Diverse Thinking Different Learning

Today we get the opportunity to continue the conversation from last week’s episode on dyslexia. We’ve talked about what dyslexia is and the common myths surrounding the language-based disorder. But now, how can we help students who have been diagnosed? Because of our guest today on the Diverse Thinking · Different Learning, we can move forward in learning about ways to support these students.   Today’s guest is Forough Azimi. Forough is the Center Director for Lindamood-Bell Learning Processes at the Westwood office in Southern California and has been working for the organization for about 10 years. Starting out in what she thought would be a temporary position, Forough has found her passion in supporting students with dyslexia and their families through direct, differentiated, and intense instruction, all of which she describes in this episode.   It is important to note that physician and scientist, Dr. Sally Shaywitz, whose research studies have provided the framework and details for our understanding of dyslexia says that there is a need for a community that disseminates 21st-century knowledge to educators, policymakers, and the parents of dyslexic children. We want to be part of that community, which is why we are continuing the discussion about dyslexia and how to address the challenges that 20% of students face.   Show Notes: [2:22] - Starting off the conversation about dyslexia, Dr. Wilson reminds us of the previous episode’s discussion on the myths of dyslexia and what it truly is. [3:29] - Because dyslexia is a spectrum, Forough explains that no two students with dyslexia are the same. She gives examples of what some of the struggles may be. [4:34] - After receiving a diagnosis, Forough says that it is important to be able to pinpoint a student’s abilities and how dyslexia manifests for that student. [5:28] - Forough describes a scenario to demonstrate how a weakness in decoding can lead to difficulty in comprehension and how they feed on each other. [7:42] - Students who don’t self-correct while they read - it will impact their visualization of the text. This also impacts vocabulary for many students. [8:49] - Karen lists the components of reading to illustrate how complex reading really is. [9:11] - Forough explains how she shares information about dyslexia with parents to break down the complexity of reading and the student’s area of weakness. [10:08] - There is not a one-size-fits-all intervention for students with dyslexia. The struggle could be in a multitude of areas and vary per child. [11:39] - In regards to interventions, there are so many programs out there to help, but Dr. Wilson points out that you need to go with the program that has the most evidence. [12:32] - We have to do research to see if a specific program and a specific method of intervention actually makes changes.  [13:31] - At Lindamood-Bell, their research is centered around retention of skills and strategies and they look deeply at their intensive model of instruction. [14:11] - Forough describes the study of the neurological change that is made after a student’s intensive model of instruction with Lindamood-Bell programs. [16:07] - When Forough is able to provide that research to parents, it provides so much hope for improvement in reading. [17:17] - Using sight word reading as an example, Forough describes how she looks for underlying problems with the component skills in reading. [18:03] - Once she knows what is the most difficult for the student, she knows what to target with the programs at Lindamood-Bell. [18:33] - Forough describes a few of the programs used at Lindamood-Bell and what problem they address. [20:04] - Many parents who get a diagnosis for their child later in their schooling may feel like things are too late. But Karen and Forough clear up that it can get better. [21:00] - It doesn’t matter how old a student is, direct and differentiated instruction is impactful. [23:42] - Karen and Forough discuss writing and dysgraphia and how Lindamood-Bell supports students who have difficulty.  [25:31] - The intensity of instruction is key. Changes can’t be made in just one day a week. At Lindamood-Bell, they create a schedule for students and most are working with them 5 days a week for several hours. [26:46] - There is some sort of learning loss every summer. Because of this unusual school year with the COVID-19 pandemic, learning loss may be higher for some students. [27:22] - It is very motivating for students to have difficulty with something on Monday and notice the changes and progress by Friday because of intense instruction. [28:51] - Lindamood-Bell has the luxury of one-on-one instruction. Schools also work well with the program and collaborate well. [30:18] - There are so many barriers for parents getting their child access to evidence-based intervention. [31:35] - There are a lot of programs available and it can seem overwhelming.  [32:53] - Forough describes the results of targeted instruction and how amazing the progress is. [33:39] - More and more school districts are starting to pay for the Lindamood-Bell programs. [34:53] - It makes more sense to spend a summer doing intense instruction than to do a small amount each week over the span of years. [35:57] - The ultimate goal for Lindamood-Bell is to unlock a student’s love of reading. [37:01] - Forough shares a story of a student who is now graduating from college and the renewed sense of confidence she has. About Our Guest: Forough Azimi has a B.S. in Psychology from the Georgia Institute of Technology and has been working with Lindamood-Bell (LMB) for just under 10 years. She has worked in LMB Learning Centers in Georgia, New York, Singapore, and now Los Angeles. She has also worked with the LMB School Partnerships division to help implement programs in small groups and train teachers in how to use their programs in a classroom setting. She has been the Center Director of the Westwood Learning Center since March 2020. Connect with Forough Azimi: Lindamood-Bell Home Page Lindamood-Bell Learning Locations of Lindamood-Bell Learning Centers Lindamood-Bell Program Information ChildNEXUS Provider Profile: Lindamood-Bell Learning Processes Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Dyslexia What are Reading Disorders? Suspect Dyslexia? Act Early Overcoming Dyslexia Episode 4: Helping Your Child with Language-Based Learning Disabilities Episode 21: What You Know and Don’t Know About Dyslexia Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

I am thrilled to welcome today’s guest to help us break apart the myths of dyslexia. You’ve likely heard of dyslexia, but what is it really? As today’s guest points out, it’s more than we think it is and the work that she does to educate parents, teachers, and communities is very impactful.   Today’s guest is Dr. Lauren McClenney-Rosenstein. She is a passionate advocate for dyslexia awareness with a background in education within private and public schools. She earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum in 2019 and holds a dual masters in Special Education and Elementary Education. Her journey from classroom educator to founder of Think Dyslexia is amazing and her mission is to bring awareness, knowledge, and change to a systemic literacy issue within public schools.   It all starts with awareness and information. So listen to today’s episode to take the first step in understanding dyslexia, what it is, what it isn’t, and how we can start making important changes in addressing the needs of every student.     Show Notes: [2:21] - Dr. Lauren shares her background and how she came into working in the field of special education and specifically with those with dyslexia. [4:01] - Dr. Lauren’s experience in private and public schools gave her many experiences that she uses today in her career field. Her journey has given her a well-rounded background. [6:04] - A great place to start to get the full definition and details about dyslexia is the International Dyslexia Association. [6:23] - Defined by Dr. Lauren, dyslexia is a language-based learning difference. It is characterized by trouble with fluency in reading and writing and understanding the different components of language. [7:15] - Dyslexia is more complex than the common belief that it is just the reversal of letters, numbers, and words. [8:38] - There are a lot of myths surrounding dyslexia. Letter reversal is not always an indicator. Until a certain age, letter reversal is developmentally appropriate. [9:23] - The number one myth that Dr. Lauren has heard regarding dyslexia is the below average intelligence. [10:15] - Dyslexia has nothing to do with intelligence. Dr. Lauren explains that there is a systemic issue on the university level when training teachers on how to accommodate students with learning differences. [11:09] - Dr. Wilson shares that there are also a lot of non-verbal cues that children with dyslexia pick up on that may make them feel that they are not smart enough to learn. [11:57] - The big takeaway from learning about dyslexia is that it is language-based. [12:22] - Another myth is that dyslexia will go away. It is not an illness that can be cured, but rather the way the brain is wired. [13:31] - Although dyslexia isn’t something that can be cured, with the right intervention and starting the intervention early on, improvement can certainly be made. [13:58] - Karen points out that dyslexia looks very different for each child who has it. This causes a lot of students to be overlooked in assessing their need for intervention. [14:24] - Dr. Lauren compares the dyslexic “spectrum” to the spectrum of autism. Everyone is impacted very differently by this learning difference and many have comorbid disabilities. [15:37] - There are some early indicators that parents and teachers can look for in grades as early as Kindergarten, including knowing their alphabet and being able to rhyme. [17:39] - Dyslexia is more closely tied to hearing and receiving sounds rather than just letter and word reversal. [19:36] - Dr. Lauren describes that systemic issue of understanding dyslexia. She also discusses the impact of affordability and demographics. [20:58] - There is also a very real problem of race causing the mislabeling of students, specifically in boys. [21:53] - Teaching is an exhausting career, but as educators it is their responsibility to help find the root cause of the problem. Dr. Lauren explains that it is the systemic issue at the university level of not providing teachers the understanding surrounding behaviors. [22:54] - Dr. Wilson discusses the research surrounding race and the mislabeling of students of color. [24:46] - Dr. Lauren shares that she has had experiences with families while explaining dyslexia that the parents themselves didn’t realize that they likely have dyslexia as well. [26:02] - Understanding that dyslexic is genetic, Dr. Lauren is passionate in building relationships with the families of the students she works with. [27:05] - By the time a student reaches third grade, they are reading to learn rather than learning to read. However, some fluent readers still show signs of dyslexia as their comprehension is impacted. [29:37] - The first step in making change is having these conversations. Dr. Lauren is realizing that people want to know this information and want to be aware but don’t have the resources. [30:22] - Dr. Lauren is also passionate about networking with others to help provide resources to communities. [31:05] - It is a complex situation that is not an easy fix, but the literacy gap is huge. [32:09] - Spreading awareness and understanding is the first step in this change. Parents who children are struggling to read may blame the teacher for not teaching them rather than trying to find the root cause of the problem. [33:24] - Dr. Lauren is the founder of Think Dyslexia and explains how she came to developing this platform. [35:44] - The mission for Think Dyslexia is to bring this knowledge to school districts to train teachers and provide support for educators in the field. About Our Guest: Dr. Lauren McClenney-Rosenstein's passion for educating, advocating, and bringing awareness to dyslexia at the domestic and international levels began in the elementary classrooms of private schools serving students with language-based learning disabilities. She has been a certified Special Educator for a decade, and she earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum in 2019 from Northeastern University and holds a dual masters in Special Education and Elementary Education from Syracuse University and a Bachelor’s degree in Psychology from Syracuse University. Her dedication to providing the gold standard of instruction to individuals with dyslexia led her to obtain her endorsement at the Associate level through The Orton-Gillingham Academy in 2014. Eventually, she expanded her skill set in the public schools as a 7th and 8th grade math and English Language Arts (ELA) co-teacher before taking a position with a non-profit organization that advocates for inclusion in public schools for students with disabilities. Connect with Dr. Lauren McClenney-Rosenstein: Think Dyslexia Website Think Dyslexia Instagram Think Dyslexia Twitter Dr. Lauren on Facebook   Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Dyslexia Article What are Reading Disorders? Episode 4: Helping Your Child with Language-Based Learning Disabilities with Dr. Daniel Franklin   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

Today’s guest is a podcast first for us here at Diverse Thinking · Different Learning. Carol Karp is a pediatric clinical speech-language pathologist with a vast knowledge in how speech and language difficulties can affect a child’s life. Carol and I have known each other and have worked together for many years and she does absolutely incredible and important work. Carol’s work is strength-based and throughout this episode she shares stories, experiences, and most importantly, her emphasis on building a relationship to have a lasting impact on the children she works with. Show Notes: [1:59] - Carol and Karen have worked together for many years and they look back on the growth the children they have helped together have made. [2:56] - The model Carol uses is strength-based and she shares how she trained in the field of Speech and Language Pathology. [3:51] - A lot of times through testing for Speech and Language, Carol doesn’t immediately see a lot of strengths, but she works together with a team to find the other strengths the child has. [4:25] - Building a relationship with the child is crucial and helping the child rid themselves of shame. [5:37] - Carol emphasizes to students that it isn’t their fault if they aren’t learning something, but rather hers as a teacher. She explains to them that their job is to tell her when they don’t understand and she will work with them in as many ways as is needed. [6:36] - Carol shares an impactful story about working with a student whose parent experienced shame.  [8:10] - Through online learning, Carol initially thought she would struggle reaching students, but instead shares a story about a student who was a dancer. She used his strengths to build a relationship. [9:41] - Speech and Language Pathologists are language experts and that makes them stand out from other types of therapists. Carol describes the difference between speech and language. [11:09] - Oftentimes students are referred for speech issues, but Carol finds that they also have issues understanding and communicating language. [12:40] - Carol describes the things that are looked at through initial speech and language assessments. [13:04] - Carol points out the Speech and Language Pathologists are not the ones who diagnose auditory processing disorders. An audiologist is the one that makes that referral. [14:19] - Receptive language is one’s understanding of language. Carol describes how she looks at this step by step with a student and where to start. [16:14] - Expressive language is how children communicate using language. Are they having difficulty finding the words they need? Carol describes the different types of difficulties this can cause. [17:50] - Language issues, especially figurative language and multiple-meaning words can impact friendships and relationships with peers and teachers. [19:12] - This can also impact self-advocacy.  [20:17] - Carol shares the story about a parent who expressed that he never thought he would have a conversation with his child until he worked with her and was taught how to communicate. [22:21] - Carol explains how creativity in reaching students at their strength and modality has been the key in student success. [24:22] - Collaborating with educational therapists is something that Carol likes to do because creating a team working together for the child is significant. [26:09] - Carol lists some of the strategies she uses with students and how each child has different needs. [27:58] - There are a lot of programs that Speech and Language Pathologists use and while Carol will use bits and pieces of some programs together, she doesn’t use a specific program. She tailors her therapy for each child and their strengths and interests. [29:40] - When children are engaged and interested in the intervention, they are more willing to participate in the intervention. [30:18] - Carol explains that children who are consistently asked “why” and “how” rather than just “what,” “when,” and “where” are stronger in expressive language. [32:12] - Parents can help by asking questions that prompt students to be more detailed in their expression to further develop their language and higher level thinking skills. [34:14] - The most important thing parents can do is to be great listeners. Some parents tend to talk too much. [35:24] - Carol also shares that keeping a diary, even when the child doesn’t write yet (but can draw pictures), is a great idea to help children express themselves. [36:24] - By taking cues from the child rather than trying to change them and their strengths, you will learn so much about your child and how to help them. About Our Guest: Carol W. Karp, M.S., M.Ed., CCC-SLP, is a pediatric clinical speech-language pathologist. Carol holds two Master’s Degrees, one in Education and one in Communicative Disorders. She has two teaching credentials and was an elementary school teacher and training teacher for LAUSD. Upon completion of training in communicative disorders Carol was awarded a clinical fellowship at the Neuropsychiatric Institute Hospital (Semel Institute) at UCLA, where she received advanced training in diagnosis and intervention for children with speech and language difficulties. She is one of only a small number Speech and Language Pathologists with this unique dual background. Carol has a Certificate of Clinical Competence in Speech-Language Pathology from the American Speech Language Hearing Association (ASHA Number 01099141); as well as licensure as a Speech-Language Pathologist by the California Speech-Language Pathology and Audiology and Hearing Aid Dispenser Board for over twenty years (License Number Sp8297). She is the founder of Westside Speech and Language Pathology Associates, Inc. and has conducted a thriving private practice since 1991.   Connect with Carol Karp: CK Curriculum Coaches Website Phone: (310) 804-7805 ChildNEXUS Profile: Carol W. Karp M.S., M.Ed.   Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Top 5 Signs You Need a Speech and Language Pathologist Supporting Parents of Children with Language-Based Learning Difficulties Writing Disorders in Children: The Language Link SLP Search Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

Oftentimes social-emotional factors impact learning in a big way. As our guest today points out, social-emotional issues such as anxiety and depression can mimic a learning difficulty or could even coexist with one. So how do we know if a student is struggling with a social-emotional difficulty or something else? And just as importantly, how can we help them?  Today’s guest is Dr. Nicole Michaeli. Nicole is a clinical psychologist and associate at West LA Neuropsychology. She conducts comprehensive psychoeducational evaluations of children and emerging adults, and she has developed her specialization in assessment through her extensive training in the public sector as well as in private practice. Since 2014, Dr. Michaeli has worked in private practice, helping children with neurocognitive and social-emotional difficulties including learning differences, attention and executive functioning deficits, emotional challenges, and developmental delays. Dr. Michaeli also provides parent and educator workshops on various topics within child development. In today’s episode, Dr. Michaeli helps us understand the differences between anxiety and depression and how they impact learning in a vicious cycle. She guides us through assessments and possible treatment for those struggling with anxiety and depression and gives parents some great tips to help support their children. Show Notes: [2:37] - Social-emotional issues often occur with processing issues and that is why it is so important to be able to identify those issues that could be exacerbating learning challenges. [3:07] - Social-emotional issues like anxiety and depression may look like and mimic problems with learning. [4:24] - Depression and anxiety can impact so many other processes than just mood. Dr. Michaeli explains how children who are anxious have difficulty with concentration. [6:18] - Nicole also explains that anxiety impacts other brain functions and our efficiency with the tasks we need to perform. The first skill she addresses is working memory and she describes why this is important. [7:14] - Dr. Wilson agrees and sees this often in her practice. She shares that she’ll often see a student who is very bright and has great working memory but when they become anxious, that skill is interfered with. [7:56] - Processing speed refers to how quickly and efficiently a student can perform a specific task. When anxious, children often take much longer to perform tasks and it becomes much more taxing on them. [8:53] - Dr. Wilson points out that this becomes a vicious cycle. The anxiety causes the student to become slower and running out of time makes them more anxious. [10:13] - Dr. Michaeli explains that it is important to know the difference between normal worries and when there is cause for real concern. Anxiety is normal but what separates normal anxiety from abnormal anxiety is excessiveness. [11:35] - Because students with high levels of anxiety carry the worry with them all day, they are often very fatigued. They also could have difficulty sleeping. [12:12] - If you are too anxious to sleep, that impacts attentiveness, behavior, mood, and overall learning during normal waking hours. [13:11] - A common topic of discussion is the impact depression has on social skills and interaction. Dr. Michaeli shares that a less touched-on subject is the impact anxiety has on social relationships. [14:24] - Kids who are anxious often don’t make enough time for social and pleasurable activities. They tend to spend a lot of time on homework and responsibilities. [15:44] - Dr. Michaeli describes how social-emotional issues are assessed and identified. There are different measures used depending on the student and the best way to understand the child. [17:36] - It is not enough for Dr. Michaeli to only receive forms from parents and teachers. She says that it is very important for her to speak directly with the teachers as well as they can describe in detail their observations. [19:06] - Using reports and observations, it is important to know what normal levels of anxiety look like for different ages of children. [20:56] - A lot of children and adolescents also develop an awareness of their anxious behaviors and tend to mask them.  [22:04] - Many issues co-exist with anxiety and Dr. Michaeli describes how these other issues could increase anxiety levels. [22:57] - The most effective treatment for comorbid anxiety and learning issues in Nicole’s experience is a combination of therapy and medication. [23:46] - One of the first treatments of anxiety and depression that Dr. Michaeli looks at regarding anxiety and depression is Cognitive Behavioral Therapy. She describes the model of this approach. [24:54] - Another important element is to see what kind of support can be provided in the school environment. [26:14] - It is valuable for teachers to know what the child is experiencing and when anxiety or depression is identified and being treated. A lot of times, anxious behavior can be mislabeled. [28:02] - Children struggling with depression tend to have maladaptive or unrealistic thoughts that maintain the depressive mood. [29:09] - Similar to anxiety, depression also interferes with a lot of necessary brain functions and tasks students need to perform when learning. [29:53] - Often seen in children with depression is a low level of self worth in learning which does not match their actual abilities. [31:52] - There are a lot of things parents can do to support their child and it begins with parent education. Parents need to be provided resources so they can understand what their child is struggling with. [32:31] - Dr. Michaeli also says that it can be helpful, depending on the child’s treatment, that parents sit in and participate in the therapy. [33:05] - Sleep also needs to be prioritized and screen time needs to be monitored. [34:46] - Once assessments are completed, targeted intervention and treatment can begin. Anxiety and depression can mimic learning disabilities or can coexist with them. Identification is the first step. About Our Guest: Dr. Nicole Michaeli is a clinical psychologist and associate at West LA Neuropsychology. She conducts comprehensive psychoeducational evaluations of children and emerging adults, and she has developed her specialization in assessment through her extensive training in the public sector as well as in private practice. Since 2014, Dr. Michaeli has worked in private practice, helping children with neurocognitive and social-emotional difficulties including learning differences, attention and executive functioning deficits, emotional challenges, and developmental delays. Dr. Michaeli also provides parent and educator workshops on various topics within child development. Connect with Dr. Nicole Michaeli: Email: drnicolemichaeli@westlaneuro.com West LA Neuro Home Page Phone: 319-876-4294 ChildNEXUS Profile: Dr. Nicole Michaeli Dr. Nicole Michaeli on LinkedIn   Links and Related Resources: ChildNEXUS Home Page ChildNEXUS Instagram Episode 6: Managing Stress and Anxiety with Dr. Stephanie Mihalas Anxiety and Depression in Adolescents How Social Anxiety Differs from Shyness: How to Help Your Child What is a Comprehensive Evaluation and How Can it Help Support My Child’s Learning? Anxiety and ADHD in Children   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

In this last episode of the alternative school environment “mini-series,” my guest and I dive into non-public schools. What are they? What do they offer? What students would benefit from this kind of learning environment? Today’s conversation answers all those questions and then some because our guest today is Dr. Jason Bolton from The Help Group. Dr. Jason Bolton has over 20 years of experience working with children, adolescents, and families with histories of abuse and neglect, social-emotional challenges, and neuro-developmental disabilities including autism spectrum disorder and learning differences. He is The Help Group’s VP of Community Partnerships and Admissions and previously served the agency as a Clinical Director and Chief Psychologist. Most importantly, Dr. Bolton is a proud father of triplet girls, and as a parent-consumer of developmental and special education services frequently refers to his family as a glowing example of the power of early intervention. In today’s episode, Dr. Bolton wears the hats of educator, administrator, psychologist, and proud parent for the perfect mix of information and inspiration. Listen to find out more about how non-public schools might be the right fit for your learner.   Show Notes: [2:57] - The Help Group has been around for almost 50 years serving the community with non-public school services. [3:52] - Jason shares that he has been in the shoes of the worried parent as a father of triplet girls, now 13 years old, who were diagnosed developmentally delayed. [4:58] - After some thought and searching for the right services, Dr. Bolton shares what they decided to do with his three daughters to meet their needs early on in preschool. [5:32] - The focus is to find the least restrictive environment to meet a child where they are. The Help Group was the best option for one of Jason’s daughters and he explains why. [7:30] - Non-public schools exist in many states and by definition are private schools, but the majority of the students come to these schools with contracts from their school district. [9:18] - This type of school is specialized. The Help Group has 16 schools that meet specific needs to different learners where students are grouped with others with similar needs. [10:21] - This type of environment is not inclusion, but Dr. Bolton explains that their staff of therapists and special education teachers are all trained and focus on the needs of each student. [11:01] - In some cases, students come for a short time and return to their public schools. In other cases, students come when they need to and wind up staying and earning their high school diploma because a school fits their needs. [12:36] - Dr. Bolton describes the growth of one of the non-public schools due to the need of the students they have. [13:36] - The philosophy of The Help Group in expanding their schools and student reach is to focus on a student’s strengths rather than their deficits. [14:42] - By capitalizing on a student’s strengths, they can thrive and are far more engaged in their learning. [15:53] - The public school district is still responsible for the IEP of the student. The IEP team will meet and continue to discuss the placement of the student and what is appropriate for their needs. [17:08] - In addition to the benefits Jason has already mentioned, Karen also points out that because student interventions happen throughout their school day, it gives students time for their extracurriculars after school hours. [18:09] - Jason describes what he calls “treatment fatigue.” [19:49] - When giving tours of the schools and classrooms, Dr. Bolton asks parents to try to tell who the teacher is. It is hard to tell because the therapists are working in tandem with the teacher. [20:37] - The earlier The Help Group receives a student, the sooner they will be able to move into a less restrictive environment. [21:30] - Jason and Karen both agree that the earlier the referral the better, but Jason shares that that isn’t always what happens. [22:03] - Early identification also means that there is less time struggling and experiencing extensive failure in public schools prior to beginning intervention. [23:58] - The Help Group also sees students who have experienced trauma. For some students it isn’t the issue of academics, it is their ability to regulate their emotions. Meeting students where they are and knowing their barrier is key. [26:38] - As a psychologist, Dr. Bolton explains overcoming the stigma surrounding specialized schools. The Help Group also offers parent support. [28:46] - Jason and Karen discuss the parent’s dilemma in making the decision regarding the education of their child. The decision should be based on what is right for each child regardless of what society says is correct. [29:51] - Dr. Bolton explains to parents that an IEP meeting is their meeting about their child and encourages all to ask questions and respectfully challenge others in the meeting.  [30:51] - Many parents feel like they can’t speak up for their child in an IEP meeting, but this is a place that parents need to advocate for them. [32:16] - The parent’s focus on what is right for their child and the IEP team’s response to meeting their child’s needs is what is supposed to happen in a meeting. [35:01] - Jason describes other programs that are offered through The Help Group that are not limited to just California students because they are offered online. [36:22] - The Help Group also offers support for young adults who have graduated and left school and are struggling. [37:09] - Webinars, other events, and home visits are services provided by The Help Group. [39:50] - Karen discusses the main takeaways from this episode and impactful conversation with Dr. Bolton and the mini-series of episodes on alternative learning environments. About Our Guest: Dr. Jason Bolton has over 20 years of experience working with children, adolescents, and families with histories of abuse and neglect, social-emotional challenges, and neuro-developmental disabilities including autism spectrum disorder and learning differences. He holds a doctorate in Clinical Psychology from the California School of Professional Psychology in Alameda. He is The Help Group’s VP of Community Partnerships and Admissions and previously served the agency as a Clinical Director and Chief Psychologist. He sits on the Board of Directors of the California Association of Private Special Education Schools and Agencies, known as CAPSES. Most importantly, Dr. Bolton is a proud father of triplet girls, and as a parent-consumer of developmental and special education services frequently refers to his family as a glowing example of the power of early intervention.   About The Help Group: Founded in 1975, The Help Group is the largest, most innovative, and comprehensive nonprofit of its kind serving children, adolescents, and young adults with special needs related to autism spectrum disorder, learning disabilities, ADHD, developmental delays, abuse, and emotional challenges through its wide range of specialized education, therapy, and outreach programs. Recently, The Help Group launched a program that offers therapy, support, and social connections for LGBTQ+ children, young adults, and their families, including neurodivergent youth. At the heart of its efforts is the commitment to helping young people fulfill their potential to lead positive, productive, and rewarding lives. www.thehelpgroup.org.   Connect with Dr. Jason Bolton: Email: jbolton@thehelpgroup.org The Help Group Home Page Facebook  |  Instagram  |  Twitter   Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram ChildNEXUS School Search   Join our email list so that you can receive information about upcoming webinars, town halls, and articles related to student concerns - ChildNEXUS.com Other Episodes in this Series: Ep. 16: The Independent Study Option with Maya Varga Ep. 17: How Micro-Schools Use an Innovative and Personalized Approach to Help All Students Thrive with Dr. Maureen O’Shaughnessy

Imagine a learning environment that addresses not only the academic needs of a child but also their social and emotional needs. Imagine an environment where kids can feel seen, heard, and valued. Let’s continue our series on alternative learning environments today with our amazing and inspiring guest Dr. Maureen O’Shaughnessy. Dr. O’Shaughnessy is a career school innovator with over 30 years of transforming learning in schools to better serve all students. She is the founding director of Leadership Preparatory Academy, a nonprofit progressive micro-school in Washington State. With a master’s degree in educational administration and a doctorate degree in educational leadership, she has an extensive understanding of the components needed to transform the education system. For so many parents, it is hard to find the right academic environment for their children with learning differences. Listen and learn about the possibility of a micro-school being an option for your child’s education.   Show Notes: [3:13] - A micro-school simply means a small school. But Maureen explains that it is a way to educate students in a smaller community and not more of the same. [4:20] - In a micro-school, there is a strong sense of community, and kids having a lot of voice and choice in their own educational path. [5:09] - There is a lot of opportunity to connect real-life experiences and project-based learning in which students follow their interests. [5:50] - Maureen explains that there are not a lot of micro-schools available to attend and the biggest reason for this is parents’ false sense of nostalgia. [6:56] - As much as the world has progressed, the education system has not. [7:41] - There is a cry for institutions to change and be more equitable and education needs to make the change as well. Rather than content focused, education needs to be context focused. [9:30] - Maureen shares her background as an academic leader and her mission to find the right fit for her daughters’ education. [10:12] - In 2012, Maureen opened a micro-school. Parents are concerned about college, but Maureen has found that her students are more prepared for college than those in traditional learning environments. [11:34] - By starting small, Maureen was able to be more nimble and flexible in developing a micro-school. [12:42] - There are a lot of schools within a school that branch out as a micro-school. Maureen describes the different types of micro-schools. [13:40] - The New York Times had an article about “the Montessori Mafia.” They have found that successful leaders and entrepreneurs began in a student-led educational environment. [15:19] - Parents need to be more aware of their options when it comes to the education of their child. Most parents don’t know that micro-schools might be available in their area. [16:15] - Maureen explains how public school teachers have their “hands tied” with legislated standards. [17:06] - Karen and Maureen discuss the impact of a mentor model of education. [18:08] - Learning takes place in a social environment with strong relationships. The relationships between teachers and students in a micro-school are strong. [19:20] - When students use their own voice to make choices in their education, they become empowered and take those skills out into their adult life. [20:08] - Maureen encourages parents to think about their own high school experiences. What do you remember? Maureen doesn’t remember the content. She remembers the experiences where she was engaged. [21:23] - Karen reflects on her own experiences and she remembers the teachers and the relationships she had with them that made the difference. [22:09] - In addition to leading her own micro-school, Maureen also wrote a guidebook on creating a micro-school, has created online courses, and now has masterminds for resources. [24:32] - Maureen would love to see Google, Microsoft, and Apple work with educational leaders to work on breaking the current education system down until it is not the norm. [25:45] - Karen and Maureen discuss the importance of collaboration especially with students with learning difficulties and Maureen shares how her micro-school teams work together with educational therapists to help all learners. [27:05] - Oftentimes, interventions and extra support in public schools is isolated and not integrated into learning. [28:08] - Maureen’s guidebook is called Creating Micro-Schools for Colorful, Mismatched Kids. Maureen describes what you would learn in this book. [30:32] - The experience children have in school needs to be different than the experiences that their parents and grandparents had. [32:06] - Dr. Wilson shares a quote on Maureen’s website that encompasses her work with micro-schools. [33:31] - Sometimes the only mode of transportation is a leap of faith. [34:28] - The norm needs to change. There are other options!   About Our Guest: Dr. Maureen O’Shaughnessy is a career school innovator with over 30 years of transforming learning in schools to better serve all students. She is the founding director of Leadership Preparatory Academy, a nonprofit progressive micro-school in Washington State. With a master’s degree in educational administration and a doctorate degree in educational leadership, she has an extensive understanding of the components needed to transform the education system.   Connect with Dr. Maureen O’Shaughnessy: 425-298-6451  LEADPrep  /  Education Evolution podcast  /  The Micro-School Coalition  /  Instagram  /  Facebook  Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram ChildNEXUS School Search

Welcome to the first episode in a short series about alternative academic programs. There are so many parents that I see whose children are struggling in traditional learning environments and they’re looking for options. So let’s explore some of those options over the next three episodes, starting with the independent study option.   Today’s guest is Maya Varga. She is the Director at Hayutin & Associates which is a boutique education company headquartered in Los Angeles. Hayutin provides students with support in executive functioning, content tutoring, educational therapy, and design and implementation of independent study programs.    Is an independent study program right for your learner? Listen on as Maya describes what an independent study is, what types of students would benefit from this type of schooling, and how Hayutin & Associates curates the program to fit each individual student and their needs.   Show Notes: [2:15] - Karen is seeing a lot of students who would benefit from independent study programs and Maya sees many of Dr. Wilson’s clients at Hayutin & Associates. [2:39] - Independent study and homeschool can and sometimes are used interchangeably, but Maya explains that independent study is preferred because the student is still enrolled through an accredited program. [3:40] - At Hayutin & Associates, Maya meets with families to help determine the right program for their learner and really creates a personalized path for them. [4:41] - A traditional homeschool PSA gives families flexibility in curriculum choices and students are not at all enrolled in a specific program. [5:41] - Every student is different and everyone has different needs. Maya explains that they work a lot with athletes and children who are performing artists who need the flexibility of an independent study program. [6:05] - The first thing that Maya looks for is accreditation, especially in the high school level. [6:22] - The next thing looked at is a calendar. A self-paced calendar is a perk of an independent study program. [6:51] - Another thing that Maya looks for is the number of classes a student needs to be a full time student.  [7:49] - Because of Covid, if you were to search for online education programs, there would be an overwhelming amount of results. Maya explains that if you don’t research them, the programs may not be accredited programs or a good fit for you. [8:32] - Hayutin & Associates completes a consultation with families and finds programs that would fit the needs of each individual student and provide options. [9:19] - Because a lot of independent study programs do not have a lot of live instruction opportunities, Hayutin also provides that extra support through a teacher team. [10:53] - The challenge of a one-on-one environment is there is nowhere to hide. These programs are great for the student who needs more support and guidance. [11:31] - Pre-pandemic, Hayutin was also involved in helping students with the socialization piece of their school days. [12:40] - For the students who don’t have many opportunities for socialization, Hayutin tries to provide groups and outlets to broaden their world. [13:43] - Maya explains that independent study programs allow students to work ahead in some areas and slow down in others depending on their needs. They do not need to wait for others in a class to keep moving forward. [14:39] - The first step in determining if an independent study program is right for a student is to assess what is or isn’t working about the traditional learning environment and what their needs are. [15:37] - Some students go through an independent study program with Hayutin for a certain amount of time and shift back into a traditional learning environment. This could be for preparing for the next grade level or for remediation. [16:56] - Hayutin has a very robust team that includes educational therapists that can assist students with learning differences and make the curriculum accessible to them. [18:07] - Student interests also play a big role in the student’s experience with independent learning. [19:32] - Maya has been surprised with the increase in students in elementary school students in independent study programs and shares that they are thriving. [20:51] - Maya shares a story of a brave student who shifted to independent study her junior year of high school. [22:10] - Due to Covid-19, Maya sees less of a stigma surrounding the idea of independent study programs and homeschooling. [23:52] - Hayutin’s goal is to maximize the time students have and this includes any interventions that might have been crammed into their school day in a brick and mortar classroom. [25:30] - Maya strongly believes that all students would benefit from an independent study program because they are so individualized. She describes different scenarios of students that these work for. [27:08] - This mode of instruction also helps eliminate distractions for many students as compared to a full classroom. The program is curated for each student. About Our Guest: Maya Varga is the Director at Hayutin & Associates which is a boutique education company headquartered in Los Angeles. Hayutin provides students with support in executive functioning, content tutoring, educational therapy, and design and implementation of independent study programs.    Connect with Maya Varga: Hayutin & Associates Website and Contact Form ChildNEXUS Profile: Hayutin & Associates Hayutin Education on Instagram Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram Virtual Educational Support      

For students with learning difficulties or disabilities, college is not out of the question. In fact, many students with IEPs and 504s in high school do apply and gain acceptance into various college programs. How do their learning differences impact the college experience? Well, it isn’t exactly like high school, but you may be surprised by how accommodations can, in fact, be provided in a college or university setting.   Today my guest is Elizabeth Hamblet and she will be walking us through what students with IEPs and 504s in high school can expect as they transition into college. Elizabeth has been a college learning disabilities specialist at the college level for two decades and is a nationally-requested speaker. She is also the author of a fantastic book, From High School to College: Steps to Success for Students With Disabilities, which she is offering to podcast listeners at a discount. Listen on and read further to find out more.   Show Notes: [2:27] - It is so exciting for Karen to know that there are many students out there with learning differences who are applying and being admitted into college and university. [4:13] - Elizabeth says that there is a lot of misunderstanding surrounding high school IEPs and college admission. IEPs do not follow a student into college. [5:30] - There are a lot of things that we do in K-12, but that colleges are not required to do. They do not need to identify and test students for a learning disability. [6:49] - Students can use their IEPs and 504 plans as documentation of their learning disability for college admission. [7:14] - Colleges are not required to provide the same accommodations that a student received in high school. [8:42] - Colleges get to set their documentation requirements. There are no real parameters and may vary per college/university. Elizabeth gives some examples. [10:54] - Although every college is different in regards to what they require, generally speaking, Elizabeth says that they likely will not need to refresh IEPs and 504s at the end of high school. [12:35] - Documentation of your disability does not start until you are enrolled in a college or university. [13:40] - A common misunderstanding is when parents think they are required to go get private testing for their child and that school reports are not accepted in college. Elizabeth says that this is not true. [14:33] - If the college requires testing and does not find the high school plan sufficient, they will ask for the two elements of a psychoeducational evaluation. [15:45] - If testing hasn’t happened in many years, it is wise to be tested again for more current information, even though learning disabilities don’t go away. [17:08] - If all support went away, what would a student’s experience be like with a learning difference? Sometimes kids go unidentified. [18:42] - Don’t panic if college websites say they require very specific codes or documentation for accommodations. Elizabeth explains why. [19:40] - Don’t assume that there’s no flexibility. [21:45] - Testing is just a snapshot, so a history and current documentation is important to have and provide. [22:44] - Elizabeth lists some accommodations that are commonly available in college. One is extended time. [24:02] - Every place that Elizabeth has worked, she has had students that asked for untimed tests or private rooms for testing. These are perfectly fine to ask for and Elizabeth lists a few other examples of things that can be asked for. [28:45] - Colleges do not have to provide assistive technology but can approve them to be used if students have them. [29:57] - Although they do not have to provide the readers or software for students, they do have to provide text in a format that can be read by a student’s own devices. [31:15] - There is a distinction between extended time on exams and tests versus extended time on assignments. Extended deadlines on assignments is not commonly seen accommodation in college. [33:02] - All of the decisions that colleges make in regards to accommodations are made on a case by case basis. [33:35] - During high school, it is crucial to start working on time management and breaking down assignments in preparation for going to college. [34:39] - Students need to be prepared to self-advocate. They will need to be able to manage this themselves. [36:05] - There should be a long term plan for scaling back accommodations that aren’t common in college. [37:02] - If a student is receiving modifications of expectations in high school, they need to start preparing for this not to be provided in college. [39:38] - Dr. Wilson shares the awesome feeling when a previous client calls themselves later when applying for college rather than hearing from their parents. [40:47] - By senior year, parents should be watching their child be as independent as possible. [41:37] - Elizabeth recommends to not be concerned about the grades your student receives and more concerned with how they manage themselves and handle accommodations in college at first. [42:11] - Through admissions, it should be the student’s choice to note that they have a learning disability. After being accepted, students can still request accommodations and documentation. About Our Guest: Elizabeth C. Hamblet has been a college learning disabilities specialist at the college level for two decades. In addition to working at a university, Elizabeth is a nationally-requested speaker and understood expert on preparing students with disabilities for successful college transition. Elizabeth is the author of a fantastic book, From High School to College: Steps to Success for Students with Disabilities, and her work has appeared in numerous journals and online platforms.   Connect with Elizabeth Hamblet: LD Advisory Web Page College Accessibility - Accommodations and Disability Services Facebook Group ChildNEXUS Profile: Elizabeth Hamblet Elizabeth Hamblet - LD Advisory on Instagram Elizabeth Hamblet - LD Advisory on Facebook Elizabeth Hamblet on Twitter Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram Video: High School Graduates with LD and ADHD and Emerging Adulthood - How Parents Can Help The University of Arizona SALT Center   From High School to College: Steps to Success for Students with Disabilities by Elizabeth C. Hamblet     Want 50% off Elizabeth’s book? Listeners of this episode can email echamblet@ldadvisory.com and use the code ChildNEXUS to receive a discount!

It can be very difficult to watch any child struggle with learning, connecting with peers, or with understanding information that is presented in the classroom. It’s particularly painful for parents to watch their children struggle in these ways. This is why I am so excited about this episode with our guest Leejanice Toback. This episode is all about what parents can do when they see their child struggling. Who do you reach out to and how? We are going to dive into that today with Leejanice.   Leejanice Toback is an Educational Attorney and member of the ChildNEXUS professional community. In today’s episode, she describes her journey from being an Assistant District Attorney, a Defense Attorney, a Trial Attorney, and ultimately finding her passion with the help of her son as an Educational Attorney. Her wide range of knowledge and experience combined with her personal mission to help parents and students has proven to be an abundance of crucial information in this episode. Show Notes: [2:57] - A lot of people think that Special Ed Law is all about children, but Leejanice clarifies that it is actually kind of a brutal type of law. [4:10] - Leejanice started her career as an Assistant District Attorney in Brooklyn, New York, and describes the beginning of her path to a trial attorney. [5:40] - While finding the right place for her, she tried her hand at being a defense attorney and relocated. [6:07] - It was when her own son was having difficulties that she started seeking services and was not finding any help. [7:12] - Leejanice had no idea there was such a thing as an Educational Attorney until this experience with her son and making connections with an organization called TASK. [8:21] - She then partnered with a Special Ed Attorney and completed over 6 months of apprenticing with her, studying Sattler’s Assessment of Children, and trying cases. [9:53] - Leejanice shares a story of a parent who was unintentionally sabotaging her child’s educational services. [12:49] - Leejanice explains the school district’s responsibility and when and how you should notify them to request an assessment for Special Education. [14:18] - It is important to note typical versus atypical difficulties for the age of your child. [15:49] - You need to be specific when describing difficulties to initiate an assessment with the school district. [17:12] - Refusal to attend school is also something to note. Leejanice explains why and what can be done for a child who shows school refusal. [18:54] - Whatever initial contact is made when requesting an assessment should be documented and copied so parents have a record of it as well. The district will then send an assessment plan for parents to complete and send back. [19:31] - The school district has 60 days to perform the assessment. [20:38] - Whether or not the child will qualify for services depends on the tests they use to assess. Leejanice considers testing an art. [21:13] - No matter where your child is, the district will hold an IEP. As a parent, you can refuse parts of the IEP. [22:40] - Can a school or school district refuse to perform an assessment if they don’t see a need for it? Leejanice explains what happens in this case. [23:40] - If this happens, Leejanice suggests waiting till a later time to request another assessment. Sometimes, it is difficult to prove the need for services in Kindergarten, for example. [26:03] - When children are in Kindergarten and First Grade parents may get more pushback. Leejanice says to never retract a request for an assessment even if the school or district asks you to. [27:10] - Leejanice shares the story of a client of hers that she represented from first grade until high school. She could not get her qualified for services until she was in third grade. [28:54] - We know that early intervention is very important and will show better outcomes, but sometimes there is a delay in assessment and services. [30:44] - Sometimes, the problem is not observable enough for the school to push for an assessment. This may result in a 504 plan rather than an IEP. [31:52] - Classroom expectations are very high and some consider them not to be age-appropriate. [32:41] - In order to receive services for a Specific Learning Disorder (SLD), there has to be a visible discrepancy between the child’s cognitive ability and their work. In Kindergarten, students may not have enough work to show this discrepancy. [34:35] - Leejanice tries to get an IEP for Speech and Language as early on as possible. [36:50] - When kids are struggling in Kindergarten, these are students that will likely struggle socially as well. [37:41] - The child’s needs determine the amount of push back a parent or Educational Attorney applies. [38:48] - No matter what school your child is placed in or that you choose for your child to be placed in, no school will be perfect for each child because every child is so unique. [40:19] - If a child does not receive an IEP, you can request an Independent Educational Evaluation (IEE) which is something that you have to ask the school for. If the school agrees to grant one, they will give you a list of professionals you can use for a private assessment. [41:42] - Sometimes an IEE will result in the evaluator agreeing with the initial assessment. [42:34] - If the IEE evaluator does not agree with the initial assessment, another IEP meeting will be called and the evaluator will be included to present findings. If the school district still does not offer services, an attorney will be necessary to file due process. [43:49] - If parents get a private evaluator who is a neuropsychologist, like Dr. Wilson, the child will often receive a diagnosis if he/she meets the diagnostic criteria for a disorder. [44:42] - Leejanice states that there are certain districts that are extremely cooperative and onboard working as a team for the needs of the child. [46:56] - Any parent who feels that there is a problem, should request an assessment. There’s no cost and no time limit on when to request. There’s no reason not to. [48:30] - Leejanice shares her experience of discovering her son has Autism and how the school was not supportive at that time. [49:58] - When Leejanice’s son was in second grade, the school decided to give him mental health therapy. Leejanice shares this experience. [53:50] - Leejanice’s passion to help others comes from her past frustrations with trying to get support for her own child.  About Our Guest: Leejanice Toback’s background is as a trial attorney. She began her legal career as an Assistant District Attorney in Brooklyn, New York. Thereafter, she changed her focus to civil trials involving negligence and product liability. It was not until her son was having difficulties in school that she learned there was such a thing as an Educational Attorney. Just as many of the other devoted parents, she tried to soak up everything there was to know in the quest to educate her son. She took many courses at TASK and through the state of California. She then partnered with Joan Honeycutt, Esq. one of the early leaders in the field of special education law. As a special education teacher, principal, and college professor in reading, Joan guided Leejanice through the study of reading, writing, and other disabilities. She insisted that Leejanice study Jerome Sattler’s Assessment of Children until she was well qualified to understand how the selection of tests impacts the result. They went to hearing successfully in many cases combining Joan’s base of knowledge with Leejanice’s trial skills. Every day, Leejanice draws upon her knowledge of the law and her understanding of special education to help her clients. She views every student as her own child and is proud to do whatever is necessary to enable them to receive a free and appropriate education. Connect with Leejanice Toback: Law Offices of Leejanice Toback Email Leejanice Toback: kidslaw@msn.com  Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram How to Initiate a Special Education Assessment Uncovering Why a Child is Struggling Podcast Episode Demystifying the Assessment Process Podcast Episode

Assistive technology has come a long way in the last thirty years. In the past, there was a stigma surrounding assistive technology that fortunately isn’t seen often today. With technology more accessible and a multitude of tools at our fingertips, students with all kinds of different needs are able to get the assistance they need to succeed.   But what is assistive technology? Today’s guest is Avlyn Kotton and in this episode, she not only describes what assistive technology is, but also gives many examples and links to great resources. As an educational therapist during the COVID-19 pandemic, Avlyn transitioned her clients to online learning with strategies and offers academic and emotional support to families trying to navigate the process of educating their children from home, while many parents need to continue to work.    These strategies could be a game-changer for a lot of students and just the key they need to succeed.   Show Notes: [4:09] - Assistive technology is any kind of tool to help a child to compensate for any type of learning deficit a child might have. Avlyn explains that it could be as simple as a pencil grip or as advanced as a software program. [5:06] - As technology has progressed and has become more accessible to students, it has become easier to teach students to use assistive technology. There is less of a stigma of using them because it is common practice. [6:21] - During the COVID-19 pandemic, Avlyn was already familiar with many programs and online platforms. [7:41] - Avlyn describes how listening to an audiobook alongside the physical book with colored highlighters has helped many students with reading comprehension. [9:18] - Audiobooks are also great for students who want a different modality to read. [10:17] - Assistive technology is an equalizer. It gives students an opportunity to learn with the help that they need. Avlyn describes what this means and gives real-life examples. [11:29] - It is also important that parents and teachers are shown how to use assistive technology to best implement them in the classroom. [11:51] - Avlyn highly recommends Notability and Quizlet. She shares what these programs are great for. [13:34] - Avlyn often suggests that some students are given the accommodation to use a calculator. This also relieves anxiety. [15:28] - For writing, there are dictation programs. Microsoft Word also has this feature now. [16:01] - When children talk, they tend to have better vocabulary and details than when they write. Dictation tools are great, but students will also need assistance with editing. [17:11] - Avlyn describes how she uses 4 devices at a time to work with students and what this looks like during the time of remote learning. [18:19] - There are many online learning platforms that offer a lot of different ways to interact through technology, including SeeSaw and Google Classroom. [19:33] - Even for kids who are gifted and really competent learners, it is very difficult to navigate through online learning due to the need for executive functioning skills that are developed enough for their age. [21:29] - Without the structure of school, it is a challenge for many students to transition between activities and lessons. [22:26] - The biggest problem Avlyn is seeing is the higher levels of anxiety in students she works with. She shares her thoughts on why this is. [23:31] - Avlyn describes another helpful site called Learning Ally which gives students with learning disabilities access to digital and audio textbooks. [24:49] - In addition to assistive technology, students need to develop learning strategies. This is what Avlyn does as an educational therapist.  [26:44] - The role of an educational therapist is to help with learning, but also as a support for parents. [27:36] - Avlyn shares an inspiring story from a student applying for college. [29:36] - Often there are times where parents of children with learning difficulties find that they had the same learning problems as children but didn’t have the tools to help. [32:27] - The tools and professionals we have now are gifts for students to be able to reach their full potential. [33:51] - One of the most important things is to work together as a team for the child - the parent, the educational therapist, the teacher, the school, etc. About Our Guest: Avlyn has thirty years’ experience working with both public and private school students from Kindergarten to High School who have learning differences including Dyslexia, Dysgraphia, Dyscalculia, ADHD, Executive Functioning Deficits, and other learning differences. Avlyn has been an active member of the Association of Educational Therapists and has presented at national conferences on the identification of learning disabilities and assistive technology skills. Areas of focus also include Test Preparation and Study Skills as well as School Placement. Collaborating as part of a multi-disciplinary team with classroom teachers, learning specialists, support professionals and parents helps to ensure that the needs of a student are being addressed and necessary accommodations can be implemented.    Connect with Avlyn Kotton: Kotton Educational Therapy ChildNEXUS Profile: Avlyn Kotton Kotton Educational Therapy on Facebook Kotton Educational Therapy Center on Twitter Email: akotton@gmail.com  Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram Assistive Technology for Students with Learning Disabilities Dragon Dictate - Dictation Software Learning Ally Notability App Quizlet