An Inconvenient Brain in the Context of Changes in Educational Environments

Since most children with “inconvenient brains” are those who have “disabilities” mild enough that we can assume they are able to survive educational challenges and live normal lives, the structure and offerings of the educational system that is their environment is obviously of great importance to outcomes. So in this last chapter, I will trace the history and current changes of American public education/special education over the past five decades, from my perspective as an advocate for children with “inconvenient brains.”