Send us a text

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)

Send us a text

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.

Send us a text

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

Send us a text

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):

Send us a text

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/

Send us a text

Homework, literally, a traumatic experience for many neurodivergent children and their families.  If you are in this situation, how can you make it at least tolerable, or even an enriching experience?

In this episode, I talk about why these students are so resistant to the idea of homework, the importance of making it relevant, and how to incorporate preferred content into the process.

And I talk about when homework should be restricted or eliminated and how to work with your IEP team to get appropriate accommodations into your child's IEP.

Send us a text

Dyslexia – the 21st Century’s Superpower (says a British study of the skills needed to succeed in the new AI world)

This fascinating new study overseen by the British charity Made By Dyslexia analyzes the human skills that are needed to use AI to its fullest potential.  The study's sponsor's, who agree with and support its results include GCHQ (MI5/MI6), Microsoft, Linked in and others.

Listen to hear more about this groundbreaking report and how it will profoundly affect the 20% of the population who are dyslexic thinkers.

Here are links to the resources used in the program: 

• Intelligence 5.0 Report: https://www.madebydyslexia.org/MBD-Intelligence-5.0-Report.pdf
• Dictionary.com definition of dyslexic thinking: https://www.dictionary.com/browse/dyslexic-thinking
• World Economic Forum - Klaus Schwab: https://www.weforum.org/about/the-fourth-industrial-revolution-by-klaus-schwab/
• Andreas Schleicher, Director of Education and Skills at the OECD: https://hwrkmagazine.co.uk/prioritise-human-skills-in-the-age-of-ai/
• Strategies highlighted: https://files.eric.ed.gov/fulltext/EJ1185416.pdf and King, 2005; Willard-Holt, Weber, Morrison, & Horgan, 2013
• Visual graph of a spike profile: https://www.researchgate.net/figure/A-Spiky-Profile-showing-example-IQ-scores_fig1_344429344

Send us a text

What does neurodivesity in the classroom look like?  This musing is a specific example of what a student faces, both as a challenge and a gift while being neurodivergent.

Send us a text

IEP goals are the most important part of the entire IEP process.  It is vital to write goals that clearly and concisely describe what progress a student should make on a specific skill over the course of a year.

The services a student receives is directly relarted to goals in an IEP.  The IEP team determines what services are needed to provide a reasonable chance of meeting the goals.

While the implementation of goals is the purview of the professional staff working with a student, the goal drives that teaching.

The SMART (Specific, Measurable, Achievable, Relevant and Time Based) goals concept is the most effective way of guding an IEP team on the content and wording of goals.  It is an invaluable tool that every IEP team should be using.

Listen in to hear the whys and hows of SMART Goals.

Here are the goals that are used in the podcast:

Behavior:
When his classroom teacher invites participation by students by being called on after raising their hands quietly, John will call out with an answer or comment in 5 of 10 opportunities.

Goal:
By (one year), in a classroom setting, When his teacher asks the class to answer a question or make a comment by being called on after raising their hands quietly, John will do so 4 out of 5 opportunities with 80% accuracy. 

 Academic:
Marie’s reading level in the area of oral reading as measured by standardized testing is 85 words per minute, she is 4th grade, should be 100-120 per minute.

By (one year) in a one-one setting with an assessor, Marie will read a 5th grade passage at 100 words per minute with accuracy and age-appropriate expression 4 of 5 opportunities.  

Thanks for listening!

Send us a text

Getting back to school from break often makes parents feel their child is not making the progress at this time of year that they should.

If its lack of objective data on goals reporting, an accommodation that has not been implemented despite months of trying, an email question that hasn't been answered...

Parents should know that educators feel the same way this time of year.  The plans and in-service training over the past summer haven't come together as hoped.

That is the frustration of education, the fact that there is so much to do, so much to accomplish, but by the nature of it some sense of failure is inevitable, neither parents nor educators can ever do it perfectly, so we try to realize this and do our best.

But there are ways to improve things, and do it in a way that will lessen the feeling of having to do more.  Listen in to this episode to learn how.