The classroom neurodiversity happens to pose a challenge to educators not because we have a surge in the neurodiverse student body but more likely that we have acquired newer insights into how to differentiate different learners. The question remains however, what do we know about ways in which to impart knowledge and teach skills needed for their future? Since Executive Function challenges are insidious in nature, it is often hard for educators to distinguish the motives behind “can’t do” over “won’t do” behaviors. The art of teaching comes down to adjusting expectations without offering a free pass or lowering accountability while supporting skill building.
On today’s podcast, guest and head of the AIM Academy, Chris Herman, discusses how creating school-wide beliefs, principles, and approaches which include teaching and reinforcing growth in executive skills can promote strong outcomes for all students.
About Chris Herman, M.Ed
Chris Herman is Head of School at AIM Academy in Philadelphia where he has been for 14 years. There, he remains devoted to bringing school to life for children with learning differences every day. He is an alumnus of the University of Pennsylvania’s Graduate School of Education and Long Island University. He is an adjunct professor of Education at St. Joseph’s University.
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