Podcast appearances and mentions of david flink

Renowned dyslexia expert and founder of Eye to Eye, a national non-profit mentoring program, David Flink shares his insights on learning disabilities and founder of Mountain Trails Foundation, Jan Wilking, links Park City's past to the present.

As a child, David Flink was told to “just try harder.”  But David wasn't lazy. He was trying as hard as he could.   After being diagnosed with ADHD and dyslexia in the 5th grade, David went to a school that taught him to “try smarter” instead. There he learned to pick paths that work better for his brain.   Today, David is an author, advocate, and speaker. He's also the founder and chief empowerment officer of Eye to Eye, a non-profit organization dedicated to improving experiences for students with learning differences. Host Laura Key and David discuss how Eye to Eye was born, and bust some age-old ADHD myths.   To get a transcript of this show and check out more episodes, visit the ADHD Aha! podcast page at Understood.We love hearing from our listeners. Email us at ADHDAha@understood.org.Understood.org is a resource dedicated to shaping the world so the 70 million people in the U.S. with learning and thinking differences can thrive. Learn more about ADHD Aha! and all our podcasts at u.org/podcasts. Copyright © 2024 Understood for All, Inc. All rights reserved. Understood is not affiliated with any pharmaceutical company.

In a panel recorded live in front of an audience at the 2023 Eye to Eye National Friends and Allies conference, David and Isabelle sit down with Eye to Eye co-founders David Flink and Marcus Soutra, Eye to Eye student leader Kayla and an Eye to Eye student leader's parent Claudia to discuss what it is like to be neurodivergent—or a parent to a neurodivergent kid—across different generations. Part three of three. To learn more about Eye to Eye, visit www.eyetoeyenational.org In this part, we cover the everyone's favorite accommodations, how to confront stigma, and what everyone would say to their littler selves. ——David (Kessler) asks: what are everyone's favorite accommodations? For Marcus, who was stuck carrying a giant suitcase to listen to audiotapes, audiobooks were originally not his favorite. He'd get the material two weeks after everyone else and it made him stand out in a way he didn't like and kept it secret. Then he was working with a 10 year old kid through Eye to Eye, and the kid made a mold of his ear for an art project, saying that he doesn't read with his eyes, he reads with his ears. Now he listens to every email he receives and sends, it's how he reads; thanks to resources like Audible.com, it's everywhere. It's not just about the perception of the tool, it's about the availability of the tool. If he could travel back in time to speak to a younger version of himself, because Kessler has a button he can press to make this happen, but only for a short time, Marcus would tell himself that “you're not broken. The system is.” (Pause for applause). Isabelle wonders if there could be a time travel sound effect and after Flink suggests a Chewbacca noise, Kessler obliges. Claudia's favorite accommodation is asking students what they need, and listening to them about what type of structure they like. Some like more, some less, some need a quiet room, some need to get up and walk around. David asks, is this essentially giving students the agency back? She agrees. And if she could go back in time, she would tell herself “Everything is going to be okay.” (Pause for snaps galore). After a tough rock-paper-scissors round, Kayla goes next. Kayla's favorite accommodation is speech-to-text, she'll step out of the classroom and talk it into her phone. Going back in time, she would tell herself “don't listen to everything your peers tell you.” (Pause for snaps). Often the hurtful words don't have anything to do with you, they have to do with what's going on for them, like a kid who came up to her after saying something hurtful confessing that he was just hiding his own dyslexia. The second thing she would say is “Do you. Don't think about the way people look at you because of the accommodations you use, or the things you need to do, because at the end of the day, it's all about making an even playing field.” Her getting extra time on a test is to level the playing field. Flink goes next and shares his least favorite accommodation was getting extra time on tests, because it was him still having to do a test poorly designed for him. As an adult, it's his favorite accommodation, because he now sees it as kindness to have extra time for how he learns and thinks. If he had a time machine, he'd tell himself: “look, you're going to have to have a strong backbone, but keep your wishbone strong, too.” Isabelle just asks, before we ask questions, that we close the time travel loops and return to the present moment. (Cue Chewbacca noise and a small disagreement about whether Star Wars technically involves time travel). Now it's time for questions from the audience, the first one being: How is everyone doing? Everyone is doing well, considering they just shared something so vulnerable in front of hundreds of people. Another audience member asks: How can we educate ALL our students? How can we set it up so that we don't feel stupid or incapable? Kayla starts: building communities, like with Eye to Eye, where there is a place where you have allies and you can see people going on to do great things, like Kayla witnesses when attending the Eye to Eye conference. Claudia names that schools and teacher trainings are underfunded, and they want to learn more and be better equipped but they're not able to afford those trainings. She also wishes for students with single parents and those who don't have the means to get access to resources and supports, too. David names that teachers are absolutely amazing and are doing the impossible. We are working with antiquated education system; we have phones that can look up data but we still get graded on memory, v. The questions we ask; teachers get punished if students don't fit the mold and don't perform well, but the mold itself is out of date. What about noticing the complexity of the questions students ask, rather than what they know? Marcus wonders why did it take us so long to embrace technology? One of the things he was always told was, “Marcus, you're not going to have a calculator everywhere you go.” Everyone freaks out. David was told “you're not going to have spellcheck everywhere you go…” Marcus wonders at the teachers who scorn their student's use of AI, but then they go home and use it to make their lesson plans…it's odd to see this kind of resistance always, to new technology. He references that when ink pens first came out, there was pushback that quill pens are how you should write.  There was a time period in this country when left-handedness was illegal. When left-handedness was made legal, there were skyrocketing rates of left handedness, then it plateaued. He suspects we're in a similar situation with neurodiversity, where “every single kid is being labeled with LD” and that's not true, it's more than we're learning more about the brain every single day, we're decreasing the stigma as we go. Kessler wonders: who wouldn't benefit from an individualized education plan? And from desegregation of classrooms? Having different people of different abilities doing the work, together? Flink wants to add that yes, culture change, yes to funding, but what do we do right now? Tomorrow? We are a people-powered movement and country, we can create the change we wish to see by sharing our stories and advocating for ourselves. Chloe asks: how do you combat the stigma around LD and ND within yourself, and how does it work when you're a part of the education system and an educator? Kessler wonders in general how to address stigma—Claudia responds that as someone who identifies as neurotypical, she tries to build relationships and share her story. Kayla describes going above and beyond; she remembers how her case manager, who was in charge of her IEP, thought she should stick to a trade school and work with agriculture. Kayla's family responded that this didn't track with Kayla's interests; the case manager responded with “you better get used to it, because that's going to be the only thing she can do;” Kayla's grandmother was LIVID, she doesn't take anything from anybody, she told her off, she got Kayla a new case manager, she found tutor after tutor until something clicked. Kessler names how hard Kayla had to work to see a future for herself. David tackles the stigma question himself, with all of his vulnerabilities up. He has a therapist: not because he is broken, or deficient, but so that he doesn't feel things alone. There is a shadow side to stigma: anyt...

In a panel recorded live in front of an audience at the 2023 Eye to Eye National Friends and Allies conference, David and Isabelle sit down with Eye to Eye co-founders David Flink and Marcus Soutra, Eye to Eye student leader Kayla and an Eye to Eye student leader's parent Claudia to discuss what it is like to be neurodivergent—or a parent to a neurodivergent kid—across different generations. Part two of a series. To learn more about Eye to Eye, visit www.eyetoeyenational.org In this part, we cover masking, loving/hating school, and what's next for the next generation. ——David Flink shares his story, where he had a family that backed him and had a lot of privileges (being a white male in this country), but he was “invited” to leave four schools. He did not have a community. He met with his first student while he was in college, despite their neurodivergence in common, was very different from him—single mom, Cape Verdean family—became the closest person to him. He met Marcus, and they connected about getting their meds at 3p together, and now, 25 years later, here they are. Marcus points out that people think he was always talking about his learning difference, but he wasn't, he was going to school to become a teacher at King State college, and he was talking with David, and after he shared his experience in the classroom he was student teaching in and seeing the impact that made on the students, he said “no one is going to listen to us, we're 22,” we both overcompensated, were so extra professional, always showing up to meeting in suits, having to convince people that they could do this. The first person he openly talked about his learning difference with was David. Isabelle jumps in with her story; daughter of Polish immigrants, rags to riches immigrant dream kind of idea, and she had no clue she was neurodivergent until her mid to late 30's and she hadn't felt the feeling of what it's like to be in such a neurodivergent friendly space (with snacks, food, fidgets, people being so direct and honest!) until now, and is so grateful that Marcus and David co-created such a thing. She realizes her community is now other neurodivergent parents who are sitting in their own learning and parenting kids who may be neurodivergent and just working so hard and finding community that way. David wants to normalize what Isabelle is speaking to, which is that we tend to think neurodivergence or learning difference means struggling or hating school, and the truth is so many people realize they are neurodivergent when they lose the structure of school, when they get a new job, when they become parents. David Flink wonders, asking Kayla—we work for you—what are you seeing? What are you hopeful for? What is it like for you? She saw a lot of pull out classes, and her little brother is telling her his experience at school, and it's a little bit better. She was not pulled out for different classes. In class supports would be helpful, but public school districts are severely underfunded—she hopes that he does not go through so much ridicule and bullying that she had to go through. He's making genuine friendships; she didn't have a chance to make those the same way because she was always taken out of classes and kids were too busy realizing her difference. What should we all know about Gen Z? Kayla is describing being in 5th grade, taking these standardized tests and it was on the computer, and she has to take it with the rest of the class. The upside: easier than writing on paper. The downside: everyone is done before her, and everyone is on her “c'mon Kayla, finish up the class” and it just wasn't enough—if she had the proper accommodations, she wouldn't have to deal with that bullying. Claudia thinks that this is going to continue to change and evolve. Her Zoomer (wait?! Is this the next generation name?!) Got early intervention and proper accommodations and is dunking in all his classes that are not easy classes. If you have parents that start with acceptance, then seek resources and accommodations for you when you're really little, the sky is the limit. David names that generationally speaking, don't sleep on accommodations, and effective early intervention is making a difference we weren't even able to see before because it wasn't a resource that was even available to earlier generations. Claudia names that each person's unique potential and style of intelligence is different, but this sets someone up to live up to their unique greatest potential, whatever that is. Isabelle jumps in with the idea that it's also a systemic thing, to recognize (as author Julie (see show notes) put it in a talk earlier at the conference) that Gen Z is the first generation of students to even have social emotional learning standards as a part of their curriculum, we're now seeing the changes because it's not just on parents to nail it, it's the larger change that has to happen to a culture through awareness. Marcus names that this cultural change always takes longer than you think it will; when they were first starting Eye to Eye 25 years ago, they were referencing studies just completed by Marshall Raskin about what helped kids with LD to help them launch into adulthood—metacognition, social emotional skills—and David and Marcus were trying to develop an art curriculum that would develop that for students. This was a foreign concept in 2002, and there was a big push for them to “tutor.” They had been tutored, and tutoring means “fixing,” and dyslexia needs “fixing,” and the great book “Overcoming Dyslexia” had just been written (not so great title), and it was awful. Turns out tutoring someone who can't read by someone who can't really read is a bad idea. But social emotional learning—BOOM. Changes everything. So they were doing this forever ago, and it's still something they have to advocate for. It takes generations to make these changes. When David (Kessler) started working with Eye to Eye, he would ask a room full of people “who here has a learning difference” and people would reluctantly barely raise their arms, v. Now- now people own it and they talk about ableism sucking and what can we do to fight society, and… students who know they're neurodiverse it's a big difference Kayla sees. She also knows that her school setting matters. She is in a private school for high school, and people who know they have an LD and are proud of it, while her peers in public schools haven't had the same supports and staff who are also ND modeling it for them. She goes to her teachers at the beginning of the school year, and she advocates for what she needs, and her teachers self-disclose their own ND to her. David describes: kids that aren't shamed feel better about it. We can't really learn with shame. Kayla also describes how she has to keep advocating for herself, teachers don't really know what you need and you keep having to explain and name your accommodations.Julie Lythcott-Haims - OI speaker and author of "How to Raise an Adult" and "Your Turn: How to Be an Adult"To learn more about Eye to Eye, visit www.eyetoeyenational.org-----Cover Art by: Sol VázquezTechnical Support by: Bobby RichardsSpecial Thanks to our amazing panelists: Marcus Soutra, David Flink, Kayla Dumas, and Claudia Bouchacourt for their courage, enthusiasm, and willingness to be vulnerable and real. Also, so grateful for everyone at Eye to Eye National: Sabrina Odigie (Eye to Eye Executive Assistant) for her logistical wizardry, Alicia Siegel (Eye to Eye Director of Development) for her warmth, welcome, insight and planning, Alexandra Claeys (Eye to Eye Director of Community Leadership) for letting us join her awesomely organized event, Amanda Feliciano (Eye to Eye Outreach and Onboarding Associate) and Philister Lukacevic (Eye to Eye Director of Marketing and Communications) for his patience and help in getting these edits and materials out there! And to everyone at the conference who came to our recording and co-created such a welcoming and safe enough space, we are so grateful you came!

In a panel recorded live in front of an audience at the 2023 Eye to Eye National Friends and Allies conference, David and Isabelle sit down with Eye to Eye co-founders David Flink and Marcus Soutra, Eye to Eye student leader Kayla and an Eye to Eye student leader's parent Claudia to discuss what it is like to be neurodivergent—or a parent to a neurodivergent kid—across different generations. Part one of a series. To learn more about Eye to Eye, visit www.eyetoeyenational.org. In this part we cover how we have moved from the margins to a neurodivergent culture of our own. ——David introduces this live panel and that we're all here to talk about neurodiversity across generations. There is this potato that came up in Ireland, called lumpers—exploded the population, everyone grew these yummier, bigger potatoes. But a Spanish galleon brought mold that took out only the Lumpers—when we lose diversity, we had the Irish Potato Famine. Throughout the generations we've had different pressures to keep or lose different parts of ourselves.  Beginning with a cheesy icebreaker, the panelists introduce themselves - David Flink (co-founder of Eye to Eye National), (he/him), Zennial (born between 1979-1981), and ice cream. Claudia (she/her), Gen X, French fries. Marcus Soutra, elder millennial (remembers dial up sounds and getting one song downloaded during dinner time), French fries. Kayla (she/her), Gen Z (no knowledge of dial up sound), French fries and ice cream together. David (Kessler, SSPOD co-host, he/him), Zennial, French fries. Isabelle (Richards, SSPOD co-host, she/her), elder Millenial and the original AIM Dizzabelle (with no numbers), specifically Five Guys cajun spice fries with strawberry shake. When did you or your loved one first identify as neurodivergent? Kayla shares that she was a premie baby, and already qualified for early intervention, then when she went through the public school system, she realized she learned differently then the rest of her peers, it took more time to get information, spell things differently, kids start to pick at you. Her family went back and forth with the school district to get her properly tested, and it was a battle, but finally, in the 7th grade, she was diagnosed with dyslexia and dyslcalculia, but her family always knew. How did you family react to your diagnosis? Kayla's family were totally fine, it wasn't completely shocking, her uncle and grandfather both had dyslexia, and her grandmother immediately knew because they were high school sweethearts, and she'd help him with his homework, so she saw the signs and immediately knew. Marcus was identified in 3rd grade, sort of the “classic” story, first with dyslexia and then with ADHD. Everybody reading looked like a magic trick that he just didn't know how to do. His family reacted in a complicated way, they weren't sure how he would react to the label, his mom has been identified with dyslexia since, and she was fearful of that label, because in her generation, she was labelled “dumb” and “stupid,' because she didn't have the luxury that Marcus had of having dyslexia and ADHD identified. When Marcus first heard the word dyslexia, it was from his 4th grade classmate, Karen, who was the one woke Karen (poor Karens everywhere, btw), when they were grouped together in a reading group together. Marcus thought it didn't sound good, and that was when his mom first talked to him about it. We're starting to see the differences in how boomer parents reacted to these diagnoses. Claudia noticed that something was different about her son when he was a baby, and went to Dr. Google and researched, and he ended up being diagnosed with Autism Spectrum Disorder at 18 months, and has since been diagnosed with dysgraphia and dyslexia. David points out the differences in being diagnosed much earlier, and Isabelle notes that you have access to something like Google to get more information if your peers or family doesn't have access to it. Claudia names that her generation was also prone to Googling harmful things, so she stuck to peer-reviewed, science in her research. David Flink names how different those early years of time, were for him. He is a White man in America, mom is an educator, they had some means, and he was first identified as “stupid,” long before he was identified as dyslexic. That identity still stays with him. We want to give him a big hug. There are parts of our identity that develop in the absence of information. For David, his symbol recognition disorder (form of dyslexia) was caught in 4th grade, because of his spelling, but no one caught his ADHD until he was in college. There's a part of him that, in the absence of information, always thinks he is in trouble. And this connects to how people respond to our diagnosis. David names he hit the family jackpot, and someone else's reality is so different. You can chart your life based on who you hang out with—it's not talked about enough. What happened to those groups when you got your diagnosis? Marcus remembers being in a community of the “odd kids” or “bad kids” that was formed by accident, in a way. Marcus used to have to go to lunch five minutes before everyone to go to the nurse's office to get his stimulant meds, and so all the kids who left to get their meds would end up sitting at the lunch table together. Kayla had a different experience, once she was diagnosed and her friends realized she was different, she had to let a lot of friendships go, specifically in middle school. Lots of friends weren't supportive, though her family was. One kid in particular would say “oh, you're going to the SpEd class” and she didn't know what to say—they would say degrading things like “you'll never go to college” and she was so young, she believed those things. She was bawling, hyperventilating, when she learned of her diagnosis, fearing “those kids were right.” Her mother countered this and gave her the example of the author of the “Here's Hank” books, which helped her learn how to read—he was dyslexic, too. David points out that Kayla had to make choices in who she associated with, to discern who was a support and who was not. Claudia had a similar experience to Kayla, in that she and her son experienced a lot of exclusion; her family excludes them and they are rarely invited to events as a family. Her son was in a collaborative kindergarten, where half the students were neurodivergent or had LDs, half were not. Her son was invited to a birthday party in his class, and she RSVP'd, and it turned out his classmate was a neighbor, two doors down. They became friends and eventually friended each other on Facebook, and Claudia saw that the mom had posted “the only kid we were hoping would not RSVP is the only one who did, what is wrong with El Paso, TX?” They were also a White, military family in a predominantly hispanic area, and they got excluded a lot. It's not funny to be marginalized and it takes so much courage for Claudia to say this because it is something we have to sit with. David Flink points out that here she is not alone, here she is with family. And we zoom out and acknowledge our large room filled with brilliant neurodivergent people in the audience, that this is part of what Eye to Eye and the Organizing Institute do, is create a safe space for neurodivergent people to come together; here we are not alone. David names the theme: of being marginalized, losing friends, feeling like you're stupid because you have to take medicine. We all share parts of that story, it's part of our neurodivergent culture. Lumpers and Potato FamineTo learn more about Eye to Eye National, visit www.eyetoeyenational.org.Dyslexia: (from Mayo Clinic): a learning [difference] that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called a reading disability, dyslexia is a result of individual differences in areas of the brain that process language. For more on this, check out the Black and Dyslexic podcast hosted by Winifred A. Winston and LeDerick Horne. Dyscalculia (from understood.org): a learning disability in math. People with dyscalculia have trouble with math at many levels. They often struggle with key concepts like bigger vs. smaller. And they can have a hard time doing basic math problems and more abstract math.Here's Hank book series by Henry Winkler and Lin Oliver (yes, that Henry Winkler AKA The Fonz)-----Cover Art by: Sol VázquezTechnical Support by: Bobby RichardsSpecial Thanks to our amazing panelists: Marcus Soutra, David Flink, Kayla Dumas, and Claudia Bouchacourt for their courage, enthusiasm, and willingness to be vulnerable and real. Also, so grateful for everyone at Eye to Eye National: Sabrina Odigie (Eye to Eye Executive Assistant) for her logistical wizardry, Alicia Siegel (Eye to Eye Director of Development) for her warmth, welcome, insight and planning, Alexandra Claeys (Eye to Eye Director of Community Leadership) for letting us join her awesomely organized event, Amanda Feliciano (Eye to Eye Outreach and Onboarding Associate) and Philister Lukacevic (Eye to Eye Director of Marketing and Communications) for his patience and help in getting these edits and materials out there! And to everyone at the conference who came to our recording and co-created such a welcoming and safe enough space, we are so grateful you came!

This edWeb podcast is sponsored by Lexia Learning.The edLeader Panel recording can be accessed here.In our academic pursuit of equity, it is imperative that educators and professionals in special education understand the asset-based perspective, harness the power of neurodiversity, and apply the latest insights from brain science to create supportive and effective learning environments. This transformative edWeb podcast aims to equip listeners with the knowledge and tools to optimize the learning experience for neurodiverse individuals and design schools and systems within them to better serve all students.Join Lexia's Kerri Larkin, Senior Education Advisor, as she discusses these important topics with leaders in the education space, including David Flink, Co-founder and Chief Empowerment Officer of Eye to Eye, Dr. Michael Maclin, Executive Director of Diversity, Equity, Inclusion, and Accessibility for the Special School District of St. Louis County, and Barbara Pape, Senior Director, Learning Variability Project at Digital Promise. Listeners walk away understanding the value of an asset-based approach, how science supports inclusivity, and the best way to help all students find success.This edWeb podcast is of interest to PreK-12 teachers, special education specialists, librarians, school and district leaders, and education technology leaders.Lexia Learning Lexia is all for literacy because we know that literacy can and should be for all.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

David sits down with Eye to Eye's Alyssa Tundidor for a fireside chat. Covering everything from David's origin story, to where Something Shiny came from, to co-creating spaces safe enough for folx who are neurodivergent. To learn more about Eye to Eye, visit www.eyetoeyenational.org.-----Alyssa Tundidor (Alyssa Tundidor is Eye to Eye's Senior Mentoring Program Coordinator--for more on Alyssa, see below!) facilitates a fireside chat for the participants of the Eye to Eye Organizing Institute (OI) at the University of Denver. David names this is the first time he is sharing his story and he is not holding a tennis ball and is actually sitting down as he tells it, and he'll be squirming the whole time as he does it. His first memory is around his story, in 5th grade, he is the kid in school with the really messy hair, and he'd write pages and pages of stories-no one could read them, they were not spelled correctly. And David is quiet when he's writing in the corner, but nobody cares what he writes. Fast forward to his first year of graduate school at Northwestern University, he feels like a fraud, like they shouldn't have let him in, did they know he failed a class in high school? And he was in class learning about ADHD and classmate who ran the Eye to Eye Chapter at Reed College says “oh” — he braces himself to be ‘fixed' or told things, and instead she says “there's this think called project eye to eye starting where they take college students with learning skills and putting them together with students in high school. Wanna join?" His first encounter with the organization is talking to David Flint, and he asks what he has, and David shares he has symbol recognition disorder and ADHD, and David Flink goes: “Awesome!” And that's the first time David heard someone react that way without the pity or the “good for you!” Skipping past a lot in high school, getting in trouble a lot, skipping school, all of that, he's sitting in a room at the OI with 27 other peoples, cross-legged, throwing racket balls against the wall, he felt like he belonged for the first time in his life somewhere. He belonged before…as long as they didn't know… whatever that “nerghhh” is. OI and Eye to Eye was the first place where he experienced he didn't have to hide a part of himself. Alyssa had a very similar experience with the OI, she was 23, she was at Radford University, and there were 60 people. What is the story behind Something Shiny? David gives the real story, not the marketing story. He's a person who thinks really big but doesn't really think about the details, of course he wants to save the world, he just doesn't know what to do next. And he was getting paid to do all these trainings on ADHD, and he realized that there's a paywall around getting good information about ADHD. You have to have certain privilege to know someone, to have money, to get accurate information. And most people trying to put forward accurate information are selling something. And it's hard to find somethings like this without a sales push. When we can increase the understanding of things, we can decrease suffering. Alyssa speaks about listening to the qualifier episode, and it made her feel really seen and really heard. We had real feels right there. There's this idea you're getting at, when we've experienced something in the world, we can make it better for someone that follows us. There's a cultural piece of learning differently when we're neurodivergent. If you are part of a neurodiverse community, it's very very hard to grow up without neglect. The people who love you don't know how to love you. We don't know what we need, that never happened. You can't neglect neglect, you have to attend to it. Asking a neurodiverse person “how do you learn?” The answers 30 years ago would be “it's hard, and it's good that it hurts” and we all kind of bought into that. And then, all of a sudden, it doesn't have to hurt. It's okay to swivel in a chair and have every chair in your office be a swivel chair—it's about speaking to the things that are very hard for us to own because we're afraid we're going to get rejected. When you talk about them, you feel like more of community, not less. Alyssa wants to emphasize the belonging aspect—what inspired David to make a safe space for people who are neurodivergent. Someone at work said to him: “Just so you know, it didn't bother me at all, but your energy was really big—it didn't bother me, but it could bother someone” — that person saw my energy, and wanted to work together. We have to take steps to work together and not mask. It's like hiding the parts of us that don't look like everyone else. “I read books, I sit still, over the weekend, I read books, I sat still.” There's emotionality and there's a task, but if the task is understanding what the book says, does it matter if I read it or listen to it? Creating safety is looking at comfort, looking at who you are, and not wearing masks. Immediately take that mask off. Alyssa names that rejection hurts so much when you're ND, and it's true. And we're talking about self-esteem and a sense of worth. How do we feel worth? We're often getting our sense of worth from other people. When you can find other roles in the world to make a difference in someone else's life. The big secret with mentorship is reciprocal: whatever you are doing to help someone younger than you, you are giving to yourself. It comes back to you. Don't want to let someone down, so there's a power to making a difference to other people's lives. Alyssa asks: when is the first time you felt accepted as an ND person? It made David accepted and valued for who he was. There's more places in the world than Eye to Eye—he felt that with his brother, he feels that with his partner, his friends. Who you surround yourself by is so much what you believe about yourself. His friends, his partner, believed in David before he did. What made David decide to become a therapist? David started wanting to save the world that was on fire as he saw it. His own experience with therapists was: they're not that great. He wanted to be a special education teacher that teaches history, because he wants to fix all of education and name all of the lies and change the world. So, in college, he went through all the teaching classes, and they were going through lesson planning, and he realized that he wouldn't get to teach what he would teach. He's TAing psych classes because they're easy, and he doesn't mind them. So he ended up leaving education, talked to a psych professor he was friends with, “don't know what to do now?!” But he learned he could be the difference, and he believes every life represents the world. In front of him, there's a galaxy, and a galaxy of stars, and for him, it's incredibly important to save the world. He felt limited that he could only work people in education become better consumers and producers, versus showing people what they want in this world and then destroying the things that don't matter. It's a good mic, so he won't mic drop. What tips would he give young people navigating the world that is not built for them? He names: this world is not built for you, this world makes things worse, and you make things better. The second we pretend it's built for us, we are ignoring things. We know that if we take weight and shading in different spots, it makes it easier for those with dyslexia to read. Like a dyslexic font. So why isn't every book printed like that? A neurotypical person can read that book, but now everyone else can. We sit in a world, where you have every answer you want in your pocket that can answer everything, but we're still working a school system that asks students to remember answers and not ask questions (and he loves teachers)…so not built for us. Don't apologize for who you are.  Find the supports you need and make that space. This room doesn't totally suck even though you are listening to someone talk at you—why? David is talking fast, moving a lot, saying risky things, this entire thing is an accommodation for neurodiversity. Neurotypical people can't handle this energy. David just code switches, and that doesn't work for us, at all. And it's about you all do in every room you walk into as an Eye to Eye person. What's one thing you want people to leave this chat with? Everyone get a mixing bowl, he wants everyone to add a cup of understanding to the bowl, then crack two pieces of compassion on top, meet with other people for a while, and then bake it. The real thing he asks: don't be afraid to ask the questions, to say something people don't want to hear, to ask for things, and anyone who makes you feel like you are less should not be in your life. To learn more about Eye to Eye, visit www.eyetoeyenational.orgWho is Alyssa? Alyssa Tundidor is Eye to Eye's Senior Mentoring Program Coordinator who has been with the organization for six years, first as a volunteer and as an employee for the last two years. She has ADHDI (inattentive type), which was identified as such in the first grade, and wanted to support neurodiverse young people in the way she wishes she had been supported when she was younger.What is Eye to Eye? Eye to Eye is a national organization whose mission is to improve the educational experience and outcomes of neurodiverse young people, while engaging them and their allies in the movement for a more equitable and inclusive society. To learn more about Eye to Eye, visit www.eyetoeyenational.orgWhat's the IO? The Young Leaders' Organizing Institute (OI) brings together Eye to Eye student leaders from our programs to connect, learn, and train for the upcoming school yearDyslexia-friendly fonts:DyslexieOpendyslexic-----Cover Art by: Sol VázquezTechnical Support by: Bobby RichardsSpecial thanks to chat host Alyssa Tundidor (Eye to Eye Senior Mentoring Program Coordinator) for her hosting magic, Alexandra Claeys (Eye to Eye Director of Community Leadership) for her brilliant organizing and help, Philister Lukacevic (Eye to Eye Director of Marketing and Communications) for all his help and patience in getting this content out there and  Diego Rivera (Eye to Eye National Director of Operations) for getting this recording done while Bobby and Isabelle were stuck at an airport!

The second part of an illuminating conversation with David Flink and Marcus Soutra, co-founders of Eye to Eye, friends and pioneers in education equity for neurodivergent folx. The group explores how a story of neurodivergent shame and trauma can shift to feeling like the story of surviving, how the pain stays with us but the reaction of a listener can layer over it, and how we can to begin to heal old wounds. Furthermore, what does it actually mean to be cool or to be a role model people want to look up to? To learn more about Eye to Eye, visit www.eyetoeyenational.org ——Flink names that in all these schools, there's an adult who believes that giving young people room to tell their story can change the world. This was before research supporting depressive symptoms go down, self esteem goes up, that this work works. They are saying yes to a young person—and we are the adults now, and we can say yes to a young person. The day Flink met Marcus, his life changed. They were introduced by a professor. And then they had this whole momentum when they all met—and that's how it started rolling. There are kids right now that are hearing this message on this podcast, through Eye to Eye chapters, and it's unprecedented, and there are all these other hidden players that make this all possible. Kessler names that the value and the meaning of the story changes when you participate in these kinds of movements, though it doesn't change the story itself. Kessler's story started with a sense of being a fraud and was shame based—it wasn't until he met Flink and Marcus and everyone at Eye to Eye that he started to see the impact of his story. It changed from a fraud story to a survivor story, there was worth in that all of a sudden. We're grown ups, we made it—when Kessler turned 40, there was this thing that he felt like “he did it! I survived! I didn't know if I was going to do this!” And now he's one of these old ND people, and he can remember when there weren't CDs—there's a part of who he is that's entrenched in meaning that wasn't there before. Eye to Eye creates those stories—taking high school and college students with neurodivergence and pairing them with jr high students to tell their stories through art. We have to mask—may the next generation not even know what we're talking about when we say mask. After a generation of talking about what's right with kids, there are schools where kids don't have to wear masks, not like they used to. This daughter who started with Eye to Eye when she was 8, and now she wears her story with pride. How different is your life, when you don't have to wait until your adulthood to change your narrative?- The environment in and of itself, is changing the story. Isabelle names that developmentally, that junior high age range is around the time our limbic system is storing the most vivid memories then, because they are the firsts and they help us start to make sense of our identities (see "reminiscence bump" info below!). Now imagine that the message you're getting at that crucial developmental stage is there's something right with you, that you're okay, that you can be yourself, and just how contagious that is in a space, not just for kids with learning differences, but also neurotypical kids, everyone at that school. And that when you then retell your story, it doesn't alter the original experience, but it creates a layer on top of it, and you keep adding those layers upon layers—which rewires the memory. That is actually trauma work, and can only happen in relationship, where you have someone listening. The brilliance of the Eye to Eye model is that it's deeply relational, it includes these hidden networks and built upon near peer relationships. Kessler also points out that Flink and Marcus are actually cool. These are not people you're feeling a sense of shame around, you're seeing them and going “how cool are they?” Marcus agrees, they're the James Dean of dyslexia. There's a way to normalizing it, and making it okay. Flink and Marcus held hands and took the leap—early on, thinking, he was thinking: “I am professionally neurodiverse, there's no going back”—there was a fear in the beginning, how are people going to receive this? Finding other cool people who were willing to tell their stories and keep doing it, keep doing. Early on it did not feel as cool as it did now. Flink has a thesis on Kessler's thesis—“it is always cool to own who you are.” That's what you see when you see Eye to Eye's young people. Kessler met them at a time when they were really lucky where they had received kids responding to them, mirroring back to them—“your story matters!” If you visit any one of their sites, people with different races, cultures, backgrounds, who are proud of their brains. Proud of themselves. Everybody deserves the right to be proud of who they are, regardless of their background and intersectional identities including neurodiversity. Would Flink and Marcus self-describe themselves as cool? Flink names that talking about trauma sits with you—it's great to talk about problems in huge public forums. Flink, still has nightmares, including this past week, about what happened to him at school. That's experience is what's in front of him able to fully embrace these compliments. Kessler was complimenting something about his essence, he thinks everyone listening is cool because they're taking a chance. He's still working on it. He knows that an exclamation point does not go into the middle of word, but it takes something from him to make that correction, and it takes something for him to not be judged. Marcus names how much they're showing our age by using the word cool, and Marcus is a huge Neil Young fan, the song "Keep on Rocking in the Free world," the idea "there goes another kid who will never get to be cool…" there goes another kid we let go as a society, we don't get to engage in the community, fall in love, be your full self, that's something—that another kid made us feel validated and cool. It's not that we set out to be cool (or Fire, or Werk..we are clearly old), it's that there was a reaction and a response to our stories that made us feel connected and like we weren't alone, and that changes how you feel about yourself. This makes Isabelle think of What Not To Wear (see link below) the old Bravo makeover show that while on the surface dealt with fashion faux pas, really had more to do with instilling confidence and a sense of self—and she remembers someone saying “you either wear the dress or the dress wears you” and it's like that with brains. Side note, if you can't take the compliment at the moment, save it in your pocket for a rainy day, just hold on to it, you don't have to let it in yet but don't lose it either. So maybe it's like wearing our brains instead of letting our brains wear us? Kessler sums it up: what it feels like to have a sense of confidence and mastery, what it feels like to belong, what it feels like to have a community, and matter, and have worth. It's impossible to embody all those things and not be cool or fire or feel your worth. Kessler asks, if everything were gone tomorrow, what would Flink and Marcus want the legacy of Eye to Eye to be? Flink names that they are committed to the next 25 years as much as they're summing up the first 25, and it boils down to it, young people are not broken. Your brain is beautiful, your story matters, and have the courage to share that with the world. Marcus adds that “no statues,” we are not designing a movement to be remembered, if they're forgotten, it's fine, it's more that it was a spark that started and built up the movement—we want students whose voices are even more squashed, if we helped to make a generational shift to make it a different world for them, and that this is a beautiful part of diversity of human experience, and we need to understand that if we're going to meet people where they are. Marcus would like to also be remembered for being at least a little cool, and helped facilitate the stories of others. It's less about remembering Eye to Eye and more about about the impact of a changed world. What about the adolesecent/Jr. High period being one of such vivid recall? Researchers call it a "reminiscence bump" and it covers the range 10-30 (Source: The Guardian)More on the "Reminiscence bump" (source; Neuroscience News) Also, the link between emotional arousal and lasting memories (Source: PNAS study)To learn more about Eye to Eye, visit www.eyetoeyenational.org -----Cover Art by: Sol VázquezTechnical Support by: Bobby RichardsSpecial Thanks to: Marcus Soutra and David Flink, co-founders of Eye to Eye, for their honesty and heart, Sabrina Odigie for her logistical wizardry, and Philister Lukacevic, Eye to Eye Director of Marketing and Communications for his patience and help in getting these edits and materials out there!

David and Isabelle are joined by David Flink and Marcus Soutra, co-founders of Eye to Eye, friends, and pioneers in education equity and empowering young neurodivergent folks to know and own their story and change the education system and world for the better. Go deep into how this youth-led movement started 25 years ago, the impacts Marcus and David have witnessed, and what it has always hinged upon: that our neurodivergent stories and culture matter and sharing them can change the lives of others for the better.  To learn more about Eye to Eye, visit www.eyetoeyenational.org.——David wonders if, given that they have already attended the Organizing Institute of Eye to Eye—and should we talk about it as if it hasn't already happened? Or as if they are about to go…? Marcus is up for whatever, David Flink points out that this is a really choose your own adventure intro. David Kessler has been involved with Eye to Eye for years and gives an introduction. David Flink and Marcus Soutra are very important people in Kessler's (SSPOD co-host's) story. Flink started Project Eye to Eye twenty years ago, he's been nominated by CNN as person of the year, he's created a network of community around neurodivergence spanning every state. Marcus is so much around the connections and relationships of this organization, being the boots on the ground, working with so many people in this industry, talking so much about neurodiversity and ADHD in general. What made you think about making the OI, what is it for? The event is the Young Leader's Organizing Institute (OI), first one held in Jersey City in 2005, and held every year since, including virtually through the pandemic, and young people from around the country come together and build community through their learning difference, neurodivergence, learning how to be a leader and tell their story. It's a youth-led movement, facilitates their work throughout the year. Some are already activists, and some are new to it. Isabelle names that this is incredible, people are coming and being real and vulnerable and its truly incredible. There are chapters from over 20 states, and two students from each chapter come together and learn real tangible skills to learn how to be leaders and lead a program. Every student coming represents another 10-20 students back home. This event has allowed us to give students the skills and puts their oxygen masks on first, rather than the masking of hiding who you are. How did Flink dream about making Eye to Eye in the first place? It was co-dreaming, it was celebrating 25 years since its inception, and he stepped on this campus 25 years ago. The original version was a pretty small dream. Nobody had told him with any authenticity that there was something about his learning experience was powerful and right. He hit the teacher and family lottery, he did have people cheering him on. He wanted kids to know they're not alone. And it wasn't until he met Marcus, they codreamed. They had different life experiences, what would it look like if we brought people from different backgrounds, different states. We need young people from all backgrounds finding their way to love each other through learning differently, and it's helping educate educators so they can say yes to when young people say what they need. They are 1 in 5 of all students; we need to encourage cross communication between neurotypical and neurodivergent folks. Isabelle gives feedback on what the whole conference experience was like, where there were signs, and no fear sweat, chairs with wheels, fidgets everywhere, and then when someone talks, you actually want to listen. Flink names that there's where they started, and it was all about people saying something we needed to hear. Flink gave Kessler (SSPOD co-host) a series of vague descriptions of people that were all wandering the airport, and he was going to find them all. David didn't shame Flink, he was on it—tracking down the people, looking for people who looked lost or had Eye to Eye gear—it became this amazing quest. It was like a Collect ‘Em All Pokemon adventure, and it was screaming and excitement and it was so much fun. David names that for the next 25 years, our environment continues to be helpful, but we are an education equity organization, we are youth driven. We're here to set up the next generation of young people to ask for what they need and change the school systems. There's a need for them to say what they need to say. Kessler names that trauma bonding can happen in therapy, where people go into the gory details and it's not helpful. The idea of “sharing your story” can provoke eye rolls. One of the things you first need to know is your story—talk about your story, how you got there. David felt like a fraud, the last thing he wanted to do is to tell anyone how he got there, and then Marcus lead it off by sharing his story, and as he started hearing everyone's stories, he realized how much he wasn't alone, he was suddenly aware he was not deficient in this group, not different in this group. Was there a story in particular that spurred this on? The idea is to make this invisible visible, make the hidden culture visible, from how we experience the trauma of school (or home, or work, or family, etc.) Marcus can identify the dyslexic person who points to the menu instead of reading the menu at dinner, and he names it for them, there's a hidden aspect to this.  Marcus had never met with David, and they had never met, but 9/10 they connected on things. Marcus was running an Eye to Eye chapter after school, and working with mentors, and running the art room (where they build social/emotional skills) and the idea was the invention project. Einstein was dyslexic and he was an inventor, so think make an invention that addresses the biggest thing that trips you up. One kid said “I hate school because I get bullied for using extended time on tests,” and he created this invention called Bully Be Gone—he called them death stars—the way he was able to use art and have near peer role models help him navigate that problem. For a 19 year old, a 10 year old—it didn't matter where we were from, the emotional experience and the ability to connect and communicate with each other. That was where it was. Isabelle wonders about David and Marcus' meet cute—and she recognizes that bullying is a massive trauma, especially when it goes unrecognized and unacknowledged. It changes how you relate to others and yourself, and it's this big deal thing, and you're then able to put art, movement, expression to it because it goes beyond words, and what it means for the older kid/youth—what it means for them to do that. We all want to spare others the suffering others went through—you go into this work because you want the world to not have that, and she's struck by the amount of healing—what happens when you change the outcome of another person's story, and that you matter (and it's also not your job or role to), but what it means to transmute that wound —aka trauma mastery.  Marcus names that he sees this with his mentors—the first thing he says is, your story matters and it can change the life of someone else. ========To learn more about Eye to Eye, visit www.eyetoeyenational.org -----Cover Art by: Sol VázquezTechnical Support by: Bobby RichardsSpecial Thanks to: Marcus Soutra and David Flink, co-founders of Eye to Eye, for their honesty and heart, Sabrina Odigie for her logistical wizardry, and Philister Lukacevic, Eye to Eye Director of Marketing and Communications for his patience and help in getting these edits and materials out there!

Isabelle and David reflect upon what it was like to experience the Eye to Eye Young Leader's Organizing Institute Conference--in a nutshell, for David, figuring out 20 some odd years ago that his learning style was valuable, and then reclaiming hope after great loss, and for Isabelle, just this past year, feeling like she discovered her home planet in a conference room in Denver. Covering bits about medications, creating neurodivergent-friendly spaces, and masking, David and Isabelle go deep, and also discuss how there should be a "leave no trace" pact between a chair's fabric and your leg. ——Isabelle updates David that she's been on stimulant meds (in extended release form), but would crash at the end of the day, and so her prescriber gave her an immediate release form she could use to help the end of day transitions (bedtime). They are going through schedule puberty as they transition to the kids being in school again but also not being in school yet and she just wants the discomfort to be over. She forgot to take her booster dose today, and it is so obvious to her, she is noticing just how much textures and sensations get to her. David names that it's almost as if she didn't have an accommodation to avoid distraction and wasn't aware how many physical distractions would push through. She is so itchy and uncomfortable and so distracted by physical distractions. This comes up with the right variables. Just a few weeks ago, it was really humid, and David was like “I'm not wearing a shirt or pants” and it was just too much and he didn't want to sit on certain fabrics, doesn't want to sit on something that peels off, why can't we just hold each and just leave each other as we found each other. Then there are other chairs that leave a butt print and so he gets up and wipes the seat off as he gets up. David and Isabelle went to the Eye to Eye Young Leader's Organizing Institute, where train their mentors and gear them up for the coming school year. They attended the portion of the institute designed for allies and former mentors of the program. Isabelle noticed that she found her way to where she needed to go on her first try, which has never happened at a conference before. It felt like reconnected with friends-in-waiting or long lost cousins. There were ample snacks and beverages. It just felt delightful and moving. David describes how this place has a different feeling to it because our nervous system operates differently. We didn't have to get anxious to get where they needed to go. It's this place where we see accommodations everywhere. We get to see both of it. There is no shame in this group of people to spin a fidget spinner, draw, or doodle, and people didn't have to sit in nothingness. And the reason is mattered is that there so many things you normally have to think about, the anxiety level is so high, and halfway through the lecture, all Isabelle wants is a snack, and all she thinks about is the bar that she can't get out of her bag, and then she is opening the notebook, the whole thing is hyper vigilance around how she is presenting. This was like instant unmasking, she didn't have to anxiously ask someone where to go. It's incredible when the task isn't being quiet, but the task is participation. You can eat crinkly snacks! David thinks about culture that we really have, that is a part of being neurodivergent. Any person who has to excuse why they're running late, having an accommodation in school, not wanting to play scrabble—this is a cultural piece, when we see these things as a part of our culture, not our difference, and have them attended to, we feel safer. Oh my goodness, not having to fight for every moment to pay attention, gives us a lot more energy in a lot of ways. Isabelle names that where she has previously felt it were in places or spaces she would co-create. She has felt this before when visiting Poland, where her parents and family are from, and she'd have this sense of home. But this was the first time she had the feeling in a room of other people having the feeling. It's like finding her home planet. Where has this been? I'm so happy it's here! What is this feeling? This is the part of knowing you're all of a sudden part of a group, you're part of a group this world wasn't built for, and you have to do it our way. And when you see hundreds of people not asking permission and not getting in trouble. People were attending to the task with incredible precision, and it's an honor to watch these young people making the world we're going to live in. David went the first time 20 years ago, and it's the first time in his life someone made his learning style feel valuable. In his grad school program, one of his classmates was like “hey, you're talking about ADHD, any interest in starting a program where they take college students with LDs and match them up with middle school students and seeing what happens?” And he gets ready for an interview with David Flink. He was interested in hearing his story but not in an exploitive way. It felt really holding, we'd love to have you be a mentor, come out to Brown university, we'll teach you how to be a mentor. He's at the OI, and David Flink and Marcus Soutra (Eye to Eye co-founders) are standing at the easel with Marcus and dream boarding stuff. Grady (if you hear this, David misses you and you changed his life!) was bouncing a racketball, and David looked around, waiting for him to get in trouble, and he looked around and no one cared. And they're playing catch with this racketball and bouncing it off and playing this elaborate game during this presentation. At the same time we're playing with these racketballs, obviously distracted. Marcus - “does anyone know how to spell benign?” This question usually makes David go small, and the room goes quiet and goes crickets. “All right then” he writes “B” and the number “9.” David realizes: "It's not that we're not paying attention because we're bouncing a ball; we're answering all the questions."  He wasn't trying to hide, and he didn't get 'caught' and noticed he started to shake off the 'just about to be caught doing the thing I'm not supposed to be doing' feeling. He does 20 years with this, traveling around. And then a short while ago, one of the people closest to David, died. The moment he found out his brother was dying, David was talking with Jennifer Kane, saying “I'm done.” He never thought he would see anyone again. This reminded him to have hope in people, and people will surprise you. It started with 27 people sitting around the table, and now there's levels of things and sophistication with apps and fidgets. Coming back and being amazed about how incredible this is. It's like coming face to face with a dragon, but finding out it's friendly, and then having it shrink to a size of a pea and living in your heart. To learn more about Eye to Eye, visit www.eyetoeyenational.org -----Cover Art by: Sol VázquezTechnical Support by: Bobby Richards—————

A few months ago, Asher and I recorded an episode about the upcoming summer camps he was getting ready for, especially Space Camp. In that episode, Asher shared how he worked with his therapist over the spring to prep for tricky situations he predicted might come up while there. If you haven't listened to that episode yet, I highly recommend you go back and check it out … you can find it here. At the end of that episode, we promised to do a post-camp follow up so Asher could share how things went, whether or not his strategies worked, and more. So that's what today's episode is about… Summer Camp, Part 2. I will say that Space Camp ended up being a bit of a disappointment for Asher, and in addition to dealing with his own emotions surrounding his expectations not being met, he also felt bad because he knew so many people were rooting for him. So I'm really proud of Asher for sharing his experience for this podcast. I hope you enjoy it.  Debbie Reber is the founder of Tilt and the host of the Tilt Parenting Podcast. 12-year-old Asher is Debbie's child and is regularly featured on the podcast. Find out more by visiting the About Page. THINGS YOU'LL LEARN FROM THIS EPISODE:How Space Camp went for AsherThe unforeseen challenges for Asher at camp and how he dealt with themHow Asher would prepare differently for camp if he could do it all over againThe tricky balance between setting too high and too low expectationsWhat it was like for Asher to be at a camp with peers who had ADHD (Eye to Eye Camp)How Asher coped with pre-camp anxiety and jitters RESOURCES MENTIONED:12-year-old Asher Talks About How He's Prepping for a Successful Time at Sleep Away Camp (podcast)Space CampEye to Eye NationalDavid Flink12-year-old Asher Talks to David Flink, a Social Movement Leader on the Front Lines of the Learning Rights Movement (podcast)Support the showConnect with Tilt Parenting Visit Tilt Parenting Take the free 7-Day Challenge Read a chapter of Differently Wired Follow Tilt on Twitter & Instagram

A special kid's POV episode where Asher and I talk all about that rite of passage for millions of children around the world—sleep away camp. This summer, Asher is going to a sleep away camp for the second time in his life. The first time was two years ago, when he went to a very traditional outdoorsy camp with his best friend in the Pacific Northwest. All things considered, that experience went pretty well, and we learned a few things about what can be hard about camp and what kind of situations might be challenging for Asher (and for many differently-wired kids).This year, we're going to give it another try, this time at Space Camp in Huntsville, Alabama, something Asher is, shall we say, INCREDIBLY excited about. And at the same time, when we first signed him up, Asher recognized there would be situations at Space Camp that could potentially be especially tough for him. As you'll hear, Asher came to me and asked to work with a therapist / coach to help him figure out strategies for navigating tricky situations that might come up.So, that's what we're going to talk about today…the different strategies we've used to help Asher get prepared for sleep away camp, as well as Asher's own revelations about what he thinks will help him have a positive experience, even if and when things come up that push him mentally and emotionally.Debbie Reber is the founder of Tilt and the host of the Tilt Parenting Podcast. Asher is Debbie's son and is regularly featured on the podcast. Things you'll learn from this episode:How Debbie and Asher prepped for the kinds of situations that might come up at sleep away campAsher's new strategy for getting “un-angry”How Maslov's Hierachy of Needs has helped Asher learn more about his own emotional responses Resources Mentioned:Camp Orkila Space CampKate Berger on What Mindfulness Can Do for Kids and How to Get Started (podcast)Asher Talks with David Flink, a Social Movement Leader on the Front Lines of the Learning Differences Movement (podcast)Julie George on the Role of Executive Functioning in Differently-Wired Kids (podcast)Eye to Eye NationalKerbal Space ProgramThe Phantom Tollbooth by Norton JusterSupport the showConnect with Tilt Parenting Visit Tilt Parenting Take the free 7-Day Challenge Read a chapter of Differently Wired Follow Tilt on Twitter & Instagram

Meg Zucker was born with one finger on each hand, shortened forearms, and one toe on each foot as a result of a genetic condition called ectrodacyly. When she became pregnant, she learned that she had passed along this condition to her son. She would eventually pass this on to her second son as well. And, she subsequently adopted a daughter, who had her own differences. Through her own experiences growing up "different" and her experiences as a mother, she learned how to best support children with disabilities and differences.   The author of Born Extraordinary: Empowering Children with Differences and Disabilities, Meg Zucker joins Marti & Erin of Mom Enough® to discuss how we can empower our children and raise them to know they are enough, just as they are. She discusses what parents need to first learn for themselves before they can be successful with their kids. And, she shares the importance of finding the balance between self-sufficiency and being willing to accept help. Highlighting the gifts of "being different," Meg shares an inspiring message of hope that you won't want to miss!   HOW CAN WE SUPPORT CHILDREN WITH DIFFERENCES? What can parents do to find self-acceptance for themselves? What steps can we take to empower our children with disabilities and differences? When it comes to bullying, why isn't kindness enough for kids with differences?   WANT TO LEARN MORE ABOUT SUPPORTING CHILDREN WITH DISABILITIES AND DIFFERENCES? ❉ PARENTS' ROLE IN EARLY CHILDHOOD LANGUAGE DEVELOPMENT. Language development in infants and young children is a critical foundation of literacy, school achievement, positive social relations and regulating emotions. Language is the key to thought. This is true for all children, including those who are bilingual and those who are deaf and hard of hearing and learning sign language. Dr. Susan Outlaw offers empowering guidance and practical tips for how to support your child's optimal language development.   ❉ UNDERSTANDING AND SUPPORTING YOUR CHILD OR TEEN WITH ADHD. An ADHD coach and mom of two complex kids with ADHD and other challenges, Dr. Russell first wants you to know that ADHD is not a behavior problem, but a neurodevelopmental disorder. Your kids are not just intentionally being “lazy” or “sloppy.” Also, all kids with ADHD are not alike. Dr. Russell shares evidence-based practices that can help your child learn to live better with ADHD.   ❉ ASKING THE RIGHT QUESTIONS ABOUT ADHD. Dr. Norrine Russell is the co-author with Heidi Condrey of Asking the Right Questions About ADHD. Dr. Russell joins Marti & Erin of Mom Enough to discuss the important questions parents would want to ask if their child has ADHD. She outlines what questions are essential before, during and after a child is identified as having ADHD.   ❉ BREAKING THE CYCLE OF BULLYING IN KIDS WITH ADHD & LEARNING DIFFERENCES. David Flink, a 2021 CNN Hero and the Chief Empowerment Office of Eye to Eye, joins Marti and Erin of Mom Enough for this important conversation on the link between ADHD, learning differences, and bullying. Having been diagnosed with dyslexia and ADHD at a young age, David shares personal insights about growing up with these diagnoses. Tune in to hear his story, learn about Eye to Eye, and gain a better understanding of how to support children with ADHD and learning differences.   ❉ RECOGNIZING LEARNING DIFFERENCES AND HELPING CHILDREN BUILD ON STRENGTHS AND INTERESTS. Does your child struggle with homework, seem fidgety much of the time, or look dazed when directed to do something? Perhaps you (and your child's teachers) need help in figuring out the optimal ways your child learns. Dr. Elaine Fogel Schneider knows there are individual differences among kids who do not meet criteria for a learning disability but who could benefit from extra support and analysis of the ways they learn best. And that kind of support is likely to help them find the confidence and joy they d...

In an unprecedented exodus, more than 47 million Americans in 2021 quit their jobs, according a recent U.S. Bureau of Labor Statistics report. Many dub that great migration — driven by the COVID-19 pandemic — the Great Resignation. And there are few signs it's slowing. All those departures mean opportunities for jobseekers. But opportunities for whom? Even as employers increasingly talk the talk about diversifying the workforce — including making it more neurodiverse — candidates with learning and attention issues often aren't making the cut. According to Harvard Business Review, neurodivergent unemployment soars as high as 80%. Not only do neurodivergent jobseekers miss out, but employers lose out on the value these employees add to the company in terms of productivity, culture, and diversity of thought. In fact, during National Disability Employment Awareness Month each October, the U.S. Department of Labor celebrates the many and varied contributions of America's workers with disabilities. While learning differences often come coupled with greater abilities, the fact remains that there is still more education that can be done regarding the unique talents of the neurodivergent. On this episode, we share the experiences of a young neurodivergent professional with attention issues establishing herself in the workaday world. Next, our expert panel reveals ways that employers can and should leverage the benefits of a neurodiverse workforce. Later, you'll meet our latest “Difference Maker,” David Flink, whose personal experience with dyslexia led him to start a national nonprofit aimed at unlocking greatness in the one in five individuals who learn differently. --- Send in a voice message: https://podcasters.spotify.com/pod/show/a-world-of-difference/message Support this podcast: https://podcasters.spotify.com/pod/show/a-world-of-difference/support

Do you wonder if your child might have ADHD? Has your child been recently diagnosed with ADHD? Or, have you been navigating ADHD in your family for a long time? If you have, you likely have lots of questions about ADHD. And, there are likely more questions you would benefit from asking. This episode highlights the important questions parents should ask about ADHD to ensure their child has the best possible team and support for success with ADHD.   Dr. Norrine Russell is the co-author with Heidi Condrey of Asking the Right Questions About ADHD. Dr. Russell joins Mom Enough to discuss the important questions parents would want to ask if their child has ADHD. She outlines what questions are essential before, during and after a child is identified as having ADHD. Tune in to learn more about this helpful book.   WHAT QUESTIONS WILL YOU ASK ABOUT ADHD?  How might Dr. Russells insights change the way you discuss ADHD with your child's providers? What steps might you take to put together a team of people to support your child with ADHD?   WANT TO LEARN MORE? ❉ UNDERSTANDING AND SUPPORTING YOUR CHILD OR TEEN WITH ADHD. An ADHD coach and mom of two complex kids with ADHD and other challenges, Dr. Norrine Russell wants you to know that ADHD is not a behavior problem, but a neurodevelopmental disorder; your kids are not just intentionally being “lazy” or “sloppy.” Also, all kids with ADHD are not alike. Some struggle most with starting a task, others with sticking with a task. Some feel paralyzed when they have to make choices among too many options – or figure out where to start when their whole room is pure chaos. But Dr. Russell also knows there are evidence-based practices that can help your child learn to live better with ADHD. And there are professionals who can determine the treatment and supportive strategies that will be most appropriate for your child. Check out our previous episode with Dr. Norrine Russell.   ❉ BREAKING THE CYCLE OF BULLYING IN KIDS WITH ADHD & LEARNING DIFFERENCES.David Flink, a 2021 CNN Hero and the Chief Empowerment Office of Eye to Eye, joins Marti and Erin of Mom Enough for this important conversation on the link between ADHD, learning differences, and bullying. Having been diagnosed with dyslexia and ADHD at a young age, David shares personal insights about growing up with these diagnoses. Tune in to hear his story, learn about Eye to Eye, and gain a better understanding of how to support children with ADHD and learning differences. By breaking the stigma of learning differences and helping children build self-confidence, we can end of the cycle of bullying.   ❉  EYE TO EYE. This organization is working to improve outcomes for students who learn differently. They offer peer mentorship, trainings for educators, educational programs for students with learning differences, speakers, and leadership opportunities. Check them out to learn more or get support for your child with learning differences.

This week Andrew talks with David Flink. David is the Founder & Chief Empowerment Officer of Eye to Eye, a national nonprofit on a mission to help students with learning differences. At a young age, David was diagnosed with dyslexia and ADHD.  In 1998, while a student at Brown University, David set out to build a support network to help young people just like him. He organized a group of Brown University students with learning differences and the group volunteered their time at a local elementary school. Since then, David and his team have built Eye to Eye into a national movement of college students with dyslexia and other learning disabilities mentoring similar identifying elementary and middle-school students. David's story is a powerful reminder that anyone committed to making a difference can change the world. His story is inspiring and filled with lessons for us all. Show Highlights:3:14 - Launching Eye to Eye while a student at Brown University4:22 - From humble beginnings to a national movement5:19 - Connecting through similar experiences6:38 - Finding a network of supporters10:12 - Organizing community events12:05 - Learning from mistakes13:00 - Bringing your full self to a cause13:08 - Running the first fundraiser from David's apartment14:40 - "Build no statues" leadership17:25 - Keys to successful hiring and scaling a team21:23 - Bringing together young people for good25:16 - Changing a common narrative26:02 - David's missionCONNECT WITH ANDREW ON SOCIALTwitter: @andrewhmosesInstagram: @AndrewMoses123NEWSLETTERSign up for e-mails to keep up with the podcast at everybodypullsthetarp.com/newsletter!

Approximately 1 in 5 children report being bullied, but for children with ADHD and learning differences that number is much higher. And, children with ADHD are more likely to bully others. So, what can we do to better support children with learning differences? How can we prevent bullying?   David Flink, a 2021 CNN Hero and the Chief Empowerment Office of Eye to Eye, joins Marti and Erin of Mom Enough for this important conversation on the link between ADHD, learning differences, and bullying. Having been diagnosed with dyslexia and ADHD at a young age, David shares personal insights about growing up with these diagnoses. Tune in to hear his story, learn about Eye to Eye, and gain a better understanding of how to support children with ADHD and learning differences. By breaking the stigma of learning differences and helping children build self-confidence, we can end of the cycle of bullying.     WHAT CAN WE DO TO PREVENT BULLYING?    What factors contribute to the increased risk of bullying among children with ADHD? What signs could indicate your child is internalizing? How can you address this?     WANT TO LEARN MORE?   ❉  EYE TO EYE. This organization is working to improve outcomes for students who learn differently. They offer peer mentorship, trainings for educators, educational programs for students with learning differences, speakers, and leadership opportunities. Check them out to learn more or get support for your child with learning differences.   ❉ DAVID FLINK. Check out David Flink's website to learn about him and his recent book, Thinking Differently.   ❉ HELPING CHILDREN BUILD EMPATHY: A DISCUSSION WITH UNSELFIE AUTHOR, MICHELE BORBA. When people ask author and educational psychologist Michele Borba what kids need to be successful and happy, she confidently proclaims, “Empathy!” And yet, our popular culture, with its emphasis on “I” and “me” seems to fly in the face of empathy as a core value. How did we come to this? To what extent has addiction to devices contributed to the decrease in empathy observed by researchers? Most importantly, what can we do now as parents, teachers and other caring adults to make sure children build this important quality of empathy from the earliest years? Dr. Borba joins Marti & Erin for a rich discussion in this Mom Enough episode.  

Recent events have compelled nonprofit organizations to change the way they get work done, how they deliver their services, and what they do to achieve a more just and equitable society. So, The Business of Giving has connected with those organizations that are doing this exceptionally well in a segment we call: The Paths Forward. Because there is more than just one way. In this edition of The Paths Forward we'll speak with team members at Eye to Eye, Their mission is to improve the educational experience and outcomes of every student who learns differently, including those with specific learning disabilities, (ADHD), or other similar challenges related to learning. We'll start with David Flink, Chief Empowerment Officer and Marcus Soutra, President, who'll share their perspectives about their work and organization.

David mentions that he is sitting on the floor, because he still hasn't gotten a desk. Isabelle supports the floor sitting and prefers it herself for her sessions, or standing. The two agree on swivel chairs and some of the squeaky and smooth qualities of swinging or rocking, and Isabelle mentions that 5 S's, or the hacks that are supposed to help lull an infant to sleep (5 S's) —what is it about water that Isabelle finds so soothing on a sensory level? Isabelle's theory is that it provides a deep consistent pressure, and a lot of sensation and stimulation, the almost-weightless feeling— a set of physical sensations. David validates this: cold water is a neurological stimulant, and the sense of buoyancy may not be comforting for everyone, but soothing for you. David mentions Wim Hof and his method that uses very cold water/showers and breathing methods to give a bit of a reset. David points out that water may also be helpful because it provides bilateral stimulation and an element of risk taking (you have to keep swimming or moving or you'll drown), and Isabelle confirms that for her that pressure and buoyancy and the sensation of being pulled down (like Twilight Zone Tower of Terror). Bilateral stimulation is when you stimulate first one side of the brain, then the other. It has been known to help with trauma processing (for example, what's used in a method called EMDR, or Eye Movement Desensitization and Reprocessing), and added stimulation can be comforting alongside cognitive processing. Owning the idea that it might be comforting for you, not for everyone. There is a spectrum, for example, some people love a weighted blanket, some people cannot tolerate it. Make sure it's a weighted blanket that is right for your age and weight range (because there are limits)—David almost threw his arm out throwing a weighted blanket. David tried it for three nights and then got too hot. Isabelle and Bobby's blanket doubles up when one of them tosses their large blanket onto the other during the night. Isabelle talks about all the sensory rooms she wishes existed, and how awesome certain sensory toys are, and they agree about ball pits and how it feels. She mentions the City Museum of St. Louis (see below) which is filled with incredible sensory experiences—Isabelle had an experience where (as a six foot tall person) in a ball pit, she thought there might not be a bottom. David helped prompt Isabelle to remember what she was talking about by repeating back what her tangents were. Isabelle names that she has not idea where she learned something but can also picture it—David names that there are anchor memories. Isabelle notes that conversations with neurotypical friends—she slows down, tries to stay on topic, tries not to interrupt, which she notices she does not do with her neurodivergent friends. David never understood what masking was until he met David Flink and became involved with Project Eye to Eye. David learned through the trainings and collaborations with that organization that masking (pretending to be neurotypical) was chipping away at his authenticity. His usual rate of talking is 1.5x—and it takes energy to slow down, both Isabelle and David agree it's exhausting to slow down. David describes how when everyone was talking, this awesome guy named Grady was throwing a ball against the wall, and then he shared this racquetball experience with each other. No one in that room dared to challenge someone to say they weren't paying attention, regardless of what they were doing—it was such an empowering and incredible space. Isabelle remarks on how amazing this sounds and names that throughout this whole conversation, she has been fidgeting with a My Little Pony plastic tail—and how it would feel to hold up that fidget toy with pride. The importance of explaining to people why we need our sensory toys and fidgets and just how much it matters to unmask and set new models for people.5 S's (for soothing babies, developed by Dr. Harvey Karp who wrote the book The Happiest Baby on the Block) but as David and Isabelle name, these can be great sensory ideas for folx in any age or stage)-swaddle (think of a weighted vest/tight shirt/weighted blanket/body sack/body sock)-holding baby on their side or stomach (lying down in that position)-shush (imitating white noise) (noise machine or ambient music)-swing (or rock)-suck (pacifier or thumb)Twilight Zone Tower of TerrorCity Museum in St. LouisProject Eye to Eye Wim Hof: Also known as the Ice Man, developed a breathing method to endure cold temperatures and holding his breath a long time. It's a breathing method that can help you stimulate yourself and ground yourself using a cold shower, for example. DAVID'S DEFINITIONSBilateral stimulation: Any rhythmic stimulation of first one side of the brain/body (eg. left), then the other side (eg. The right). Essentially it's going back and forth, back and forth, almost like a metronome, but with a tone, a tap, a light, or a movement. Examples that we naturally do are: walking, climbing (first one foot, then another), or butterfly hugs (see here).EMDR (or Eye Movement Desensitization and Reprocessing): a therapy used to help clients process traumatic events that involves rhythmic bilateral stimulation (in the form of tones, taps, or even flashing lights, that first stimulate one side of your brain/body, then the other, back and forth.  For more, check out the American Psychological Association description of this type of therapy.Learning Difference (LD): Because learning disability is a crummy, inaccurate term. For example, David does not have a learning disability, he has a sitting still disability. Masking: Often used in referenced to folx with Autism Spectrum Disorder (ASD), it also applies to folx with ADHD (or both!), it's the idea that you have to wear a neurotypical mask to be accepted or to engage in a world made for those that are neurotypical. It can be (and feel like) a matter of survival. From a great article on the topic:“For many neurodivergent people, masking is a survival tool for engaging in neurotypical societies and organizations. Masking (also called camouflaging) is the artificial performance of social behaviors deemed more “socially acceptable” in a neurotypical culture.”Sensory Tools Galore!First of all, there is no one size fits all! This list is not exhaustive, but it's a start.Balance boardsBean bags (some lighter/heavier, hand held, chairs)Bilateral stimulation (see above definition)Body sock/body sackcold water - (except this one, this is always stimulating), like a cold showerChews (chew toys, bubble gum)Fidget cubes, spinners, etc.Headphones (noise cancelling, white noise, music, podcasts/people talking)Kinetic Sand (and regular sand boxes/sand trays/rock gardens)Monkey noodles (stretchy squishy things)Pop it (bubble wrap simulating) toys, balls, various shapesRocking chairs/rocking seatsScreens (games, shows, noise)Spiky sensory finger ringsSwingsSwivel chairsSquishy things (soft rise, beads inside, hard to squeeze/softer to squeeze-play with all the textures)Teeter Popper (handheld seesaw/rocker that makes popping noises, technically ages 3-6 but seems to hold adults fine?)Tubes (pop tubes, squishy tubes)WaterbeadsWeighted blanket or toyWobble seat/wobble cushionFor full show notes and more, check out our website!-----Cover Art by: Sol VázquezTechnical Support by: Bobby Richards—————

One in five students in US have a learning disability. David Flink, Chief Empowerment Officer of Eye to Eye, a NYC-based nonprofit that matches college students who learn differently with similarly abled middle school students across the country, talks with 411 TEEN.

For today's episode, we were joined by Eye to Eye's Chief Empowerment Officer, David Flink. David has been recently named a CNN Hero. CNN Heroes are categorized as everyday people doing extraordinary things to change the world. David has had an incredible journey of experiencing a learning disability himself, and using that to help and connect with other students, ever since he was 18 years old. It was his initial step to reach out and connect with others that started the idea for Eye to Eye. Within this episode he addressed questions such as: what does being the Chief Empowerment Officer of Eye to Eye mean to you and what do you see as some of the next steps in education for students with disabilities?   Mentioned People/Resources: CNN Hero Announcement: https://eyetoeyenational.org/press/eye-to-eye-chief-empowerment-officer-david-flink-named-cnn-hero Information on Eye to Eye: https://eyetoeyenational.org More information on the Educating All Learners Alliance: Website: www.educatingalllearners.org Twitter: @educateall_org YouTube: Educating All Learners

On today's episode, we're joined by Robby Brice and David Badillo from one of EALA's partner organizations, Eye to Eye. Emily Art. Eye to Eye's mission is to improve the life of every young person with learning differences like learning disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD). Through their programs, they train high school and college students with learning differences, including dyslexia and ADHD, to mentor similarly-identified middle school students.   Mentioned People/Resources: Eye to Eye's website: https://eyetoeyenational.org Learning Differently 101: https://eyetoeyenational.org/assets/downloads/One-Sheet-Educators.pdf CNN video on Eye to Eye's Founder, David Flink: https://www.cnn.com/2021/03/18/us/learning-disabilities-education-dyslexia-adhd-mentorship-cnnheroes/index.html   More information on the Educating All Learners Alliance: Website: www.educatingalllearners.org Twitter: @educateall_org YouTube: Educating All Learners

How do you learn? It may be different from how I learn. David Flink knows about learning differences. Dave was diagnosed with dyslexia and ADHD in grade school, but with the right support he got into an Ivy League college. There, he helped start a program for kids with a diagnosis of dyslexia or ADHD to be mentored by college students with the same diagnosis. Dave's program, "Eye to Eye," is now entering its 20th year and Dave has written a book, titled "Thinking Differently," recounting his experience and that of hundreds of others. In this episode, Dave talks with Alan Alda about how we all learn differently. And that’s something we can all learn from. Support the show.

David Flink is Founder and Chief Empowerment Officer at Eye to Eye, a non-profit that empowers young people with learning disabilities by giving them a mentor who shares that experience. He struggled with dyslexia and ADHD all the way through his pre-college education, lacking the support of an educator who could directly relate to him. In addition to his work at Eye to Eye, David sits on the boards of several national nonprofit and speaks regularly on campuses and at conferences. He is the author of Thinking Differently: An Inspiring Guide for Parents of Children with Learning Disabilities. In this conversation, David tells the story of how he developed not just acceptance but pride in his identity as someone who learns and processes information differently. He strives to instill this pride in all of those now reached by Eye to Eye, which includes students in every state in the union. It’s a real social movement, with ever-increasing impact on helping all of us understand and embrace neurodiversity. David recalls the founding of Eye to Eye almost 20 years ago, during his undergraduate days at Brown University with his roommate, who he was shocked to find out, long after they had known each other, also had dyslexia. Mutually inspired to help each other and those with similarly different brains, they walked into a local school in Providence, RI and asked to teach the learning disabled students. Listen to this inspiring story and hear David’s sage advice for what parents and others can do to support people who learn differently. Bonus content: Stew talks to a listener who called in to the radio show to share his story as someone who learns differently. See acast.com/privacy for privacy and opt-out information.

Welcome to episode 152, this week I’m going to cover the new Neptune design quite a bit as there have been quite a few developments. Firstly a big thank-you to Kurt Shaver, Darrel Griffin and the mysterious ‘LoveWeb’ for giving the show 5 star reviews on iTunes - I massively appreciate your support. Darrel Griffin can also be found on Instagram and is my ‘go to’ contact on anything to do with graphics - especially those we use on LinkedIn. So I have a question - what size should we be making our LinkedIn profile background image? The official dimensions from LinkedIn are 1536 x 768px but this doesn’t seem to work as it zooms into the image. New Desktop Design Update It would seem that there is no way to see your sent invitation messages - this is crazy! When someone has a paid account and the ‘open profile’ feature enabled, it is free to send them a message, this used to be shown on their profile by changing ‘send InMail’ to ‘send message’ but now they have removed this. Video autoplay has been deprecated…which is odd because every other social media channel is moving towards video! LinkedIn have removed the link ‘structuring your search’ which explained how to use Boolean operators. This might be because they now realise the information they were providing was actually incorrect! Irina Shamaeva (who knows her stuff) has exposed LinkedIn’s advice in this article below. LinkedIn Tip Sheet Error And a New Hack - Irina Shamaeva So it would appear that we now need to use the operator Title: in front of every job title in an OR search string! The Great U-Turn LinkedIn have had to face an enormous amount of negative feedback about the new design. There was the online petition I mentioned last week which got c1800 signatures plus a huge response to their various posts asking for feedback. Sometimes people are so rude and negative, it really is unnecessary and if there is one comment that annoys me more than anything it’s… “If it ain’t broke don’t fix it” What a load of crap! We should never wait for things to break before improving them. All the best ideas and progression come from taking the complete opposite view. Anyway the good news is that LinkedIn are listening and David Flink published this article this week; We heard you: we're making some changes to LinkedIn Search It would also appear that they are seriously considering bringing back postcode radius search…which would be massive! I really applaud LinkedIn for their approach. Taking criticism is not easy and to take this approach is refreshing and progressive. But…… Why did it ever get to this stage in the first place? I could have told them about all these faults in October but no-one was listening! LinkedIn say they survey members before making changes but either; They are asking the wrong people They are not listening. Such a massive u-turn on so many features should not be necessary at this stage. Waiting until almost full roll-out before listening means they have lost a massive amount of credibility. Thanks to Sandra Clark for her voicemail question about Sales Navigator. For me the three key benefits are as follows; Focussed home page feed. This massively improves your chances of engaging with those people you are especially focussed on. You can filter search results by ‘posted on LinkedIn in last 30 days’. I have found this to be really useful Saved searches are better, partly because of the above filter. You can receive daily email alerts about people who meet your criteria and are active Question: How do I create a showcase page in the new groups design? Answer You can’t! But you can if you revert back to the old design where you will find it in the menu on the edit button. Question: The messaging segment sends the message by pressing enter (which is not a good thing as the enter key is often used to insert a line-feed for starting a new paragraph). You leave no clue how to insert a new paragraph so my message is on solid block of text. How do I start a new paragraph in a message? Answer This depends how you are messaging. If you go to the specific messaging page you can change the default as seen below If however you are using the ‘in page’ messaging feature then you are effectively using a chat feature and every ‘return’ is a ‘send message’. This makes sense to me. If you want to construct a nicely laid out message, using the Messaging page.

In this special kid’s POV edition, 12-year-old Asher interviews David Flink, author of "Thinking Differently" and founder of Eye to Eye, a mentoring organization for kids with learning and attention issues. To see the show notes for this episode, visit: http://www.tiltparenting.com/session30

In a scholastic milieu where the odds were stacked against him from even before his early diagnosis of dyslexia and ADHD (in 5th grade), David has faced a new Goliath so often, so calmly, and with such inevitable success, it's no wonder he has taken his place as a true leader on the front lines of the learning rights movement. David, like so many of the kids on whose behalf he serves today, struggled through much of his pre-college education, feeling marginalized by his education as a whole. Although his parents and teachers frequently reassured him that college was in the cards, he would have found that message more actionable, and useful, if it had come from a peer, a person with a learning difference (LD) who had finished college. With that in mind, David co-founded Eye to Eye in 1998 while a student at Brown University. Eye to Eye is the only national mentoring movement that is empowering young people with LD by giving them a mentor who shares that experience.

Susun Weed answers 90 minutes of herbal health questions followed by a 30 minute interview with David Flink. David Flink was diagnosed with dyslexia and ADHD at the age of 9. He was a member of the first generation of students to receive special education services and accommodations. In 1998, he co-founded Eye to Eye, a national mentoring organization for students with learning disabilities, where he holds the title of CEO (Chief Empowerment Officer). In his new book, THINKING DIFFERENTLY: An Inspiring Guide for Parents of Children with Learning Disabilities. Website:  http://www.davidflink.com/ this week Q&A includes: • pregnant nursing mother wanting to abort using tansy- herbs are not safe or effective to terminate a pregnancy- go to an abortion clinic.. • gallbladder problems- it's the fats you're eating not the sugar.. • mucous keeps us free from infection- slippery elm, comfrey leaf and linden infusions, plantain seed, purslane.. • desire to keep eating for since of security? try taking a walk after meal or chewing xylitol gum.. • wanting a stronger connection with spirit guide? try taking time to connect with yourself.. • praise is free criticism is expensive.. • long term lichen sclerosus- topical estrogen cream and discutient herbs- red clover oil and violet oil.. • 3 year old thrush pain in mouth- yogurt, comfrey, linden and oatstraw infusions.. • small heart attack- A Healthy Hear The Wise Woman Way • hawthorne helps heart to function better.. • scar tissue from c-section? chickweed oil..    

Kathryn interviews bestselling author Stephen Arterburn on his latest book, Worthy of Her Trust: What You Need to Do to Rebuild Sexual Integrity and Win Her Back. This book is for men who want to save their marriage following the aftermath of their pornography or sex addiction revelation. Arterburn has been featured on Oprah, Good Morning America, and in The New York Times. Kathryn also interviews co-founder David Flink, author of Thinking Differently: An Inspiring Guide for Parents of Children with Learning Disabilities. At age nine Flink was diagnosed with dyslexia and ADHD. Although his parents and teachers told him he would be able to go to college, he would have found that message more believable if it had come from a person with a learning difference. While still a student at Brown University, Flink co-founded Eye to Eye, the only national mentoring movement empowering young people with LD by providing them with a mentor who shares their experience.

Kathryn interviews bestselling author Stephen Arterburn on his latest book, Worthy of Her Trust: What You Need to Do to Rebuild Sexual Integrity and Win Her Back. This book is for men who want to save their marriage following the aftermath of their pornography or sex addiction revelation. Arterburn has been featured on Oprah, Good Morning America, and in The New York Times. Kathryn also interviews co-founder David Flink, author of Thinking Differently: An Inspiring Guide for Parents of Children with Learning Disabilities. At age nine Flink was diagnosed with dyslexia and ADHD. Although his parents and teachers told him he would be able to go to college, he would have found that message more believable if it had come from a person with a learning difference. While still a student at Brown University, Flink co-founded Eye to Eye, the only national mentoring movement empowering young people with LD by providing them with a mentor who shares their experience.

Sunday Morning Magazine David Flink 8-26-14 by Warm1069

What is the best way to deal with a learning disability or ADHD stigma? David Flink, a man with dyslexia and ADHD, says, “Eye to eye; the best way to do it is to talk about it.” David's organization, Eye to Eye, specializes in just that. In this episode of Attention Talk Radio, we talk with David Flink about stigma and the benefits of discussing it and owning it. We also learn more about David's own story. Attention Talk Radio is the leading site for self-help Internet radio shows focusing on attention deficit hyperactivity disorder (ADHD) and attention deficit disorder (ADD), including managing symptoms of attention deficit disorder, adults with ADD, or adults who have children with ADHD. Attention Talk Radio, hosted by attention coach Jeff Copper, is designed to help adults and children (particularly those diagnosed with or impacted by attention deficit disorder or its symptoms) in life or business who are stuck, overwhelmed, or frustrated. It will help adults and children get unstuck and moving forward by helping to open their minds and pay attention to what works. Attention Talk Radio host Jeff Copper is an ADHD coach. To learn more about Jeff go to www.digcoaching.com.