In a tiny village just outside Dakar, Senegal, people wonder if the 8-year-old girl who won’t talk and avoids eye contact is bewitched.
In a Milwaukee high school, administrators think the student who routinely leaves the classroom without permission is a behavior problem and should be disciplined.
But special education professor Elizabeth Drame sees these children differently. She’s conducted more than a decade’s worth of research and interviews with parents, teachers and advocates for children who come into classrooms with diagnoses such as autism, emotional/behavioral disorders and learning disabilities.
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