Diverse Learners Top Hat Organizer

Article One: Article Two:

Neurodiversity: THE FUTURE OF SPECIAL EDUCATION
In this article, the one thing that is considered in special
education is change.
● Neurodiversity is “defined as an understanding
that neurological differences are to be honored
and respected just like any other human
variation…”
This approach to special education differs from current
special education because of how it is operated in
schools. With this, the biggest difference is the way that
educators emphasize a student's deficits or strengths. The
neurodiversity-approach focuses more on using the
information gained from the use of assessments to help
build on learners’ strengths and tackle their challenges.
One source that details what Neurodiversity and how to
approach this specific learning issue is “Perhaps the most
important outcome would be a change in the
expectations of those involved in the special education
system—most important, the expectations of students
themselves, but also those of teachers, administrators,
support personnel, and family members” (Armstrong,
2017).
Dyslexia: What reading teachers need to know
● Dyslexia is a neurobiological disorder that affects
a person’s phonological processing and memory.
Within this specific learning disability, it is characterized
by difficulties that associate with accurate and/or fluent
word recognition as well as poor spelling and decoding
abilities. The deficit greatly limits a student’s ability to
hear blended letter sounds, ultimately causing problems
with comprehension and fluency.
One source that establishes the idea of this neurological
disorder is the explanation that “dyslexia can interfere
with a person's ability to effectively use rapid‐memory
recall, organize thoughts for storing and retrieving, and
fluently express thoughts” (Johnston, 2019).
Johnston, Vickie. (12 June 2019). Dyslexia: What Reading
Teachers Need To Know. Retrieved 12 September 2020.
https://ila-onlinelibrary-wiley-
com.ezproxy1.lib.asu.edu/doi/full/10.1002/trtr.1830

Armstrong, Thomas. (1 April 2017). Neurodiversity: The

Future of Special Education. Retrieved 12 September
2020.
https://web-a-ebscohost-
com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?
vid=1&sid=659415fc-0a10-4e78-b3d2-
3a43dce61d05%40sessionmgr4007

Similarities

Within both articles, the topic of change is addressed as the understanding and interventions are being pursued in
special education.
Throughout the articles, it gives clear steps as to what teachers can do and necessary approaches to take.
Neurodiversity:
● Incorporating strengths into objectives
● Workarounds; ways in which students can manage assignments and other academic and nonacademic
challenges
● Guide students who cannot get their ideas across
Dyslexia:
● Accomodations, remediation, and interventions
 ● Instruction that is sight and sound only
● Multisensory approach
● A useful strategy that introduces a new phonogram

My Thoughts
-After reading through the articles, my thoughts instantly think about how to implement ways to help students with
Dyslexia and what sort of strategies can I break down that ensure guided instruction and collaborative learning.
Another thing that I thought about relating to both articles is the idea of appropriate assessments being used in a
classroom that builds upon a students strengths when focusing more on the neurodiversity-oriented approach.

My question regarding working with diverse learners in the classroom is, what are some better ways that we can
utilize small groups and/or different learning stations?