About the Author

  • Thomas_armstrong_photo_cropped
    Thomas Armstrong, Ph.D. is the author of fourteen books including the forthcoming Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences. His other books include: In Their Own Way, 7 Kinds of Smart, Awakening Your Child's Natural Genius, Multiple Intelligences in the Classroom, The Myth of the A.D.D. Child, and The Radiant Child. His books have been translated into 25 languages including Spanish, Hebrew, Chinese, Danish, and Russian. He has taught at several San Francisco Bay Area graduate schools including the Institute of Transpersonal Psychology, and the California Institute of Integral Studies. He has written for Ladies Home Journal, Family Circle, Parenting (where he was a regularly featured columnist), The Journal of Transpersonal Psychology, and many other journals and periodicals. He has appeared on The Today Show, CBS This Morning, CNN, the BBC, and The Voice of America. Articles featuring his work have appeared in The New York Times, The Washington Post, USA Today, Investor's Business Daily, Good Housekeeping, Redbook, and hundreds of other magazines and newspapers. He has given over 800 keynotes, workshops, and lectures in 42 states and 16 countries. His clients have included Sesame Street, the Bureau of Indian Affairs, the Republic of Singapore, Hasbro Toys, and the European Council of International Schools. He is currently working on a novel about the disappearance of childhood. For more information about his work, go to www.thomasarmstrong.com.
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02/21/2010

Comments

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Walter

Thomas the Henderson Inclusion School sounds revolutionary in how we think of accommodating differences in the classroom! Is there a particular contact we should reach out to at Henderson if we would like to learn more?

Thomas Armstrong

The principal is Patricia Lampron. The email contact is [email protected]

Janet Purcell

I'm really liking the notion of "blurring the lines" among the categories we've artificially created for students. Nobody experiences disability 100% of the time, in every situation; nor is someone ALWAYS "gifted and talented". Both conditions (and all in between) depend entirely on the task at hand. I think our challenge with inclusionary classrooms is to create collaborative learning situations where it is just as likely that the student experiencing disability is hailed as the resident expert (and the student with academic gifts as the novice learner) as the other way around. Knowing all our students well, and being aware of their strengths and capabilities will help us make the choices that lead to those situations.

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