The Art of Reading People: Character, Expression, Interpretation

Rationale

Society, in general, places high expectations on how individuals should or should not act in social interactions. According to Thomas Armstrong in his book Neurodiversity, people have to live in today's complex and fast-paced world, which places demands on them to read, be sociable, think rationally, follow rules, pass tests, have a pleasant disposition, and conform in other distinctly defined ways ². My students are already

presented with many challenges, and this statement shows true with the demand to be social. In order to meet social expectations, one must have a strong sense of pride and courage – pride to be self-confident in decision making, and courage to follow through with the decision. My goal is that my students become competent in interactions with others.

In his book, Armstrong also makes a valid point with his view of the history of special education in our country. In the 1960's, parent advocate groups pressed forcefully for the government to serve students with disabilities other than mental retardation. By 1975, the Education of All Handicapped Children Act passed, mandating that children with special needs receive appropriate public education in the "least restrictive environment." And finally, in 1990, Individuals with Disabilities Education Act (IDEA) passed in Congress, making eligible for services the realm of learning differences we know today. The point Armstrong makes in providing this information is that we've created special education, which in a sense is a completely separate system from regular education. Students in special education have a label, are aware of this label, and need to have a strong sense of pride to overcome the stigmas attached.

The middle school years are a challenge for even neuro-typical students, referring to individuals without neurological differences. It's during the middle school years that issues arise with bullying, peers, family members, and authority. I want my students to have a voice and demonstrate integrity when faced with adolescent social challenges. In this unit, my students will read a variety of literary works with prideful and courageous characters that my students will both relate to and learn from.