Overview

"This book is the story of my lifelong 2e Journey Informed by Traditional Indigenous Learning To address the daunting challenges we face as a global community, we need people who can see the world beyond an ""either-or"" dualistic perspective. This book presumes such a dualistic perspective has been especially damaging to the twice-exceptional (2e) or gifted and learning disabled (Gifted and LD or GLD) children of the world, children who are growing up like I did, gifted and learning disabled. These children have so much potential to see the world as connected and to teach us to honor diversity and complementarity. Yet the Western educational paradigm typically thinks of these children as broken and in need of fixing. 2e children often find themselves separated, provided remedial programs, medicated, and made to feel broken or just ignored as they can appear average. If 2e children are noticed at all, educators usually focus on 2e children's disabilities rather than on their gifts. If the pattern of medication and behavioral modification intervention causes these children to underperform or drop out of the educational system altogether, we have lost valuable members of society who can help us solve complex challenges. I propose adding an Indigenous framework to cluster-grouped classrooms to help move toward a more holistic approach for developing 2e children and honoring their gifts, regardless of the gifts children bring to classrooms. With the introduction of traditional Indigenous approaches to education, mindsets can evolve allowing for a rethinking of our educational structures. This borderland experience takes place at the intersection of Indigenous and Western worldviews. Just as cultures collide at their borders, so do worldviews. New un-envisioned cultures and possibilities emerge at these borderlands. By Indigenizing our schools, classrooms, and curriculum, we can educate our children with a more dialogic, holistic, culturally and historically sensitive, and connected approach to learning. Creating such an Indigenous context for schools can prevent the lifelong damage which often comes from a mechanistic approach to education for 2e and Learning Disabled children. This autoethnography ""imagines"" how my own life's journey might have been different had Indigenous perspectives been operational in the educational system within which I grew up."

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9781735333311

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Reviews

John Inman's book strikes home four-fold in his well-supported autoethnography. He shows how Indigenous ways of being in the world are necessary for bringing balance back into the world; respecting diversity; offering a better approach to special education; and providing hope for future generations. - Four Arrows, Ph.D., Ed.D. author of Teaching Truly: A Curriculum to Indigenize Mainstream Education, et al and professor in the College of Education Leadership for Change at Fielding Graduate University I found your story an interesting one and a 'good read.' The whole account is logical and lucid and follows an interesting helical or spiral-patterned flow. I do think that you have made an important contribution to understanding by introducing the concept of Indigenizing education based upon holistic principles. You show the importance of dialogic in bringing the two fields together. - Diane Montgomery, Ph.D. is author of Teaching Gifted Children with Special Educational Needs: Supporting dual and multiple exceptionality and Emeritus Professor of Education at Middlesex University, London. She is a qualified teacher and chartered psychologist specializing in research on giftedness and learning difficulties.

"John Inman's book strikes home four-fold in his well-supported autoethnography. He shows how Indigenous ways of being in the world are necessary for bringing balance back into the world; respecting diversity; offering a better approach to ""special education;"" and providing hope for future generations. - Four Arrows, Ph.D., Ed.D. author of Teaching Truly: A Curriculum to Indigenize Mainstream Education, et al and professor in the College of Education Leadership for Change at Fielding Graduate University I found your story an interesting one and a 'good read.' The whole account is logical and lucid and follows an interesting helical or spiral-patterned flow. I do think that you have made an important contribution to understanding by introducing the concept of Indigenizing education based upon holistic principles. You show the importance of dialogic in bringing the two fields together. - Diane Montgomery, Ph.D. is author of Teaching Gifted Children with Special Educational Needs: Supporting dual and multiple exceptionality and Emeritus Professor of Education at Middlesex University, London. She is a qualified teacher and chartered psychologist specializing in research on giftedness and learning difficulties."

Author Information

Dr. Inman has been blessed with both gifted and deficit exceptionalities. He grew up believing he was broken and in need of fixing, a frame of mind that has haunted him his whole life. He did not realize he had gifts until conducting research for his doctorate in education. Rather than just experience the impact of being 2e, Dr. Inman decided to do something about the experience other children have growing up feeling broken and in need of fixing. This work is the outcome of that mission. With a deep understanding of how humans organize into communities, how humans communicate through dialogue to create meaningful and lasting change, and how humans of all ages learn, grow and contribute to the world, he helps educators of all types come together to craft their unique paths forward to transform how children and adults learn. Dr. Inman grew up unable to read the way his school system taught, methods unchanged in 55 years, and understands how so many children wither in the predominant education systems. His work is founded on the concept of Universal Design for Learning (UDL) and any strategy that helps move a school system toward teaching the way children learn vs. forcing children to learn how the teacher teaches is of interest. Dr. Inman embraces learning strategies that include traditional Indigenous learning, andragogy, flipped classrooms, cognitive processes design, green inspired classrooms (SEED), multiple pathways, systems thinking, cluster-grouped classrooms, technology-assisted learning, situated learning, and scenario-based learning. He helps education communities design their transformation approach based on these and any number of other strategies. Dr. Inman earned his doctorate in educational leadership for change from Fielding Graduate University in 2015 and currently is the founding faculty for the applied management bachelors' program at Tacoma Community College in Tacoma Washington. Contact Dr. Inman at john@learningexceptionalities.com to explore how he might support your transformation of your educational community or visit him on his web site at www.learningexceptionalities.com

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