From Students to Learners

Too often, our students who receive special education services are excluded from the joyful act of learning, particularly when they are placed into general education settings without meaningful planning for engagement and accessibility. All students deserve to be nurtured, supported, and challenged to grow in every aspect of knowledge. I believe educators have a duty to create meaningful learning experiences for every child with a strengths-based and neurodivergent-affirming approaches that lift students up. Students deserve to learn and they deserve to do so in safe, welcoming classrooms that see every child as a lifelong learner worthy of joy, growth, and knowledge.

Thank you for being here on my journey to implement Comprehensive Literacy for All (CLfA) and Neurodiverse-Affirming Practices into my classroom. This is meant to be a place for educators to learn a little more about what CLfA implementation and neurodiverse-affirming practices could look like in your classroom. I am in no way, shape, or form, a literacy specialist. I am simply learning, implementing, reflecting, and doing it all over again. I don’t always get it right, but when we know better, we do better. I learn so much by watching other educators passionate about CLfA. I have found that seeing a wide variety of teachers with different approaches and styles implement CLfA – and do so with creativity, expertise, and joy – has helped me to do the same.