Hello everyone,
We hope you’ve had a chance to watch the beginning of the film Normal Isn’t Real, including Dave’s story. (You can access the film and toolkit here . Use the password we sent to you via email.
Here are some additional resources and discussion questions you might want to explore before our meeting on Friday.
Resources
To explore terms and definitions related to neurodiversity
- The Language of Diversity: Terms and Definitions in the Age of Inclusivity (Susan A. Fitzell)
- Neurodiversity: Some Basic Terms and Definitions (Nick Walker, PhD.)
To learn more about ADHD
- Normal Isn’t Real Toolkit p. 30 – 39
- ADHD as an Entrepreneur’s Superpower (TedTalk 15min video)
- ADDitude magazine explores the question, “Is ADHD a superpower?”
- Center for Disease Control and Presentation (2020). Research on Attention Deficit/Hyperactivity Disorder
- ADDitude magazine (2020). ADHD brains are wired differently.
To explore the role of teachers and parents in higher ed
- Parker, D.R. & Boutelle, K. (2009). Executive function coaching for college students with learning disabilities and ADHD: A new approach for fostering self-determination. Learning Disabilities Research and Practice, 24(4), 204-215.
- Van Hees, V., Roeyers, H., & De Mol, J. (2018). Students with autism spectrum disorder and their parents in the transition into higher education: Impact on dynamics in the parent–child relationship. Journal of Autism and Developmental Disorders, 48(10), 3296-3310.
Discussion questions
- What language do we use (or should we use) to talk about neurodiversity?
- What language do we use (or should we use) to talk specifically about ADHD?
- Is ADHD a superpower?
- What have you noticed about our UNE students with ADHD? What has concerned you? What successes have you seen?
Reflecting on Dave’s experience:
- Dave says he no longer is “in constant conflict with this invisible thing.” How can we help students embrace their challenges as only a PIECE of who they are?
- How could you find ways to capitalize on the strengths of students like Dave and work around their weaknesses?
- Dave has found a nontraditional organizational system that works for him. What can you do to help students organically find systems they can “own” with regard to schoolwork? Can you find a way to be an effective “co-pilot” or to provide another person who can play that role with students who struggle with organization?
- Dave’s dad says his son’s desire to do something with his life led him back to a productive path. Do you think this is a universal desire? If so, how can teachers help students feel they’re on that path even when faced with daily challenges in school?
- How did Dave’s story help you think about the relationship between neurodivergence and substance abuse / homelessness / resilience / family relationships?
- What other questions or thoughts does Dave’s story raise for you?
- Have you worked with students at UNE who have similar stories to Dave’s?
Looking forward to seeing you on Friday,
Sarah and Allison
