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Educational LeadershipApril 2017 / Volume 74, Number 7Differences, Not Disabilities
Neurodiversity: The Future of Special Education?Thomas ArmstrongThe special education field needs to rid itself of its negative baggage and embrace a more progressive way of educating students who learn differently.
Inclusive Education: Lessons From HistoryBarbara BorosonMeaningful inclusion of students who are different has long been a fraught issue in U.S. education.
Finding Common GroundJeffrey BensonSuccessful co-teaching partnerships between regular and special educators are built on shared perspectives and mutual ownership.
If You Show Up, They’ll Surprise YouCarrie C. SnowA big part of supporting students with autism is being truly present, which entails building trust and maintaining an openness to possibilities.
How Did You Get to Harvard?Thomas HehirHigh-achieving students with disabilities shed light on the strategies that helped them.
In Providing Supports for Students, Language MattersLee Ann JungTo help all learners grow, educators have to understand—and use—the distinction between accommodations and modifications.
IEP Meetings: Building Compassion and ConversationJanice Fialka and Emma Fialka-FeldmanHow to get beyond labels and diagnostic test results and forge positive relationships.
Expanding Opportunities for Students with Intellectual DisabilityMichael F. GiangrecoSix ways schools give students with intellectual disability greater access to supported inclusion.
UDL: A Blueprint for Learning SuccessSpencer J. Salend and Catharine R. WhittakerUniversal Design for Learning can help educators build a framework to accommodate their students’ learning differences.
Dyslexia: Disability or Difference?Kyle RedfordMany students with dyslexia have unique intellectual abilities, but discounting their disability classification could work against them.
Supporting Deaf Students—And All StudentsChristina Yuknis, Joseph Santini, and Thangi AppanahDeaf students epitomize the benefits that student learning differences can bring to the classroom.
From Labels to OpportunitiesDeborah WolterWhy struggling readers need to be viewed outside the lens of disabilities.
COLUMNS / DEPARTMENTS
Perspectives/Making Space for Learning DifferencesAnthony Rebora
Research Matters/Learning Styles: It’s ComplicatedBryan Goodwin and Heather HeinThe research on learning styles is problematic—but that doesn’t mean teachers should disregard the concept.
Show & Tell: A Video Column/Digital Tools to Broaden LearningDouglas Fisher and Nancy FreyTech enhancements are making it easier than ever to provide supports that bridge learners to content.
The Techy Teacher/When Students Drive the Pace, Space, and Path Catlin TuckerIn a flexible classroom, learning differences become assets.
Principal Connection/Leadership Lessons from the South PoleThomas R. Hoerr In ultra-challenging situations, a strong team is everything.
One to Grow On/Recognizing Personal QuestsCarol Ann TomlinsonWhat does teaching look like when it ensures that every student belongs and contributes?
Index to Advertisers
Tell Me About . . ./How You Support Students’ Differences
ASCD Community in Action
EL Takeaways/Eight Takes on Honoring Differences
What I’ve Learned as a Teacher with a DisabilityAlison VenterA teacher reflects on discrimination she has faced—and the positive message she hopes her example sends to her students and colleagues.
Recognizing Dyslexia’s Strengths in the ClassroomFernette EideHow teachers can expand academic opportunities by catering to the unique intellectual capabilities of students with dyslexia.
EL Study GuideNaomi Thiers
Inservice Guest BloggersEdward Hallowell, Thomas Armstrong http://inservice.ascd.org
Educator Alexis Wiggins provides a step-by-step guide for the implementation of Spider Web Discussion, covering everything from introducing the technique to creating rubrics for discussion self-assessment to the nuts-and-bolts of charting the conversations and using the data collected for formative assessment. She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that’s both revolutionary and truly inspiring.