Child1st Publications | Brain & Learning


The SnapWords® System and Neurodiversity

How the SnapWords® System Answers the Neurodiversity of Children Because we desire to meet the needs of children in school with equity, our mission is to provide resources that empower children to learn from their own strengths. In a recent blog, On Honoring the Neurodiversity of Children, I talked about the fact that children ARE neurodiverse, and that when we honor the differences in their natural wiring, learning becomes so much easier. In this blog, I want to show you what resources look like that are created to meet the needs of children all across The Learning Spectrum. The resources I am highlighting are ones that have been used with thousands of children and have a track record of providing equity in...

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Celebrating Neurodiversity in the Classroom

Oh the Difference it Makes When You Speak Their Language! Neurodiversity across the Learning Spectrum explains why around 60% of children are failing to thrive in school, many of whom are also struggling to learn to read. We can no longer afford to teach as though all children were wired the same for learning! When we forget to consider the diversity in the natural wiring of children, it is no wonder there are problems! Conversely when we focus on discovering and then providing what is missing for those children, we will find that making simple changes results in enormous gains. There’s nothing like it, really, when you are there to see the lights turn on! Robert's Story I was to...

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On Honoring the Neurodiversity of Children

One of the most important concepts for educators to ponder is what our educational system should look like, given the neurodiversity of children. Individual differences in brain functioning should be celebrated, and one specific type of brain functioning should not be esteemed, while the others are stigmatized. Learning to Value Differences in Brain Processing Our educational system has always valued one very specific type of wiring, have taught to those children, rewarded them, and promoted them. We call their brain functioning good. Children with dissimilar brain functioning have been left behind, labeled as disabled, and have in general failed to thrive. We have called their good, bad. I believe heart and soul in the immaculate design of all children, believe all children...

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3 Constants Regarding Children & How They Learn

It’s 2017. Uncertainty and change are a way of life. Many of us are in a “wait and see” holding pattern regarding our children’s education; one anxious eye on Washington and the other on our kids. Running in a loop through our minds is, “What will they do, and how will it impact my child?” In the midst of uncertainty, we will derive strength by focusing on things we know won’t change. Keeping our goals and priorities clearly in view will ground us and keep us moving forward in a positive, productive way for the benefit of our children. Because I work and advocate for young learners, three constants rise to the surface for me: Children and their unique learning...

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