me. She is showing that identity is shaped through storytelling. The stories students tell about themselves influence the people they believe they can become. This ending is powerful because it pushes beyond the writing task. The lesson is really about building a classroom community and helping students imagine a better world. Christensen is saying that if we want students to act with humanity, then schools need to create opportunities for them to practice seeing themselves that way. 

Argument Statement 

    This author, Linda Christensen, argues that teachers should use writing and reflection to help students recognize their humanity and moral agency, so they can see themselves as people capable of kindness, courage, accountability, and action even during times of injustice. 

Connections to Other Texts, Vocabulary, and Course Themes 

    This article connects strongly to Renkly and Bertolini’s asset-based model because Christensen’s entire lesson begins with the belief that students already possess strengths, compassion, and insight. She is not approaching students from a deficit lens. She is not asking, “What is wrong with them?” She is asking, “What good already exists in them, and how can writing help bring it forward?” That is deeply asset-based. It also connects to The Non-Burning House Matters Too: Colorblindness and the Limits of “All Lives Matter.” In that text, the argument is that fairness does not come from pretending everyone is experiencing the same thing. Christensen does something similar here. She names specific injustices instead of avoiding them. She does not ask students to pretend the world is neutral. She asks them to face injustice honestly while also recognizing solidarity and humanity. The school-to-prison pipeline relies on defining students through punishment, surveillance, and labels, which this article also connects to. Christensen’s lesson effectively interrupts that kind of thinking. Instead of building identities around wrongdoing, she helps students build identities around empathy, responsibility, and courage. That is a direct challenge to systems that reduce students to behavior or discipline records. It also connects to ideas we have discussed about community, justice, and identity formation. Christensen is not just teaching students how to write. She is teaching them how to see themselves in relation to others. That is a profound kind of education. 

Personal Reflection 

    This article truly prompted me to reflect, as it reminded me that students require more than mere correction. They need opportunities to see themselves as competent, capable, and human. As a teacher, I understand how easy it is to fall into the routines of redirecting behavior, managing the classroom, and pushing through instruction. But this reading reminded me that part of our job is also helping students build a positive sense of self. What really resonated with me is that Christensen values both the small and big acts of kindness. Sometimes as educators, we overlook the quiet things students do because we are so focused on fixing what is going wrong. But decisive moments include helping a classmate, showing patience, sharing, apologizing, or even reflecting on a time they wish they had done better. Those are the moments that shape who students become. These experiences also made me reflect on how quickly schools can define students by deficits. Once we perceive a child as difficult, disruptive, or behind, that narrative follows them. Christensen’s lesson offers the opposite. It gives students a chance to build a different story about themselves, one rooted in kindness, empathy, and responsibility. That feels especially important to me because I have seen how powerful labels can be in school spaces. Students begin to believe what adults repeatedly show them about who they are. As an educator of color, I want to be more intentional about creating moments where students can recognize their growth and humanity, not just their mistakes. That is what I appreciated most about this article. It reminded me that writing can be a tool not just for literacy but for healing, reflection, and identity. 

Resource / Hyperlink:

 Read the full article here: Linda Christensen, “Be Your Better Self: Writing to Embrace Humanity in a Time of Despair” https://www.rethinkingschools.org/articles/be-your-better-self You can also explore the Rethinking Schools archive here: https://www.rethinkingschools.org/archive

The Teach Out Project Proposal

 Rhode Island College • Feinstein School of Education & Human Development • Educational Studies

FNED 502  — Social Issues in Education

The Teach Out Project

For the final project in FNED 502, you will work to share some aspect of the course with a broader community (either your school, your family, your home community, or RIC). This project may concentrate on one or several particular social issues in education that we explored and may take any form—an artwork, children’s book, wiki, professional development workshop, an interview with a colleague/family member, a video, a poster, a performance, informative pamphlet, unit of study, or any other medium of art or written work. Your goal is to TEACH OUT the ideas you are learning here so they enter the real world.  

The project has several parts/stages:

1. PICK A TOPIC:  Pick a topic related to the reading we have done.  What articles inspire you?  What topic matters most to you in terms of your own work?  Who do you want to teach others about this issue?

2. TEXT SUMMARIES: Write two 1-2 paragraph summaries of TWO different articles/texts we have read together that are most closely related to your interest.  Write them up in casual language, using a teaching voice to explain what the text is about. Due in hard copy in class on Thursday, 3/19.

3. PROPOSAL: Write an informal  proposal (see below) about what you want to do to TEACH OUT our articles/concepts, and post it to your blog by Thursday, 3/26.  Also bring a hard copy to class. 

4. RESEARCH:  Do some additional research about your topic.  History and context as well as lessons, videos, blog posts that others have created will help you! (no due date – on your own time)

5. CREATE:  Create something cool to teach this theory out in the real world. ← this is the Teach Out part

6. REFLECTION:  Write a 3-5 page reflection about why you chose this project, what you did, and how what you have learned in this course informed it. Due on blog Thursday, 4/23.

7. PRESENT: Present your TEACH OUT in class on the last 2 nights:  Thursday, 4/23 & 4/30.  5 minutes each. 6 slides.

Final complete projects (including all sections above) 

submitted via this form by Monday, May 4

Rhode Island College • Feinstein School of Education & Human Development • Educational Studies

FNED 502  — Social Issues in Education

The Teach Out Project Proposal

This is the first step in brainstorming your final project in this class.  Please post this document to your blog and bring this document to class on March 26.  This is just the planning stage – no formalities!

CHOOSE A TEXT: Review your whole blog to remind yourself about what we have read so far in class. What texts have stayed with you so far? What articles inspire you? What topic matters most to you in terms of your own work? Are there any of these texts that you would like to share with others in your life?  The texts that have stayed with me the most are Lisa Delpit’s “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children” and Renkly & Bertolini’s work on shifting from deficit-oriented thinking to asset-based models. Both texts focus on how systems influence the way people are perceived, judged, and treated. Delpit explains that schools operate within a “culture of power,” where certain behaviors, language, and ways of being are seen as correct. Students who do not align with those expectations, especially Black students, are often misunderstood or labeled. Renkly and Bertolini build on this idea by explaining how deficit thinking reinforces these labels, causing people to focus on what individuals lack rather than what they bring. This topic matters most to me because I have seen how quickly students, particularly Black students, are labeled based on behavior or assumptions rather than being fully understood. These texts helped me recognize that what we often describe as “behavior” or “ability” is often shaped by power and perception. I would like to share these ideas with others because they connect directly to real-life experiences and how individuals are treated within different systems. These ideas also helped me think about power structures in a more complex way. Power structures are not just systems that people enter, they are also systems that act on individuals at the same time. This means that someone can hold authority within a system, while still being shaped by how that system perceives them. This is especially important when thinking about Black men. A Black man entering law enforcement becomes part of a system of power, but he is also still navigating societal perceptions, stereotypes, and expectations placed on him. There are both visible structures, such as laws and roles, and invisible forces, such as bias and assumptions, that influence how he is treated and how he must operate. These same dynamics begin in the classroom. Black boys are often perceived, labeled, and responded to in ways that shape how they see themselves and how others see them over time. This connection between classroom experiences and larger systems is something I want to explore through this project.

WHO DO YOU WANT TO SHARE WITH? Are there people in your life with whom you would really like to talk about these texts? Colleagues? Students? Family members? Friends? Children? In addition to being a member of the same social fellowship organization community as me, I would like to share this project with a Black male in my life that I am currently getting to know. I am a member of Swing Phi Swing Social Fellowship, Inc., and he is a member of Groove Phi Groove Social Fellowship, Inc. Building solid relationships, mentoring, service, and community uplift are the main goals of both organizations. This discussion feels more significant than merely an assignment because of that shared foundation. It relates to the principles that both of us uphold when it comes to giving back to and participating in our communities. While working as a marketing director and in security positions at major events like Washington Commanders games and concerts, where he has been in high-pressure situations and around sizable crowds, including well-known people, he is also getting ready to enter law enforcement. He is already making choices in these settings, quickly assessing circumstances, and observing how those in positions of authority react to him. He is already navigating systems of power and being a Black man within those same systems, which is why I'm interested in talking to him. I'm interested in learning how he views himself in those roles, how he believes others see him, and how that might change as he pursues a career in law enforcement. I also want to relate this to the classroom because I have witnessed how Black boys are frequently misinterpreted or given labels at a young age. These experiences follow students into adulthood and into larger systems; they are not limited to the classroom. This discussion serves as a means of making the connection between those early experiences and later life events.

WHAT FORMAT MIGHT WORK FOR YOU? Individual interview? Small group discussion? Art activity? Professional development workshop? Poster for your office? Pamphlet to share? Lesson plan? Etc? I will talk about some important ideas from the readings, like the following: the culture of power (Delpit) deficit vs. asset thinking, colorblind vs. color-brave thinking, and how visible and invisible forces affect how we see things After that, I'll have a structured but natural conversation with him in which I ask him to think about his time in school, what he's doing now, and how he sees himself becoming a police officer. This will let me see how these ideas work in different settings, like the office, the classroom, and larger systems of power. I will write down what we talked about and think about how his answers fit with what we learned in class. The goal is to have a real conversation about how power, perception, and identity change how people are seen and treated over time, not just talk about it.

Sex and Gender-Based Systems in Schools Texts: Queering Our Schools (Rethinking Schools Editors) + RI/PPSD Transgender & Gender Expansive Policy

Texts: Queering Our Schools (Rethinking Schools Editors) + RI/PPSD Policy

Beginning

This week's readings were about how schools deal with gender identity and inclusion. They showed the difference between what policies say and what students actually experience in schools.

Summary: Making Our Schools Queer

This text talks about how schools show the bigger problems in society when it comes to LGBTQ+ rights. Even though things have gotten better, like same-sex marriage becoming legal, students are still being bullied, left out, and hurt in school. The authors contend that schools lack neutrality. They either support bad systems or fight against them. The text encourages teachers to rethink how they teach, what language they use, and how they run their classrooms to make sure that all students feel safe and valued. In general, it shows that inclusion isn't just about rules; it's also about changing how schools work.

Summary: RI + PPSD Policy

The goal of the Rhode Island and Providence Public Schools policy is to make sure that transgender and gender nonconforming students feel safe and supported. It stresses that all students should be protected from unfair treatment and have the same access to education. The policy says what schools should do, such as stopping bullying, keeping students' privacy, and helping families stay in touch with each other. In general, the policy is meant to make sure that everyone is treated fairly and safely, and it tells schools how to help students in real-life situations.

Queering Our Schools Breakdown

Beginning: The text talks about how society is getting better, but LGBTQ+ students are still being hurt in schools.

Middle: It says that schools aren't neutral and must actively fight against harmful norms through what they teach and how they teach it.

End: The text tells teachers that they are responsible for making sure that all students feel welcome and that inclusion must be a choice.

A Breakdown of RI and PPSD Policy

Beginning: The policy says that all students should have a safe and welcoming place to learn where they won't be discriminated against.

Middle: It lists specific duties, such as stopping bullying, keeping privacy, and helping students and their families.

End: It makes the case for the policy by pointing out real problems that students have, like bullying and being left out.

Things to Talk About

At first, the conflict between progress and harm made me wonder if schools are really keeping up with changes in society. The notion that schools are not neutral is significant, as it illustrates the considerable influence teachers wield in shaping student experiences.These policies show that while schools attempt to regulate behavior through guidelines, they do not automatically disrupt the underlying beliefs, biases, and power structures that shape how students are treated in everyday interactions.This is where the gap between policy and practice becomes most visible.

End: The focus on reducing stigma made me realize that teachers need to actively work to make everyone feel welcome, not just avoid discrimination. This author says that even though policies and progress in society suggest that LGBTQ+ people should be included, schools still have systems that can push students to the edge. This means that teachers need to work hard to make schools truly welcoming and helpful places. This has to do with what we've been talking about in class about systems and intentions. If the way you teach and the way your classroom is set up don't show that all students are welcome, then saying "all students are welcome" isn't enough. This also has to do with ideas like asset-based thinking, fairness vs. equality, and making sure that all students can learn in a safe place.

Resource: https://www.glsen.org

Reflection


The most important thing I noticed was the difference between policy and reality. As a teacher, I know that writing something down doesn't always mean doing it. This made me think about my own classroom and whether I'm really making it an inclusive place or just assuming it is. Students are still figuring out who they are in the early grades, so it's important that they feel safe and accepted. This reading made me realize that inclusion is something that teachers need to do on purpose every day.

One experience that really shaped how I understand these policies was when I worked with a student who was assigned male at birth but had transitioned and was recognized as a girl in our school system. On paper, the policy supported her. Her name was updated, and there were clear expectations around respect and privacy. But in practice, the reality was very different. I witnessed adults in the building speaking about her in ways that were dismissive and inappropriate, often discussing her identity openly in spaces where confidentiality should have been protected. It became clear to me that having a policy in place does not automatically change beliefs or behaviors.

I found myself trying to advocate for her privacy and dignity, especially in moments where her identity was being treated as something to debate rather than something to respect. At the same time, I saw how quickly adult perceptions shaped the environment around her. Once information began to spread, some families expressed discomfort, questioning whether their children should share spaces like bathrooms with her. That moment really showed me how policies exist within larger social beliefs, and how those beliefs can either support or undermine a student’s experience.

This connects directly to the idea that inclusion is not just about rules, but about culture. A school can have clear guidelines around names, pronouns, and access to spaces, but if the adults in the building do not uphold those expectations with care and professionalism, students will still feel unsafe. That experience pushed me to think more critically about my role, not just in following policy, but in actively protecting students’ dignity, challenging harmful narratives, and ensuring that confidentiality and respect are not optional, but consistent.

Last Thought

Inclusion in schools isn't just about having rules; it's also about what teachers do every day to make sure every student feels valued, safe, and seen.