Scott Barry Kaufman

One idea is this idea that people could use acceleration in one class but not another, or the whole grade-based system might want to be rethought in a lot of thoughtful ways.

Of course, there's a benefit of having similar aged people, but just the notion that the process that everyone is on is, it looks very different from one student to the next.

What a profound question.

I mean, I've attempted to create tests that measure a wider swath of human potential.

You know, at selfactualizationtest.com, you can see all bunch of tests I've developed and designed and scientifically validated, such as a self-actualization test.

Would love to see that administered in K-12.

It shows...

a much greater multitude of ways in which people can have their own unique paths to self-actualization.

I don't think any test could measure a whole person, but I think we can do a lot better than IQ tests.

I think one thing it illustrates is that while the idea of learning styles has been discredited in the field of educational psychology, if you think of in terms of visual learning or auditory learning, kinesthetic learning,

The research actually does show that learning styles is not very predictive.

Just focusing on a singular way of learning doesn't seem to be the magic ticket to learning.

I think this illustrates the fact that giving more avenues and more opportunities to learn something through multiple ways of getting at it can be hugely beneficial to a student who may be limited in

in a particular way of learning something.

You know, for all students, increasing the opportunities for different ways of encoding the same stimuli, whether it's note-taking, whether it's asking questions, seeing the teacher after class and getting that kind of reinforcement.

The more reinforcement, the better.

So we should be giving those enrichment opportunities

across as many modalities as possible to all students.

It's going to benefit learning for all students.

That's the question, because school systems are not designed to support neurodivergent individuals.