Understanding Neurodiversity to Build a Strengths-Based Classroom
Friday, Feb. 8, 2013, 4 to 5 p.m. ET.Click here for more information about this chat.
10:49 |
Friday February 8, 2013 10:49 Bryan Toporek |
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Friday February 8, 2013 3:52 Bryan Toporek |
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Friday February 8, 2013 3:59 Bryan Toporek |
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Friday February 8, 2013 3:59 Liana Heitin |
3:59 | Are you familiar with the concept of neurodiversity? Yes. ( 37% ) ( 63% ) Friday February 8, 2013 3:59 |
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Friday February 8, 2013 4:00 Thomas Armstrong |
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Friday February 8, 2013 4:00 Liana Heitin |
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Friday February 8, 2013 4:01 Thomas Armstrong |
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Friday February 8, 2013 4:02 Liana Heitin |
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Friday February 8, 2013 4:02 Brad Shawbye |
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Friday February 8, 2013 4:03 Thomas Armstrong |
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Friday February 8, 2013 4:04 Liana Heitin |
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Friday February 8, 2013 4:04 Alicia |
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Friday February 8, 2013 4:05 Thomas Armstrong |
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Friday February 8, 2013 4:06 Liana Heitin |
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Friday February 8, 2013 4:06 Wendy |
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Friday February 8, 2013 4:07 Thomas Armstrong |
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Friday February 8, 2013 4:09 Thomas Armstrong |
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Friday February 8, 2013 4:09 Liana Heitin |
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Friday February 8, 2013 4:09 Guest |
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Friday February 8, 2013 4:11 Thomas Armstrong |
4:11 | Do you work primarily in regular or special education settings? Regular. ( 44% ) ( 56% ) Friday February 8, 2013 4:11 |
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Friday February 8, 2013 4:12 Liana Heitin |
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Friday February 8, 2013 4:12 Thomas Armstrong |
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Friday February 8, 2013 4:13 Mr. Wilson Whins |
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Friday February 8, 2013 4:14 Thomas Armstrong |
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Friday February 8, 2013 4:15 Liana Heitin |
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Friday February 8, 2013 4:15 Emily |
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Friday February 8, 2013 4:16 Thomas Armstrong |
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Friday February 8, 2013 4:17 Liana Heitin |
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Friday February 8, 2013 4:17 Sarah |
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Friday February 8, 2013 4:19 Thomas Armstrong |
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Friday February 8, 2013 4:20 Liana Heitin |
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Friday February 8, 2013 4:20 Vinicius Lemos |
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Friday February 8, 2013 4:22 Thomas Armstrong |
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Friday February 8, 2013 4:22 Liana Heitin |
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Friday February 8, 2013 4:23 Thomas Armstrong |
4:23 | What grade level are you primarily responsible for? Early childhood. ( 5% ) ( 35% ) ( 10% ) ( 30% ) ( 20% ) Friday February 8, 2013 4:23 |
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Friday February 8, 2013 4:25 Thomas Armstrong |
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Friday February 8, 2013 4:26 Thomas Armstrong |
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Friday February 8, 2013 4:26 A. Browns |
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Friday February 8, 2013 4:28 Thomas Armstrong |
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Friday February 8, 2013 4:29 Liana Heitin |
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Friday February 8, 2013 4:29 Thomas Armstrong |
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Friday February 8, 2013 4:30 Liana Heitin |
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Friday February 8, 2013 4:30 Vicky Wishes |
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Friday February 8, 2013 4:32 Thomas Armstrong |
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Friday February 8, 2013 4:33 Liana Heitin |
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Friday February 8, 2013 4:33 Jason Flom |
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Friday February 8, 2013 4:35 Thomas Armstrong |
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Friday February 8, 2013 4:36 Thomas Armstrong |
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Friday February 8, 2013 4:36 Thomas Armstrong |
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Friday February 8, 2013 4:38 Thomas Armstrong |
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Friday February 8, 2013 4:39 Liana Heitin |
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Friday February 8, 2013 4:39 Liana Heitin |
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Friday February 8, 2013 4:39 Nancy W. |
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Friday February 8, 2013 4:41 Thomas Armstrong |
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Friday February 8, 2013 4:42 Liana Heitin |
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Friday February 8, 2013 4:43 Thomas Armstrong |
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Friday February 8, 2013 4:44 Thomas Armstrong |
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Friday February 8, 2013 4:45 Thomas Armstrong |
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Friday February 8, 2013 4:46 Thomas Armstrong |
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Friday February 8, 2013 4:47 Thomas Armstrong |
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Friday February 8, 2013 4:48 Thomas Armstrong |
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Friday February 8, 2013 4:48 Liana Heitin |
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Friday February 8, 2013 4:48 Lester L |
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Friday February 8, 2013 4:51 Thomas Armstrong |
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Friday February 8, 2013 4:52 Thomas Armstrong |
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Friday February 8, 2013 4:53 Liana Heitin |
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Friday February 8, 2013 4:53 Liana Heitin |
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Friday February 8, 2013 4:53 Cammise |
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Friday February 8, 2013 4:55 Thomas Armstrong |
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Friday February 8, 2013 4:56 Thomas Armstrong |
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Friday February 8, 2013 4:56 Liana Heitin |
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Friday February 8, 2013 4:56 Mark |
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Friday February 8, 2013 4:58 Thomas Armstrong |
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Friday February 8, 2013 4:59 Thomas Armstrong |
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Friday February 8, 2013 4:59 Liana Heitin |
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Friday February 8, 2013 5:00 Thomas Armstrong |
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Friday February 8, 2013 5:01 Bryan Toporek |
Understanding Neurodiversity to Build a Strengths-Based Classroom
Friday, Feb. 8, 2013, 4 to 5 p.m. ET.
The conversation around special education students is almost exclusively a "disability discourse," says veteran special educator and author Thomas Armstrong. But instead of talking about what students can't do, why not talk about their strengths, capabilities, and interests? Instead of lamenting students' deficits and dysfunctions, why not celebrate their neurological diversity?
During this online chat, Armstrong explained a paradigm shift in which general and special educators focus on students' aptitudes, not their needs and difficulties, in order to effectively differentiate instruction. He answered your questions about universal design for learning, the components of positive learning environments, and the strengths typically associated with particular disability categories.
Thomas Armstrong, Ph.D., executive director, American Institute for Learning and Human Development, and award-winning author and speaker. Armstrong has been an educator for the past 40 years and written 15 books, including Neurodiversity in the Classroom: Strength-Based Strategies to Help Students With Special Needs Achieve Success in School and Life. Additionally, he has delivered keynote addresses, workshop presentations, and lectures in 43 states and 20 countries during the past 26 years.
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