October 29, 2014, Revised Handouts for Neurodiversity in the Classroom Workshop

Neurodiversity in the ClassroomStrength-Based Strategies to Help Students with Learning Disabilities Succeed in School and Life

Thomas Armstrong, Ph.D.

www.institute4learning.com

Jack Hirose & Associates Inc.

Winnipeg, Manitoba

October 29, 2014

Outline of Workshop

1. Timeline of Neurodiversity

2. Five Principles of Neurodiversity

3. Understanding the Strengths of Students with Special Needs

4. Importance of Positive Role Models

5. Using Assistive Technologies/UDL

6. Developing Strength-Based Learning Strategies

Outline of Workshop

7. Enhancing the Student’s Social Networks

8. Nurturing Affirmative Career Aspirations

9. Implementing Positive Environmental Modifications

10. Creating Positive Niche Construction Charts

Outline of Workshop

11. Writing Positive IEP Objectives

12. Using Appreciative Inquiry in IEP Meetings

13. Putting It All Together

14. Resources and Closing: Leonardo da Vinci’s IEP Meeting

5 Types of Diversities

• Autism Spectrum Disorder• Dyslexia• ADD/ADHD• Intellectual Disabilities• Emotional and Behavioral Disorders

Neurodiversity

An idea which asserts that atypical (neurodivergent) neurological development is a normal human difference that is to be recognized and respected as any other human variation.

6

Neurodiversity Timeline

• 1993 – Jim Sinclair–‘’Don’t Mourn for Us’’• 1998 – Judy Singer – First to Use Word• 1998 - Harvey Blume – First Use in Print• 2004 – Amy Harmon – New York Times• 2005 – Autistic Pride (Neurodiversity) Day• 2005 – Neurodiversity.Com• 2006 – Present Media, Schools, Business,

Scholars, etc.

7

8

Principles of Neurodiversity

• The Brain is a Rain Forest• Cultural Values Dictate Disorders• Success = Adapting to the Environment• Success = Changing the Environment• Niche Construction Modifies the Brain

Positive Niche Construction

• Helping to ensure the thriving of a child by directly modifying the environment in such a way that it enhances that child’s chances for success.

Strengths - ASD

• Autism Spectrum Disorder• Gift for detail• Enhanced perceptual functioning• Scores higher on Raven’s Progressive Matrices• Systemizers rather than empathizers• Savant abilities (10% of all with ASD)• Special Interests

10

“…we can see in the autistic person, far more clearly than with any normal child, a predestination for a particular profession from earliest youth. A particular line of work often grows naturally out of his or her special abilities.’’

- Hans Asperger (1944)

Special Interests

• WWII propeller planes• Toilet brushes• Waist measurements• Rommel’s desert wars• Paper bags• Globes and maps• Oil paintings of trains• Light and darkness

• Industrial fans• Photocopiers• Yellow pencils• Deep fat fryers• Tarantulas• Robots• Bus timetables• Garage doors

Strengths - LD

• Learning Disabilities (Dyslexia)• Often strong in spatial intelligence• Many are 3-D thinkers• Entreprenurial proclivities• Holistic thinkers• Mechanical Aptitude

13

14

Strengths - ADHD

• Attention Deficit Hyperactivity Disorder• Hunters in a farmer’s world• Learn by moving around• Warning signs are actually creative traits• Excel at novelty-seeking• Have neotenous characteristics important for

evolution (such as playfulness)

Evolutionary Advantages of ADHD

• Hunter• Constantly on the

move• Attention is on

many things• Responds quickly

to input from environment

• Child with ADHD• Hyperactivity

• Distractibility

• Impulsivity

15

ADHD or Creative?

• ADHD (deficit)• Hyperactivity• Distractibility• Impulsivity• Hyper-Focus• Poor Executive

Function

• Creative (asset)• Vitality• Divergency• Spontaneity• Passion• Creative

Imagination

16

17

Neoteny: retention of juvenile characteristics in the adults of a species

“a major evolutionary trend in human beings" is ‘greater prolongation of childhood and retardation of maturity.’“

J.B.S. Haldane

18

Strengths - ID

• Intellectual Disabilities• Capacity for dramatic expression (Down)• Emotional warmth (Down, Williams, Fragile X,

Willi-Prader)• Specific capacities such as:

• Musical intelligence (Williams)• Verbal capacity (Williams)• Caring for others (Willi-Prader)• Hands-on abilities (Fetal Alcohol Syndrome etc.)

“[Children with Down syndrome] have considerable power of imitation, even bordering on being mimics. They are humorous, and a lively sense of the ridiculous often colours their mimicry. This faculty of imitation may be cultivated to a very great extent, and a practical direction given to the results obtained.’’

- John Langdon Down (1866)

20 Special Ed Kids . . .

21. . . Have Changed the World

Assistive Technologies

Universal Design for Learning

Assistive Technologies /

UDL

Learning Disabilities

ADHD

Autism Spectrum Disorder

Intellectual Disabilties

Emotional and

Behavioral Disorders

Read and Write GOLD

- text to speech;

speech to text - runs in back

of other applications

Franklin - speaking/talking

dictionary (gives

definitions, spellings

etc.)

Electronic readers - tracking,

change color of

background)

Microsoft Word

Open Dyslexic.org

Dyslexie

Mac computer -

press function

key twice and it types speech

Choice Works - organize the day,

activites - import pictures

from iPad; also social

stories

Pictello - social

stories -

Mental Health and

Happiness - survey

happiness scale (each day it will

send activity to

do in relation to happiness etc. - at end

there's a pos t-

evaluation) - William Glasser

Smart Board - can see book projected

on the board - see the finger moving

Classroom Dojo -

avatar for each

student - tracks

progress, attention to lesson etc.

Assistive Technologies Brainstorming Session

24

Strengths - EBD

• Emotional and Behavioral Disorders• Emotional expressiveness• Scores higher on creative thinking test (bipolar)• Creative capabilities (art, drama, music,

creative writing)• Strengths in humanistic disciplines (e.g.

philosophy, poetry, the arts etc.)

25

Neurodiversity Strengths Checklist

Personal Strengths

___ Enjoys working independently

___ Has a good sense of his/her personal strengths and

weaknesses

___ Learns from past mistakes

___ Has persistence in carrying out assignments or activities

___ Is courageous in dealing with adversity and/or the

unknown

___ Keeps a personal diary or journal

___ Has a good sense of humor

___ Possesses a sense of responsibility

___ Has strong opinions about controversial topics

___ Marches to the beat of a different drummer

___ Handles stressful events well (e.g. is resilient)

___ Has good character (e.g. honesty, integrity, fairness)

___ Has the ability to set realistic goals for him/herself

___ Has a sense of confidence or high self-esteem

___ Has good self-discipline

___ Has personal ambitions in life

___ Displays good common sense

___ Possesses personal vitality, vigor, or energy

Communication Strengths

___ Explains ideas or concepts well to others

___ Asks good questions

___ Is a good storyteller

___ Is a good joke teller

___ Has good listening skills

___ Handles verbal feedback (especially negative feedback) well

___ Has good articulation ability

___ Is able to effectively use non-verbal cues to communicate

with others

___ Is persuasive in getting someone to do something

___ Has good assertive skills without being pushy

Emotional Strengths

____ Is emotionally sensitive to perceiving the world around

him/her

____ Has an optimistic attitude toward life

____ Can tell how he/she is feeling at any given moment

____ Can easily pick up on the emotional state of another person

____ Is able to handle strong internal feelings in a

constructive manner

____ Receives gut feelings about things

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."

26


Social Strengths

___ Has leadership ability___ Has a good sense of empathy for others___ Enjoys socializing with others___ Is good at helping others___ Is kind or affectionate towards others___ Has at least one good friend___ Prefers working with others___ Likes to play board games and/or card games with others___ Has skill in refereeing disputes conflicts between classmates___ Is polite and has good manners___ Is able to work out his/her own conflicts with others___ Works well in groups___ Volunteers his/her time in some worthy cause___ Belongs to at least one club or social group (e.g. Scouts.)___ Has a good relationship with at least one family member___ Is friendly to others___ Is good at sharing with others___ Follows class rules___ Has a good relationship with at least one teacher in the school___ Has good personal hygiene___ Trusts others without being taken in___ Is liked by his peers

Cognitive Strengths

___ Has good organizational skills___ Has good study skills___ Is able to use cognitive strategies (e.g. self-talk) in solving problems___ Is able to pay close attention to details___ Has a good short-term and/or long-term memory___ Is able to think ahead___ Is able to become totally absorbed in an activity___ Can easily divide his attention between two or more activities

Cultural Strengths

___ Has traveled to other countries___ Speaks more than one language___ Is tolerant of others who have cultural, ethnic, or racial differences___ Has pride in his/her own cultural, ethnic, or racial background___ Likes to find out about historical events around the world___ Enjoys learning about different cultural traditions


27


Literacy Strengths

___ Enjoys reading books___ Has good reading comprehension___ Enjoys doing word puzzles or playing word games___ Is a good writer in one or more genres (e.g. poetry, stories, reports, letters)___ Is a good speller___ Has a large vocabulary___ Enjoys listening to audio books or to someone telling a story or reading out loud

Logical Strengths

___ Does well in science class___ Can estimate things easily___ Enjoys working with numbers and/or statistics___ Is good at solving math problems___ Has a chemistry set or other science kit that he/she works with at home___ Has an interest in astronomy, chemistry, physics, or biology___ Enjoys logical or number games or puzzles like Rubik’s cube or Sudoku___ Can easily calculate numbers in his/her head

Visual-Spatial Strengths

___ Has an aptitude for fixing machines___ Likes to create three-dimensional structures with building materials___ Is good at doing jigsaw puzzles or other visual puzzles___ Is able to read maps well___ Reports being able to visualize images clearly___ Gets information more easily through pictures than words___ Is sensitive to the visual world around him/her

Physical Strengths

___ Has a good sense of balance___ Learns material best when moving around___ Likes to ride his/her bike, skateboard, and/or other self-powered personal vehicle___ Is good at playing team sports like baseball, soccer, basketball, or football___ Is good at playing individual sports like tennis, swimming, gymnastics, or golf___ Is in good physical health___ Likes to dance___ Is physically strong___ Is a fast runner or has other athletic abilities___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)___ Has good physical endurance___ Has good physical flexibility


28


Dexterity Strengths

___ Has a hobby building model cars, planes, ships or other similar projects___ Displays good handwriting___ Likes to juggle or do magic tricks___ Enjoys hand crafts like knitting, crocheting, embroidery, or needlepoint___ Likes to make things with his/her hands___ Has good tactile ability___ Enjoys arts and crafts like origami, collage, and/or paper maché ___ Enjoys woodworking, carpentry, carving, and/or metal work____Has good eye-hand coordination

Nature Strengths

___ Has good rapport with animals___ Is good at taking care of plants in the classroom or at home___ Is sensitive to weather patterns___ Takes care of a pet at home or at school___ Is concerned about the welfare of the planet (e.g. is ecologically-minded)___ Likes to go hiking and/or camping in nature___ Enjoys studying nature (e.g. insects, plants, birds, rocks, and/or animals)___ Likes to hunt or fish___ Has a good sense of direction

Musical Strengths

___ Is sensitive to the rhythms of music___ Enjoys playing a musical instrument___ Knows the music and lyrics of many songs___ Has a particular interest in one or more musical genres (e.g. rock, classical, jazz) ___ Enjoys listening to music___ Has a good sense of hearing auditory acuity___ Has a good sense of pitch___ Has a good singing voice___ Makes up his/her own tunes or melodies with or without/lyrics

High Tech Strengths

___ Likes to spend time using a computer, tablet, or smart phone___ Has a facility for playing video games___ Likes to surf the Internet___ Knows how to set up audio-visual or computer equipment___ Likes to text on the phone___ Enjoys social networking (e.g. blog, website, Facebook)___ Enjoys using a still camera or video camera to record events or express him/herself___ Has several his/her own favorite movies or TV shows that he/she likes to talk about____Understands at least one computer language


29


Creative Strengths

___ Expresses him/herself dramatically___ Has a good imagination___ Enjoys doodling, drawing, and/or painting___ Likes to act in plays and skits___ Works well with clay or other forms of sculpture___ Demonstrates creativity in one or more school assignments___ Possesses a love of beautiful things___ Has ideas for futuristic or fantastic projects___ Comes up with ideas that nobody else has thought of

Spiritual Strengths

___ Enjoys meditation, yoga, or some other form of contemplation___ Asks big life questions (e.g. what is the purpose of life?)___ Has a deep sense of wisdom___ Participates in religious or other spiritual events___ Has a philosophical attitude toward life___ Has a strong faith in something higher than him/herself

Miscellaneous Strengths

___ Likes collecting things (e.g. stamps, coins, buttons)___ Loves to cook___ Has a love of learning new things___ Is a good test taker___ Possesses a good memory for nighttime dreams___ Is curious about the world around him/her___ Has a good sense of time___ Manages money well___ Has good fashion sense in the clothes he/she wears___ Has good entrepreneurial skills (e.g. has started own business) started his/her own business

Other Strengths (write in other strengths not mentioned elsewhere in checklist):


Name of Student:Age:Diagnosis:

Elements to Be Used in Positive Niche Construction

Strength Awareness

Positive Role Models

Assistive Technologies/UDL

Strength-Based Learning Strategies

Enhanced Human Resource Network

Career Aspirations

Positive Environmental Modifications 30

Name of Student: JakeAge: 14Diagnosis: dyslexia

Suggested Interventions to Construct a Positive Niche for Jake

Strength Awareness good sense of own strengths; humor, verbal skills, assertiveness, good with Legos, loves comics, computers, has empathy with younger kids and adults

Positive Role Models find a comic or graphic book writer with dyslexia (e.g. Dav Pilkey who writes Captain Underpants, or Scott Adams who does Dilbert) that he can admire and learn about

Assistive Technologies/UDL

give computer time, Echo Pen (LiveScribe), Dragon Naturally Speaking (speech-to-text software), interactive books, Kurzweil 2000 text-to-speech software; animation software

Strength-Based Learning Strategies

give him reading materials in areas of interest (e.g. comics , computers), have him learn coding, have him draw cartoon or comic strips in lieu of more traditional writing assignments

Enhanced Human Resource Network

Find a cartoon drawing class in the community he can take, form a comic lovers club after school, have him teach comics or coding to a younger student

Career Aspirations computer programmer, animator. He could create user friendly software using pictures to teach computer programming skills to others.

Positive Environmental Modifications

Opportunities to be in the computer lab, extra time in art class, animation course

32

Identifying Strengths in Students

• Observation

• Documentation

• Cumulative Files

• Colleagues

• Parents

• Students

33

Positive Niche Construction

• Strength Awareness• Positive Role Models• Assistive Technologies/UDL• Strength-Based Learning Strategies• Enhanced Human Resource Network• Affirmative Career Aspirations• Positive Environmental Modifications

Sociogram

34

Difficult Relationship

Positive Relationship

One-Way Relationship

Strong Two-Way Relationship

Weak Relationship

Suggested Key

Enhancing Social Networks

• Repair Difficult Relationships• Strengthen Weak Relationships• Foster New Positive Relationships• Engage Existing Positive Relationships

Strength-Based IEPs

• Be comprehensive when initially stating child’s strengths

• Build the language of strengths into the instructional objectives themselves• Strength-Based Strategies• Assistive Technologies/UDL• Enhanced Human Resources• Positive Environmental Modifications

Deficit-Based Objective:

By March. 20xx, when discussing a story, Jason will answer 4 out of 10 "why" and "how" questions in a mixed question probe

Strength-Based Objective:

By March. 20xx, when discussing a story, Jason will answer 4 out of 10 ‘’why’’ and ‘’how’’ questions in reference to a preferred activity such as a three-dimensional structure he has just built.

Example 1

Example 2


In 12 months, Timmy will follow 2-step directions, 1 time per observation period, across 5 consecutive group times.


In 12 months, Timmy will follow 2-step directions that are necessary for engaging in a favorite activity such as playing an interactive video game, 1 time per observation period, across 5 consecutive group times.

Example 3


By November 1, 20XX, when given a verbal direction by an adult, Robin will begin to comply with the direction within 10 seconds.


By November 1, 20XX, when given a verbal direction (by an adult with whom he has a positive relationship) which concerns a self-chosen activity such as a favorite board game he is playing, Robin will begin to comply with the direction within 10 seconds.

Example 4


In 12 months, while at school, Bobbie will use the toilet independently when necessary for a period of at least 3 weeks without an accident.


In 12 months, while at school, Bobbie will use the toilet independently when necessary for a period of at least 3 weeks without an accident. He is allowed to take along a favorite stuffed animal if he wants and use a modified ‘’rocket ship’’ toilet seat with hand grips if he wishes.

Appreciative Inquiry

AI-IEP Protocol: Questions for Discussion at IEP meetings p. 1 First, Success

1) To the student: Tell us about some of your successes this year. (If appropriate, add: What have you done well and what has worked well for you? What's been happening to make you successful?)

2) To the parent: What successes have you seen your child enjoy this year? (If appropriate add: tell us about what's been happening to help make your child successful?)

3) To the teachers and specialists: What successes have you seen for [the student]? (If appropriate, add: Tell us about what's been happening to help make him/her successful?)

4) To the group: What suggestions or changes can you think of to make [the student]'s program work even better?

43

AI-IEP Protocol: Questions for Discussion at IEP meetings p. 2

Second, Goals

5) To the student:* What do you think you’d most love to do when you grow up? (Or: What is your goal in life [or after school]?)

And* What do you think you’ll need to do to get to do what you love most [or to get to your goal]?

And* What have you done so far to get to do what you love most [or to move toward your goal]?

6) To the group: What kinds of support and help can you provide to make [the student]'s program work toward the goals he/she's set for him/herself?

Source: Peter Kozik, doctoral dissertation, Syracuse University, June 2008. Used with permission of author. 44

References p. 1• Armstrong, Thomas. “Describing Strengths in Children Identified as ‘Learning Disabled’ Using

Howard Gardner’s Theory of Multiple Intelligences as an Organizing Framework,” Ph.D. Dissertation, (San Francisco, CA, California Institute of Integral Studies), Ann Arbor, MI: University Microfilms International, 1987, 48(08A).

• Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd ed. Alexandria, VA: ASCD, 2009.

• Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge, MA: DaCapo Lifelong, 2010.

• Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.

• Armstrong, Thomas. ‘’Leonardo da Vinci’s IEP Meeting,’’ http://institute4learning.com/blog/2013/02/19/leonardo-da-vincis-iep-meeting/

• Baron-Cohen, Simon. The Essential Difference: The Truth About the Male and Female Brain. New York: Basic, 2003.

• Beane, Allan L. The New Bully Free Classroom.: Proven Prevention and Intervention Strategies for Teachers K-8 . Minneapolis, MN, Free Spirit Publishing, 2011.

• Blume, Harvey. “Neurodiversity,” The Atlantic, September 30, 1998. Website citation: http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/305909/

• Cooperrider, David, and Diane Whitney. Appreciative Inquiry: A Positive Revolution in Change. San Francisco, CA: Berrett-Koehler Publishers, 2005.

45

References p. 2• Crammond, Bonnie. ‘’Attention-deficit Hyperactivity Disorder and Creativity: What is the Connection?’’ Journal of Creative Behavior, 1994, vol. 38, no. 3, pp. 193-210.

• Doidge, Norman. The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. New York: Penguin, 2007.

• Dykens, Elizabeth. “Toward a Positive Psychology of Mental Retardation,” American Journal of Orthopsychiatry, Vol. 76, No. 2, pp. 185-193

• Edelman, Gerald. Neural Darwinism: The Theory of Neuronal Group Selection. New York: Basic, 1987.

• Eisenberg, Dan, and Benjamin Campbell, The Evolution of ADHD: Social Context Matters, San Francisco Medicine, October 2011, pp. 21-22.

• Grandin, Temple .Thinking in Pictures :And Other Reports from My Life with Autism. .New York: Vintage, 1996.

• Grandin, Temple. Developing Talents: Careers For Individuals With Asperger Syndrome And High-functioning Autism- Updated, Expanded Edition. Autism Asperger Publishing Company, 2008.

• Greenspan, Stanley, & Wieder, Serena . Engaging autism: Using the Floortime approach to help children relate, communicate, and think. Cambridge, MA:DaCapo/Perseus, 2009.

• Happé, F. ‘’Understanding assets and deficits in autism: Why success in more interesting than failure,’’ Spearman Medal Lecture, The Psychologist, vol. 12, no. 11, November, 1999.

• Hartmann, Thom. ADD Success Stories: A Guide to Fulfillment for Families with Attention Deficit Disorder. Nevada City, CA: Underwood Books, 1995.

46

References p. 3• Hartmann, Thom. ADD: A Different Perception. Nevada City, CA: Underwood Books, 1997.

• Jamison, K.R. Touched with fire: Manic-depressive illness and the artistic temperament. New York: Free Press, 1996.

• Kabot, Susan, and Kristine Reeve. Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders . Lenexa, Kansas: AAPC Publishing, 2010.

• Karolyi, C.V., et al. ‘’Dyslexia Linked to Talent: Global Visual-Spatial Ability,’’ Brain and Language. June, 2003, vol. 85, no. 3, pp. 427-431.

• Kent, Deborah, and Kathryn A. Quinlin. Extraordinary People with Disabilities. Children’s Press,

1997.

• Kingsley, Jason, and Mitchell Levitz. Count Us In: Growing up with Down Syndrome, New York: Harcourt, 1994.

• Kolb, Bryan, etc. ‘’Age, Experience and the Changing Brain.’’ Neuroscience & Biobehavioral Review, March 1998.

• Kozik, Peter L. "Examining the Effects of Appreciative Inquiry on IEP Meetings and Transition Planning," doctoral dissertation, Syracuse University, June 2008.

• Montagu, Ashley. Growing Young. New York: Praeger, 1988.

• Mottron, L. ‘’The Power of Autism,’’ Nature, November 2, 2011. Vol. 479, pp. 33-35.

• National Center on Universal Design for Learning - http://www.udlcenter.org/

•Nelson, Jane. Positive Time-Out. Random House 1999. 47

References, p. 4• Odling-Smee, F. John et al. Niche Construction: The Neglected Process in Evolution. Princeton, N.J.: Princeton University Press, 2003.

• Pineda, Pablo. Interview: "Down Syndrome is not a Disease, but Another Personal Characteristic”’ http://www.disabilityworld.org/06-08_03/il/down.shtml

• Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience. Scientific American, Vol. 226, pp. 22-29.

• Sforza, T., Lenhoff, H., & Lenhoff, S. The (Strangest) Song: One Father’s Quest to Help His Daughter Find Her Voice. Amherst, N.Y.: Prometheus Books, 2006.

• Shaw, P., et al. Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, December 4, 2007, Vol. 104 No. 49, pp.19649–19654

• Simeonova, D. I. et al. ‘’Creativity in familial bipolar disorder.,’’ Journal of Psychiatric Research, November, 2005, Vol. 39, no. 6, pp. 623–631.

• Singer, Judy. “Why Can’t You Be Normal for Once in Your Life,” in Mairian Corker and Sally French (eds), Disability Discourse, Buckingham, England: Open University Press, 1999, p. 64.

• Taylor, Andrea Faber & Frances E. Ming Kuo. Could Exposure to Everyday Green Spaces Help Treat ADHD? Evidence from Children's Play Settings. Applied Psychology: Health and Well-Being, 2011, Vol 3, no. 3, pp. 281 – 303.

• Yale Center for Dyslexia and Creativity, http://www.dyslexia.yale.edu/ .

48

Contact Information

• Email: [email protected]• Website: www.institute4learning.com• Blog: http://institute4learning.com/blog/• Twitter: @Dr_Armstrong

49

MI Inventory for StudentsCheck those statements that apply:Word Smart__ I believe I am a good writer.__ I like to tell jokes and stories.__ I have a good memory for names, places, dates, or trivia.__ I enjoy word games.__ I enjoy reading books.__ I’m a pretty accurate speller.__ I like playing around with the sounds of words in puns, tongue twisters, and that kind of thing.__ I like listening to audio books.__ I enjoy finding out the definitions of words that I don’t know.__ I see myself as a verbal learner (learning best through words)

Logic Smart__ I can get really interested in figuring out how things work.__ I enjoy working with numbers (math, statistics etc.)__ I like my math class.__ I like playing video games or using apps that involve logical thinking.__ I enjoy playing chess, checkers, or other logical strategy games.__ I’m pretty good with logic puzzles or brainteasers.__ I like to put things in categories, charts, or other logical patterns..__ I enjoy science class.__ I’m interested in science-related topics.__ I see myself as a pretty logical thinker.

Adapted from Thomas Armstrong, Multiple Intelligences in the Classroom, 3rd ed. Alexandria, VA: ASCD, 2009.

MI Inventory (cont’d)Picture Smart__ I can see visual images in my mind pretty clearly.__ I tend to daydream a lot.__ I enjoy doing art.__ I am a good drawer.__ I like to watch movies, videos, TV other visual programs.__ I like doodling and believe it helps me to think better.__ I enjoy building three-dimensional structures (e.g. carpentry, Legos, sculpture).__ I see visual images when I read.__I enjoy doing puzzles, mazes, or other visual activities. __ I see myself primarily as visual thinker or visual learner.

Body Smart__ I am good in at least one sport.__ I tend to twitch, tap, or fidget when I have been sitting for a long time in one spot.__ I am a good at imitating or mimicking the gestures and mannerisms of my firiends or relatives..__ I love to take things apart and put them back together.__ I generally like to touch or hold things to learn more about them.__ I have demonstrated skill in a craft (e.g. woodworking, sewing, mechanics)__ I can use my body effectively in a dramatic way to express feelings and ideas.__ I love dare devil amusement rides.__ I enjoy working with clay or other tactile experiences (e.g. finger painting).__ I see myself primarily as a physical learner.


MI Inventory (cont’d)Music Smart__ I believe I have a pleasant singing voice.__ I can usually tell when a musical note is off-key.__ I frequently listen to music on radio, boom box, smart phone, tablet, or other source.__ I enjoy playing at least one musical instrument.__ I can remembers the melodies of songs pretty easily.__ I hav a rhythmic way of speaking and/or moving.__ I sometimes find myself unconsciously humming to myself.__ I sometimes find myself tapping rhythmically on a table or desk when I am studying..__ I’m sensitive to environmental sounds around me (e.g. rain on the roof)__ I see myself primarily as a musical learner.

People Smart__ I enjoy socializing with my friends.__ I like being a leader in a group.__ People come to me to ask for help in solving a social conflict or situation.__ I prefer working or studying with other people rather than by myself.__ I belong to at least one club, group, organization or informal peer group.__ I like teaching things to other people.__ I prefer playing sports and games with others rather than by myself.__ I have at least one or more close friends.__ I believe I have a good sense of empathy or caring for others.__ I see myself primarily as a social learner.


MI Inventory (cont’d)Self Smart__ I feel like I’m pretty independent and/or am strong-willed.__ I have a pretty realistic sense of my personal strengths and weaknesses.__ I do well when I’m left to study on my own at home and school..__ I have a hobby or special interest that I don’t really talk much to people about.__ I think I know where I’m going in life as far as goals for the future.__ I prefer working or studying alone rather than with other people.__ I’m pretty in touch with my feelings and can express them appropriately.__ I believe that I’m able to learn from my mistakes.__ I feel really good about myself and what I am able to achieve in life.__ I see myself primarily as an individualist.

Nature Smart__ I like to spend time with animals.__ I like taking trips to natural settings.__ I’m able to notice details in natural formations (e.g. clouds, mountains, geology) that others might miss.__ I prefers to spend my free time in a natural setting.__ I have spoken out for the rights of animals, or the preservation of the environment.__ I have a good ability to identify different kinds of birds, plants, or other living things.__ I enjoy doing nature projects, such as bird watching or raising animals.__ I enjoy gardening or growing plants.. __ I do well in subjects at school related to living things and systems (e.g. biology, ecology).__ I see myself primarily as a naturalist.


October 29, 2014, Revised Handouts for Neurodiversity in the Classroom Workshop

Education

special abilities

neurodiversity timeline

asd special interests10

positive iep objectives12

environment niche construction

special ed kids

disorders success

environment success