Bevin Byrnes, founder of Bridges Middle School, focuses on empowering neurodivergent students through inclusive practices and collaboration with families. She shares her journey in non-profit leadership, offers strategies for parents, and emphasizes the importance of viewing neurodivergence as a strength, fostering self-advocacy and confidence among students.
“Labels are for cans not people” - Kevin Howley
`#Neurodiversity` `#InclusiveEducation` `#Empowerment` `#FamilyCollaboration` `#BridgesMiddleSchoo
Introduction to Bridges Middle School
- 00:00:00 The host introduces Bevin Byrnes, founder of Bridges Middle School in Portland, Oregon, a middle school for neurodivergent children.
- 00:00:36 Bevin Byrnes has over 30 years of experience in mission-driven work and founded Oregon's only middle school built specifically for neurodiverse learners.
- 00:01:13 The host expresses discomfort with using labels like "neurodivergent" or "neurotypical" due to their potential for judgment.
- 00:01:57 The host and Bevin agree that terms like ADHD, while used, are not seen as disorders or disabilities, and they avoid terms like Asperger's syndrome.
Hiring and Collaboration at Bridges Middle School
- 00:02:56 Bridges Middle School, a non-profit in Portland, Oregon
- 00:04:52 The school employs a team-based hiring approach for
- 00:06:23 The school proudly employs former students as paraeducators, highlighting their deep understanding of the students'
- 00:08:00 Bridges Middle School emphasizes a trauma-informed approach, viewing parents as partners and experts in their child's education, fostering consistent communication…
- 00:10:17 The speaker reflects on her alternative education
- 00:12:15 Her career path diverged from traditional education, starting with non-profit work for underserved populations and eventually leading to leadership roles in disability advocacy.
- 00:14:54 After impactful work in end-of-life care, she returned to the disability community and children's education, finding her way to what would become Bridges.
- 00:16:05 Her personal experiences and observations of her children's educational journeys solidified her..
Supporting Understimulated Children
- 00:19:21 The speaker addresses parents whose children are understimulated and don't fit into the typical IEP world, acknowledging the lack of programs available.
- 00:20:51 Building a strong relationship with the teacher during initial conferences is crucial to understanding your child's progress and potential for additional challenges.
- 00:22:34 Parents can support their children at home with additional challenging activities and resources, as exemplified by the speaker's daughter who was a quick finisher.
- 00:25:49 The core advice for parents is to communicate and build relationships with teachers, counselors, and other parents to gather information and explore alternative educational settings.
The Dismantling of Special Education
- 00:29:04 The speaker acknowledges that discussing changes in specia…
- 00:30:16 The Department of Special Education has been separated from the Department of Education and now falls under government affairs, a move that the speaker believes is underreported and significant.
- 00:31:32 This separation removes federal protection and accountability for special education, potentially leading to a dismantling of public education and making it harder for parents to advocate for their children's needs.
- 00:32:57 The speaker views this change as a "canary in the coal mine," highlighting that without accountability, laws and policies for special education may not be effectively implemented
Addiction and Neurodiversity
- 00:34:36 The speaker praises the autistic Barbie movement for its visible example of inclusion, noting Mattel's collaboration with autism-led organizations to ensure authentic representation.
- 00:37:56 The discussion shifts to addiction, with the speaker sharing personal experience and advocating for empathy over judgment, comparing the societal response to addiction with that of cancer.
- 00:40:22 The speaker emphasizes that true reform and recovery from addiction are possible, requiring a community effort and a paradigm shift away from criminalizing addicts.
- 00:41:45 The conversation concludes by advocating for an asset-based perspective and language when discussing neurodivergence, trauma, and addiction, focusing on the unique contributions of individuals rather than their perceived brokenness.
- 00:43:41 The speaker is asked about the future of Bridges …
- 00:44:10 The speaker hopes students find confidence, view their neurodivergence as 💪
- 00:44:38 The most rewarding feedback…
- 00:45:00 Teachers at Bridges truly understand..
