This post below presents the story of a student with dyslexia who fell in love with science through an inquiry-based classroom. I love how the writer highlights how his teacher’s relationship was the core support for learning. When a teacher is attuned to students, anything is possible, and students (like this one) can transform.

In a related search, I found this on leveraging neurodiversity in maker spaces. I so agree- my neurodiverse students and colleagues can thrive in maker spaces and project-based classrooms, where they can be led by their considerable curiosity and drive.