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Advocates for Neurodiversity: An Interview with Thomas Armstrong

Thomas Armstrong

American Institute for Learning and Human Development Executive Director


An American educator, Dr. Thomas Armstrong shares his knowledge regarding special education and mindfulness through his nineteen books. Some include Mindfulness in the Classroom: Strategies for Promoting Concentration, Compassion, and Calm and Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. These books have been translated to 90 languages and his work has been covered in a number of reputable news sources, such as The New York Times, CNN, The Today Show, The Wall Street Journal, and The Washington Post. Dr. Armstrong has even presented for Sesame Street, the Bureau of Indian Affairs, and the Republic of Singapore, to note a few. Thomas Armstrong has built his career in human development and learning for the past forty five years and is known as an award winning author, speaker, and educator.


What do you feel is the aspect of life most impacted by being neurodivergent?

"It depends on what type of neurodiversity you’re talking about.  If it’s dyslexia, then the printed word would have the greatest impact.  If it’s social and emotional disorders, then one’s emotional and/or social life would have the greatest impact.  If it’s autism, then social interaction would be highlighted."

What kind of accommodations do you think should be implemented better in everyday society?

"I’ve proposed a term ‘’positive niche construction’’ as an alternative way of characterizing accommodations.  The word accommodations sounds patronizing to me – as if, ‘’if you weren’t abnormal we wouldn’t have to do these things for you’’ whereas positive niche construction is an active way of transforming the environment so that it best responds to the way in which each person lives and learns."

What stigmas do you think are present in the community concerning neurodiversity?

"I think this, too, varies depending upon the neurodiversity.  ADHD has relatively little stigma attached to it – in some circles it’s even trendy.  But intellectual disabilities like Down syndrome still have quite a bit of stigma attached to them because they often stand out in a crowd both physically and mentally.  Autism had a greater stigma thirty years ago than it does now partly due to increased knowledge and publicity surrounding this difference."

How do you think neurotypical individuals can aid in the advocacy for neurodiversity without infringing on neurodiverse voices?

"It’s important to speak ‘’of’’ neurodiversities but not speak ‘’for’’ the neurodiverse and respect their own voices.  Neurotypicals can help serve as a conduit of information between the neurotypical and neurodiverse communities, in terms of advocating for equitable services, respect, and understanding of the needs of neurodiverse individuals."

How do you think we can empower children with autism and lift up their voices?

"I think it’s important to empower children with autism with Universal Design for Learning technologies, so that they have alternative ways of communicating with neurotypicals (e.g. augmentative alternative communication devices like Proloquo2go).  Also using programs such as Floortime as a means of engaging them show promise."

What do you think everyone should know about neurodiversity?

"That neurodiversity is in harmony with other forms of diversity that we care about including biodiversity and cultural diversity.  That we honor these individuals as diverse or different, not disabled."

What is the greatest life lesson you have learned by working with neurodivergent individuals?

"To feel honored by being allowed into their worlds, to experience respect for their unique ways of looking at life, and to help make it more likely that neurodiverse individuals will be treated in an equitable manner by the neurotypical community."

 

References:

Interview with Thomas Armstrong

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