At the end of chapter 1, the textbook authors discuss why they feel optimistic about the

future in regard to understanding and teaching individuals with exceptional learning

needs. Do you agree with the authors that there is reason for optimism? Why or why not?

I agree with the author’s optimism about the future in regard to understanding and teaching
individuals with exceptional learning needs. Throughout history we have made strides to improve daily
living and inclusion of those living with special needs. We have moved from institutionalizing and
segregating individuals with physical and mental diversity to including these individuals in daily life
experiences. There have also been numerous laws written to ensure every individual is able to access
education and obtain employment. If we have overcome these challenges in the past 2 centuries,
imagine where we will be in the next 100 years and beyond!

We as a society are continuing to develop a deeper understanding of individuals with special

needs. The more we understand the more we will continue to embrace differences and shift towards a
true neurodiversity model of disability. As Thomas Armstrong points out, “We don’t diagnose individuals
who have skin color that is different from our own as suffering from pigmentation dysfunction. That
would be racist. Similarly, we ought not to pathologize children who have different kinds of brains and
different ways of thinking and learning” (page 9, 2012). I truly believe that our future encompasses the
true embodiment of the neurodiversity model of disability. There have already been numerous
neurodivergent individuals being recognized for their accomplishments and taking on leadership roles. I
can’t wait to see what the future holds, especially for those living with exceptional learning needs.

References:
Armstrong, Thomas. (2012). Neurodiversity in the classroom: Strength-based strategies to help students
with special needs succeed in school and life. ASCD.