Diverse Thinking Different Learning

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

Now that we know what executive functioning is from last week’s episode, what can we do to help students struggling in this area? We know that this broad umbrella term encompasses so many different skills so it may seem difficult to know where to start. That’s why I’ve asked Hannah Ross to join us today on the Diverse Thinking Different Learning Podcast.   Hannah is a certified educational therapist based out of Santa Monica, California with over ten years of experience teaching in the classroom and one-on-one settings. Her classroom experience gives her a great insight into what students are expected to do at a young age and how these struggles impact them on a daily basis. Not only do we discuss executive functioning in more depth, but Hannah takes it a step further and provides us with some tangible things we can do to provide support to our children and students to help develop executive functioning skills.   Show Notes: [2:04] - Hannah graduated with a degree in Elementary Education and taught 3rd and 4th grade. She loved the community, but she started to notice how she couldn’t meet the needs of all of her students. [3:08] - She found herself wanting to spend more time one-on-one with struggling students but as a classroom teacher, it was near impossible. She then researched what else she could do and she shifted into being an educational therapist. [4:21] - Because Hannah has experience in the classroom, it continues to help her as an educational therapist because she understands how hard teachers are working and what is expected of teachers and students. [5:29] - The most successful cases are when the educational therapist and the teacher can communicate and collaborate. [6:20] - Executive functioning skills are the skills that all people need to use on a daily basis to get things done. These are skills everyone is using everyday, not just what kids are using in school. [7:40] - Using cooking a meal as an example, Hannah illustrates how we use executive functioning skills everyday. [8:34] - When we think about kids who are struggling with certain executive functioning skills, we need to also remember that there are skills we as adults are weaker in, too. [9:07] - Hannah describes what a student with executive functioning struggles looks like. What are the indicators that they are struggling? [10:41] - Weakness in executive functioning skills does not reflect intelligence. These skills are still developing. [11:18] - Although these skills start developing at age 3, they don’t fully develop until age 25. Some kids pick things up naturally where other students need to be taught explicitly. [13:37] - Hannah and Karen discuss the challenges of virtual learning. We’re not just expecting students to learn content, but we are also expecting them to be able to use their working memory skills to manage multiple online programs and portals. [15:02] - It is much harder to plan and prioritize when students are not turning in a tangible item as an assignment.  [16:14] - Students don’t have cues and check-ins that they normally have in the classroom environment which is causing a challenge for kids to manage their time and transitions. [17:53] - So much is expected of our students right now and most students really do want to do their very best and they may feel discouraged when they struggle with the amount to manage. [19:23] - Hannah recommends starting off by creating a routine and schedule that is consistent. She also mentions managing independent work time with a checklist. [21:11] - Another thing that Hannah will do with a student is to look at a full week’s schedule and plan everything out with colors to be easier to visualize. [23:04] - One of the most impacted executive functioning skills through virtual learning is extended focus. With students, Hannah will help figure out some tricks and strategies to help. [24:39] - Hannah also works with students on academic work and content by helping them break things down into manageable chunks. [27:01] - Self-reflection is very helpful, so asking students the questions about how these skills are impacting their daily lives is a great place to start. [28:19] - Students who struggle with executive functioning skills often appear to be lazy or unmotivated when in reality, they want to do well but don’t know how to use these skills. [30:38] - Creating a family calendar and an individual calendar for each child in your household is great to help students with these skills and model good planning and organizing skills. [31:31] - Helping your child create a calendar or daily checklist of their virtual learning school day to keep in their learning space is also something that Hannah recommends. [32:45] - Hannah also shares that there are many things you can do together as a family that utilize these skills such as cooking a meal or planning a fun day with a schedule. [34:20] - Use conversation to tie these fun activities to how using these skills in their school day helps them. [35:00] - Board games are also excellent for executive functioning skills and are really fun to do as a family. There’s a link to some recommended games in the Links and Resources. [36:47] - Modeling the steps to get something done is important for parents to do for their children. Talking through the steps is a good way for children to hear the process. [38:29] - Students may feel embarrassed by these deficits they’re experiencing but Karen illustrates how this needs to be more normalized so problem solving can take place. About Our Guest: After graduating from Pepperdine University with a Bachelor’s Degree in Elementary Education, as well as my California Teaching Credential, Hannah taught 3rd and 4th grade at an independent school in Pasadena for five years. She loved the excitement and community of working as a teacher, yet in the classroom environment she began to notice students who were not receiving the academic support they needed to be successful. Hannah observed students who lacked skills in specific academic areas, couldn’t focus on work in the classroom setting, or simply lacked confidence in their ability as learners. While she tried her best to meet the unique needs of each student, she realized that many of these students would benefit from more targeted, one-on-one instruction. This led her to further her own education in the field of Educational Therapy. In 2015, Hannah earned her Certificate of Educational Therapy from University of California Riverside and became an active member of the national Association of Educational Therapists (AET) and the International Dyslexia Association (IDA). In her practice, Hannah and her team work with a wide variety of learners, including students with Dyslexia, Dysgraphia, ADHD, Autism, executive functioning deficits, and more. At Hannah Ross Ed Therapy Group their ultimate goal is bringing back the love of learning to students as they seek to make content both engaging and accessible.   Connect with Hannah Ross: Hannah Ross Home Page Hannah Ross Ed Therapy on Instagram ChildNEXUS Profile: Hannah Ross Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram What is Executive Functioning? Get in the Driver’s Seat of Your Teen’s Executive Functioning Coping with Executive Functioning Deficits in the Context of Writing

What is executive functioning? Well,that is a big question because executive functioning refers to so much. It is a big term for a lot of little things that impact all aspects of learning. The hardest part about executive functioning is that these skills are expected out of children but are not explicitly taught in school.   In today’s episode on Diverse Thinking Different Learning, we’re starting to scratch the surface of what executive functioning is, what struggles with the different skills look like, how the brain develops executive functioning skills, and what we can do to help strengthen them. I have many examples in this episode and in future episodes, we will dig even deeper into this broad topic of executive functioning. Show Notes: [2:24] - Executive functioning is something Dr. Wilson speaks and writes about often. [2:57] - Karen starts with an example of a task a student might be given by a teacher. The task seems straightforward, but requires quite a lot. [4:26] - Executive functioning refers to the ability to apply specific abilities to problem solving and ultimately to achieving goals. It is a broad umbrella term. [4:51] - Those who struggle with executive functioning struggle with different aspects of it.  [5:01] - An example of an executive function is initiation. This means getting started. Many students struggle with this and need support. [5:45] - Another executive function is attentional control. This means the ability to concentrate and focus over an extended period of time. The perseverance can be a struggle. [6:11] - Inhibition is another executive function that Dr. Wilson describes. This means inhibit the other things going on around you, including thoughts, to focus and listen. [6:59] - Dr. Wilson describes the executive function of being able to shift focus from one thing to another. [8:01] - Another executive function that Dr. Wilson sees many students struggle with is planning. She details what this could look like. [8:58] - Organization refers to the ability to bring order to information and make sense of a lot of information. [9:44] - Planning and organization often go hand in hand. Dr. Wilson uses a writing example to illustrate this. [10:34] - Working memory refers to the capacity to hold information in your mind and manipulate it to complete a task. Doing math word problems in your head is an example of working memory. [12:25] - Another primary executive function is flexibility which refers to the ability to switch your attention between two concepts. [13:31] - An executive function that is often overlooked is self-regulation which is the ability to regulate your behavior, thoughts, and emotion and to appropriately modulate your mood.  [14:01] - Kids who struggle with self-regulation often have big feelings and reactions to seemingly small things. [15:14] - Self-awareness is a child’s awareness of their own behavior and how it impacts those around them. This is a higher level executive function. [17:12] - A child’s executive functioning can predict long term and short term success and all of these skills combined are necessary to complete many different tasks. [17:34] - Executive functioning is connected to the front cortex of the brain. Dr. Wilson shares that this is the last part of the brain to develop so overtime, all kids will get better at executive functioning skills. [18:05] - There are also social experiences that impact the development of executive functioning skills. This means that there are things we can do that help shape these skills. [20:04] - Many kids with ADHD have difficulties with executive functioning, but Dr. Wilson points out that distance learning has made us all aware that there are many other children who are struggling because of the several skills needed. [22:08] - One thing that can strengthen executive functioning skills is positive parenting. Karen describes what this looks like. [22:55] - We also know that sleep is critical for executive functioning. When individuals get adequate sleep, they have better attention and emotional regulation. [24:07] - Research also shows that participation in sports is good for the development of executive functioning skills. [25:00] - Martial arts is something else that Dr. Wilson describes as being something that boosts executive functioning. [26:02] - Cognitive behavioral therapy, educational therapy, and mindfulness are also helpful in addressing weaknesses in executive functioning. [28:45] - We can also develop strategies to compensate for weaknesses in executive functioning which Dr. Wilson will be talking about in a future episode. Links and Resources: ChildNEXUS Home Page More About Dr. Karen Wilson ChildNEXUS Instagram What is Executive Functioning? Video: Executive Functioning - Emotional, Behavioral, and Educational Implications The Intersection of Executive Function, ADHD, and Other Learning Differences Coping with Executive Functioning Deficits in the Context of Writing Be the Executive in Charge Over Your Child’s Executive Functions Get in the Driver’s Seat of Your Teen’s Executive Functioning

Educational therapy is oftentimes an unknown term for parents and families. This podcast episode may even be the first time you’ve heard it yourself. That is why I am so excited to have a passionate educational therapist as our guest today on the Diverse Thinking Different Learning Podcast.   Rachel Kapp is an educational therapist with an extensive background in the field of education. After working with so many types of students through tutoring in private practice, she became passionate about building relationships with and helping students who learn differently. She completed her coursework in Educational Therapy at the California State University, Northridge in 2015 and her Master’s degree in 2016. She is now a sought after educational therapist and co-host of the Learn Smarter Podcast.   Rachel’s mission is so clear in this episode and to say our missions align is an understatement. Listen to find out how she reignites the love of learning for students on their journey towards becoming independent and autonomous learners.   Show Notes: [1:39] - The first podcast that Karen was a guest for was Rachel’s podcast Learn Smarter and inspired her to start Diverse Thinking Different Learning. [3:22] - Educational therapy is not typically a term parents are familiar with. As an educational therapist, Rachel works one-on-one with students with different learning profiles to help provide skills and strategies that guide them towards becoming independent and autonomous learners. [4:53] - For many children, there has been a significant struggle over an extended period of time which may have led them to lose their love of learning. [5:21] - Children hear conversations in their home and at school that they aren’t performing well enough and get the message that they aren’t trying. [6:10] - The first step for Rachel as an educational therapist is to honor the journey they’ve been on. [8:05] - Rachel and a fellow educational therapist that co-hosts her podcast have come up with a framework called the ABC’s of Educational Therapy. The first phase is the assessment phase. [9:14] - During the first phase of gathering information, Rachel listens to the child’s explain their experiences and this is often the first time the student has shared this information in a space without judgment. [9:27] - The next stage is the building process. This is where skills and strategies are being built. Rachel also describes what this could look like in virtual learning. [10:57] - Eventually, Rachel is able to take a step back and let the child be independent. Most parents are scared of this because things are working smoothly, but the child is ready. [11:52] - Educational therapy looks different for each student. What works for one child might not be best for another. [13:13] - Educational therapists also serve in a way as a case manager. The parent coaching piece has become very important. [14:38] - Sometimes when we step back, the student falls. But Rachel says this is a necessary step in learning. [15:22] - Learning happens when it is active and productive. It happens when things are hard but not too hard.  [16:33] - An educational therapist is not interested in the content being learned. It's about teaching the students how to access the curriculum and giving them strategies on what to do when they don’t understand. [17:41] - Teachers have risen to the challenge with virtual learning. Ask for help if needed. [19:56] - Karen and Rachel discuss how writing is a huge challenge. Rachel breaks down how she approaches helping students with writing as an educational therapist. [21:43] - Is it an issue of not being able to think of content or is it an issue of not being able to write it down? [22:59] - Breaking down the writing process to be more achievable is key. The mechanics of writing should be the last step. [24:10] - A lot of schools and teachers are open to different approaches, so ask for clarification. [25:56] - With distance learning, parents are seeing problems that educational therapists have been seeing for a long time, particularly the difficulty of using online portals. [27:10] - Part of the building process for virtual learning is developing systems, routines, and calendars to organize their days. [28:16] - In this building process, the goal is to build a strong system of managing time, managing things, and creating rules. [30:02] - Therapists have a unique perspective because they can see the online portals of all schools and classrooms. Rachel describes what works best in her experience. [31:43] - Rachel shares that in all her years of working as an educational therapist, she has never met a parent that has said that their child does not experience anxiety about learning. [34:13] - Helping kids create their own rules is part of Rachel’s process as well. This is empowering.   About Our Guest: Rachel grew up in Los Angeles. She graduated from the University of California, Berkeley, where she earned a Bachelor of Arts with Honors in Sociology and minored in Jewish Studies. Rachel began tutoring students in high school, eventually choosing to pursue a career in education. For over six years, Rachel was a lead preschool teacher where she gained a firm foundation in explicit teaching. Rachel has been a tutor in private practice since 2004, working with students in a variety of subjects including all levels of math, reading, history and writing. After working with so many types of students over the years and realizing she was passionate about building relationships with and helping students who learn differently, Rachel decided to pursue Educational Therapy. She completed her coursework at the California State University, Northridge in December 2015 and Masters degree in December 2016. In her free time, Rachel loves spending time with her husband, Adam, and their dog, Fritzy, watching Cal Football, cooking for friends, and spinning. She is now a sought after Educational therapist and co-host of the Learn Smarter Podcast.   Connect with Rachell Kapp: Kapp Ed Therapy Web Site Learn Smarter Podcast ChildNEXUS Profile: Rachel Kapp Kapp Ed Therapy on Instagram Links and Resources: ChildNEXUS Home Page ChildNEXUS Instagram The Intersection of Executive Function, ADHD, and Other Learning Differences Learn Smarter Episode 29: Frequently Asked Questions Learn Smarter Episode 07: Educational Therapy vs. Tutoring Learn Smarter Episode 08: A Session in the Life Learn Smarter Episode 37: How Educational Therapy Words (Framework of ET)