Podcasts about developmental disabilities

This episode updates you on how the Big, Bloated Bill in Congress will impact nonprofits and philanthropy. And this week's interview offers a deep dive into how the proposed law would impact nonprofits that hold up America's social safety net.What happens when government cuts to essential services threaten to recreate the horrors of decades past? How do nonprofits navigate serving vulnerable populations while fighting for their very existence? In this powerful episode, Edward Hershey, CEO of Home of Guiding Hands, reveals the critical connection between defending democracy and protecting society's most vulnerable members—people with intellectual and developmental disabilities who depend on services that are now under unprecedented threat.Hershey shares the stark reality of operating a $35 million nonprofit with 1,200 employees while 90% dependent on government funding that's facing massive cuts. From paying payroll on credit cards due to delayed government payments to witnessing a 40% underfunding crisis finally addressed only to be threatened again, his organization's story illuminates how attacking nonprofits, government programs, and philanthropic funding creates a dangerous triple threat to democratic values. The conversation traces a direct line from the horrific institutional conditions exposed by Geraldo Rivera in the 1970s to today's policy decisions that could force a return to those dark days.Through personal accounts of rallying 300 constituents, confronting elected officials, and maintaining hope among staff and clients, Hershey demonstrates that defending democracy isn't abstract—it's about ensuring that government remains "of the people, for the people" by protecting the infrastructure that cares for those who cannot advocate for themselves. His message is clear: we are judged as a society by how we treat our most vulnerable, and preserving that care is preserving democracy itself.You can find all the episodes of this podcast plus our blog, toolkit and other resources at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠fundthepeople.org⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Resources:Fund the People BlogHome of Guiding HandsGeraldo Rivera's Expose Rate StudyEdward Hershey's Op EdRally footage/media:KPBS Monday 5/26KPBS "San Diego News Now" podcast (2:07 mark) FOX 5 aired footage 5/26 at 1:05 pm and re-aired 5/27 at 6:08 am and 9:08 amKUSI aired footage 5/26 4:07 pm, 6:08 pm, and 5/27 at 5:16 am  10 News mentioned the rally in their morning newscast at 5:42 amBio:Edward Hershey is the President and Chief Executive Officer of Home of Guiding Hands. He assumed his role with HGH on September 1, 2021. Edward began his career at HGH in 2015 as the Vice President of Operations and was then  promoted to Chief Operating Officer. Edward has 27- years of management experience in directing all facets of business operations, with expertise in operations and project management. Prior to joining Home of Guiding Hands, Edward worked for Father Joe's Villages as their Vice President of Operations for 12 years, and for the Employment Development Department where he specialized in Veteran's needs. Edward served in the US Navy during the Gulf War and was honorably discharged in 1993. He serves on the Board for the California Disability Services Institute, and the California Disability Services Association. He volunteers his time for Boy Scouts of America and the VFW. Edward holds a Master's Degree in Human Resource Management with a Specialization in Strategic Innovation and Change Management from Colorado State University and a Bachelor's Degree in Organizational Leadership with a Specialization in Public and Non-Profit Management. Edward is a graduate of the National Leadership Consortium on Developmental Disabilities, a licensed California Contractor, and is a member of the John Maxwell team certified as a leadership coach, speaker, and trainer. He lives in El Cajon with his wife of 16 years Jessica and their three children, Julia, Niko, and Ethan.

Imagine turning 18 and suddenly being responsible for every major life decision. Yikes. That includes medical, financial, and personal, without guidance. For many young adults with developmental disabilities, these transitions can be overwhelming. How can clinicians and families provide the right level of support while respecting autonomy or at least encouraging it? That's what we're exploring today.CME: Take the CME Post-Test for this EpisodePublished On: 05/25/2025Duration: 13 minutes, 06 secondsJoshua Feder, MD, and Mara Goverman, LCSW, have disclosed no relevant financial or other interests in any commercial companies pertaining to this educational activity.

May 23, 2025 - We explore how the state budget affects New Yorkers with developmental disabilities and their caregivers with Mike Alvaro, president and CEO of the Cerebral Palsy Associations of New York State. He also outlines his agenda for the remainder of the session.

In this conversation, I chat with Kristie Kirby, whom I met at Partners in Policy-Making, a leadership program held by the Tennessee Council on Developmental Disability. This is a free 8 month advocacy training program.Timeline of conversation1:00 Introduction2:00 Kristie is a teacher's assistant.2:12 What is SACC?4:00 How does the SACC program work?5:15 Recruiting Volunteers6:00 Upcoming Resource Fair7:00 Exhibitors12:00 The Resource Fair will be at the Vine Branch Church, 2262 Bowser Rd, Cookeville, on June 14 from 10 am to 2 pmYou can reach Kristie Kirby at sacccookeville@gmail.com

As part of the 2025 Developmental Disabilities Conference, Season Goodpasture, Founder and Executive Director, Acorns to Oak Trees, talks about improving access and equity in tribal communities. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40607]

As part of the 2025 Developmental Disabilities Conference, Sneha Dave talks about future healthcare as young adults with chronic and rare medical conditions grow older. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40606]

About this episode: Diagnoses of autism are on the rise, but is this the result of more children being affected by the condition, or is more of a consequence of broader criteria and more screening? In this episode: a look at a new study about the number of children diagnosed with autism and what this research shows—and doesn't show. Guest: Dr. Christine Ladd-Acosta is an autism researcher and vice-director of the Wendy Klag Center for Autism and Developmental Disabilities. She is the lead Maryland investigator on a national study about the rate of autism. Host: Dr. Josh Sharfstein is vice dean for public health practice and community engagement at the Johns Hopkins Bloomberg School of Public Health, a faculty member in health policy, a pediatrician, and former secretary of Maryland's Health Department. Show links and related content: Prevalence and Early Identification of Autism Spectrum Disorder Among Children Aged 4 and 8 Years - Autism and Developmental Disabilities Monitoring Network, 16 Sites, United States 2022—CDC's MMWR RFK Jr.'s autism study to amass medical records of many Americans—CBS News The NIH-Funded Autism Study Hoping to Pinpoint Gene-Environmental Interplay—Public Health On Call (March 2025) Vaccines Don't Cause Autism. Why Do Some People Think They Do?—Hopkins Bloomberg Public Health Discovering How Environment Affects Autism—Hopkins Bloomberg Public Health Magazine (2023) Transcript information: Looking for episode transcripts? Open our podcast on the Apple Podcasts app (desktop or mobile) or the Spotify mobile app to access an auto-generated transcript of any episode. Closed captioning is also available for every episode on our YouTube channel. Contact us: Have a question about something you heard? Looking for a transcript? Want to suggest a topic or guest? Contact us via email or visit our website. Follow us: @‌PublicHealthPod on Bluesky @‌JohnsHopkinsSPH on Instagram @‌JohnsHopkinsSPH on Facebook @‌PublicHealthOnCall on YouTube Here's our RSS feed Note: These podcasts are a conversation between the participants, and do not represent the position of Johns Hopkins University.

As part of the 2025 Developmental Disabilities Conference, Amy Westling and Melissa Drake discuss the plan for developmental services from CalHHS and DDS. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40605]

In this episode, Tony Stuart, CEO of Friends for Life, shares practical, experience-based strategies for individuals with developmental disabilities looking to increase their waiver hours. With over 20 years in the field, Tony explains why using your current waiver is essential, how to properly document medical and functional changes, and how incident reports can influence approval for more support. He also discusses the importance of realistic hour requests, the value of waiver add-ons, and the role of agency providers in advocating for increased care. Whether you're a provider or someone receiving services, this episode is packed with crucial insights that can help you navigate the waiver process more effectively. Are you or someone you support working to increase waiver hours? Tune in and learn how to advocate for the care and support you deserve.

As part of the 2025 Developmental Disabilities Conference, Aaron Carruthers, Executive Director of the California State Council on Developmental Disabilities, talks about the journey of moving forward after the COVID-19 pandemic. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40604]

Now that the Probate and Juvenile Court has moved into the new downtown judicial center, Hancock County Commissioners must tackle the question of what to do with the historic building that formerly served as the court's home (at 13:59) --- With a budget of nearly $10M, the Hancock County Board of Developmental Disabilities supports the success and well-being of hundreds of vulnerable individuals in the community... We discuss highlights from their latest annual report (at 25:17) --- Around Town: Details on the upcoming Hancock Sports Hall of Fame Golf Outing to support the continued recognition of our area's superior athletes and their inspiring stories (at 45:43)

As part of the 2025 Developmental Disabilities Conference, Aaron Carruthers, Executive Director of the California State Council on Developmental Disabilities, talks about the journey of moving forward after the COVID-19 pandemic. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40604]

As part of the 2025 Developmental Disabilities Conference, Aaron Carruthers, Executive Director of the California State Council on Developmental Disabilities, talks about the journey of moving forward after the COVID-19 pandemic. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40604]

Kelly Crosbie, Director of the North Carolina Division of Mental Health, Developmental Disabilities and Substance Use Services, tells us about the community crisis center initiative in her state; Carolyn Mullen, ASTHO's Senior Vice President of Government Affairs and Public Relations, discusses Congress' to-do list as they return from a break; an ASTHO webinar later this month will dive into administrative preparedness for public health emergencies; and two members have been elected as ASTHO Board of Directors Regional Representatives. NCDHHS News Release: NCDHHS and Trillium Health Resources Announce New Crisis Centers ASTHO Webinar: Strengthening Administrative Preparedness in Public Health Agencies  

Autism numbers are rising, and while it manifests differently in each individual, nearly all can benefit from support. Home Care Advisory Group helps individuals in New York qualify for and access services from the Office for People with Developmental Disabilities. Visit https://homecareadvisory.org/understanding-opwdd-services-for-special-needs for more. Home Care Advisory Group City: New York Address: 99 Hudson Street #5th floor Website: https://homecareadvisory.org/ Phone: +1 212 540 2984 Email: info@homecareadvisory.org

When the Association for Cuyahoga County Employees for Special Students (ACCESS) sat down at the bargaining table a few years ago, they were told, 'if you don't like it here, you can leave.' In that moment, ACCESS leaders said, 'if we don't like it here, we can make it better.' And that's what they did - nearly going out on strike to achieve those critically important gains in their contract. In this episode, we hear from ACCESS Co-President Ky Theophanous about his journey to leadership, that 2023 bargaining crisis, and how it brought the members of his local association together to better advocate for themselves and for the individuals they serve through the Cuyahoga County Board of Developmental Disabilities today.READ THE STORY IN OHIO SCHOOLS | Parts of this conversation with Ky Theophanous were featured in the April/May 2025 edition of OEA's Ohio Schools magazine. Click here to check out the story on pages 20-21. SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms, including YouTube. Click here for links for other platforms so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guest: Kyriakos "Ky" Theophanous, ACCESS Co-PresidentConnect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. The interview in this episode was recorded by Julie Newhall on February 25, 2025. 

DCS Talks about Intellectual and Developmental Disabilities with Dr. Paiml

As part of the 2025 Developmental Disabilities Conference, Amged Soliman from the National Council on Disability provides an update on health disparities. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40603]

As part of the 2025 Developmental Disabilities Conference, Amged Soliman from the National Council on Disability provides an update on health disparities. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40603]

As part of the 2025 Developmental Disabilities Conference, Amged Soliman from the National Council on Disability provides an update on health disparities. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40603]

As part of the 2025 Developmental Disabilities Conference, Amged Soliman from the National Council on Disability provides an update on health disparities. Series: "Developmental Disabilities Update" [Health and Medicine] [Show ID: 40603]

April Jimmeye shares the challenges experienced by those with autism and ways the church can minister to them and their families. April is a board-certified behavior analyst with two children on the autism spectrum herself. April also presented “Making Your Church Autism Friendly” as part of the Growing Together with WNAC series: https://youtu.be/O_Xn0Szaon4?feature=shared&t=4. #NAFWB #BetterTogether #Autism #AutismAwareness #AutismAwarenessMonth

Gov. Katie Hobbs is warning lawmakers not to send her any more bills until they come up with a compromise to find a program for residents with developmental disabilities. Our Friday NewsCap panelist analyze that and the rest of the week's top stories. Plus, showcasing the history and heritage of Santa Cruz County.

Physician and psychologist Heidi Feldman is a pioneer in the field of developmental behavioral pediatrics who says that the world's understanding of childhood disability is changing and so too are the ways we approach it. Where once institutionalization was common, today we find integrative, family-centered approaches, charting a more humane, hopeful path forward. For example, for children born prematurely with increased likelihood of disability, increasing skin-to-skin contact – what is called  “kangaroo care” – can literally reshape that child's brain development, she tells host Russ Altman on this episode of Stanford Engineering's The Future of Everything podcast.Have a question for Russ? Send it our way in writing or via voice memo, and it might be featured on an upcoming episode. Please introduce yourself, let us know where you're listening from, and share your question. You can send questions to thefutureofeverything@stanford.edu.Episode Reference Links:Stanford Profile: Heidi M. FeldmanConnect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads / Bluesky / MastodonConnect with School of Engineering >>> Twitter/X / Instagram / LinkedIn / FacebookChapters:(00:00:00) IntroductionRuss Altman introduces guest  Heidi Feldman, professor of pediatrics at Stanford University.(00:03:26) Path to Developmental PediatricsHeidi's journey from education to developmental-behavioral pediatrics.(00:05:10) The Emergence of Developmental PediatricsHow developmental disabilities entered the medical mainstream.(00:07:30) Common Disorders in ChildrenThe most prevalent disabilities seen in practice and diagnostic trends.(00:09:46) Preterm Birth and Disability RiskWhy premature birth is a major risk factor for developmental challenges.(00:13:53) Brain Connections and OutcomesHow white matter and brain circuitry impact development.(00:17:09) Kangaroo Care's PotentialHow skin-to-skin contact positively influences brain development.(00:21:30) Inclusive Family and Community SupportWhy integrated care and inclusive classrooms benefit all children.(00:23:37) Social and Economic UpsidesCost savings and increased independence from inclusive care.(00:24:33) Transitioning to Adult CareGaps and opportunities in supporting disabled youth into adulthood.(00:27:12) Using AI to Improve Care QualityAI models help track whether care guidelines are being followed.(00:31:00) Conclusion Connect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads / Bluesky / MastodonConnect with School of Engineering >>>Twitter/X / Instagram / LinkedIn / Facebook

To talk about the governor issuing a moratorium on new bills, the debate over a measure on Axon's proposed new campus and more, The Show sat down with Paul Bentz and Sam Richard.

Arizona Gov. Katie Hobbs says she will veto every bill sent her way until the Legislature passes a bipartisan solution to provide emergency funding for the Division of Developmental Disabilities. It's been almost a week since scores of asylum seekers who entered the U.S. under the CBP One app were told they had seven days to leave the country. The Valley is a popular spot for data centers but is there enough water to sustain them? Plus the latest business, tribal natural resources and education news.

New York state officials recently extended an initiative to recruit providers for the Office for People with Developmental Disabilities, helping to reduce shortages. Home Care Advisory Group can help families previously discouraged by long waiting periods apply and obtain benefits now. Click https://homecareadvisory.org/learning-center/medicaid/individuals-with-special-needs-opwdd for more. Home Care Advisory Group City: New York Address: 99 Hudson Street #5th floor Website: https://homecareadvisory.org/ Phone: +1 212 540 2984 Email: info@homecareadvisory.org

ABOUT THIS EPISODE (+ scroll for resources)

Description: Julie Moran, DO, Geriatrician and Intellectual and Developmental Disabilities Consultant at Tewksbury Hospital and Clinical Instructor of Medicine at Harvard Medical School, discusses aging with intellectual and developmental disabilities (I/DD). Interviewer: Bethany Chase, DSW, LSW, CESP, Training & Consultation Specialist at The Boggs Center on Disability and Human Development Click for Full Transcript of Episode 36

Many families wanted to receive the “Comprehensive Waiver.” But under the new system, only three percent have been offered it. Instead, most people are offered a family support waiver, and 32% of them have declined.

Originally Recorded March 4th, 2025 About Mark Bradford:https://www.wordonfire.org/author/mark-bradford/ https://www.wordonfire.org/fellowship-for-persons-with-intellectual-developmental-disabilities/ This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit musicallyspeaking.substack.com

Artificial intelligence (AI) in health care is advancing, despite concerns about how its use may impact health disparities. Dimitri Christakis, MD, MPH, chief health officer at Special Olympics, joins JAMA Associate Editor Yulin Hswen, ScD, MPH, to discuss AI's potential role in improving health care delivery for people with intellectual and developmental disabilities. Related Content: How AI Could Improve Health Care for People With Intellectual and Developmental Disabilities How Artificial Intelligence Can Promote Inclusive Health

Dr. Gwynette speaks with Dr. Jessica Hellings, recipient of the 2024 APA George Tarjan Award for Contributions in Developmental Disabilities. Dr. Hellings is a professor of psychiatry at the University of Missouri-Kansas City. She earned her medical degree from the University of the Witwatersrand in Johannesburg, South Africa, and completed a fellowship in child and adolescent psychiatry at the University of Kansas Medical Center. Board-certified in general psychiatry and child and adolescent psychiatry, Dr. Hellings has developed specialty services for individuals with developmental disabilities at institutions like the University of Kansas Medical Center and The Ohio State Nisonger Center. With over 40 years of clinical and research experience, her work has focused on severe challenging behaviors in children, adolescents, and adults with Autism Spectrum Disorders (ASD) and Intellectual/Developmental Disabilities (IDD), addressing issues such as aggression, self-injury, and property destruction. Dr. Hellings has co-authored a book on the gut-brain axis, celiac disease, and non-celiac gluten sensitivity in neuropsychiatric illness. She also works to improve psychiatry training programs on ASD/IDD and serves on the Missouri board of ECHO Developmental Disabilities.

In Episode 136 of Raising Kellan, Marsh Naidoo sits down with Lindsey Lind from East Tennessee to discuss their shared experiences in the Partners in PolicyMaking program, a leadership initiative by the Tennessee Council on Developmental Disabilities. Lindsey, a dedicated mother of three, shares her journey navigating the complexities of disability advocacy, particularly focusing on her son who has an extra male chromosome, autism, and ADHD. This episode dives deep into the importance of understanding Section 504 of the 1973 Rehabilitation Act, which protects individuals with disabilities from discrimination in various settings including education and healthcare.Listeners will learn about Axys, a nonprofit organization supporting families affected by sex chromosome variations, and the implications of the Texas vs Becerra lawsuit that threatens to undermine these critical protections for persons with disabilities. Lindsey emphasizes the need for parents to be informed and proactive in advocating for their children's rights within the educational system, including understanding the differences between IEPs and 504 plans.Join us for this enlightening conversation, which will highlight the urgency of advocacy in the face of proposed federal changes and the vital role of community support in ensuring that all children receive the accommodations they need to thrive. Don't miss the upcoming Disability Day on the Hill on March 12th, 2025, where you can make your voice heard!00:00 Introduction03:53 Lindsey Lind origin story09:53 What is keeping Lindsey up at night?18:23 Lindsey: Advocating for school accommodations for kids with disabilities is crucial21:12 Upcoming events

About this episode: A large-scale, multi-country autism study involving more than 175,000 individuals is hoping to find interplay between genes and the environment that may influence autism diagnosis and symptoms. But proposed NIH funding cuts could imperil the study's future. In this episode: A look at an NIH-funded study that hopes to improve the quality of life for people with autism and their caregivers, and find better tools for diagnosis and treatment. Guests: Christina Ladd-Acosta is the vice director at the Wendy Klag Center for Autism and Developmental Disabilities, and associate director for epigenomic analysis at the Environmental influences on Child Health Outcomes, Data Analysis Center (ECHO-DAC). Heather Volk is an epidemiologist and professor of mental health at the Wendy Klag Center for Autism and Developmental Disabilities. Host: Stephanie Desmon, MA, is a former journalist, author, and the director of public relations and communications for the Johns Hopkins Center for Communication Programs, the largest center at the Johns Hopkins Bloomberg School of Public Health. Show links and related content: NIH funding makes large scale Johns Hopkins autism study possible—The Hub Discovering How Environment Affects Autism—Hopkins Bloomberg Public Health Magazine Contact us: Have a question about something you heard? Looking for a transcript? Want to suggest a topic or guest? Contact us via email or visit our website. Follow us: @‌PublicHealthPod on Bluesky @‌JohnsHopkinsSPH on Instagram @‌JohnsHopkinsSPH on Facebook @‌PublicHealthOnCall on YouTube Here's our RSS feed Note: These podcasts are a conversation between the participants, and do not represent the position of Johns Hopkins University.

Maybe it's the lousy Smarch weather, but we're in a bit of a mood to start of this month. Not because our special guests aren't awesome. We had so much fun learning about qualitative analyses in exploring RBT burnout with Dr. Nicole Gravina and how to be more ethically responsible in creating meaningful goals for autistic adolescents and adults with Dr. Shanna Bahry. And not because we're not reviewing tough issues like turnover in human services, deconstructing ableist practices in the medical model, and respectfully disagreeing with the abolitionist neurodiversity critique. Now that I'm writing about all the awesome episodes coming out this month, I can't even remember why we sound so crabby. Oh, right…the state of the United States political system. And rude emails. Articles for March 2025 Qualitative Analysis of RBT Burnout w/ Dr. Nicole Gravina Nastasi, J.A., McGarry, K.M., Peters, K.P., Leon, Y., Bacotti, J.K., & Gravina, N. (2024). A qualitative analysis of variables contributing to the Registered Behavior Technicians' burnout and turnover in Florida. Behavior Analysis in Practice. doi: 10.1007/s40617-024-01033-w Nastasi, J.A., Green, V., Te, P.J., & Gravina, N.E. (2024). “Everybody needs to take breaks”: A qualitative analysis of Registered Behavior Technicians' experiences with taking breaks at work. Behavior Analysis in Practice. doi: 10.1007/s40617-024-00973-7 The Ethics of Meaningful Goals w/ Dr. Shanna Bahry (ETHICS) Bahry, S., Gerhardt, P.F., Weiss, M.J., Leaf, J.B., Putnam, R.F., & Bondy, A. (2022). The ethics of actually helping people: Targeting skill acquisition goals that promote meaningful outcomes for individuals with autism spectrum disorder. Behavior Analysis in Practice, 16, 672-695. doi: 10.1007/s40617-022-00757-x Bahry, S., Gerhardt, P.F., Weiss, M.J., Driscoll, N.M., Leaf, J.B., Ayres, K.M., & Cauchi, J. (2024). Improving outcomes for adults with ASD by targeting meaningful skill acquisition goals: A review of the literature and available assessments and curricula. Review Journal of Autism and Developmental Disorders. doi: 10.1007/s40489-024-00441-6 Bahry, S., Gerhardt, P.F., Weiss, M.J., Leaf, J.B., & Ayres, K.M. (2024). Improving goals written for individuals with autism: Preliminary results on assessing meaningfulness and relevance to adulthood. Behavioral Interventions. doi: 10.1002/bin.2006 Ableism and the Medical Model of Diversity (TRAUMA-INFORMED) Shyman, E. (2016). The reinforcement of ableism: Normality, the medical model of disability, and humanism in applied behavior analysis and ASD. Intellectual and Developmental Disabilities, 54, 366-376. doi: 10.1352/1934-9556-54.5.366 Kapp, S.K., Gillespie-Lynch, K., Sherman, L.E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49, 59-71. doi: 10.1037/a0028353 Graber, A. & Graber, J. (2023). Applied behavior analysis and the abolitionist neurodiversity critique: An ethical analysis. Behavior Analysis in Practice, 16, 921-937. doi: 10.1007/s40617-023-00780-6

In this episode, Tasnim Sulaiman, LPC and Founder/CEO of Black Men Heal, discusses why she started a mental health nonprofit centered on healing black men and breaking the cycle in black men's mental health. We also discuss the importance of Silence the Shame's new campaign, “Healing the Spaces Between Us” and also how black men are taking control of their mental health by seeking therapy and support through community. During this episode, you hear key themes surrounding: 1. Understanding the impact of childhood experiences and grief is essential for personal growth and relationship-building. This awareness can lead to transformative healing and improve interactions across generations. 2. Collective healing is crucial for building community bonds and mutual support. Sharing experiences can alleviate feelings of isolation and strengthen resilience among individuals. 3. Men, particularly black men, are significantly influenced by their peers in discussing mental health. Encouraging open conversations can foster emotional expression and reduce stigma around seeking help. If you, or someone you know, is struggling with their mental health, call or text 9-8-8 to connect with someone who can help! Special thanks to our funders, The Georgia Department of Behavioral Health and Developmental Disabilities. Produced by @SpellzProductionsLLC ​

In this episode, Amber Gibson, PhD, a psychologist at Children's Health, shares early signs of a developmental disability in children and what parents can do if they are concerned.

March is National Developmental Disabilities Month and to raise awareness of this, we are visiting with Jeanette O'Hara, Founder and Director of Will's House. Jeanette and her husband, Brad, have partnered to create a support system for parents and caregivers of children with disabilities who need support, encouragement and/or a break from the demands of parenting a child/children with developmental disabilities. During this visit, she shares about how Will's House was conceived, who it's for and how to get involved. You can find Will's House online:  Willshousetulsa.org Facebook: Will's House Tulsa

Matt previews public hearings and work sessions for the week of March 3, 2025.Public Hearings:LD 46, HP0010An Act to Establish a Grant Program to Increase Postsecondary Educational Opportunities for Students with Intellectual or Developmental Disabilities or Autism Spectrum Disorder - Rep. Kelly Murphy of Scarborough - EmergencyLD 198, SP0085An Act to Prohibit the University of Maine System Campus Police from Issuing a Citation or Summons Related to a Parking Violation to a Visitor of the University of Maine System - Sen. James Libby of CumberlandLD 375, SP0170An Act to Require the University of Maine School of Law to Provide an Online Degree Program - Sen. Trey Stewart of AroostookLD 377, SP0133An Act to Establish a University of Maine Medical School and to Dedicate Funds from Raising the Cigarette Tax to the School - Sen. Joseph Baldacci of PenobscotLD 457, SP0190An Act to Fund Climate Resiliency Projects Related to the Repair of Campus Infrastructure Used for Active Transportation and Outdoor Recreation - Sen. Anne Carney of CumberlandLD 471, SP0210Resolve, to Establish a Pilot Program to Expand Intensive English Language Learner Programs - Sen. Joseph Rafferty of YorkWork Sessions for March 5, 2025LD 34, SP0053An Act to Increase the Minimum Salary for Teachers - Sen. Teresa Pierce of CumberlandLD 71, HP0035An Act Regarding Special Education Funding - Rep. Kristi Mathieson of KitteryLD 98, HP0063An Act to Include School Counselors in the Educators for Maine Program - Rep. Michael Brennan of PortlandLD 181, HP0114An Act to Modify the Calculation of Pupil Counts Used for Determination of School Administrative Unit Operating Costs - Rep. Will Tuell of East MachiasLD 193, HP0126An Act to Fund Students in Maine Schools Who Are Experiencing Homelessness - Rep. Marshall Archer of SacoLD 501, HP0330An Act to Fairly Fund School Administrative Units for Economically Disadvantaged Students - Rep. Kristen Cloutier of LewistonWork Sessions for March 6, 2025LD 74, HP0038An Act to Update the System of Learning Results Review Timeline - Rep. Michael Brennan of PortlandLD 78, HP0042An Act to Require Elementary School Students to Learn Cursive Writing - Rep. Joseph Underwood of Presque IsleLD 360, SP0151An Act Supporting the Dirigo Reads Literacy Program - Sen. Joseph Baldacci of PenobscotLD 370, SP0162An Act to Raise the Minimum State Standard for Mathematics Education for a High School Diploma - Sen. James Libby of CumberlandLD 396, SP0182An Act to Provide for a Later Starting Time for High Schools - President. Matthea Daughtry of CumberlandLD 543, HP0362An Act to Enhance Maine's Wildlife Conservation Efforts and Preserve Maine's Sporting Heritage by Requiring Hunter Safety Education in Schools - Rep. Donald Ardell of Monticello

In this dynamic episode of the IDD Health Matters Podcast, Dr. Craig Escude sits down with Bob Sattler—whose extensive experience and passion for person-centered care have transformed developmental disability services. Recorded live at the NASD Conference in Portland, Oregon, this conversation delves into Bob's unique journey from a camp counselor and direct support professional to a pioneering consultant and co-founder of Support Development Associates (SDA). Bob Satler shares how his career evolved alongside the movement toward true person-centered practices, emphasizing that treating individuals as people first is far more than a buzzword—it's a transformative approach that empowers both service recipients and their support teams. He explains how effective person-centered care involves not only ensuring safety and health but also fostering autonomy, fulfillment, and genuine quality of life. Through real-life examples and insights from his work, Bob highlights the importance of listening to the very people whose lives are at the heart of these services, and the challenges of reshaping organizational cultures to make person-centeredness the norm. Join Dr. Escude and Bob Sattler as they explore the balance between safety and autonomy, discuss innovative strategies to integrate person-centered practices into everyday operations, and envision a future where support systems are as dynamic and compassionate as the people they serve. Tune in for an enlightening conversation that promises to inspire professionals and advocates dedicated to advancing health equity for individuals with intellectual and developmental disabilities.

In this dynamic episode of the IDD Health Matters Podcast, Dr. Craig Escude sits down with Bob Sattler—whose extensive experience and passion for person-centered care have transformed developmental disability services. Recorded live at the NASD Conference in Portland, Oregon, this conversation delves into Bob's unique journey from a camp counselor and direct support professional to a pioneering consultant and co-founder of Support Development Associates (SDA). Bob Satler shares how his career evolved alongside the movement toward true person-centered practices, emphasizing that treating individuals as people first is far more than a buzzword—it's a transformative approach that empowers both service recipients and their support teams. He explains how effective person-centered care involves not only ensuring safety and health but also fostering autonomy, fulfillment, and genuine quality of life. Through real-life examples and insights from his work, Bob highlights the importance of listening to the very people whose lives are at the heart of these services, and the challenges of reshaping organizational cultures to make person-centeredness the norm. Join Dr. Escude and Bob Sattler as they explore the balance between safety and autonomy, discuss innovative strategies to integrate person-centered practices into everyday operations, and envision a future where support systems are as dynamic and compassionate as the people they serve. Tune in for an enlightening conversation that promises to inspire professionals and advocates dedicated to advancing health equity for individuals with intellectual and developmental disabilities.

In this episode of the Just Schools Podcast, Jon Eckert interviews James Blomfield from the International Forums of Inclusion Practitioners (IFIP). They discuss his work in inclusive education, the importance of Universal Design for Learning (UDL), and the global challenges and opportunities in creating truly inclusive schools. Blomfield shares insights from his visits to Texas schools, highlighting student engagement in career and technical education programs. The conversation also explores the role of artificial intelligence in education, the shift from inclusion to belonging, and the power of networks like IFIP in connecting educators worldwide. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: The Curriculum: Gallimaufry to Coherence by Mary Myatt How Change Happens by Duncan Green The Name of the Rose by Umberto Eco Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon Eckert: All right, so we are blessed to have James in our podcast studio. He flew all the way from the United Kingdom to Waco, Texas, to be on this podcast. So James, tell us a little bit about what you've been doing here in central Texas these last couple of days. James: Yeah, I've been spoiled. I've just had the best cheese and ham roll, ever. I can tell you a lot about Texan food now. And brisket. But the quality of the experiences, the visiting the schools, meeting you at Baylor has been a terrific privilege. I'm very grateful. Yeah, today, this morning, in fact, we visited three schools in Waco Independent School District. We were shown around by the loveliest people, Adam, Caroline, and Christie. I think Adam and Caroline are on from your doctoral program. Jon Eckert: Yes. James: But they're like institutional coaches. I gather. We would call them improvement offices where I come from, but they had such a light touch. They knew everyone. They were so friendly with people, and I gather that they are also about compliance, but with the coaching aspects. So they were great. And the three schools we went to, we were Midway yesterday, which was amazing. And then this morning, Bells Hill Elementary, Cesar Chavez, and then GWAMA, Greater Waco Advanced Manufacturing Academy earlier. And yeah, what impressed me was speaking honestly as an English person, it is shocking to see police in a school. Very quickly, I was unaware of them. But we have our own issues in the UK with knives and all sorts. But the staff were, despite that, throughout just so calm, friendly, loving, and attentive to the students. Asking them, talking to them in front of us. And some wonderful experienced people, trauma informed. There was someone who was training to be a social worker this morning who just came out of her office and gave us a short speech without any preparation, speaking from the heart, talking about what she was doing, how much the children matter. If you've got people like that, then you are going to be doing the right stuff. So yeah, I was impressed. But also from the type of education, obviously Texas is massive. The school footprint, I've never been into such big schools, even the elementary and yesterday with Midway, that was the biggest school I've ever been in. It took us a long time to walk around. And all of the stuff, like this morning at GWAMA, we saw robotics, drones, they have the construction academy, welding, forklift truck driving. Yesterday we saw them building an airplane. When I was doing metalwork at school, it was for like a baked potato holder. They were building an airplane. And I would love that as a student. I would be inspired by that even if I was building a small part of the airplane. Rebuilding tractors yesterday. So that's practical. That's 21st century teaching, but visible, practical, hands-on. Jon Eckert: And then the engagement that you see that's possible there through starting a cafe restaurant through the airplanes. Just to be clear to the audience, the students are not doing this on their own. It's a two-seat airplane that would be like a Cessna, and they have engineers coming in to help build. I still am not going to be the first person that volunteers to fly in that, but it was impressive to see. And I do feel like in central Texas, there are a number of schools doing a lot to try to meet the needs of the community by educating kids in ways that engage them, use the skills that they've been given, help them become more of who they're created to be in a way that benefits the community. And even the principal yesterday, Allison Smith, was sharing about the new factory that's coming in that's got a gigantic footprint, and it's going to be a huge benefit to the tax base. Before they came, they met with the high school to see if there were ways that they could integrate some of the needs they have with what the high school's developing in their students. Because at Midway, about half the students go on to a post-secondary education. And so there have to be opportunities for kids to step into things that allow them to be gainfully employed and meaningfully use the skills that they have. And many of the kids were doing things that I couldn't even fathom doing. And they're just leaning into it and gaining expertise, which is for 16, 17, 18 year olds is truly remarkable. James: Isn't that also a bit like a UDL mindset? If the manufacturer comes in and has that intelligence to ask about what would you need? What would be helpful? And then you're designing the education from the ground up. Jon Eckert: That's it. And I'm glad you brought up Universal Design for Learning, because that's something that we haven't really gotten into. Why you're here and what you do in the United Kingdom, because we actually, Eric Ellison, met you a while ago. But you were the reason why we were at a UNESCO conference in Paris where we got to work with educators from six continents that were all interested in UDL and what it means to educate each kid around the world. And there's 250 million kids that don't have access to a school. And then we're in these amazing schools where the biggest schools you've been in that are offering all these different opportunities. And so we're getting to see it, but what does it really look like from your perspective, from your organization as it relates to UDL? James: Yeah. So interesting, I am a teacher, head teacher, classroom teacher from some 25 years. And for me, it's all about practical teaching and talking to parents, making things work. But at a very practical level. And one thing that drew me to my organization, which is the IFIP, International Forums of Inclusion Practitioners, was that when I met Daniel, who's a fabulous person to work for, it's much more practitioner based. It's all about pedagogies. I felt at home straight away. But also, how do we train teachers? How do we bring them on into inclusive practice? And the IFIP is all about the voice of teachers. Daniel would say inclusionistas, all manner and range of people, teachers, specialists, therapists, but parents as well, who are committed to a more equitable and enriching education. So the majority of what we do is training. We have things like our GITI program, which is a global inclusive teaching initiative. But we do events. And that's something that Daniel, one of his strengths, he speaks all over the world. He's written many books. We were so, so grateful to have the event at UNESCO in Paris. So we were co-hosting. Daniel had been talking about that for two years beforehand. And we didn't believe him. He made it a reality. He dreamt about it, and it happened. And the same more recently in Brazil. We went to the G-20 ministerial meeting. He was talking about that. So he sees things and it falls to me to follow behind him and try and make some of the practicalities work. But yeah, the inclusion piece covers so many flavors. And I think what you mentioned just now, we talk about inclusion. Well, if the 250 million aren't in school, well, that's a level of inclusion that puts lots of other schools into a completely different context. Where does the inclusion start? And even in some of the schools I visited, I've been very lucky to visit schools around the world who would say they're inclusive and they may have a sensory room, or they may have, but they aren't necessarily inclusive. But for me, one of my favorite schools I've visited was in Rome, [foreign language 00:08:28], Our Lady of Good Counsel. It was run by Silesia nuns. And they said in the words of their founder, Don Bosco, "Young people need not only to be loved, but they need to know that they're loved." And it's very reassuring as a practitioner, a teacher, former head teacher, to come here to Texas and you see that. You see that palpably going on. And I feel at home. The elementary school this morning, because I was a primary school teacher, it was just like, I know this. I understand this. I could probably take a lesson. But they had some great ideas. And teachers, I'm a teacher, you love stealing good ideas. Jon Eckert: Well, and I think this is the beautiful thing about the jobs that we get to do. We get to see all the amazing things that are happening in schools. So much of what's in the news and what gets publicized are the things that aren't working. And the tragedy that there are 250 million kids who don't have access to schools, that is tragic. But in schools, there are amazing things happening all over the world. And getting to see them is this encouraging, oh, it gives you hope. And I wish more people could see that. I do think there are challenges though, because when we think about inclusion, we've moved as a country toward inclusive education, the least restrictive environment for students, and bringing students into a place where they can flourish. But we really, as Erik Carter, who runs our Baylor Center for Developmental Disability, you met with him yesterday. He talks about moving from inclusion to belonging. And I think we even need to think about belonging to mattering. So you keep hearing more and more about what does it means to matter and seeing your gifts being used with others. And that's what we saw yesterday. It wasn't individual students. It was teams of students doing this and each member of the team had a different role, whether it was robotics or it was the plane or the cafe. And the educators needed to step in. So the principal was talking about, I need an educator who's willing to step up and do this so that this can happen. And that's the thing that I think people that haven't been in schools for a while don't see what it means to really help kids belong. They have a sense of what inclusion was, maybe when they were in school, where there was a class down the way that was a Sensory room, which is a nice room for just, here's where we're going to put a kid who's out of control that we can't manage in so many places. It's like, no, there's so many schools that are doing so much more than that. So what are some other hopeful things you've seen through IFIP? James: Well, I think, yeah, you see a lot and on social media, and you must have found this, there's so much many aphorisms about inclusion and metaphors about what inclusion is. It's a mosaic. It's a banquet with many tastes. It's symphony orchestra with many sounds. Inclusion is a garden. That's quite a good one actually, the metaphor. And that's something that Sir Ken Robinson from the UK has talked a lot about. And there's lots of analogies with growing and flourishing, which that's a word you've taught me in my visit here. But I do feel sometimes that it is all good to talk about that. I don't disagree. But there's some recently inclusion makes every day feel special. Yeah, it does. Inclusion is the antidote to the division in the world. It is. But will that help the early career teacher struggle with their class? Will that give them the practical steps that they need? So I think all of those things are true, and we must love the students. But I would say that's just comes a standard with being a decent human being. I would expect that from you, from anyone. You treat people with a respect. But for me, I feel more inclined to say, what are the practical professional steps? What's the pedagogy? What are the teaching principles that will help me to, as we were saying yesterday, maybe to hesitate before ask another question in class and listen. And listen. That's inclusion, isn't it? Wait for someone to answer and maybe then not say anything. It's actually stepping back. So for me, I'm very impressed by... I mean, I was brought up on quality first teaching, we would call it in the UK, which is about high quality, inclusive teaching for every child. So you mustn't differentiate in a way that you've got the low table. No one wants to be on the low table. You want to have high challenge on every table. And we used to say, you want your best teacher on the lowest table. It's not like you just put a teaching assistant or some volunteer on the lowest table. It's got to be focus lesson design, involvement, interaction, metacognition. So responsibility for your own teaching, for your own learning. Sorry. And I love the dialogic approach. Someone said yesterday, Socratic circle that I've picked up. But it's like you would encourage a child to talk about what they understand because very quickly then you assess what they actually know. Sometimes you'd be surprised by what they know. But for the same reason, UDL appeals to me, to my sensibility, because it offers very practical steps. And crucially at the design stage, it's not like I'm going to apply this assistive technology to a lesson I created a year ago and will do the best we can, and that child will now be able to do more than they could. But if I design the lesson, and one of our colleagues, Helena Wallberg from Sweden, who was a co-author on the Global Inclusive Teaching Initiative, she talks about lesson design. It's a far sexier way than lesson planning. So teachers are professionals, they're artists. They need to use their profession. Jon Eckert: So when you start thinking about design, I use Paideia seminars because Socratic seminars are great, but Socrates taught one-on-one. We don't usually get the luxury of doing that. So how do you bring in the gifts of each student, not so that you're doing something kind or helpful for that individual, but so that the whole group benefits from the collective wisdom in the classroom? And so the inclusive education is not to benefit one single individual, it's to benefit all of us because of what you draw out. And that's where design, I think, is more helpful than planning. And so when we think about this in this state that we're in right now, we've never been in a better time to educate. We have more tools than we've ever had. We know more about how people learn than we have in the history of the world. James: Yeah. Jon Eckert: And yet sometimes that can make things feel overwhelming. So that beginning teacher that you mentioned. The only thing that beginning teacher knows is no one in the room learns exactly the way she does. That's all you know. And so then how do you use tools... And we've talked a little bit about this artificial intelligence. Amazing tool for adapting reading levels, for adapting basic feedback, for giving an educator a helpful boost on lesson design because it can synthesize from large language models. It can do work that would've taken us hours in five seconds. But it can't replace the human being. And so how do you see tools like artificial intelligence feeding into UDL so that it becomes more human, not less? James: So where I am, there's a shortage of specialist teachers, for example, and therapists. And Daniel's been doing a lot of work in India and parts of Asia where there isn't the expertise. So I think maybe AI can help in those places. But even he would say that will not replace a specialist. You can never replace a specialist who has the intuitive and curiosity to see what an AI system can't. But it may empower parents who have no kind of training as a teacher might have for neurodiverse situations of how do I deal with my child when they're like this? And similar for teachers and who are looking for... They've tried everything. What do I try now? So we've been working on one on an AI system that's based on all of the research that Daniel's done. It's not released yet. We've got a working title of 360 Assessment, which doesn't really mean anything, but it was meant to be assessing the whole child. And he's, through his work in many schools over many years, many thousands of hours, he's put all of this stuff into the data for the AI system coupled with his books. So when you ask a question, it will do a quick spin round and come back with some suggestions. And it's quite fun to use, I think, as a tool to empower parents to signpost them. And for teachers, it's a useful tool. I don't think it's the panacea, but I think you have to use these technologies sensibly. But my daughter, who's a nursery nurse, and she tried to break it by saying, oh... We tried it, the computer. My child is two years old, but can't pronounce S. should I be worried? And it came back with the correct answer, said no, there's nothing to worry about. Up to four years old, some children won't be able to pronounce the sound S properly. And then it gave her the advice that she would give, because a manager of a nursery nurse, the advice you'd give to her staff. Now all of her team have just started that. None of them have any experience. So that, I could see, could be useful for training numbers, the ratio of good advice to people. That's the way I see it working in the short term. Jon Eckert: No, and I think that's great because it enhances the human's ability to meet the need of the human right in front of them. Because I will always believe that teaching is one of the most human things that we do. James: It is. Jon Eckert: And so any way that we can enhance that with any tool, whether it's a pencil or an artificial intelligence tool that allows you to give feedback and synthesize things and help with design. I also believe we just need to give credit where credit's due. I don't love it when we don't give credit for tools that we use. So if you're using UDL, they're a great people cast. We're about to have a call with them later today. They do great work. And so the same thing. If you have a digital tool, share that so that we know here's what we did and here's how we can spread that collective expertise to others. And so what role does IFIP play in bringing networks of people together to do that? Because in your convenings, that's one of the main things you do. So can you talk a little bit about that? James: Yeah. Well, in the title if you like, in our forums, one of the things that Daniel is very keen on is sustainable growth. So we want to introduce people to each other. And it's surprising with head teachers and principals who struggle. I've just come back from Brazil from a UNESCO GEM, which is a global education meeting, where the focus was on the quality of the leadership. And we need to give, empower our leaders. They're often working on their own. One of the roles of the IFIP is to join them together. So we're launching in January at the BET Show, which is the biggest technology show in the world, apparently, in London Excel Center, our Global School Principals Forum. So we have a forum for them. We have a forum for specialists, forum for pastoral leads. And we've also got regional forums of South America, North America, Asia, just to try to bring people together. Because when you share the experience, and I've been really grateful this morning for the opportunity to walk through and see some American schools that you share the ideas, you see the similarities. That's the power and that's so important. Jon Eckert: No, and that's been our experience. Whether we're just in the states or internationally, there's so much good work going on. We just need to have ways of connecting human beings who are doing it, so it doesn't feel like it's another thing to do, but it's a better way to do what we're already doing. And so I feel like that's what UDL does. I feel like that's what IFIP is about. And that the most meaningful part of our time in Paris at UNESCO was not in the panels, it was in the conversations that happened over lunch, in the hallways. The panel may have sparked a conversation, but it's hey, what are you doing here? And what are you doing there? And I walked away with multiple connections of people that we'll continue to talk to because, again, there's so much good work going on. Yeah, go ahead. James: My memory of the... Because it was a very stale affair, wasn't it? And the bureaucratic approach, UNESCO, because you feel like you're a United Nations and lots of people talking were sat down for hours and hours, was when you lifted your hand and actually ask a few questions. That's inclusion, isn't it? Eric was saying that people who were leaving the room walked back in to listen because that was interesting and someone was asking them how they feel and bringing it back into reality. That's so important. But I also think inclusion, there is an interesting power dynamic with inclusion. A guy called Michael Young who's a professor of education at UCL, talks about the right for all children and young people to be taught powerful knowledge. What knowledge are we giving them? How are we empowering them? So I think inclusion is all about discovering your power within, if you like. That's so important so that they begin to see. And some of the teachers are saying this morning, kids know what they see, what they've experienced. And if you introduce new ways of dealing with anger or with pain, they don't have to fight. They don't have to resort to what they've necessarily seen. Then give them new strategies. That's empowering those children. Jon Eckert: Well, and Adam and Caroline who were taking you around, they're behavioral interventionists. And they are always busy because there are kids that are struggling with how to manage the feelings that they have. And if they don't have people giving them those strategies, how do they grow? And again, that's very human teaching, and Adam and Caroline are great models of that. James: They were wonderful. So good, and it was the light touch that impressed me. Because I've worked with, as I say, school improvement offices. And the trick is not to push people down. It's to make them think twice about what they've done or how they could ask a question better. And their observations of the displays on the walls and just the language teachers and teaching assistants use has a profound effect. I do believe that inclusion is about the students look at the way their teachers behave. It's nothing to do with this pedagogy or the post. It's about how did they respond to me? How did they respond to the other person in the class? What's important to them? How do they talk? That's the inclusion that you teach. Empowering them to make the similar choices when they're older. Jon Eckert: That's well said. So our lightning round, I usually ask four or five questions that have relatively short answers. So first one, what's the worst advice you've ever received as an educator? James: Oh, as an educator? Worst advice. Jon Eckert: Oh, it could be as a human being if you want. James: Well, when I was young, my dad had many qualities and taught me many good things. But one of the worst things he said to me was, "Don't use your money, use theirs." So he would borrow money. And that got me off to a terrible start in life. And I learned through my own experience that it was better to use... Well, I was always using my own money. Jon Eckert: Yes. Yes, okay. James: But I could use it better. But bless him because he's no longer with us. But that was one piece. Jon Eckert: No, that's a tough start. James: Yeah. Jon Eckert: Thank you for that. What's the best advice you've received? James: The best advice, I think, was to go back to university. Jon Eckert: Okay. James: I dropped out of school to get engaged, because that's what you do when you're 19. And I was going to get married, but it didn't happen. And then I went to do a summer job, which lasted for 10 years. Jon Eckert: That's a long summer. James: But my blessed teacher, Michael Brampton, who gave me a love for painting, history of art, he kept on pestering me go back to university. I went back as a mature student and loved it. I think people should start degrees when they're near in the thirties because you appreciate it so much more. Jon Eckert: Yes. James: So that advice he gave me led to such a change in my life. Jon Eckert: Yes. Well, and then you went on to get a degree in art history, philosophy, then a master's in computer science. So you went all in. James: Yes. And that took me into education. And the time I went in, there weren't many teachers that were doing anything with computers. Jon Eckert: So as you get to see all this around the world, what's the biggest challenge that you see schools facing that you work with? James: I think it's manpower. Jon Eckert: Okay. James: I think there's a real manpower issue and belief that school can make a difference. I think one of the things that we believe in IFIP is that positive change is possible. And sometimes it's shocking going to schools. And if you do make people see that the positive change is possible, it transforms them. So advocacy, shared vision. And one of your colleagues was saying this morning, just changing the mantra can make a profound difference. Jon Eckert: Yeah. So what makes you the most optimistic as you get to see all the schools all around the world? James: Yeah. Well, I've just come back from Stockholm in Sweden, and I was really, really impressed by the school there. It was one of the best schools in Stockholm. It was a school that had in their entrance hall, you'd expect it to be very austere and you don't want to see any bad stuff in your entrance hall. But they had a table tennis table set up and they had a piece of found art or hanging above. And it was the whole sense of the school's about children started there, about young people. But in Sweden, it's all about sustainability. Everyone is expected to clear up after themselves, be mindful of other people, respectful. Even in the hotel where I stayed, I had to sort my rubbish in my room. It's that approach that starts from not just in school, across the board. Jon Eckert: Yeah. James: So that impressed me. Jon Eckert: Yeah, that's a beautiful example. One of my favorite schools outside of Nashville, Tennessee, they don't have custodians that clean up the building. They have 20 minutes at the end of the day where the students do all of the cleaning, including the bathrooms. Which you start to take care of stuff better when you're the one who has to clean it up. And the peer pressure to take care of it shifts a little bit. So it's a great word. All right, one other thing. Oh, best book that you've read last. James: Can I give you two books? Jon Eckert: Absolutely. James: I mean, I've got into fiction in a big way recently. So I use Audible, the app. Jon Eckert: Oh, yes. James: And I've been working through all kinds of classics that I never read properly. Just reread The Hobbit and Tom Sawyer. But I've gone through... The Name of the Rose stuck with me recently. I so enjoyed reading it. And I've just got into Robert Harris. He's written Conclave, which has just come out as a feature film. And a series of books called Imperium about Cicero and Oratory and how the Roman Empire was lost. But they aren't the books. Jon Eckert: I love that. Go ahead. James: But the two books, one is by an English specialist called Mary Myatt. And one of the really practical books that she wrote was The Curriculum: Gallimaufry to coherence. Gallimaufry is a word, I'm not sure if it's Gaelic, but it means a mess. So going from a mess to coherence. And that book is all about how it's important that children struggle. That learning only happens. We try to protect kids all the time that way. No, they should struggle. You imagine if everything's easy. And then she says this, if everything's easy, it's hard to learn. There's nothing to hold onto. There's no scratch marks. You need some of that. So Mary Myatt, that's a brilliant book. The other book is by Duncan Green called How Change Happens. And that's all about this idea of power. And he talks about power within, that's your self-confidence power with when you've got solidarity with people. Power to change things and then power over people. But it strikes me that as he shows in his book, where you've got instances where you've got the 'I Can' campaign in South Asia, all about women who were being violently treated by men, reclaiming their self-worth. It's like invisible power. Where does it come from? The change. You can't see any difference, but inside they've changed dramatically to stand up collectively against something. And that's what we need to do with students. Build that self-power inside. Jon Eckert: Great recommendations. And we talk a lot about struggling well and where that fuel comes from. And so, love that book by Mary Myatt. I'll have to get the spelling of that from you when we get off. My also favorite thing about that is I asked for one book recommendation and I wrote down at least seven. So, well done James. All right, well hey. We really appreciate you coming over. We look forward to potentially doing a convening where we get to bring great people together who want to work on serving each kid well in this way that benefits all of us. So hopefully that will happen sometime in the coming year. But really grateful for your partnership and a chance to go visit schools and have you on the podcast. James: Thank you so much. I really appreciate it. Thank you.  

Executive Director of Promise Community Homes Matt Elmore joins Megan Lynch to talk about the plan to supply more housing options for those with intellectual and developmental disabilities.

Imagine if there was a way to help create supportive, stigma-free environments for people living with substance use and mental health conditions, especially in the workplace. The Rhode Island Recovery-Friendly Workplace Initiative aims to do just that. Jeffrey Wolfsberg, program director for the Recovery-Friendly Workplace Program at the Rhode Island Department of Behavioral Healthcare, Developmental Disabilities, & Hospitals (BHDDH) joins Dr. Philip Chan in this episode to talk about how the initiative not only supports the workforce but can also boost a business's bottom line. 

Two Northeast Ohio organizations that support residents with developmental disabilities made groundbreaking appointments to their boards last month.

Linda Pettis Ellis is a graduate of University of Houston with a Ph.D in Educational Psychology: Individual Differences, a MEd in Counseling Psychology, and undergraduate degree in General Science Teacher Education. Linda Pettis Ellis is a Licensed Professional Counselor-Supervisor, Mental Wellness Consultant, and Yoga teacher. She had worked in public education for 25+ years with all ages from Pre-K to the university. She is a long-standing member and volunteer at her local church for over 30 years. She is an ordained minister as well. She is volunteered in the community public health (teaching Yoga to Adults with Developmental Disabilities), education as well a mental health crisis. She provides presentations to teachers and staff on various topics related to mental health, wellness, and education.

Access to funding is essential for fostering opportunities and independence for individuals with developmental disabilities. Unfortunately, the provincial government is falling short in providing these vital resources, in Ontario.   **Severe Funding Shortfalls Impacting People with Developmental Disabilities**   Over 52,000 individuals are currently on waiting lists for critical supports and services due to significant funding shortfalls in the sector. Since 1993, the Ontario government has increased core funding to support agencies by less than 7%, while the cost of living has surged by over 60% in that same period. Developmental services agencies across the province, including those in Essex County, are expressing that the system is no longer sustainable.   These services are not luxuries; they are lifelines that assist people with developmental and intellectual disabilities in their daily activities. They enable individuals to live and work in their communities while providing much-needed support and respite for their families. Supportive services include teaching basic life skills, helping with medications and appointments, and assisting individuals in finding homes, jobs, and community activities, allowing them to truly belong.   The "Journey to Belonging: Choice and Inclusion," initiated under Minister Todd Smith in 2020, is a ten-year initiative aimed at empowering people with developmental disabilities to gain more control and opportunities in their lives. However, with over 52,000 individuals currently on waiting lists for supports and services, systemic change and significant increases in resources are necessary to achieve this goal.   “It hasn't been funded properly,” states Community Living Ontario CEO Chris Beesley. “You can create a vision and be aspirational, but unless you provide the necessary resources, it's meaningless."   Community Living Essex County and the broader developmental services sector are urgently urging the Ontario government to take action. There are 52,000 individuals with intellectual disabilities who are waiting for the chance to belong—not to a service system, but to vibrant communities where they can contribute and be valued.   Karen Bolger, the Executive Director at Community Living Essex County, and Corey Dalgleish, the Director of Community Living Operations, joined me this week to shed light on the urgency of this matter.  

Your extraordinary marriage starts here: www.thedadedge.com/25questions Dr. Laura Hanson is a world-renowned expert in pediatric development and brain-based patient management, with over 28 years of clinical experience in neurology and behavioral treatments. She specializes in treating children with developmental disabilities, brain injury patients, and pregnant women, while leading innovative programs and conducting academic research to advance holistic mind-body treatments at the post-doctoral level. Today, Dr. Laura Hanson shares her expertise in helping children overcome developmental challenges. As a QEEG diplomate, neurofeedback specialist, and Certified Autism Specialist, she brings comprehensive insights from both clinical practice and her teaching experience at Palmer College and Life University. The discussion explores vital aspects of child development, from the importance of meeting developmental milestones to the role of aerobic activity in brain rewiring. Dr. Hanson provides actionable insights on addressing focus issues and developmental delays, while explaining complex topics like the MTHFR gene's impact on brain health and the use of dense tensor imaging in understanding brain function. www.thedadedge.com/511 www.thedadedge.com/alliance www.connectmybrain.com Facebook | Instagram | LinkedIn

We live in a society where success is often defined by external markers like prestigious jobs, academic achievements, or traditional milestones. But as parents of neurodivergent kids, we know our children's paths and timelines often look different. And while their journeys may not align with conventional notions of success, that doesn't mean they're any less meaningful or valuable. So, how can we redefine what success means—for our kids and for our families? That's one of the big questions I explore with today's guest, child psychologist Dr. Emily King. In our conversation, Dr. Emily and I dive into redefining success for neurodivergent students, emphasizing the importance of joy, self-discovery, and effectiveness in their learning journeys. We explore how cultural definitions of success can be limiting, what's happening in American public schools regarding neurodivergence, and the actionable steps we can take to help shift the paradigm. Most importantly, we talk about how to reframe “success” in our families in ways that empower our children to build autonomous, self-actualized lives on their terms.   About Dr. Emily King Dr. Emily King is a Child Psychologist and former School Psychologist who has worked with neurodivergent children and teens for over 20 years. She received a Ph.D. in School Psychology from the University of North Carolina at Chapel Hill where she worked at Frank Porter Graham Child Development Institute and the Carolina Institute for Developmental Disabilities. She spent five years as a School Psychologist in Houston, Texas specializing in providing school-based mental health services in K-12 public schools. Dr. Emily now works in private practice in North Carolina supporting the mental health needs of neurodivergent youth, their families, and their teachers. Dr. Emily hosts the Learn with Dr. Emily Substack where you can find her blogs and monthly parent workshops. She is also the creator of The Neurodiverse Classroom, a professional development curriculum for elementary and middle school educators. Dr. Emily has been featured on MSNBC's Morning Joe, quoted in The New York Times and The Washington Post, and has written for Parents.com. You can learn more with Dr. Emily by listening to her podcast or following her on Substack.   Things you'll learn from this episode Why the 2 key ingredients for success for neurodivergent students are joy coupled with effectiveness How cultural definitions of success can be limiting for neurodivergent kids, and what we can do about it What is the state of neurodivergence understanding in American public schools and what we can all do to shift the paradigm forward How we can redefine “success” in our families and for our children in ways that empower them to create autonomous, self-actualized adult lives   Resources mentioned Dr. Emily King's website Learn with Dr. Emily (Emily's Substack) Learn with Dr. Emily Podcast Dr. Mona Delahooke's website Brain-Body Parenting: How to Stop Managing Behavior and Start Raising Joyful, Resilient Kids by Dr. Mona Delahooke Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children's Behavioral Challenges by Dr. Mona Delahooke Dr. Mona Delahooke on the Power of Brain-Body Parenting (Tilt Parenting podcast) Dr. Mona Delahooke on Looking Beyond Kids Challenging Behaviors (Tilt Parenting podcast) Dr. Dan Siegel & the Window of Tolerance Stephen Porgess & Polyvagal Theory Learn more about your ad choices. Visit megaphone.fm/adchoices