Diverse Thinking Different Learning

Discover how to enhance executive functioning skills in children during the summer break with expert Michelle Porjes. Learn practical tips like using structure, checklists, and intellectual activities. Find out how games and real-world experiences can improve planning and organization skills. Balance school prep and summer fun while involving kids in the planning process.

In today’s episode, we are revisiting an episode about Attention-Deficit/Hyperactivity Disorder (ADHD) with the incredible Dr. Russell Barkley. He has officially retired this year after a career in making significant contributions to understanding ADHD. I was honored to have him on the Diverse Thinking Different Learning Podcast last year as an internationally recognized authority in ADHD and I know that this discussion is a great resource for parents, families, educators, and clinicians working with the child with ADHD. Dr. Barkley is a clinical psychologist and a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. He is also an author of numerous books particularly on the subject of ADHD and today we discuss his most recent book The 12 Principles for Raising a Child with ADHD, which I highly recommend.  In addition to sharing his vast amount of knowledge, Dr. Barkley also shares how ADHD has affected his own family that has helped lead to his passion for understanding it and guiding others. He has been incredibly supportive of ChildNEXUS and was gracious enough to allow me to republish his ADHD fact sheets on our website. So listen on to learn the science behind ADHD and several of the key principles for raising a child with the disorder.    Show Notes: [3:16] - The fourth edition of Dr. Barkley’s best selling book Taking Charge of ADHD: The Complete, Authoritative Guide for Parents became available in 2020. There is also a companion guide called The 12 Principles for Raising a Child with ADHD. [3:56] - Dr. Barkley explains that a superficial definition of ADHD is a neurodevelopmental disability in the emergence of two mental functions that we all possess: the capacity to pay attention and the ability to inhibit excessive action. [6:41] - When you look at ADHD beyond the superficial level, you can see how debilitating it can be. [7:22] - Dr. Barkley explains the inhibition dimension of ADHD and how it appears in children with ADHD. [9:37] - The hyperactivity we see not only affects movement, but also manifests as excessive talking and interrupting. [10:06] - Another type of impulsivity that most people don’t talk about is motivational impulsivity. [11:04] - Those with ADHD don’t value delayed gratification and consequences which can lead to problems with some types of intervention. [13:00] - The emotional impulsivity in ADHD is different from mood disorders because the emotions are rational, just not controlled. [14:20] - Many times, these impulsivities are missed especially when manifested in preschoolers with ADHD.  [15:19] - Dr. Barkley describes how ADHD impacts a child’s executive functioning development from preschool onward.  [16:46] - Across development, ADHD is first and foremost a self-regulation problem. Relative to your age, one is not able to do what their peers can. [19:04] - What is normal age-appropriate behavior and what is cause for concern? ADHD begins where impairment begins. [20:11] - The dimensionality is something that can cause a lot of confusion and misconceptions. [22:20] - Raising a child with ADHD has been found through research to be as stressful and as challenging as raising a child with Autism Spectrum Disorder. [23:32] - In the 1970s when Dr. Barkley entered the field, it was believed that ADHD came from bad parenting. [25:14] - Dr. Barkley emphasizes the importance of finding strengths and aptitudes of a child with ADHD even if they are “outside the box.” [27:12] - There are a lot of pathways to success and it's not all about making money. It is about finding something that is meaningful to you and following it. Those with ADHD can do that in spite of their difficulties. [28:45] - The next step is to find opportunities in the community that help the child with ADHD with their aptitude. Develop the non-traditional aptitude and be in their corner all the time. [30:04] - Focusing solely on excellence in school will not lead to success for children with ADHD. [31:51] - Dr. Barkley discusses the importance of true acceptance and throwing your ideas of “good parenting” out the window. [32:55] - Focusing on what is developmentally critical over the trivial can improve your relationship with your child. [35:33] - Because of a strong relationship, when consequences become inevitable, you won’t be driving your child away. [37:23] - Dr. Barkley’s book comes highly recommended for parents with practical strategies for raising a child with ADHD. [38:21] - Why did Dr. Barkley write The 12 Principles of Raising a Child with ADHD? [40:07] - The book is a great next step for parents after a diagnosis.  [41:09] - Dr. Barkley shares the personal impact ADHD has had on him, including the death of his twin brother. [43:07] - Time blindness is something people with ADHD really suffer with and can be very demoralizing and devastating if not understood.   About Our Guest: Russell A. Barkley, Ph.D. is an internationally recognized authority on Attention-Deficit/Hyperactivity disorder (ADHD) in children and adults who has dedicated his career to widely disseminating science-based information about ADHD.  He is currently a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. Dr. Barkley has published numerous books, rating scales, and clinical manuals and more than 300 scientific articles and book chapters on ADHD and related disorders. He has presented more than 800 invited lectures in more than 30 countries, and he has appeared on nationally televised programs including 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and other programs.   More Resources from Dr. Russell Barkley: RussellBarkley.org   Links and Related Resources: What Causes ADHD? Episode 33: Attention Deficit Hyperactivity Disorder 101 with Dr. Nicholas Thaler Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses The Important Role of Executive Functioning and Self-Regulation in ADHD Taking Charge of ADHD: The Complete Authoritative Guide for Parents by Dr. Russell Barkley 12 Principles for Raising a Child with ADHD by Dr. Russell Barkley Executive Functions: What They Are, How They Work, and Why They Evolved by Dr. Russell Barkley Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

During the summer months, parents have an opportunity to review some things to get ready for the next academic year. This is especially true for parents of a child who learns and thinks differently. Whether your child is attending summer school or taking a mental health break over the summer, there are things that you can do to ensure that your child’s IEP, 504 Plan, or your child’s need for an evaluation are ready to go. To help us understand this topic and our rights, powerhouses Vickie Brett and Amanda Selogie join the podcast today. Vickie and Amanda are both attorneys and founders of the Inclusive Education Project, which includes support groups, an IEP Learning Center, and a podcast. Ultimately, they are committed to strengthening and empowering clients who come to them beaten and broken down by their experience in the education system.   Show Notes: [2:34] - Right now in the summer, Vickie and Amanda are feeling the need to recharge. [4:01] - There is a collective trauma as a result of the pandemic that we continue to be impacted by. [6:37] - Schools don’t know if gaps in learning are due to Covid or if there are underlying issues that a student needs support for. [8:36] - The Individuals with Disabilities Education Act does not look at a student as compared to their peers. It looks at their needs and circumstances. [10:11] - If their experience is impacting them in the educational environment, a student may be eligible for an IEP. [12:52] - The majority of people working at schools do not have legal knowledge. [14:13] - If there is a suspicion of a disability, an assessment must be done, even if they don’t believe they’ll qualify. [15:53] - Include several people in an email when requesting assessments or IEP evaluations. [17:44] - If requested over the summer, the time frame begins on the first day of school. In California, schools have 15 days to complete an assessment. [19:41] - At the beginning of Covid-19 lockdowns, many parents experienced seeing their child learn for the first time. [21:14] - What do you get with an IEP that you don’t get with a 504? [22:39] - Even if your child does not qualify for an IEP, the information gathered from the evaluation is valuable. [24:00] - You should not be getting pushback regarding an assessment. [27:07] - It is important to know that you can request an IEP meeting at any time. Vickie and Amanda share when to request one. [29:14] - Sending an email to all teachers is important to keep in contact about their IEP. [31:47] - IEP goals should be written concisely. Take a look at those goals and see what you can work on over the summer as well to see what they’re able to do. [33:47] - Take every opportunity to ask questions. [35:08] - It is completely okay, however, to take the summer off for mental health breaks. [36:41] - Another valuable tip is to bring a friend to an IEP meeting to take notes. [38:14] - When should you reach out for legal help? [40:33] - Each school year brings increased academic demands. Bring concerns up to the school and request an IEP meeting. [41:57] - If you send an email over the summer, be aware that administrators may not prioritize this until the school year starts.   About Our Guests: Vickie Brett was born and raised in Southern California and through the Inclusive Education Project she focuses on advocating and educating families about their legal rights. Vickie is committed to strengthening her clients who come to her disheartened and beaten down by the current education system. Because Vickie is bilingual, she represents and empowers many monolingual Spanish-speaking families. She is a dedicated pro-bono attorney for the Superior Court of Los Angeles’s Juvenile and Dependency 317(e) Panel and, in the past, was a supervising attorney for the UCI Law School's Special Education Law Project.   Amanda Selogie received a bachelor’s degree in Child and Adolescent Development, specializing in Education from California State University, Northridge and a Juris Doctorate from Whittier Law School where she served as a Fellow in the prestigious Center for Children's Rights Fellowship Program and served in the school's pro-bono Special Education Legal Clinic. Amanda immersed herself in the world of civil rights and educational advocacy through her work in education, empowerment, and advocacy with the Inclusive Education project, supporting inclusion in early education through her appointment to the Orange County Child Care and Development Planning Council and their Inclusion Collaborative Committee, previous work serving as a supervising attorney for UCI Law School’s Education Rights Pro-bono project and coaching of AYSO’s VIP (Very Important Player) program coaching players living with disabilities and creating an inclusive soccer program.    Connect with Vickie and Amanda: Inclusive Education Project Website Contact Inclusive Education Project   Links and Related Resources: Episode 32: Advocating for Children with Special Needs with Heather Zakson Episode 2: Demystifying the Assessment Process What is a Comprehensive Evaluation and How Can It Help Support My Child’s Learning? How to Initiate a Special Education Assessment   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

We have all experienced a lot of challenges in the last few years. While children have shown an incredible amount of resilience, we cannot dismiss the trauma that many have experienced and continue to experience in an unpredictable world. This episode with guest Dr. Cheryl Arutt is all about how to help kids cope with trauma. But first, what exactly is trauma? What distinguishes it from anxiety? And what happens when our bodies forget how to tell when we’re safe?  Dr. Cheryl Arutt is a nationally recognized expert on PTSD and in our conversation today, she shares her expertise and excitement over new trauma treatment. You will learn a great deal about what trauma is, what it does to the body, why even small traumas can be cumulative, and what we can do about it as parents and educators.   Show Notes: [2:35] - Over the last three years, children have shown an incredible amount of resilience, but some have lasting trauma from recent experiences. [3:41] - Everyone experiences anxiety. But when your nervous system becomes overwhelmed, you can’t tell when you are safe. [4:58] - With trauma, our brains are dysregulated and this is particularly impactful for children because their brains are still developing. [6:27] - We have been through so much with the pandemic and the barrage of school shootings. Unpredictability can cause trauma. [7:58] - It is very reassuring to keep things as predictable as possible in the home. [9:08] - fMRI was a huge game-changer for trauma treatment and understanding our brains. [10:44] - Parts of our brains are completely unavailable when you’re dysregulated. [12:12] - Dr. Arutt shares a beneficial breathing exercise to do when dysregulated that can be done with children. [13:56] - Under the best circumstances, parenting is hard. With recent challenges, parenting got even tougher. Past trauma can also impact parents. [15:11] - Fear responses are meant to help in the moment. But when there is constant fear, a child’s brain is not functioning fully. [16:56] - Dr. Arutt explains how PTSD triggers work. [17:59] - Seemingly small instances can be traumatizing. Everyone experiences this differently. For those with learning differences, school can be encoded as trauma. [19:43] - Children don’t learn when they are dysregulated. [20:32] - Dr. Arutt describes EMDR treatment. [23:01] - EMDR can be done in groups and can be done with children. [24:15] - There is a misconception about “big T and little t” traumas. All traumatic experiences need to be addressed. [25:54] - Small traumas are insidious and cumulative. [28:04] - Connection protects us from a lot of trauma. [29:21] - What are some things parents can do to help support children at home and prepare them for the transition back to school? [31:12] - Dr. Arutt explains the difference between fight and flight.   About Our Guest: Dr. Cheryl Arutt is a licensed clinical and forensic psychologist in private practice specializing in trauma recovery and creative artist issues. Her approach to therapy emphasizes insight, self-awareness, and empowerment to help people have more gratifying lives. Dr. Cheryl is also a nationally recognized expert on PTSD, a sought-after mental health commentator on national TV programs & podcasts, a high-profile speaker and a forensic consultant. She strongly believes in the human capacity to heal from trauma and is a passionate advocate for the understanding of mental health issues both in and beyond the consulting room.    Connect with Dr. Cheryl Arutt: Dr. Cheryl’s Website Instagram   Links and Related Resources: Anxiety and the Family Anxiety and Depression in Adolescents Episode 8: Mindfulness with Dr. Kathleen Carroll Wray Episode 6: Managing Family Stress and Anxiety with Dr. Stephanie Mihalas   Need anxiety and trauma support for your child? Psychologists (California) Marriage and Family Therapists (California) Licensed Clinical Social Workers (California) Join our email list so that you can receive information about upcoming webinars and community learning groups - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

For many parents, it is a struggle to strike that perfect balance between supporting their child in their area of struggle while also developing areas of talent. This is especially true for 2e, or twice exceptional, kids. It is possible to boost an area of strength and talent while also working on skills that are more challenging and today’s guest has developed an exciting program that can help strike that balance. Samuel Young is the founder of Young Scholars Academy, a virtual enrichment program that helps twice-exceptional students to feel seen, nurtured, confident, and happy. Their primary focus is to empower students to develop their interests and talents so that they may lead meaningful, fulfilling lives and be the creative agents of change that our world desperately needs. As a neurodivergent educator, Samuel knows firsthand how it feels to be on the brink of giving up, but through the connection with a mentor, he persevered and is now giving back to others through exciting virtual learning opportunities that are highly engaging and interesting. In this episode, Samuel demonstrates the power of a strong mentorship and why enrichment programs are crucial for 2e students to thrive. His passion for this topic is contagious and this interview will leave you feeling excited, empowered, and inspired.   Show Notes: [2:30] - Samuel explains what is meant by twice exceptional or 2e students. [3:51] - There are three ways of masking which means that there are different ways someone is hiding their talents or deficits. [5:20] - Everyone has strengths and weaknesses. [6:22] - Samuel shares his own experience as a struggling student. [8:18] - Twice exceptional students are underserved because they aren’t talked about often. Samuel explains why it is so rewarding to work with 2e students. [10:02] - Instead of being gifted or learning disabled, people can be both. [11:03] - Students are constantly being told what their challenges are; we need to also reinforce their strengths. [12:35] - Key ingredients to support are mentoring and like-minded peers. [13:29] - We love Superman because he has a weakness and a strength. [14:53] - Mentors can say the same thing as parents, but it will land differently for a student because of their similarities and connection. [16:12] - A good mentor is someone who can help students tap into their own voice, profile their own strengths, and allow them to understand their areas of growth. [17:48] - Because they are so asynchronous, social emotional skills may not be developing the same as their peers. [19:49] - Samuel is passionate about reaching marooned 2e students who are not getting the support they need through virtual mentoring. [21:57] - Samuel describes some of the ways he connects students together and demonstrates how they are creating something and truly owning it. [23:17] - If the offered solution to helping students with academics is taking away electives or extracurricular, don’t do it. Don’t take away something they love. [25:02] - We celebrate the people who are really good at what they love. [26:41] - Samuel describes the programs available at Young Scholars Academy that are not available through schools. [28:31] - There’s also a course that creates intuitive writers that can tap into their own voice. [30:01] - Ultimately, it is important to take what students love and promote self-esteem. [33:38] - These are students who are the future of the world and they may be on the brink of giving up. [35:37] - We have to allow youngsters to fail with grace. We all fail and we need to normalize failure. [37:51] - Students are going to fail. We have to prepare them for that and show them how to cope with it and learn from it.   About Our Guest: Samuel Young, MEd, is a growth-minded, two-time Fulbright Scholar and director of Young Scholars Academy, a strength-based, talent-focused virtual enrichment center that supports twice-exceptional students and their families. Samuel is a neurodivergent educator who has ADHD. As an ADHD learner, he has a tremendous understanding of, experience in, and respect for all things related to neurodiverse education. Samuel has been featured in the documentary 2e2: Teaching The Twice Exceptional, the textbook Understanding The Social and Emotional Lives of Gifted Students, 2nd Ed., Variations Magazine, 2e News, and other publications.   Connect with Samuel Young: ChildNEXUS Member Profile Young Scholars Academy Website Phone: (424) 835-5324   Links and Related Resources: Young Scholars Blog: Mentoring 2e Kiddos Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault 5 Tips for Fostering Social Emotional Development in Twice Exceptional Children Creative and Crushed Children Who Think Differently Find Additional Educational Therapists here.Find More Educational Specialists here.   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

We often talk about ways to help students with dyslexia while in the classroom. But what happens when they are ready to enter the workplace and they still feel like their learning challenges will hinder them? There is a place for everyone and, in reality, those with dyslexia are a true asset to many companies, specifically those in the tech industry. Today’s guest is Jeannette Roberes and she wears a lot of different hats. She is an author, speech pathologist, educator, and software engineer. While it sounds like a disconnected career path, Jeanette has used her multitude of experiences and passions to guide her to her role today: an advocate for individuals with dyslexia to pursue careers in tech. She works tirelessly to help organizations be better equipped and accessible to those with dyslexia, and she helps companies understand that individuals with dyslexia come with their own set of superpowers that can be a true asset.   Show Notes: [2:21] - Jeannette is on the board for Smiles for Speech and she explains her role there alongside previous podcast guest, Sandy. [4:06] - As a speech pathologist, Jeanette found the work extraordinary and she explains how she became an advocate for those with dyslexia. [5:34] - Jeannette is also a software engineer and she shares why she sought a career change by utilizing her interests. [7:01] - This experience allowed Jeannette to see how she could be multi-passionate.  [8:03] - In the past, we’ve seen our parents and grandparents work one job for their whole career, but things are different these days. [9:12] - She now focuses on helping technology companies hire neurodiverse individuals. [10:27] - Dyslexia is a language-based disorder that results in a high level of difficulty in reading. Dr. Wilson shares a bit about dyslexia. [11:12] - Jeannette’s book outlines ways for employers to create accessible work spaces for those with dyslexia and what they bring to the job. [12:33] - Many educators are not familiar with dyslexia and are inadvertently providing their students with a negative experience. [13:49] - There is a mindset shift that needs to take place for not only employers but for those with dyslexia to know that they are valuable. [15:54] - We want to tap into our interests and work in a space that allows us to do that. [17:17] - Jeannette and Dr. Wilson discuss tools that can be used to better prepare someone with dyslexia to become proficient in technology. [19:16] - There are several products available and assistive technologies that have a huge impact; however, many parents and students think it is “cheating.” [21:22] - It is not the case that working harder results in success. It is so much more than who works the hardest. [24:02] - No matter the learning difference, we need to embrace every dynamic, including employers. [26:43] - Not only do employers and educators need to embrace their differences, individuals need to know that they are assets.   About Our Guest: Jeannette Roberes is an author who has worked as a speech pathologist, software engineer, and educator. She has spoken in over 40 countries and has earned recognition in The Washington Post and U.S. News & World Report, among other media acknowledgements. Jeannette’s commitment to life-long learning is noted through her LETRS ® early childhood facilitator certification, TEACCH ® , Fast ForWord ® and PROJECT READ ® curriculum certifications. Her debut book, Technical Difficulties: Why Dyslexic Narratives Matter in Tech, has received 5 star reviews across Goodreads and Amazon. Jeannette is the chief academic officer of Bearly Articulating and a board member of Smiles for Speech.   Connect with Jeannette Roberes: Barely Articulating Website Smiles for Speech Technical Difficulties: Why Dyslexic Narratives Matter in Tech by Jeannette Roberes   Links and Related Resources: 6 Quick Questions for Parents Concerned About Dyslexia Dyslexia Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenny Rosenstein Episode 22: How Students with Dyslexia Can Develop the Skills Needed For Reading with Forough Azimi Episode 27: Why We Need to Support Parents Whose Kids Struggle With Learning with Maria Fagan Hassani Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

Today’s guest is a force. She is a change maker and a passionate advocate who works with the schools in her community to develop programs that facilitate neurodiversity. Hailing from Jamaica, Toni-Ann Millen joins the Diverse Thinking Different Learning Podcast to discuss building trust, normalizing making mistakes, facilitating inclusion and belonging, and creating a safe space. These are the first steps to intervention for kids who learn and think differently. Toni-Ann and I connected through LinkedIn and moving forward, we plan to work together to bring more awareness and education to parents and educators. Be sure to also listen till the end of the episode as ChildNEXUS has an exciting announcement about doing just that through virtual learning sessions for parents.   Show Notes: [2:39] - Toni-Ann is based in Jamaica and works actively in her community. [4:07] - It’s important for educators to stay up to date on research and best practices. [5:32] - Sometimes parents decide to relocate their family to gain access to services for their child. Toni-Ann describes Jamaica’s accessibility. [7:42] - Awareness in many areas is a problem. [8:20] - In some schools, there may be 50 students in one classroom with one teacher.  [9:32] - Toni shares common comments from teachers and parents as a result of lack of awareness. [11:49] - To bring awareness to the abilities of children, Toni has done many things in her community including meeting with the Prime Minister. [13:14] - The private schools in Jamaica should be replicated and become the norm in rural areas as well. [15:20] - Parents who can afford private schooling have the advantage. This is not a lot of families which causes larger class sizes in public schools. [17:09] - It is just one piece to have access to assessments. [18:23] - In her private practice, Toni-Ann found that when reports were sent to schools, they went into a file and nothing was done with them. [20:31] - If there are not enough resources to support private school placement for students who are struggling, support should be integrated into all schools. [21:52] - Toni-Ann is passionate about the term “neurodiversity.” [22:42] - We need to move from “What do you have?” to “What do you need?” [24:03] - Toni-Ann knows there is a need in her country and is passionate about working in her community. [25:24] - EduPhase came out of Toni-Ann’s desire to do more. [26:36] - EduPhase gives support to parents to find the resources they need. [28:10] - When students start with EduPhase and Toni-Ann, her first priority is creating a safe environment. [29:14] - Toni-Ann admits frustration but shares how she controls it. [31:10] - Toni-Ann makes it a point to normalize making mistakes. [32:18] - A major concern is when parents think that a child’s behavior or struggle is due to learning loss from the pandemic. [34:00] - A child without any challenge in learning will catch up, but people may miss the opportunity to help students who need intervention. [35:55] - Virtual learning groups are available and accessible from anywhere in the world to help educate parents in what can be done at home. [37:20] - In Jamaica, a disabilities act was very recently written but it takes time to implement change. [39:07] - Toni-Ann shares her dream for Jamaica regarding neurodiversity. [40:24] - If a teacher doesn’t feel like a child belongs, the child won’t feel safe. [41:23] - Toni-Ann shares an experience of a parent who felt hurt and broken when they didn’t feel like they belonged. [42:46] - Special needs classes are not a bad thing, but it shouldn’t be the first plan. [43:50] - Dr. Wilson and Toni-Ann will be partnering together. [44:29] - Dr. Wilson announces Virtual Learning sessions for parents to help increase understanding of learning differences and provide guidance on how to support children at home.   About Our Guest: Toni-Ann Millen is currently working with schools in the development of school programs that facilitate neurodiversity in Jamaica. She has a private practice where she provides educational assessments to provide targeted individualized learning programs for students with learning challenges and disabilities who need support in the general classroom. She also has experience working as a Special Educator, Special Education Coordinator, Lecturer in Special Education, and Education Consultant.   Connect with Toni-Ann Millen: EduPhase Website LinkedIn Phone: (876) 433-8331   Links and Related Resources: Is Your Child Struggling in School? What Are the Indicators of Learning Disabilities? Classroom and Home Accommodations for More Effective Learning Episode 5: Educational Therapy, Distance Learning, and Social Justice with Dr. Bibi Pirayesh Episode 37: Literacy: A Social Justice Issue with Resha Conroy Episode 62: How Lessons Learned in 2021 Can Help All Students Join our email list so that you can receive information about upcoming webinars and our new virtual learning groups - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

How do differentiated curriculum integrated with SEL support students with learning differences and mental health challenges? It’s safe to say that this type of instruction is fantastic for any student as it targets individual needs and strengths and today’s guest has all the answers. Joining today is Erika Sneath, a former classroom teacher turned Curriculum Specialist at the unique Pacific Preparatory School where individualized curriculum isn’t only possible, it’s the norm. She is passionate about her job and creates lessons that are engaging, rigorous, and support the needs of all students. In this episode, we dive into those three components of a strong curriculum, why they are important, and how Pacific Preparatory School is able to provide that. She answers questions about flexibility and how students can get what they need in a 100% virtual setting.   Show Notes: [2:08] - Through her years of teaching, Erika learned so much about kids who learn differently. [3:11] - There is so much involved in being a student. Erika describes the lessons she learned from her students. [4:37] - As a teacher, sometimes Erika felt that she couldn’t give every student exactly what they needed as an individual. She learned to give herself grace. [6:00] - When there’s a relationship, learning soars because it is a safe, collaborative learning environment. [7:14] - Curriculum and lessons should be engaging, rigorous, and supportive, but as a classroom teacher, Erika felt that she had to pick and choose. [8:27] - What is appropriate for a student’s access point? [9:49] - In a classroom, the access point might be all over the place. Where did students start with their learning and where can they go? [11:29] - A lot of times, students who learn differently can get lost in a classroom of many students and fall behind without the level of support they need. [12:50] - Erika gives an example of how she learned student behavior is linked to rigor, engagement, and support. [15:42] - There are some questions teachers can ask themselves about lessons and individual students when individualizing curriculum. [16:46] - Erika describes how the curriculum works at Pacific Preparatory School. [17:50] - Customized curriculum looks different for each student and even takes into consideration a student’s anxiety. [20:40] - As parents, ask questions. Pacific Preparatory School is very collaborative. [22:20] - Virtual learning can be overwhelming, but reaching out for support is helpful. [24:23] - How is Social Emotional Learning integrated into a fully online setting? [25:57] - Growth Mindset is a large component of the curriculum at Pacific Preparatory School. [27:02] - Social Emotional Learning cannot take place without a safe and collaborative learning environment. [29:20] - In addition to collaborating with parents, other professionals are brought into conversations to help customize a student’s curriculum. [31:15] - Pacific Preparatory School includes extracurricular activities that give students opportunities to socialize. [33:18] - A flexible schedule creates new opportunities for students to socialize.   About Our Guest: Erika graduated with a Bachelor of Arts in Elementary Education from Whitworth University before completing her Masters of Science degree in Curriculum and Instruction from Portland State University. She was a dedicated elementary classroom teacher for several years, and saw herself continuing along that path, until her passion for creating engaging curriculum led her to become the Curriculum Specialist & Academic Dean at Pacific Preparatory School. There she works with families and teachers to support the individualized curriculum development process. She is passionate about ensuring that lessons are engaging, rigorous, and support the needs of all students. In her free time, she enjoys spending time with her friends and family, working on a puzzle, getting outside, and reading. She is currently in the process of writing her own children's book, which seeks to highlight the ordinary in inclusion and difference.    Connect with Erika Sneath: Pacific Preparatory School Website ChildNEXUS Provider Profile: Pacific Preparatory Email: Erika@PacificPreparatory.com Phone: (314) 722-7737   Links and Related Resources: Episode 52: How a 1:1 Instruction Model Helps Students with Jaime Porras and Vailet Yarijanian Episode 18: How Non-Public Schools Meet the Needs of Diverse Learners with Dr. Jason Bolton Episode 17: How Micro Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O'shaughnessy Schools that serve kids who think and learn differently Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

We’ve discussed assessments before in previous episodes, but today’s episode is unique. Parents and educators may be unfamiliar with dynamic assessments and how they can not only benefit the educator in driving instruction, but also help the student learn more about the ways they learn and achieve success. Dr. Daniel Franklin is no stranger to the ChildNEXUS community as a ChildNEXUS provider and the Diverse Thinking Different Learning Podcast. In a previous episode, Dr. Franklin discussed his book Helping Your Child with Language-Based Learning Disabilities and he joins me today to share his expertise on the topic of dynamic assessments. For the conversation today, Dr. Franklin discusses this type of assessment from the point of view of the practitioner, but he also shares a lot of the history and science behind why dynamic assessments can benefit students and educators.  What sets these assessments apart from other forms? Listen to find out more.   Show Notes: [2:24] - Dynamic assessments are not as well known as other forms of assessments to parents and educators. [3:12] - Dynamic assessments involve a high level of interaction in varying degrees. [4:23] - Dr. Franklin describes the history of dynamic assessments dating back to the 1930’s. [5:46] - The younger the student is, the more necessary it is for instruction to be mediated. [6:32] - How can we use assessments dynamically to determine a student’s potential? [8:44] - You can have two kids get the same exact score on the exact same test but they can have their score for very different reasons. [10:55] - When a child takes a test, they may have a behavioral or psychological difference that impacts their ability to perform on the test. [12:04] - Dr. Franklin demonstrates how he proctors a dynamic assessment. [13:27] - You can have a child take a test that they should do very well on, but they may shut down on the first question. [14:52] - Teachers may not be available to provide a dynamic assessment. [15:51] - Dynamic assessments are a reasonable and appropriate accommodation on a student’s IEP. [17:33] - Are guidance and prompts permitted during dynamic assessments? Dr. Franklin says there are different approaches. [21:14] - Repeated mistakes can be examined quickly. [23:02] - The valuable information gathered from a dynamic instruction is why a student is struggling. [24:51] - Another key element to dynamic assessments is in writing. [26:32] - Within writing support, there is the concern about authorship. [27:31] - Practitioners should be in contact with educators to clarify all the notes taken and the legitimacy of the assessment particularly in the area of writing. [29:17] - Standardized tests are given to all students under the same conditions and cannot be deviated from the set guidelines. [30:50] - Dr. Wilson gives an example of how she creates a report to show what a child could do outside a standardized test and what information can help guide teachers in their instruction. [32:52] - One of the benefits of dynamic assessments is determining the potential of a child. [34:02] - If children continue to experience struggle and failure, it can unfortunately become how they perceive themselves. [35:18] - Sharing your observations with the child is an opportunity to model instruction and boost confidence. [36:53] - A parent can also use a homework assignment dynamically to help determine where they can help in a meaningful way. [37:50] - Traditional testing often makes the assumption that every child comes to the assessment with the same tools. About Our Guest: Dr. Franklin is the author of Helping Your Child with Language-Based Learning Disabilities, and a co-editor of The Los Angeles Psychologist. He holds a master’s degree from the Harvard Graduate School of Education and a PhD from UCLA in Education. Dr. Franklin has over 30 years of experience in education as a teacher, administrator, and educational consultant.    Connect with Dr. Daniel Franklin: FranklinEd.com (310) 571-1176 ChildNEXUS Provider Profile: Dr. Daniel Franklin Facebook Twitter   Links and Related Resources: Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin Episode 2: Demystifying the Assessment Process How to Initiate a Special Education Assessment Helping Your Child with Language-Based Learning Disabilities by Daniel Franklin PhD Supporting Parents of Children with Language-Based Learning Disabilities Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

In this informative episode, we take a look at college for students with disabilities. Oftentimes, we focus our energy on children with learning differences when they are young, but what happens when students reach young adulthood and express a desire to attend college? Are they ready? What does ready mean?  Dr. Eric Endlich is today’s guest and he offers key strategies and mindsets that can help set students up for success. He has said that students with disabilities may have tremendous potential as well as exceptional needs but to fulfill that potential in college, they need to be sufficiently prepared. Dr. Endlich also shares that it is never too early and it is never too late to start working on skills that prepare students for higher education.   Show Notes: [2:42] - We spend a lot of time ensuring that students get the support they need when they are young, but there comes a time when students may want to go to college and lack preparation. [4:01] - Dr. Endlich helps students find colleges that meet their needs and also helps college-bound students complete the application process. [5:35] - There are a lot of things that Dr. Endlich looks at regarding skills that ensure independence. [6:56] - Individuals with the same diagnosis have different needs and the college selection process is very important. [8:14] - Graduation rates are lower for students with learning differences. [9:16] - It is important to not only consider the colleges that students can get into, but also colleges where students can be successful and finish their program. [10:02] - Parents and students should not wait until senior year in high school to ask questions and should consider what things their child can do independently. [12:25] - Academic coaching is available at some colleges. [13:34] - When should you begin working on skills needed for independence? Dr. Endlich says it is never too early and never too late. [15:04] - Executive functioning and adaptive living skills are things that can be asked about. There may be support available. [16:30] - Community colleges are excellent at providing study and financial skills courses and many school districts offer dual enrollment with community colleges. [18:32] - Self-awareness comes first. Students need to know what they are good at and what their deficits are. [20:21] - If they have self-awareness and can then self-advocate, students are on their way to success. [21:48] - In most colleges, it is up to the student to approach the professors with their list of accommodations. [23:21] - In many cases, students have not yet had to solve their own problems. [25:44] - Dr. Endlich was involved with a film called Autism Goes to College and describes some of his students on the panel. [27:55] - Obsessions or special interests seen in autism may lead to a career. [29:27] - It is so important for students to find their community. If they get into a college and are unable to make friends there, they will often want to leave.   About Our Guest: Eric Endlich, Ph.D., clinical psychologist and founder of Top College Consultants®, helps neurodivergent students transition to college. Dr. Endlich is on the Learning Differences/Neurodiversity Committee and Diversity/Equity/Inclusion Committee of the Independent Educational Consultants Association, and has been awarded the "Making a Difference" award by the IECA. He co-manages a 2,400-member Facebook group, Parents of College Bound Students with Learning Disabilities, ADHD and ASD. A professional writer and national presenter, he has been interviewed by Forbes, Business Insider, CollegeXpress, College Confidential and U.S. News & World Report.     Connect with Eric Endlich, Ph.D.: Top College Consultants Website (617) 515-3568 Parents of College Bound Students with Learning Disabilities, ADHD, and ASD Facebook Group   Links and Related Resources: Episode 15: From High School to College: Steps to Success for Students with Disabilities with Elizabeth C. Hamblet Episode 47: Helping Students Transition to Adulthood with Dr. Gwennyth Palafox Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.