These days there is an increased demand—and need—for therapy or service dogs in the classroom. But one of the problems with dogs at school is a lack of national standards.

One-third of the population simply learns differently from the way they are taught. They share the underlying “gift” of dyslexia, which is an ability to alter perception.

Is there a formula that can be used to create a genius? This question typically relates to debates over whether someone has the innate ability to be a genius, or whether they can have their talents developed by parents and teachers over time through study and practice. In this context, how would someone like pianist Glenn Gould or an Albert Einstein be people that could be aspired towards? Does genius actually break down to a formula, or are there more intangible factors in play that can’t be reproduced?

How can we create truly inclusive environments that support students with dyslexia in our multilingual classrooms?

Ask any educator who has welcomed multiple learners with autism into his or her classroom, and you will find there is no set formula for ensuring academic success.

Envision walking into a room designed by the King or Queen of Imagination and endless possibility. The room is dimly lit and you feel safe and calm. Its white walls bring a sense of peace and tranquility that you have never felt before.