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In some places and in some industries  the days when dyslexia, learning diiferences and other school based disabilities are seen as debilitating and in need of only rememdiation are gone.

Today, particularly in tech and some governmental agencies, "dyslexic thinking" is seen as an asset and not as a disability or a liability.

Dyslexic thinking can be defined as (Dictionary.com) "an approach to problem-solving, assessing information and learning often used by people with dyslexia that involves pattern recognition, spatial reasoning, lateral thinking and interpersonal communications".

The term dyslexic thinking can be thought of as an umbrella idea that encompasses terms such as twice exceptional or 2e, or neurodivergent.  

Reserach and practical experience are recongnizing that not only is dyslexic thinking not a "handicap", it can be a gift that is and will continue to be highly prized by business, industry and the public sector.

A study that is used as the basis for this episode has found that the skills and talents of dyslexic thinkers are the most valuable of any group to benefit from the rise of AI.

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AI is revolutionizing the technology that allows students with disabilities to access the general education  curriculum.  Struggling to read no longer means missing out on academic and social information that is text based or text heavy.

Devices like reading pens, that allow a student to scan text and  hear it simultaneously will help that student access to all of the information their typical peers enjoy.

It goes beyond this of course, to include anything that interferes with a person's ability to access information and knowledge despite having a learning disability.  

The promise of AI for education is that it will allow anyone to use their innate talents to create a life that they have the talent and drive to create, no matter their ability to read or calculate or stay organized. 

The subject matter of this program relates to students who are high-functioning and in general education most or all of the time.  In particular, the content addresses student needs who may have ADHD, high functioning autism and/or learning disabilities.

Hear how a parent can request a technology assessment from their school district, and how high-tech devices and apps can change a student's academic life.

Here are links to information about CAST, text to speech and speech to text technology.

CAST tech info: https://www.cast.org/what-we-do/accessibility-inclusive-technology/

 Reading pen website: https://smarterlearningguide.com/reader-pens-for-dyslexia-are-they-right-for-your-child/

 Speech to text website:  https://www.readingrockets.org/topics/assistive-technology/articles/dictation-speech-text-technology-what-it-and-how-it-works

If you are interested in learning more, I have highlighted articles in .pdf format I would be happy to email to you.

Please email me at [email protected] and I will send the 3 articles I have out to you.

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I have seen a significant trend in my practice, teens with high functioning autism unable to attend school due to intense anxiety.

The problem of children with autism who are unable to cope with school and develop agoraphobic  type symptoms has long been around, but the increased numbers of highly intelligent, often with a "superpower" talented young people who are unable to participate in their educations and life in general is tragic.

Schools are not being flexible and creative in addressing this.  They insist on the old paradigm of highly structured behavioral model programs that simply don't work for these kids any longer.  Many of them reject, sometimes with vehemence, the idea of the stucture of Applied Behavior Analysis (ABA) being practiced on them any longer.  They "age out" in a way.

But there is hope, in the form of a study of a school in England that developed a program based on empathy, kindness, and most of all, flexibility. (a link to the article is at the bottom of the page)   

The school is proving that the humanization of behavior interventions is still evolving.

The profound positive effect of ABA for serious maladaptive behaviors is clear.  Lives have literally been saved and ABA has provided a path to autonomy for countless children.

However, without significant changes, I do not see evidence in my daily interactions with parents that ABA is working for their kids. 

It's time to look at programs like the one featured in this episode and make similar models available here.

Link to article: https://pubmed.ncbi.nlm.nih.gov/37860824/

In the transcript section I've included a copy of the outline I wrote for the episode.

Thank you for listening!

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I've included a transcript of this episode.  And here are a few helpful links to expand your knowledge of PBS.
- https://eric.ed.gov/?id=EJ80580
- https://en.wikipedia.org/wiki/Positive_behavior_support
- https://pmc.ncbi.nlm.nih.gov/articles/PMC5048254/

This will be the first of many podcast episodes featuring different aspects of PBS.  I first started to write and record a training series for paraeducators and teachers, but decided to start this podcast instead.

I'm rewriting the series on behaviors to reflect a more general audience, particularly parents.

Enjoy the episode!
David

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Universal Design for Learning (UDL) is a method of teaching that embeds accommodations for all students into general education settings.  Students who are visual, or auditory, or tactile/sensory learners are taught, and the student can show mastery, in the way that uses their strengths.  

UDL has been successfully implemented in thousands of classrooms around the country and its efficacy has been proven in these real settings.  

Learn how students with special needs, indeed all learners, can benefit from a UDL classroom.  

Here are links to resources mentioned in the episode

CAST: https://www.cast.org/impact/universal-design-for-learning-udl

Reading pen website: https://smarterlearningguide.com/reader-pens-for-dyslexia-are-they-right-for-your-child/

Speech to text website:   https://www.readingrockets.org/topics/assistive-technology/articles/dictation-speech-text-technology-what-it-and-how-it-works

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In this episode I talk about Universal Design for Learning (UDL) and how it works for students who are Dyslexic Thinkers (see definition below).  We'll do a review of what UDL is, profile a typical dyslexic learner, hear from successful dyslexics and I'll describe a model lesson plan .

Definition of a dyslexic thinking (Dictionary.com): an approach to problem solving, assessing information, and learning, often used by people with dyslexia, that involves pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication.

Here is a link to a sample WISC cognitve test described in the episode:

https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/wisc-v/wisc-v-interpretive-report.pdf

Here are links to resources used in this program:

 New York State Deparent of Education Digital Technology Center:(https://nyctecenter.org/images/CTE_UDL_DigitalTechnology.pdf

 The Yale Center for Dyslexia and Creativity:(http://dyslexia.yale.edu/resources/educators/instruction/what-dyslexic-students-look-like-in-the-classroom/

 Michael Kingston/AI for Education

(https://tinyurl.com/UDLforCTEAI)

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IEP accommodations are the most difficult part of the process to both ensure they are being implemented and that they are being implemented correctly.

In this episode I define what accommodations are and how they are used in general education classrooms.  But more importantly, I will share with you the most effective ways to guarantee your child is getting the accommodations  that are on their IEP.

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In this episode, I review an article that examines the importance of teaching self-determination skills to students with autism (and everyone else in actuality).

I talk about the components that make up the skill and the emerging research on the effectiveness of mentoring.

Here is a link to the article:

https://www.sciencedirect.com/science/article/pii/S1750946724001132

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In this episode I talk about a free resource that can provide you with training, technical and emotional support and information that covers all things special education and 504s.  And this resource is likely right in your geographic area.  They can help you become an effective advocate for your child.

Parent Training and Information Centers can provide you with the help you need to naviagate the compex systems you are working with.  

Parents who know know more about special education are happier and less stressed than parents who are not knowledgeable.

For transparency, I have worked for a PTIC for the past five years.

Here is a link to find your local PTIC (and a connection to ParentHub):

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In this episode I'll discuss the importance of determining the function of a problem behavior.  Is it attention, escape, a tangible, sensory related or power and control?

This is important information for parents to know because the more you know about special education practice, the more you can help your IEP team create a workable behavior program for your child.

You should listen to Part 1 of this series, Positive Behavior Support, the Basics, before listening to this.

Here are weblinks to more information about this topic:

- Iris Center - Vanderbilt University https://iris.peabody.vanderbilt.edu/module/fba/cresource/q2/p08/

- This is the source for the quote on an FBA https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411551/

- A very good and clear discussion of FBA/FAs and some of the problems that arise from the practice https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3546636/

- An explanation of an FBA/FA https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411551/

- A discussion of different techniques from a BCBA https://marybarbera.com/autism-behavioral-strategies-fba-fa-aba/