Diverse Learners Top Hat Organizer

Article One:​ Neurodiversity: The Future of Article Two:​ Dyslexia: What Reading Teachers
Special Education Need to Know

● Focuses on explaining what ● Focuses on dyslexia

neurodiversity is ● Dyslexia
● Neurodiversity ○ “Neurological language-based
○ “An understanding that learning disability that affects the
neurological differences are to be neurological and verbal linguistics
honored and respected just like processing areas of the brain,
any other human variation” (p. 11) which are needed for success in
● Challenges the emphasis on the terms reading” (p. 339)
and ideas of ● Suggestions for teachers
○ Deficit ○ Multi-sensory approach
○ Disorder ● Encourages multiple approaches to
○ Dysfunction assisting student’s learning for maximum
● Encourages focus on student strengths success
instead of ‘weaknesses’ ● “Students with dyslexia can be
● “Building on personal strengths to help successful...if they are given the
overcome personal challenges” (p. 13) appropriate interventions” (p. 344)

Johnson, V. (2019). ​Dyslexia what teachers

Armstrong, T. (2017). Neurodiversity: THE need to know.
FUTURE OF SPECIAL EDUCATION? (Links to an external site.)
Educational Leadership​, ​74​(7), 10–16. 0(0), p. 1-8.​ International Literacy Association.

Similarities
Both articles highlight the importance of individualized assessment of the student. In each article,
they explain the importance of understanding the particular needs, the strengths and weaknesses,
of the students. They push away from the generalization of all students with altered learning
abilities, and argue for the independent approaches for all students.

My Thoughts:
Throughout both of these articles, I just kept thinking about how obvious some of these ideas
should​ be. Teachers everywhere are learning about students' individual learning styles and
strengths and weaknesses, but only when those students are your “normal” learning level students.
Once any learning disability label is slapped onto a student (I shouldn’t say slapped onto a student,
but the connotation is what I want) they get lumped into categories and given up on by so many.
Then, I created this metaphor in my head that I must share because it is quite absurd:

I recently adopted a cat and I have been trying to figure out what his favorite toys are so he can
entertain himself at night instead of waking me up to play. Obviously, my cat cannot communicate
with me what he likes and dislikes about a toy, so it is my job to find that out. After some effort, I
discovered that little Weatherby likes anything with a bell. So I have attached bells to all of his toys,
and he now can fend for himself when he gets bored and I am not available.

Our students are my cat. The bells are their strengths. And my cat’s independent play time, is their
lives after high school. I told you it was absurd, but it made sense to me, also you asked for my
thoughts so...ta-da!