ADHD
The Neuro-ESOL Imperative: Translating the Nonlinear Lattice of the ADHD Brain
There is already a precedent for what I am proposing. We train teachers to work with English-language learners because we understand something fundamental: a child can be intelligent, capable, curious, and ready to learn while still experiencing a profound educational impairment when the language of the classroom does not match the language the child can […]