À vingt-six ans, les jours de Gordon sont comptés. Du moins, il espère qu'ils le sont. Lassé de la culpabilité et des regrets qui découlent d'un horrible accident de voiture, deux ans auparavant, dans lequel un homme a perdu la vie, il se réveille chaque matin avec des pensées suicidaires. Alors que la loi l'oblige à travailler pour expier ses péchés, sa rédemption personnelle est beaucoup plus difficile à trouver.
Puis Minus - un simple sans-abri qui a sa propre croix à porter - sauve Gordon d'un terrible destin. Une nuit, non seulement Gordon trouve une lumière à suivre, et peut-être même un but à sa vie, mais aussi la possibilité que l'amour l'attende au bout du tunnel.
Il n'aurait jamais imaginé qu'il découvrirait un moyen de se pardonner et, qu'en le faisant, il ouvrirait suffisamment son cœur pour gagner l'acceptation et l'amour de la personne qu'il a le plus blessée.

Dr. Inman has been blessed with both gifted and deficit exceptionalities. He grew up believing he was broken and in need of fixing, a frame of mind that has haunted him his whole life. He did not realize he had gifts until conducting research for his doctorate in education. Rather than just experience the impact of being 2e, Dr. Inman decided to do something about the experience other children have growing up feeling broken and in need of fixing. This work is the outcome of that mission.
With a deep understanding of how humans organize into communities, how humans communicate through dialogue to create meaningful and lasting change, and how humans of all ages learn, grow and contribute to the world, he helps educators of all types come together to craft their unique paths forward to transform how children and adults learn.
Dr. Inman grew up unable to read the way his school system taught, methods unchanged in 55 years, and understands how so many children wither in the predominant education systems. His work is founded on the concept of Universal Design for Learning (UDL) and any strategy that helps move a school system toward teaching the way children learn vs. forcing children to learn how the teacher teaches is of interest. Dr. Inman embraces learning strategies that include traditional Indigenous learning, andragogy, flipped classrooms, cognitive processes design, green inspired classrooms (SEED), multiple pathways, systems thinking, cluster-grouped classrooms, technology-assisted learning, situated learning, and scenario-based learning. He helps education communities design their transformation approach based on these and any number of other strategies.
Dr. Inman earned his doctorate in educational leadership for change from Fielding Graduate University in 2015 and currently is the founding faculty for the applied management bachelors' program at Tacoma Community College in Tacoma Washington.
Contact Dr. Inman at john@learningexceptionalities.com to explore how he might support your transformation of your educational community or visit him on his web site at www.learningexceptionalities.com