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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Sandra Shoro

A few thoughts in response to this post:
•In an effort to be "data driven" the labeling issue allows for administrators to categorize diverse learners.
•Mehan's observations still hold true in that the data of test scores is easier to deal with as discrete units vs. the anecdotal evidence of students progress, that lived experience.
•Finally, the reality that people aren't disabled ALL the time in every situation and the dynamic interaction between ability and context have been themes in my professional conversations with my colleagues for some time now and has been a great intersection point for general educators and special educators in their collaborative work.


Sandra do you find that Dr. Armstrong's concept of neurodiversity resonates with the discussions you reference having with colleagues? Does putting a name to the idea help to move the notion forward that all children can learn?

Milagros Pabon

When you label a student LD, ADHD, etc, they will be in disadvantage with the rest of the class, because sometimes teachers think that this students are not capable to do the work. If you give them the right tools, the help they need, and make them feel part of the group they will try their best to accomplish the work.

Satendra Singh

I strongly agree with Milagros. We should not seprate them rather empower them in the same group with an extra eye on their needs.

north pacific costa rica beach

Our education system has grown and developed in a reflection of the changes in our society in a symbiotic relationship in which one influences the other. Considering such issues as gender, culture, curriculum, testing, and philosophy, how has formal education been influenced by national development? How have changes in society influenced changes in the way in which students are educated, as well as philosophies about education?

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