We offer several series and courses on neurodiversity in the classroom. This is what our community of neurodivergent and disabled people wants to say to educators. This is 100s of hours of free and open professional development, deeply and broadly sourced. Learn how to better treat and teach our loved people.
- Education Access: We’ve Turned Classrooms Into a Hell for Neurodivergence
- The Need: Anti-Ableist Space for Human-Centered Learning
- Classroom UX: Designing for Pluralism
- Space: The place where we belong does not exist. We will build it.
- DIY at the Edges: Surviving the Bipartisanship of Behaviorism by Rolling Our Own
- Six Things Educators Must Know About Neurodivergent People
- Five Ways to Welcome All Bodyminds to Your Learning Event
- The Five Neurodivergent Love Languages
- It’s Not Rocket Science: Ensure there is quiet space and outdoor space that people can access at any time.
Education Access: We’ve Turned Classrooms Into a Hell for Neurodivergence
Education Access: We’ve Turned Classrooms Into a Hell for Neurodivergence
The neurodiversity and disability rights movements well-understand the ubiquity of behaviorism, and its tremendous costs.
Behaviorist education is ableist education.
When your kid is DXed as autistic, almost all of the professional advice you get from education and healthcare is steeped in deficit ideology and the pathology paradigm.
Education Access: We’ve Turned Classrooms Into a Hell for Neurodivergence
The Need: Anti-Ableist Space for Human-Centered Learning
The need for anti-ableist learning space for neurodivergent and disabled people is now.
The Need: Anti-Ableist Space for Human-Centered Learning
We have created a system that has you submit yourself, or your child, to patient hood to access the right to learn differently. The right to learn differently should be a universal human right that’s not mediated by a diagnosis.
The Gift: Learning Disabilities Reframed
Classroom UX: Designing for Pluralism
Since reading NeuroTribes, we think of psychologically & sensory safe spaces suited to zone work as “Cavendish bubbles” and “Cavendish space”, after Henry Cavendish, the wizard of Clapham Common and discoverer of hydrogen. The privileges of nobility afforded room for his differences, allowing him the space and opportunity to become “one of the first true scientists in the modern sense.”
Classroom UX: Designing for Pluralism
Space: The place where we belong does not exist. We will build it.
Online, we bring safety to the serendipity with our distributed community and communication stack. Chance favors the connected mind. Our learners connect using 1:1 laptops and indie ed-tech. We give our learners real laptops with real capabilities, and we fill those laptops with assistive tech and tools of the trades.
Offline, our learners enjoy fresh air, daylight, large muscle movement, and the freedom to stim and play.
We provide Cavendish space of peer respite and collaborative niche construction where our learners can find relief from an intense world designed against us.
Space: The place where we belong does not exist. We will build it.
DIY at the Edges: Surviving the Bipartisanship of Behaviorism by Rolling Our Own
Despite that,
And neurodivergent and disabled students lost.
Behaviorism is everywhere. The All Means All of public education is made meaningless by the bipartisanship of behaviorism. The neurodiversity and disability rights movements well-understand the ubiquity of behaviorism, and its tremendous costs.
This course fights against behaviorist practices in the classroom.
DIY at the Edges: Surviving the Bipartisanship of Behaviorism by Rolling Our Own
Reframing Learning: How We Use Caves, Campfires, and Watering Holes to Nurture Intrinsic Motivation, Enter Flow States, and make Rock ’n’ Roll
DIY at the Edges: Surviving the Bipartisanship of Behaviorism by Rolling Our Own
Six Things Educators Must Know About Neurodivergent People
Here are six things we think every educator must know about neurodivergent people. By understanding these, we make “all means all” more meaningful.
Six Things Educators Must Know About Neurodivergent People
- Spiky Profiles
- Monotropism
- Double Empathy Problem
- Rejection Sensitive Dysphoria
- Exposure Anxiety
- Situational Mutism
Five Ways to Welcome All Bodyminds to Your Learning Event
We have detailed accessibility checklists and recommendations in our course “Enable Dignity: The Accommodations for Natural Human Variation Should Be Mutual“, but for this piece we reduce down to five things you can learn and do to welcome all bodyminds to your learning event.
Five Ways to Welcome All Bodyminds to Your Learning Event
- Create real access pages.
- Create Cavendish Space with caves, campfires, and watering holes.
- Provide interaction badges.
- Offer bodymind affirmations and provide outlets for stimming, pacing, fidgeting, and retreating.
- Ensure there is quiet space and outdoor space that people can access at any time.
The Five Neurodivergent Love Languages
The five neurodivergent love languages:
- Infodumping
- Penguin Pebbling
- Parallel Play, Body Doubling
- Support Swapping, Sharing Spoons
- Please Crush My Soul Back Into My Body, Deep Pressure Input Good
Emotional bids are the pixels of relationship communications and are important to relationship accommodations. This list is much about recognizing and meeting some common neurodivergent emotional bids in relationships, thus the phrase “love languages”.
Infodumping, parallel play, support swapping, and penguin pebbling are languages of teamwork and collaboration too, especially in distributed work cultures and “communication is oxygen” cultures. If only there were a distributed and work-appropriate equivalent for “Please Crush My Soul Back Into My Body”.
Learn about these love languages, and notice them in your school.
The Five Neurodivergent Love Languages
It’s Not Rocket Science: Ensure there is quiet space and outdoor space that people can access at any time.
This is a list of useful research papers and Commissioned documents that have changed how we think about autistic people, and how we respond to their distress and their brain events.
Useful New Autism Info for Care Settings
Autism. Nearly 80 years on from the original misunderstandings in the 1940s. So, what’s changed, in research? Almost everything.
Autism: Some Vital Research Links
The number of autistic young people who stop attending mainstream schools appears to be rising.
My research suggests these absent pupils are not rejecting learning but rejecting a setting that makes it impossible for them to learn.
We need to change the circumstances.
Walk in My Shoes – The Donaldson Trust
Outside space. Many people find being outside and in natural very calming. Space to move away from other people, internal noises and distractions can be a good way to self-regulate.
“I think things that are useful for autistic people would be beneficial for everyone. It would have stopped a lot of distress for a lot of people if they can take themselves away and calm down.”
EmilyA sensory room or de-stress room. Easy access to a quiet space to de-stress can be an enormously helpful tool for people to be able to self-manage. Ideally, this room will be away from areas where there is heavy footfall or other outside noise. Many people find neutral spaces beneficial, with the option of lights and other sensory stimulus.
“I think you should just be able to walk into the sensory room instead of asking staff and waiting for them to unlock it.”
It’s Not Rocket Science: Considering and meeting the sensory needs of autistic children and young people
Jamie
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