In reflections published every Monday, colleagues and I at The Inclusive Latin Classroom are exploring ways of ensuring that our classes serve as many students as possible, as well as possible. Though some of our reflections refer to Latin classes in particular, most apply to courses in any language. This is the case for my contribution from this Monday, an attempt to take seriously our students’ neurodiversity, which refers to “a diversity of cognitive styles, a diversity of innate cognitive strengths and weaknesses, gifts and peculiarities” (Nick Walker).
