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From "Deficits" to "Neurodiversity" -- The Time is Now

Jason Flom

Too often we think about learners based on what they can't do as demonstrated on standardized tests. However, reframing our approach to teaching and learning to consider cognitive diversity as variation, not deviation, can help us focus on -- or at least acknowledge -- strengths as fundamental building block of "achievement." The time to do so is now.

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