There is an enormous variability in how students learn. Unfortunately, our educational systems frequently rush to rank, sort and label what are perceived as deficits.

I propose a reframing of neuro-diversity and learning difference. My work embodies a non-threatening, solution oriented way of thinking about and talking to students, their parents, and their educators about learning difference.

My goal is to recognize and validate whole student, to clarify the nature of learning challenge, and to de-escalate feelings of defectiveness, worry and blame.

My approach is unswervingly strengths-based and my intention is to offer a different, hopeful perspective which serves to fundamentally change the way students see themselves as learners.