Research from the learning sciences has debunked the notion of a typical learner, yet many programs operate within a binary model of ability. This presentation shares the process and implementation of a community of practice that explored the neurodiversity paradigm, resulting in a proposed school design centering neurodiversity as normative.

Participants will be able to:

• Describe the tenets of the neurodiversity and pathology paradigms in relation to special and inclusive education, including their similarity to medical and social models of disability.
• Identify strategies from the presentation to develop a community of practice within their contexts, including recruitment, pacing, planning, content, and data reporting.

Presenter: Dana Baker, EdD