Addressing Neurodiversity in the Language Arts Classroom

This session addresses the question of how to address and account for neurodiversity in language arts education, focusing on three interrelated settings: neurologically divergent students, the presence of neurodiversity as it appears in literature, and like their students, teachers whose ways of being and thinking are other than neurotypical. Challenging a deficit view of neurodiversity, this session argues that differences need to be embraced, not simply accommodated.