@Dale_Chu@amolrajan Ha! No way. I have been using exactly this analogy all week with parents trying to combat student use of AI.
Pretty sure I made it up actually. Tell her she needs to credit me please.
We learn to fit in by watching what happens to those who donโt. Do we? Blimey thatโs got me thinking. I donโt think thatโs something I do. Not that Iโm necessarily known for being compliant.
I read a book about neurodiversity recently which claimed to be inclusive.
It was inclusive in many ways. The people whose stories were in those pages were racially and ethnically diverse. They had different sexualities and gender identities. They had a range of different backgrounds and careers.
What was missing was anyone with intellectual disabilities. Anyone who lived in a residential setting. Anyone who had attended a special school as a child and had never learnt to read or write. Anyone who lived in a non-western country. They werenโt just missing, there was no reference to them at all.
And, crucially, it was not inclusive of anyone who disagreed with certain ideological premises. No one who thought that we need subgroups in the autism spectrum, for example. No one who thought that perhaps overdiagnosis might be a problem. No one who questioned what neurodivergence actually meant. No one who argued for functioning labels.
Despite the claims of inclusivity, it was a strangely homogenous group. And here is one of the paradoxes of neurodiversity. Thereโs the appearance of diversity and inclusivity, but thereโs a conformity of opinion. Everyone is singing from the same hymn sheet. Book after book is published with exactly the same assumptions.
Humans are social beings and we want to fit in. We learn to do this by watching what happens to those who donโt. Itโs just too risky to do anything else. Donโt mistake this conformity for an objective truth. Itโs a bit more complicated than that.
This isnโt criticism, itโs a hatchet job. We should not pander to individuals or groups whose demands risk dismantling exceptional schools. Iโve visited both Mossbourne schools, and they are outstanding institutions.
If parents are genuinely unhappy, they have the option of moving their children elsewhere. Yet many choose to stay because they value the academic outcomes while objecting to the discipline and standards that underpin them. You cannot demand the results while rejecting the very approach that delivers them.
And to those who believe they can achieve the same outcomes through a different approach, establish your own school and demonstrate that it works. Otherwise, stay in your lane and allow those who have built exceptional institutions to get on with the job.