Participants will leave this session with a deeper understanding of how Building Thinking Classrooms practices can create access, agency, and belonging for learners who have historically struggled to participate or be seen, like Kaden, a student navigating dysgraphia and a neuronal migration disorder. Through his story, participants will gain insight into how shifting the learning environment, not the learner, can unlock a student’s ability to think, contribute, and thrive. I hope participants will leave with a clearer picture of the barriers students with dysgraphia and other learning differences face in traditional math classrooms, specific BTC practices that reduce those barriers, including strategies that make thinking visible without relying on writing intensive tasks, and practical examples of how these practices transformed Kaden’s engagement, confidence, and mathematical voice. It is also my hope that participants experience a renewed commitment to designing thinking centered experiences that honor neurodiverse learners’ strengths rather than focusing on their challenges. Ultimately, participants will leave inspired and equipped to “see” their own silent thinkers and use BTC structures to help every student find their voice.
