Learning about neurodiversity at school has potential to support a positive autistic identity. The deficit perspective Maia and Ninja had can lead to negative effects on well-being. Ernie’s autistic identity was more positive and informed by other autistic people. Curricular materials developed from the perspectives of autistic people on how to teach autistic students about neurodiversity and autistic culture need to be available to educators.

Source: INSAR 2020 Virtual Meeting – 419.060 – “They’re like the People That Aren’t Exactly, like, Normal Brained.”: Neurodiversity from the Perspectives of Three Autistic Adolescent Young Women. 


The evolution of learning culture is the most critical work educators need to do inside schools today. Culture reflects community values and school culture remains a relatively compliance‐driven system even with our best efforts to change that. The only way to change culture is to constantly create situations in which people together respond to the question “Why are we here?”

Source: Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools (Kindle Locations 973-977). Wiley. Kindle Edition.

I updated “Design is Tested at the Edges: Intersectionality, The Social Model of Disability, and Design for Real Life ” with selections from “Basic Principles for Equity Literacy”.

The Direct Confrontation Principle: There is no path to equity that does not involve a direct confrontation with inequity. There is no path to racial equity that does not involve a direct confrontation with interpersonal, institutional, and structural racism. “Equity” approaches that fail to directly confront inequity play a significant role in sustaining inequity.

The “Poverty of Culture” Principle: Inequities are primarily power and privilege problems, not primarily cultural problems. Equity requires power and privilege solutions, not just cultural solutions. Frameworks that attend to diversity purely in vague cultural terms, like the “culture of poverty,” are no threat to inequity.

The Prioritization Principle: Each policy and practice decision should be examined through the question, “How will this impact the most marginalized members of our community?” Equity is about prioritizing their interests.

The “Fix Injustice, Not Kids” Principle: Educational outcome disparities are not the result of deficiencies in marginalized communities’ cultures, mindsets, or grittiness, but rather of inequities. Equity initiatives focus, not on fixing marginalized people, but on fixing the conditions that marginalize people.

Source: Basic Principles for Equity Literacy

“Writing is thinking” is my favorite expression for how to work in a company.

The biggest thing about writing down strategic choices is that they serve to build a corporate history (over a year or two, not really thinking about decades). Why decisions are made is rather important because companies, like people, can make the same mistakes over time without history.

Plus writing something for an audience is a way of making you consult representatives of that audience before publishing. What will marketing think? Will sales people be able to sell? Whether you consider those perspectives before or not does not change that they will react. This isn’t “buy-in” or “heads-up” but actually consulting the real stakeholders of a decision.

The act of writing forces a team of experts to share the details of goals-not just the what, but the why, what else was considered, the history, context.

But what is missing from that logic is that the process of writing and sharing thoughts is clarifying AND collaborating itself. Execution actually speeds up when you spend the up front time to write.

Writing is more inclusive. It is easier to contribute, doesn’t reward bullies and bullshitters, and allows for contemplation.

Are you creating a writing culture? Said in a way that I think makes more sense, is writing a core value of the company (team)? I hope so because I think it really matters and can help.

The first people to stop writing in a company are often those that were there the longest or the execs. Writing is important for everyone. Execs need to write, and do their own writing. Don’t farm out to others to fill in the details from an outline. Having others do your writing for you is for when you’re a head of state making speeches every day and for when every word matters, not for business writing even for the largest of companies.

Source: “Writing is Thinking”—an annotated twitter thread – Learning By Shipping

 The visitors highlighted that the conventional teenager can seem like a “rabbit in headlights” when asked the “big” questions regarding themselves and their future but that the students in the “why school”  had competed to discuss themselves and critically discuss the issues regarding their future.

My conclusion from all this is that students and schools focussed on why they exist develop stronger engagement in all activities and this results in making achievement in what we do much easier. 

Challenge all those things you think you are officially obliged to do, in many cases you find you do not have to do them. You can build a whole new rich learning environment by returning to the real why behind education.

Source: Is your School an X or Why School? – EDUWELLS

One of the interesting points that I found was that ‘why’ is not necessarily something that you just sit around and decide. It involves culture and therefore action. In some respect it reminds me of trust. You cannot necessarily create ‘trust’, instead you put in place the conditions for trust to prosper. I think that the challenge we face is creating the conditions for why to prosper.

Source: 💬 Is your School an X or Why School? – Read Write Collect