Assignment A: 

Rethinking our Super Powers

After I finished these readings and saw the title of the assignment I thought "that's perfect". The ability to change our schools from a deficit model to an asset model is absolutely within our superpowers! Encourage students' abilities, set clear boundaries and expectations, and be a positive role model.  This seems like a no-brainer, of course schools want to operate using this model, it seems so simple. However as we all work in schools, we can see how easy it is to "focus attention on what is broken and how to fix it".  Instead "schools must focus on identifying and building up students’ assets to create positive development. This “positive development emphasizes strengths over weaknesses, resilience over risk, and assets over deficits” (Rose, 2006, p.236). 

The authors talk about the success of students being found in Healthy Communities and defined such as a place with a shared commitment in which healthy relationships are built with positive adults. They say that students who attend youth programs have the best chance to success in life. These programs foster leadership and ways to help others, they are tied to the community and teach lifelong skills. I work at West Warwick High School and in my opinion they do a wonderful job of fostering this sense of community. We have a School resource officer at our school everyday, the community has many celebrations throughout the year, we have pep rallies and summer programs. The adults who are involved with our students serve as positive adults in their lives. They are invested in their future success. 

One of the quotes that stood out to me is on page 26 when the author states "It would be beneficial to examine how the asset model affects student lives beyond the K-12 system". How interesting it would be to see the success, job placement and retention, health relationships, good parenting and if they are mentors themselves.  In the right environment  with the right conditions those who are nurtured with love and kindness will grow. 

The authors argue that most schools focus on solving problems and not proactively trying to eliminate the problems and that using an asset model over a deficit model will created greater positive outcomes for our youth. The focus is on internal and external assets to help students succeed. 

When reading the piece about neurodiversity Singer said the "main goal of the neurodiversity movement is to shine light on the strengths and benefits of this diversity". Highlighting strengths and encouraging  creativity, as in an asset model of learning and not focusing on what needs to be fixed about each individual with a neurodivergent diagnosis. 

I also found it interesting that some adolescents are using the term neurodivergent as an umbrella to make sense of their lack of emotional regulation or social anxiety.  As adolescents are always searching to belong this provides a group for them to belong and relate to. In fact, many of these students are advocating for themselves to see doctors trying to make sense of things. 

Miller, C. (n.d.). What is neurodiversity? And how can parents support kids who are neurodivergent? (C. Martin & S. A. Lee, Clin. Eds.). Child Mind Institute. childmind.org

Renkly, S., & Bertolini, K. (2018). Shifting the paradigm from deficit oriented schools to asset based models: Why leaders need to promote an asset orientation in our schools. Empowering Research for Educators, 2(1), Article 4.