Neurodiversity in the Classroom - Minnesota Organization on Fetal Alcohol Syndrome
- 1. Neurodiversity in the Classroom Strength-Based Strategies for Adolescents with Fetal Alcohol Spectrum Disorders Thomas Armstrong, Ph.D. www.institute4learning.com Sixth Annual FASD Matters Conference MOFAS Minneapolis, Minnesota November 8, 2017
- 2. Neurodiversity An idea which asserts that atypical (neurodivergent) neurological development is a normal human difference that is to be recognized and respected as any other human variation.
- 3. Niche Construction Helping to ensure the thriving of an organism by directly modifying the environment in such a way that it enhances that organisms chances for survival.
- 4. Positive Niche Construction Helping to ensure the thriving of a teen by directly modifying the environment in such a way that it enhances that teens chances for success.
- 5. Principles of Neurodiversity The Brain is a Rain Forest Cultural Values Dictate Disorders Success = Adapting to the Environment Success = Changing the Environment Niche Construction Modifies the Brain
- 6. Elements of Positive Niche Construction Strength Awareness Positive Role Models Assistive Technologies/UDL Strength-Based Learning Strategies Enhanced Human Resource Network Affirmative Career Aspirations Positive Environmental Modifications
- 7. Some FASD-Related Strengths Music Art Computers Mechanics Woodworking Trade Vocations Creative Writing Long-Term Visual Memory Experiential Learner Hands-On Relationship Learner Multi-Sensory Contextual Learner Pleasure Reading Spelling From Diane Malbin, Trying Differently Rather Than Harder, 3rd Edition, pp. 40-41
- 8. 8 Neoteny: retention of juvenile characteristics in the adults of a species a major evolutionary trend in human beings" is greater prolongation of childhood and retardation of maturity. J.B.S. Haldane
- 9. The Eight Intelligences Word Smart Number/Logic Smart Picture Smart Body Smart Music Smart People Smart Self Smart Nature Smart
- 10. Identifying Strengths Observation Documents School Records Teachers Parents Students
- 12. MI Inventory Check those statements that apply: Linguistic Intelligence __ Writes better than average for age. __ Spins tall tales or tells jokes and stories. __ Has a good memory for names, places, dates, or trivia. __ Enjoys word games. __ Enjoys reading books. __ Spells words accurately __ Appreciates nonsense rhymes, puns, tongue twisters, and other fun word antics. __ Enjoys listening to the spoken word (stories, commentary on media, talking books etc.) __ Has a good vocabulary for age. __ Communicates to others in a highly verbal way. Logical-Mathematical Intelligence __ Asks a lot of questions about how things work. __ Enjoys working or playing with numbers. __ Enjoys math class. __ Finds math and computer (logic) games interesting. __ Enjoys playing chess, checkers, or other logical strategy games. __ Enjoys working on logic puzzles or brainteasers. __ Enjoys putting things in categories, hierarchies, or other logical patterns.. __ Enjoys science class. __ Shows interest in science-related topics. __ Does well on Piagetian-type assessments of logical thinking.
- 13. MI Inventory Spatial Intelligence __ Reports clear visual images. __ Reads maps, charts, and diagrams more easily than text. __ Daydreams a lot. __ Enjoys art activities. __ Good at drawings. __ Likes to view movies, slides, or other visual presentations. __ Likes to draw or doodle. __ Builds interesting three-dimensional constructions using legos or other building materials. __ Gets more out of pictures than words while reading.. __Enjoys doing puzzles, mazes, or similar visual activities. Bodily-Kinesthetic Intelligence __ Excels in one or more sports.. __ Moves, twitches, taps, or fidgets while seated for a long time in one spot. __ Cleverly mimics other peoples gestures or mannerisms. __ Loves to take things apart and put them back together again. __ Puts his/her hands all over something hes/shes just seen. __ Enjoys running, jumping, wrestling, or similar activities (e.g. running to class, jumping over a chair etc.). __ Shows skill in a craft (e.g. woodworking, sewing, mechanics), or good fine-motor coordination in other ways. __ Has a dramatic way of expressing herself/himself. __ Enjoys dare devil amusement rides. __ Enjoys working with clay or other tactile experiences (e.g. finger painting).
- 14. MI Inventory Musical Intelligence __ Has a pleasant singing voice. __ Can tell when a musical note is off-key. __ Frequently listen to music on radio, records, cassettes, or compact discs. __ Plays a musical instrument. __ Remembers melodies of songs. __ Has a rhythmic way of speaking and/or moving. __ Unconsciously hums to himself/herself. __ Taps rhythmically on the table or desk as he/she works.. __ Is sensitive to environmental noises (e.g. rain on the roof) __ Sings songs that he/she has learned outside of the classroom. Interpersonal Intelligence __ Enjoys socializing with peers. __ Seems to be a natural leader. __ Gives sound advice to friends who have problems __ Seems to be street-smart. __ Belongs to clubs, committees, organizations,or informal peer groups (e.g. cliques, gangs, etc.). __ Enjoys informally teaching other kids. __ Likes to play games with other kids. __ Has two or more close friends. __ Has a good sense of empathy or concern for others. __ Others seek out his/her company.
- 15. MI Inventory Intrapersonal Intelligence __ Displays a sense of independence or a strong will.. __ Has a realistic sense of his/her abilities and weaknesses. __ Does well when left alone to play or study. __ Marches to the beat of a different drummer. __ Has an interest or hobby that he/she doesnt talk much about. __ Has a good sense of self-direction. __ Prefers working alone to working with others. __ Accurately expresses how he/she is feeling. __ Is able to learn from his/her mistakes and failures in life. __ Has a good sense of self-esteem. Naturalist Intelligence __ Relates better to animals (e.g. pets),than to people.. __ Likes field trips to natural settings. __ Notices details in natural formations (e.g. clouds, mountains, geology, etc.) that others might miss. __ Likes to hang around the gerbil cage, aquarium, terrarium, or other natural objects in class. __ Prefers to spend free time in natural setting. __ Speaks out for the rights of animals, or the preservation of the environment. __ Has an ability to identify different kinds of birds, plants, or other living things. __ Has a pretty highly developed sense of ecological awareness and/or sense of responsibility for helping to take care of Mother Earth. __ Enjoys doing nature projects, such as bird watching, butterfly or insect collections, or raising animals.. __ Does well in topics at school related to living systems (e.g. biology, environment studies etc.).
- 16. Neurodiversity Strengths Checklist Personal Strengths ___ Enjoys working independently ___ Has a good sense of his/her personal strengths and weaknesses ___ Learns from past mistakes ___ Has persistence in carrying out assignments or activities ___ Is courageous in dealing with adversity and/or the unknown ___ Keeps a personal diary or journal ___ Has a good sense of humor ___ Possesses a sense of responsibility ___ Has strong opinions about controversial topics ___ Marches to the beat of a different drummer ___ Handles stressful events well (e.g. is resilient) ___ Has good character (e.g. honesty, integrity, fairness) ___ Has the ability to set realistic goals for him/herself ___ Has a sense of confidence or high self-esteem ___ Has good self-discipline ___ Has personal ambitions in life ___ Displays good common sense ___ Possesses personal vitality, vigor, or energy Communication Strengths ___ Explains ideas or concepts well to others ___ Asks good questions ___ Is a good storyteller ___ Is a good joke teller ___ Has good listening skills ___ Handles verbal feedback (especially negative feedback) well ___ Has good articulation ability ___ Is able to effectively use non-verbal cues to communicate with others ___ Is persuasive in getting someone to do something ___ Has good assertive skills without being pushy Emotional Strengths ____ Is emotionally sensitive to perceiving the world around him/her ____ Has an optimistic attitude toward life ____ Can tell how he/she is feeling at any given moment ____ Can easily pick up on the emotional state of another person ____ Is able to handle strong internal feelings in a constructive manner ____ Receives gut feelings about things From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 17. Neurodiversity Strengths Checklist Social Strengths ___ Has leadership ability ___ Has a good sense of empathy for others ___ Enjoys socializing with others ___ Is good at helping others ___ Is kind or affectionate towards others ___ Has at least one good friend ___ Prefers working with others ___ Likes to play board games and/or card games with others ___ Has skill in refereeing disputes conflicts between classmates ___ Is polite and has good manners ___ Is able to work out his/her own conflicts with others ___ Works well in groups ___ Volunteers his/her time in some worthy cause ___ Belongs to at least one club or social group (e.g. Scouts.) ___ Has a good relationship with at least one family member ___ Is friendly to others ___ Is good at sharing with others ___ Follows class rules ___ Has a good relationship with at least one teacher in the school ___ Has good personal hygiene ___ Trusts others without being taken in ___ Is liked by his peers Cognitive Strengths ___ Has good organizational skills ___ Has good study skills ___ Is able to use cognitive strategies (e.g. self-talk) in solving problems ___ Is able to pay close attention to details ___ Has a good short-term and/or long-term memory ___ Is able to think ahead ___ Is able to become totally absorbed in an activity ___ Can easily divide his attention between two or more activities Cultural Strengths ___ Has traveled to other countries ___ Speaks more than one language ___ Is tolerant of others who have cultural, ethnic, or racial differences ___ Has pride in his/her own cultural, ethnic, or racial background ___ Likes to find out about historical events around the world ___ Enjoys learning about different cultural traditions From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 18. Neurodiversity Strengths Checklist Literacy Strengths ___ Enjoys reading books ___ Has good reading comprehension ___ Enjoys doing word puzzles or playing word games ___ Is a good writer in one or more genres (e.g. poetry, stories, reports, letters) ___ Is a good speller ___ Has a large vocabulary ___ Enjoys listening to audio books or to someone telling a story or reading out loud Logical Strengths ___ Does well in science class ___ Can estimate things easily ___ Enjoys working with numbers and/or statistics ___ Is good at solving math problems ___ Has a chemistry set or other science kit that he/she works with at home ___ Has an interest in astronomy, chemistry, physics, or biology ___ Enjoys logical or number games or puzzles like Rubiks cube or Sudoku ___ Can easily calculate numbers in his/her head Visual-Picture Smart Strengths ___ Has an aptitude for fixing machines ___ Likes to create three-dimensional structures with building materials ___ Is good at doing jigsaw puzzles or other visual puzzles ___ Is able to read maps well ___ Reports being able to visualize images clearly ___ Gets information more easily through pictures than words ___ Is sensitive to the visual world around him/her Physical Strengths ___ Has a good sense of balance ___ Learns material best when moving around ___ Likes to ride his/her bike, skateboard, and/or other self-powered personal vehicle ___ Is good at playing team sports like baseball, soccer, basketball, or football ___ Is good at playing individual sports like tennis, swimming, gymnastics, or golf ___ Is in good physical health ___ Likes to dance ___ Is physically strong ___ Is a fast runner or has other athletic abilities ___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill) ___ Has good physical endurance ___ Has good physical flexibility From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 19. Neurodiversity Strengths Checklist Dexterity Strengths ___ Has a hobby building model cars, planes, ships or other similar projects ___ Displays good handwriting ___ Likes to juggle or do magic tricks ___ Enjoys hand crafts like knitting, crocheting, embroidery, or needlepoint ___ Likes to make things with his/her hands ___ Has good tactile ability ___ Enjoys arts and crafts like origami, collage, and/or paper mach辿 ___ Enjoys woodworking, carpentry, carving, and/or metal work ____Has good eye-hand coordination Nature Strengths ___ Has good rapport with animals ___ Is good at taking care of plants in the classroom or at home ___ Is sensitive to weather patterns ___ Takes care of a pet at home or at school ___ Is concerned about the welfare of the planet (e.g. is ecologically-minded) ___ Likes to go hiking and/or camping in nature ___ Enjoys studying nature (e.g. insects, plants, birds, rocks, and/or animals) ___ Likes to hunt or fish ___ Has a good sense of direction Music Smart Strengths ___ Is sensitive to the rhythms of music ___ Enjoys playing a Music Smart instrument ___ Knows the music and lyrics of many songs ___ Has a particular interest in one or more Music Smart genres (e.g. rock, classical, jazz) ___ Enjoys listening to music ___ Has a good sense of hearing auditory acuity ___ Has a good sense of pitch ___ Has a good singing voice ___ Makes up his/her own tunes or melodies with or without/lyrics High Tech Strengths ___ Likes to spend time using a computer, tablet, or smart phone ___ Has a facility for playing video games ___ Likes to surf the Internet ___ Knows how to set up audio-visual or computer equipment ___ Likes to text on the phone ___ Enjoys social networking (e.g. blog, website, Facebook) ___ Enjoys using a still camera or video camera to record events or express him/herself ___ Has several his/her own favorite movies or TV shows that he/she likes to talk about ____Understands at least one computer language From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 20. Neurodiversity Strengths Checklist Creative Strengths ___ Expresses him/herself dramatically ___ Has a good imagination ___ Enjoys doodling, drawing, and/or painting ___ Likes to act in plays and skits ___ Works well with clay or other forms of sculpture ___ Demonstrates creativity in one or more school assignments ___ Possesses a love of beautiful things ___ Has ideas for futuristic or fantastic projects ___ Comes up with ideas that nobody else has thought of Spiritual Strengths ___ Enjoys meditation, yoga, or some other form of contemplation ___ Asks big life questions (e.g. what is the purpose of life?) ___ Has a deep sense of wisdom ___ Participates in religious or other spiritual events ___ Has a philosophical attitude toward life ___ Has a strong faith in something higher than him/herself Miscellaneous Strengths ___ Likes collecting things (e.g. stamps, coins, buttons) ___ Loves to cook ___ Has a love of learning new things ___ Is a good test taker ___ Possesses a good memory for nighttime dreams ___ Is curious about the world around him/her ___ Has a good sense of time ___ Manages money well ___ Has good fashion sense in the clothes he/she wears ___ Has good entrepreneurial skills (e.g. has started own business) started his/her own business Other Strengths (write in other strengths not mentioned elsewhere in checklist): From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."
- 21. Name of Student: Jake Age: 14 Suggested Interventions to Construct a Positive Niche for Jake Strength Awareness good sense of own strengths; humor, verbal skills, assertiveness, good with Legos, loves comics, computers, has empathy with younger kids and adults Positive Role Models find a comic or graphic book writer with dyslexia (e.g. Dav Pilkey who writes Captain Underpants, or Scott Adams who does Dilbert) that he can admire and learn about Assistive Technologies/UDL give computer time, Echo Pen (LiveScribe), Dragon Naturally Speaking (speech-to-text software), interactive books, Kurzweil 2000 text-to-speech software; animation software Strength-Based Learning Strategies give him reading materials in areas of interest (e.g. comics , computers), have him learn coding, have him draw cartoon or comic strips in lieu of more traditional writing assignments Enhanced Human Resource Network Find a cartoon drawing class in the community he can take, form a comic lovers club after school, have him teach comics or coding to a younger student Career Aspirations Animator. He could create user friendly software using pictures to teach computer programming skills to others.
- 22. Name of Student: Age: Elements to Be Used in Elements of Positive Niche Construction Strength Awareness Positive Role Models Assistive Technologies/UDL Strength-Based Learning Strategies Enhanced Human Resource Network Career Aspirations Positive Environmental Modifications
- 23. The Risks of Adolescence Traffic Accidents Violence Suicide Alcohol Abuse Marijuana Abuse Tobacco and Nicotine Abuse Mental Illness Sleep Disorders Sexually Transmitted Diseases Prescription Drug Abuse Media Addiction Bullying
- 24. 8 Key Facts About Adolescent Brain 1. Gray Matter is Decreasing (Pruning) 2. White Matter is Increasing (Myelination) 3. Neurogenesis is Occurring (New Brain Cells) 4. Pruning Moves from Back to Front Over Time 5. Emotional Brain Develops Before Reasoning Brain 6. Process is Shaped by Environment (Neuroplasticity) 7. Evolutionary Advantages of Brain Changes 8. Extraordinarily Vulnerable to Environment
- 25. Evolutionary Advantages of Adolescent Traits Adolescent Traits Evolutionary Advantage Risk taking Drives them out of the parental nest and into the world Sensation seeking Ignites a desire to explore the world of which they will become an integral part Preference for being with peers Creates affiliations with the people they will be spending most of their time with in adulthood Reward seeking Impels them to seek, find, and consume survival-essential natural rewards such as food, water, and warmth Romantic and sexual attraction to others Connects them with possible mates with the potential to procreate and pass along genes to the next generation
- 26. Adolescent Risk Brain Friendly Practice Poor Decision-Making Provide Opportunities to Choose Identity Confusion Use Self-Awareness Assessments Negative Peer Influence Employ Peer and Collaborative Learning and Teaching Emotional Turmoil Teach Emotional Self-Regulation and Stress Management Strategies Body Image Disturbances Integrate Physical Learning at Home and School Uncritical Thinking Teach Metacognitive Strategies Impulsivity Use Expressive Arts Activities Poor Reality Testing Engage with Real World Experiences Adolescent Brain Friendly Practices
- 27. Brain Friendly Practice Specific Example of How It Can Be Used with a Particular Teen w/ FASD Provide Opportunities to Choose Use Self-Awareness Assessments Employ Peer and Collaborative Learning and Teaching Teach Emotional Self-Regulation and Stress Management Strategies Integrate Physical Learning at Home and School Teach Metacognitive Strategies Use Expressive Arts Activities Engage with Real World Experiences Applying Adolescent Brain Friendly Practices
- 28. References p. 1 Armstrong, Thomas. Describing Strengths in Children Identified as Learning DisabledUsing Howard Gardners Theory of Multiple Intelligences as an Organizing Framework, Ph.D. Dissertation, (San Francisco, CA, California Institute of Integral Studies), Ann Arbor, MI: University Microfilms International, 1987, 48(08A). Armstrong, Thomas. Multiple Intelligences in the Classroom, 4th ed. Alexandria, VA: ASCD, 2017. Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge, MA: DaCapo Lifelong, 2010. Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. Armstrong, Thomas. Leonardo da Vincis IEP Meeting, http://institute4learning.com/blog/2013/02/19/leonardo-da-vincis-iep-meeting/ Blume, Harvey. Neurodiversity, The Atlantic, September 30, 1998. http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/305909/ Cooperrider, David, and Diane Whitney. Appreciative Inquiry: A Positive Revolution in Change. San Francisco, CA: Berrett-Koehler Publishers, 2005. Doidge, Norman. The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. New York: Penguin, 2007. Kent, Deborah, and Kathryn A. Quinlin. Extraordinary People with Disabilities. Childrens Press, 1997.
- 29. References p. 2 Kolb, Bryan, etc. Age, Experience and the Changing Brain, Neuroscience & Biobehavioral Review, March 1998. Kozik, Peter L. "Examining the Effects of Appreciative Inquiry on IEP Meetings and Transition Planning,"doctoral dissertation, Syracuse University, June 2008. Montagu, Ashley. Growing Young. New York: Praeger, 1988. National Center on Universal Design for Learning - http://www.udlcenter.org/. Odling-Smee, F. John et al. Niche Construction: The Neglected Process in Evolution. Princeton, N.J.: Princeton University Press, 2003. Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience. Scientific American, Vol. 226, pp. 22-29. Shaw, P., et al. Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, December 4, 2007, Vol. 104 No. 49, pp.1964919654. Singer, Judy. Why Cant You Be Normal for Once in Your Life, in Mairian Corker and Sally French (eds), Disability Discourse, Buckingham, England: Open University Press, 1999, p. 64. Character Strengths, Virtues in Action (VIA) - https://www.viacharacter.org/www/ The Gallup Organization, Strengths Explorer - https://www.strengths-explorer.com/default.aspx
- 30. Additional Resources Armstrong, Thomas. Appreciating Special Education Students Diversity, Education Week, February 5, 2013. http://www.edweek.org/ew/articles/2013/02/06/20armstrong.h32.html Black, Jenn. Digital Transition Portfolios for Secondary Students with Disabilities, Intervention in School and Clinic, v46 n2 p118-124 Nov 2010. Chan, David W. Intellectual Styles of Exceptional Learners, in Zhang, Li Fang et al. (eds). Handbook of Intellectual Styles. New York: Springer, 2012 Dykens, Elizabeth, M. (2006). Toward a Positive Psychology of Mental Retardation, American Journal of Orthopsychiatry, Vol. 76, No. 2, pp. 185-193. Khatena, Joe, and E. Paul Torrence. Khatena-Torrance Creative Perception Inventory, New York: Scholastic Testing Service, 1998. http://ststesting.com/ngifted.html Jane Nelsen, Positive Time Out: Roseville, CA Prima Publishing, 1999. Sanders, Christa A. Strengths Based Interventions for Students with Emotional and Behavioral Disorders: Implications for School Counselors, Masters Thesis, Adler Graduate School, May, 2010. Zones of Regulation: www.zonesofregulation.com/products.html
- 31. FASD References Susan Ryan and Diane L. Ferguson, The Person Behind the Face of Fetal Alcohol Spectrum Disorder: Student Experiences and Family and Professionals Perspectives on FASD. Rural Special Education Quarterly, 2006, 25(1), pp. 32-40. Diane Malbin, Fetal Alcohol Spectrum Disorders: Trying Differently Rather Than Harder,, 3rd edition, Portland, Oregon: FACETS Inc., 2017. Liz Kulp, The Best I Can Be: Living with Fetal Alcohol Syndrome or Effects, 4th Edition, San Bernardino, CA: Better Endings, New Beginnings, 2017. James L. Sanders, A Long Journey: Biological and Non-Biological Parents Experiences Raising Children with FASD, J Popul Ther Clin Pharmacol Vol 17 (2) Summer 2010: e308-e322. Jacqueline Pei, Jenelle M. Job, Cheryl Poth, Erin Atkinson, Assessment for Intervention of Children with Fetal Alcohol Spectrum Disorders: Perspectives of Classroom Teachers, Administrators, Caregivers, and Allied Professionals, Psychology, 2013. Vol.4, No.3A, 325-334 . Dorothy Badry, Deborah Goodman, and Jamie Hickey, chapter 12: The Caregiver Curriculum on FASD: Transforming Practice through Knowledge and Education, (pp. 271-294) in H. Monty Montgomery, Dorothy Badry, Don Fuchs, and Daniel Kikulwe, Transforming Child Welfare: Interdisciplinary Practices, ,Field Education, and Research, Regina, Saskatchewan: University of Regina Press, 2016. Jennifer Mariasine, Jacqueline Pei, Cheryl Poth, Dorothy Henneveld & Carmen Rasmussen, Adaptive Functioning, Social Skills, Mental Health, and Personal Strengths among Adolescents with Prenatal Alcohol Exposure (PAE), International Journal of Psychological Studies; Vol. 6, No. 2; 2014. Alberta Learning, Special Programs Branch, Teaching students with Fetal Alcohol Spectrum disorder : Building strengths, creating hope. Edmonton, Alberta, 2004.
- 32. Contact Information Email: thomas@institute4learning.com Website: www.institute4learning.com Blog: http://institute4learning.com/blog/ Twitter: @Dr_Armstrong