Category Archives: Special Education

Your Brain is a Rain Forest

Posted on May 10, 2012 by Thomas Armstrong

This excerpt from my book The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain, appeared in Ode Magazine. People with conditions like ADHD, dyslexia and mood disorders are routinely labeled “disabled”. But differences among brains are as … Continue reading →

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Neurodiversity: More than Just a Good Notion

Posted on December 15, 2011 by Thomas Armstrong

Two recent articles highlight the positive dimensions of mental health conditions such as autism, schizophrenia, and bipolar disorder. In the journal Nature, an article by Canadian neuroscientist Laurent Mottron, emphasizes the advantages of autism (Mottron, 2011). Mottron suggests that, in … Continue reading →

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Seeing the Best in Every Child: The Importance of Neurodiversity

Posted on November 28, 2011 by Thomas Armstrong

  Imagine that all of the people in the world have been magically transformed into flowers. Some of us are petunias.  Others are begonias.  Still others are tulips.  Now, let’s say for the sake of argument that the psychiatrists in this … Continue reading →

Posted in Attention Deficit Hyperactivity Disorder (ADHD), autism, dyslexia, Neurodiversity, Special Education | Tagged , , , , , , , , , , , , , | Leave a comment

Cambridge University Researcher Endorses Neurodiversity

Posted on January 3, 2011 by Thomas Armstrong

I was happy to see recently a post on the Encyclopedia Brittanica blog that featured an interview with Cambridge University researcher Simon Baron-Cohen on the topic of neurodiversity.  When asked about the movement, Baron-Cohen replied:  “The neurodiversity movement has been … Continue reading →

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What Full Inclusion Means for Neurodiverse Kids

Posted on July 2, 2010 by Thomas Armstrong

I was just reading an article on the website “Disability Scoop” about inclusion of kids with intellectual disabilities in Connecticut’s public schools.  Connecticut ranks second in the country in terms of the percentage of intellectually disabled kids mainstreamed in regular classrooms.  So one … Continue reading →

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