These are the handouts for the keynote I delivered at Arizona's Fourteen Annual Transition Conference held in Scottsdale, Arizona at the Talking Stick Resort, on August 25, 2014.
June 19, 2013 - Keynote - Neurodiversity in the Classroom - Seaside, OregonThomas Armstrong
These are the handouts for a 75 minute keynote presentation that I did at a special education administrators pre-conference that was part of the annual conference of the Confederation of Oregon School Administrators.
These are the handouts for a breakout session that I did at a special education conference that formed part of the annual conference of the Confederation of Oregon School Administrators in Seaside, Oregon on June 19, 2013
These are handouts for a breakout session that I did for the Alberta Teachers Association Early Childhood Education Council annual conference held in Edmonton, Alberta on November 7, 2014.
These are the handouts for a 90 minute keynote that I did for the 2013 national conference of Institute for Challenging Disorganization, held in Denver, CO, September 20, 2013. Around 150 professional organizers who work with chronically disorganized people attended the event.
April 4, 2014 Portland, Maine - Neurodiversity in the Classroom - Full Day...Thomas Armstrong
These are handouts for a workshop I did April 4, 2014 in Portland Maine, on Neurodiversity in the Classroom. The workshop was sponsored by Transdisciplinary Workshops Inc.
December 3, 2014 Neurodiversity in the Classroom - Plymouth, MN - HandoutsThomas Armstrong
These are handouts for a full-day workshop I did on December 3, 2014 in Plymouth, Minnesota for a group of educators on the topic of neurodiversity and its applications to the classroom.
October 29, 2014, Revised Handouts for Neurodiversity in the Classroom WorkshopThomas Armstrong
This is an expanded and revised set of handouts that I used October 29, 2014 in Winnipeg, Manitoba in a full-day workshop sponsored by Jack Hirose & Associates entitled: Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Learning Disabilities Succeed in School and Life
June 19, 2013 - Keynote - Neurodiversity in the Classroom - Seaside, OregonThomas Armstrong
These are the handouts for a 75 minute keynote presentation that I did at a special education administrators pre-conference that was part of the annual conference of the Confederation of Oregon School Administrators.
These are the handouts for a breakout session that I did at a special education conference that formed part of the annual conference of the Confederation of Oregon School Administrators in Seaside, Oregon on June 19, 2013
These are handouts for a breakout session that I did for the Alberta Teachers Association Early Childhood Education Council annual conference held in Edmonton, Alberta on November 7, 2014.
These are the handouts for a 90 minute keynote that I did for the 2013 national conference of Institute for Challenging Disorganization, held in Denver, CO, September 20, 2013. Around 150 professional organizers who work with chronically disorganized people attended the event.
April 4, 2014 Portland, Maine - Neurodiversity in the Classroom - Full Day...Thomas Armstrong
These are handouts for a workshop I did April 4, 2014 in Portland Maine, on Neurodiversity in the Classroom. The workshop was sponsored by Transdisciplinary Workshops Inc.
December 3, 2014 Neurodiversity in the Classroom - Plymouth, MN - HandoutsThomas Armstrong
These are handouts for a full-day workshop I did on December 3, 2014 in Plymouth, Minnesota for a group of educators on the topic of neurodiversity and its applications to the classroom.
October 29, 2014, Revised Handouts for Neurodiversity in the Classroom WorkshopThomas Armstrong
This is an expanded and revised set of handouts that I used October 29, 2014 in Winnipeg, Manitoba in a full-day workshop sponsored by Jack Hirose & Associates entitled: Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Learning Disabilities Succeed in School and Life
These are handouts for a keynote speech that I gave at a Confederation of Oregon School Administrators pre-institute for special education administrators and teachers on June 19, 2013.
Neurodiversity and Young Children with Special Needs, Monterrey, Mexico, Octo...Thomas Armstrong
These are handouts from a keynote speech I delivered at the 13th Annual International Conference on Early Childhood Education in Monterrey, Mexico, October 26, 2013
Neurodiversity in the Classroom - Minnesota Organization on Fetal Alcohol Syn...Thomas Armstrong Ph.D.
Handouts for a presentation on the linkages between the concept of neurodiversity and a strength-based approach to working with students diagnosed as having FASD.
April 24, 2019 neurodiversity in the classroom - st. louis, mo [handouts]Thomas Armstrong Ph.D.
These are the handouts for my keynote to the Adam Morgan Foundation National Conference in St. Louis, MO on April 24, 2019, titled: Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life
March 14, 2013 albany, ny - neurodiversity in the classroom - complete hand...Thomas Armstrong
These are the handouts for a presentation I did March 4, 2013 in Albany, NY on ''Neurodiversity in the Classroom" where I introduce the concept of neurodiversity, discuss six basic principles of neurodiversity, and share seven components of what I call "'positive niche construction'' or creating environments for students with special needs where they can flourish. It includes a 165-item neurodiversity checklist, an IEP protocol that uses Appreciative Inquiiry, and three pages of references used in the workshop. For information on scheduling a workshop like this, email me at: thomas@institute4learning.com.
August 13, 2014 Pompano Beach, FL - Parent Talk HandoutsThomas Armstrong
These are the handouts for a parent talk I did at Somerset Pines Charter School in Pompano Beach, Florida on August 13, 2014 on the topic of multiple intelligences.
Handouts March 23, 2014 - Singapore - Work on Multiple Intelligences for Sm...Thomas Armstrong
These are handouts for a workshop that I'm doing tomorrow at the Singapore Expo as part of the SmartKids Asia Expo 2014 on the topic of multiple intelligences.
Covington ElementaryAshley CovingtonProfessor Lori Infants.docxfaithxdunce63732
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
These are the handouts for a workshop I did for parents at the Rise and Shine Expo in the Republic of Singapore on September 28, 2013. The title of the workshop was: ''Eight Ways of Teaching: How to Teach Practically Anything Using Multiple Intelligences''
Best teachers have best methods to engage their students. Psychology help the teachers to make different strategies for the betterment of their students and make them effective teacher. Understanding the behavior of students also help the teachers to deal with different types of students.
shorturl.at/dmvz9
shorturl.at/dqr39
Coaching Seminar on the Eight Kinds of Smart [Handouts].pptxThomas Armstrong
These are handouts for a seminar conducted through Animas Centre for Coaching in the U.K. delivered on April 4, 2024. In the presentation, I talk about the eight intelligences in Howard Gardner's theory of multiple intelligences, explaining how to assess them in oneself and others, how Gardner came up with these particular intelligences, and how MI theory can be applied to coaching practices such as career advice, learning strategies, and problem-solving styles. Finally I share something about the six books I've written on the topic, including 7 Kinds of Smart, Multiple Intelligences in the Classroom, and In Their Own Way.
These are the handouts to a keynote presentation I did for the 29th Annual MicroSociety Conference on July 12, 2022, a virtual conference. It focuses on the importance of seeing each child and teen as a genius. Every child comes into life with natural curiosity, creativity, imagination, inventiveness, and playfulness. Educators need to learn how to not interfere with this incredible birthright by listening to kids, asking them what they need, providing them with stimulating learning environments that allow them to come up with new ideas and discoveries, and opening up to a re-discovery of the natural genius in ourselves as educators.
More Related Content
Similar to August 25, 2014 Neurodiversity in the Classroom Handouts (Arizona Transition Conference)
These are handouts for a keynote speech that I gave at a Confederation of Oregon School Administrators pre-institute for special education administrators and teachers on June 19, 2013.
Neurodiversity and Young Children with Special Needs, Monterrey, Mexico, Octo...Thomas Armstrong
These are handouts from a keynote speech I delivered at the 13th Annual International Conference on Early Childhood Education in Monterrey, Mexico, October 26, 2013
Neurodiversity in the Classroom - Minnesota Organization on Fetal Alcohol Syn...Thomas Armstrong Ph.D.
Handouts for a presentation on the linkages between the concept of neurodiversity and a strength-based approach to working with students diagnosed as having FASD.
April 24, 2019 neurodiversity in the classroom - st. louis, mo [handouts]Thomas Armstrong Ph.D.
These are the handouts for my keynote to the Adam Morgan Foundation National Conference in St. Louis, MO on April 24, 2019, titled: Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life
March 14, 2013 albany, ny - neurodiversity in the classroom - complete hand...Thomas Armstrong
These are the handouts for a presentation I did March 4, 2013 in Albany, NY on ''Neurodiversity in the Classroom" where I introduce the concept of neurodiversity, discuss six basic principles of neurodiversity, and share seven components of what I call "'positive niche construction'' or creating environments for students with special needs where they can flourish. It includes a 165-item neurodiversity checklist, an IEP protocol that uses Appreciative Inquiiry, and three pages of references used in the workshop. For information on scheduling a workshop like this, email me at: thomas@institute4learning.com.
August 13, 2014 Pompano Beach, FL - Parent Talk HandoutsThomas Armstrong
These are the handouts for a parent talk I did at Somerset Pines Charter School in Pompano Beach, Florida on August 13, 2014 on the topic of multiple intelligences.
Handouts March 23, 2014 - Singapore - Work on Multiple Intelligences for Sm...Thomas Armstrong
These are handouts for a workshop that I'm doing tomorrow at the Singapore Expo as part of the SmartKids Asia Expo 2014 on the topic of multiple intelligences.
Covington ElementaryAshley CovingtonProfessor Lori Infants.docxfaithxdunce63732
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
These are the handouts for a workshop I did for parents at the Rise and Shine Expo in the Republic of Singapore on September 28, 2013. The title of the workshop was: ''Eight Ways of Teaching: How to Teach Practically Anything Using Multiple Intelligences''
Best teachers have best methods to engage their students. Psychology help the teachers to make different strategies for the betterment of their students and make them effective teacher. Understanding the behavior of students also help the teachers to deal with different types of students.
shorturl.at/dmvz9
shorturl.at/dqr39
Similar to August 25, 2014 Neurodiversity in the Classroom Handouts (Arizona Transition Conference) (20)
Coaching Seminar on the Eight Kinds of Smart [Handouts].pptxThomas Armstrong
These are handouts for a seminar conducted through Animas Centre for Coaching in the U.K. delivered on April 4, 2024. In the presentation, I talk about the eight intelligences in Howard Gardner's theory of multiple intelligences, explaining how to assess them in oneself and others, how Gardner came up with these particular intelligences, and how MI theory can be applied to coaching practices such as career advice, learning strategies, and problem-solving styles. Finally I share something about the six books I've written on the topic, including 7 Kinds of Smart, Multiple Intelligences in the Classroom, and In Their Own Way.
These are the handouts to a keynote presentation I did for the 29th Annual MicroSociety Conference on July 12, 2022, a virtual conference. It focuses on the importance of seeing each child and teen as a genius. Every child comes into life with natural curiosity, creativity, imagination, inventiveness, and playfulness. Educators need to learn how to not interfere with this incredible birthright by listening to kids, asking them what they need, providing them with stimulating learning environments that allow them to come up with new ideas and discoveries, and opening up to a re-discovery of the natural genius in ourselves as educators.
July 11, 2022 - White Settlement, TX - Neurodiversity in the Classroom [Keyno...Thomas Armstrong
These are the handouts I used in my keynote presentation to a special education conference hosted by ESC Region 11 in Texas. The focus is on how to use the concept of neurodiversity to create better learning environments for neurodiverse students.
These are the word slides from my keynote presentation to The Amazing Adolescent Brain Summit conducted by the Tobacco Free Lake County Indiana Coalition, June 8, 2021.
These are handouts for an April 17, 2021 presentation at the 4th Annual Neurodiversity Symposium at the University of La Verne, in La Verne, California
These are handouts for a keynote address I did for the Alberta Teachers Association Early Childhood Education Council annual conference in Edmonton, Alberta on November 7, 2014.
August 25, 2014, Breakout Session Handouts - Where the Rubber Hits the RoadThomas Armstrong
These are the handouts for the breakout session I did at Arizona's Fourteen Annual Transition Conference in Scottsdale, Arizona, August 25, 2014, entitled ''Where the Rubber Hits the Road''
August 18, 2014 Forestville, Ca - Handouts for Half-Day Multiple Intelligen...Thomas Armstrong
These are the handouts for a morning workshop I did for the teachers of the West Sonoma County Union High School District in Forestville, California on August 18, 2014.
Handouts March 22, 2014 - Singapore - SmartKids Asia Expo, Awakening Your C...Thomas Armstrong
These are handouts for a presentation I'm doing today for the SmartKids Asia Expo 2014 held at the Singapore Expo, on the topic Awakening Your Child's Natural Genius. The event was sponsored by Wyeth Nutrition Singapore.
These are the handouts for a presentation I did at the Fullerton Hotel in Singapore for Wyeth Nutrition as a part of a trade launch for their S-26 Gold infant formulas.
These are the handouts I used in a keynote speech delivered on October 26, 2013 at the 13th Annual International Conference on Early Childhood Education held in Monterrey, Mexico.
Neurodiversity and Young Children with Special NeedsThomas Armstrong
This is an article based on a keynote speech I did on October 26, 2013 at the 13th Annual International Conference on Early Childhood Education held in Monterrey, Mexico.
Handouts for Multiple Intelligences Workshop in Sacramento, CA - Juy 23, 2013Thomas Armstrong
These are handouts that were used as part of a full-day workshop on multiple intelligences for new teachers at the Yav Pem Suab Academy in Sacramento, CA on July 23, 2013.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
August 25, 2014 Neurodiversity in the Classroom Handouts (Arizona Transition Conference)
1. Neurodiversity in the Classroom
Strength-Based Strategies
to Help Students With Special Needs
Succeed in School and Life
Thomas Armstrong, Ph.D.
www.institute4learning.com
Arizona’s Fourteenth Annual Transition Conference
Promote Strengths & Inspire Success
Scottsdale, AZ
August 25, 2014
2. 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.
3. 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 + Media, Schools, Business, Scholars
4. Positive Niche Construction
• Helping to ensure the thriving of a
student by directly modifying the
environment in such a way that it
enhances that student’s chances for
success in school and life.
5. Components of 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
6. 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."
7. Neurodiversity Strengths Checklist
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
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."
8. Neurodiversity Strengths Checklist
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
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."
9. Neurodiversity Strengths Checklist
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
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."
10. Neurodiversity Strengths Checklist
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):
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."
11. References p. 1
• 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.
• Blume, Harvey. “Neurodiversity,” The Atlantic, September 30, 1998.
http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/305909/
• Crammond, Bonnie. ‘’Attention-deficit Hyperactivity Disorder and Creativity: What is the Connection?’’
Journal of Creative Behavior, 1994, vol. 38, no. 3, pp. 193-210.
• Disability Studies Quarterly, 2010, Vol. 30, No. 1, ‘’Autism and the Concept of Neurodiversity’’
http://dsq-sds.org/issue/view/43
• Doidge, Norman. The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain
Science. New York: Penguin, 2007.
• 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.
12. References p. 2
•Grandin, T.(1996).Thinking in Pictures: And other reports from my life with Autism.New York:Vintage.
•Greenspan, Stanley, & Wieder, Serena . Engaging Autism: Using the Floortime approach to help children
relate, communicate, and think. Cambridge, MA:DaCapo/Perseus, 2009.
•Happé, F. (1999). ‘’Understanding assets and deficits in autism: why success in more interesting than
failure,’’ Spearman Medal Lecture, The Psychologist, vol. 12, no. 11, November, 1999.
•Jamison, K.R. (1996). Touched with fire: Manic-depressive illness and the artistic temperament. New
York: Free Press.
•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.
•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.
•Montagu, Ashley. Growing Young. New York: Praeger, 1988.
•Mottron, L. ‘’The Power of Autism,’’ Nature, November 2, 2011. Vol. 479, pp. 33-35.
•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.
13. References p. 3
•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.
•Sinclair, ‘’Don’t Mourn for Us,’’ 1993, http://www.autreat.com/dont_mourn.html
•Singer, Judy, “Odd People In: The Birth of Community Amongst People on the ‘Autistic Spectrum,’
http://www.academia.edu/4129151/Odd_People_In_A_personal_exploration_of_a_New_Social_Moveme
nt_based_on_Neurological_Diversity
•Singer, Judy. “Why Can’t You Be Normal for Once in Your Life,” in Marian 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/ .
14. References p. 4
Apps
• iStudiez Pro, http://istudentpro.com/
• Kurzweil 1000 for Windows Version 13, by Kurzweil Educational Systems.
http://www.kurzweiledu.com/kurzweil-1000-v13-windows.html
• Micro Expression Training by Motine - https://itunes.apple.com/us/app/micro-expression-
training/id463745698?mt=8
• Moody Me – Mood Diary and Tracker, by MedHelp,
https://itunes.apple.com/us/app/moody-me-mood-diary-tracker/id411567371?mt=8
• Proloquo2Go, by Assistive Ware, http://www.assistiveware.com/product/proloquo2go