Description
*This is an asynchronous course worth 15 CECH or one graduate credit.
The purpose of this book study is to explore the way how we ALL play a role in changing the way neurodifference is experienced in the world. Real life stories of children with neurodifferences and understanding the need for programming differences for all children will be explored.
At the heart of Differently Wired are 18 paradigm-shifting ideas or “tilts,” suggesting a path for how parents, caregivers, and educators can shift our thinking and actions in a way that not only improves the family dynamic, but also allows children to fully realize their best selves.
Topics Covered: Parenting, autism, ADHD, dyslexia, other conditions, tilts
(This book is written from a parent's perspective.)
BOOK: “Differently Wired-Raising an Exceptional Child in a Conventional World” by Deborah Reber, Workman Publishing
WEBSITES: www.tiltparenting.com and
https://tiltparenting.com/podcast-about-children-with-learning-disabilities/
Objectives
Participants will:
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Identify at least three key characteristics and needs of differently wired children, as described in the book, and explain how these traits impact learning and behavior in the classroom.
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Analyze case examples or personal experiences to differentiate between traditional and neurodiversity-affirming approaches to supporting students.
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Develop one actionable classroom or schoolwide strategy that promotes inclusion and strengths-based support for neurodivergent learners.
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Reflect on and revise personal beliefs or assumptions about neurodiversity by completing a written or verbal self-assessment that identifies at least two mindset shifts inspired by the book.
Differently Wired by Deborah Reber - Alignment to Charlotte Danielson Framework
|
Danielson Framework Domain |
Connection to Differently Wired |
Example Practices from the Book’s Principles (“Tilts”) |
|
Domain 1: Planning and Preparation |
Differently Wired emphasizes understanding each child’s unique learning profile and designing individualized supports. |
- Tilt 3: Ditch the “shoulds.” Plan lessons based on strengths, not standardized expectations. - Tilt 6: Question everything you thought you knew about parenting/teaching. Use reflection and flexible planning. - Tilt 9: Seek expert help when needed. Collaborate with specialists when designing instruction. |
|
Domain 2: The Classroom Environment |
Reber promotes creating emotionally safe, predictable environments where students feel valued and understood. |
- Tilt 1: Question everything you thought you knew. Build a culture of curiosity and acceptance. - Tilt 4: Let go of what others think. Model empathy and acceptance in classroom norms. - Tilt 7: Let go of comparisons. Foster community over competition. |
|
Domain 3: Instruction |
Instruction should be flexible, strength-based, and responsive to students’ individual needs and self-regulation levels. |
- Tilt 10: Let go of fear. Try new strategies to reach neurodivergent learners. - Tilt 14: Help your child/learner develop self-knowledge. Support metacognition and self-regulation skills. - Tilt 12: Focus on progress, not perfection. Use formative assessment and growth-focused feedback. |
|
Domain 4: Professional Responsibilities |
Reber calls educators to advocate, collaborate, and continuously learn about neurodiversity and inclusion. |
- Tilt 16: Find your people. Join professional learning communities focused on inclusion. - Tilt 17: Practice radical self-care. Maintain wellness to sustain advocacy. - Tilt 18: Make a ruckus. Lead change efforts for neurodiversity-affirming practices in schools. |
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