Podcasts about exceptional children

Curious how you can build a strong, loving relationship with your child? Unconditional positive regard may be your answer. In this episode, Nicole Greene joins me to discuss her guiding beliefs that all people are worthy, all people deserve respect and all people deserve to be cared for.Nicole Greene is a National Board Certified Special Education Teacher. She is a member of the Council for Exceptional Children's Diversity Committee, a Board of Directors member for the CEC's New York Chapter, and an Ambassador for Teachers Unify to End Gun Violence. See all of the amazing work Nicole is doing on Instagram.Looking for a parenting transformation? I invite you to look at my⁠ ⁠⁠⁠Transforming the Toddler Years course⁠⁠.⁠ ⁠Let's turn the daily tantrums into teachable moments that align with your core values as you raise whole kids.May 20, 2025Episode 250How to Love Your Child Unconditionally Using Unconditional Positive Regard with Nicole GreeneAbout Your Host:Cara Tyrrell, M.Ed is mom to three girls, a Vermont based Early Childhood Educator and the founder of Core4Parenting. She is the passionate mastermind behind the Collaborative Parenting Methodology™, a birth-to-five, soul and science based framework that empowers toddler parents and educators  to turn tantrums into teachable moments. Through keynotes, teacher training, and her top-ranking podcast, Transforming the Toddler Years, she's teaching the 5 Executive Functioning Skills kids need to navigate our ever-changing world.Ready to raise world-ready kids who change the world? Visit⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.caratyrrell.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠to begin your Collaborative Parenting journey!

In this episode of Beyond Awareness: Disability Awareness That Matters, Diana Pastora Carson has a conversation with Carolyn Teigland, Chief Executive Officer, and Tim Villegas, Director of Communications, of the Maryland Coalition for Inclusive Education (MCIE). They discuss changes in the priorities of the federal administration, what it means for disability rights, for inclusive educational opportunities, and what we can do going forward as families and educators. They also recommend following the Council of Parent Attorneys and Advocates, as well as the Council for Exceptional Children for facts-based information, news, and advocacy. Guest Information Maryland Coalition for Inclusive Education Tim Villegas Carolyn Teigland Links Mentioned Council of Parent Attorneys and Advocates (COPAA) Denise Marshall and Selene Almazan Council for Exceptional Children Stay Connected with Diana Diana's Website, including blog Free Resource - 5 Keys to Going Beyond Awareness Free Resource - How to Talk with Kids about Disability Beyond Awareness: Bringing Disability into Diversity in K-12 Schools & Communities - Diana's Book Ed Roberts: Champion of Disability Rights - Diana's Children's Book Ed Roberts: Champion of Disability Rights Thematic Unit/ Disability History Lesson Plans "Beyond Awareness" Digital Course Diana's TEDx Talk Beyond Awareness Facebook Page Diana on Instagram Beyond Awareness Tote Bag Beyond Awareness Pullover Hoodie Beyond Awareness Raglan Baseball T-Shirt Beyond Awareness Journal/Notebook Diana's Teachers Pay Teachers Store - Disability as Diversity Diana's Trifold Laminated Resource: Beyond Disability Awareness: An Educator's Guide, Published by National Professional Resources, Inc. (NPR, Inc.) Credits and Image Description Intro and outro music courtesy of Emmanuel Castro. Podcast cover photo by Rachel Schlesinger Photography. Podcast cover image description: Black and white photograph of Diana, a Spanish-American woman with long, wavy, brown hair. She is wearing a flowy, white blouse and smiles at camera as she leans against wooden building. Photo is colorfully framed with gold and orange rays of seeming sunshine on top half, and with solid sage green color on bottom half. Text reads "Beyond Awareness: Disability Awareness That Matters, Diana Pastora Carson, M.Ed."

On this episode, we're celebrating the legacy of The Individuals with Disabilities Education Act, the first iteration of which was signed into law in 1975. We're joined by educators, advocates and a student to learn more about how IDEA serves students and families across the nation. Guests: Dr. Tiece Ruffin, Chair, UNC Asheville Department of Education Dr. Carol Ann Hudgens, Sr. Director of the Office of Exceptional Children, NC Department of Public Instruction Glynnis Hagins, Attorney, Disability Rights North Carolina Susan Book, parent and public school advocate Lindy Southern, student, Winston-Salem/Forsyth County Schools

In this episode of the podcast, we dive into what executive function skills actually are, likening them to a control center or the CEO of your body. These skills encompass planning, organization, time management, task initiation, working memory, and self-regulation, among others. But why do so many gifted and neurodivergent kids struggle with them? The answer often lies in asynchronous development. Different parts of their brain mature at different rates, leading to a brilliant child who can solve complex math problems, yet forgets their socks. But rest assured, executive function skills can be taught and strengthened over time! Key Takeaways: Visibility Matters: Use visual schedules and step-by-step breakdowns for tasks. This makes intangible routines more tangible for your child. Teach Time Awareness: Utilize visual timers and create consistent routines. Games like "Beat the Timer" can make learning time fun rather than stressful. Incorporate Breaks & Movement: Allow your children to move around, use brain breaks, and include snacks to reset focus. One Task at a Time: Present tasks singularly to prevent overwhelm and foster success.   Keep an eye out for our upcoming course on executive function skills, perfect for you and your child to work through together. Stay tuned for more information by joining our newsletter if you haven't already—it's the best way to ensure you're up-to-date with the latest resources and support. Don't forget, The Learner's Lab is also a fantastic resource for in-depth strategies, activities, and group coaching sessions that can further aid your journey in supporting your child's development.   Get the Book For a deeper dive into these transformative concepts, don't forget to grab my new book, The Homeschool Advantage, where you can explore chapter six and beyond. It's a fantastic resource filled with actionable advice for homeschool educators. Links and Resources from Today's Episode Our sponsor for today's episode is CTC Math   The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Audiobook Raising Lifelong Learners Membership Community – The Learners Lab Raising Resilient Sons by Colleen Kessler, M.Ed. The Anxiety Toolkit Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth Perler The Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions   Connect with Colleen You can find Colleen on  Twitter @ColleenKessler,  Facebook @RaisingLifelongLearners,  Instagram @ColleenKessler

Send us a textJoin us as we sit down with Child Psychologist, Tamara Soles, to discuss why twice-exceptional children can be at risk of having their strengths overshadowed, and strategies for parents who are wanting to support and embolden their twice-exceptional child.If you would like to speak with one of our attorneys, please call our office at (503) 227-0200, or visit our website at https://www.pacificcascadelegal.com.To learn more about how Tamara can help you, you can visit her website at: https://drtamarasoles.com/Disclaimer: Nothing in this communication is intended to provide legal advice nor does it constitute a client-attorney relationship, therefore you should not interpret the contents as such.

On this episode, Emily Kircher-Morris and Dr. Daniel Ansari discuss the complexities of math education, including the anxiety it can cause in students, the challenges of teaching methods, and the importance of understanding learning difficulties like dyscalculia. They talk about the importance of explicit instruction in math, the role of neuroscience in understanding how children learn math, and the significance of working memory and attention in math learning. Educators and parents will also get suggestions for practical strategies that will help them support students struggling with math. TAKEAWAYS Math anxiety affects both children and adults. Explicit instruction is crucial for teaching math. Dyscalculia is often misunderstood and underrecognized. Teaching methods should align with children's developmental levels. Neuroscience reveals links between spatial and numerical processing. Math anxiety does not equate to a lack of ability. Timed practice should be engaging, not competitive. Working memory plays a significant role in math learning. Multisensory approaches can enhance math instruction. Parents should seek community and resources for support. Assisting Students Struggling with Mathematics from the Institute of Education Sciences The Think Inclusive Podcast episode Emily talked about - Saving ED: Why the U.S. Department of Education is Essential for Students with Disabilities This episode is sponsored by The Council for Exceptional Children, getting ready for their Convention & Expo in Baltimore, March 12-15th. Go to cecconvention.org to register! Dr. Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience & Learning at Western University. He leads the Numerical Cognition Laboratory, where his research focuses on how children develop numerical and mathematical skills, as well as the cognitive factors contributing to difficulties in learning mathematics. Dr. Ansari and his team are dedicated to bridging the Science of Learning with K-12 education, working to translate research findings into classroom practice. He has authored over 150 peer-reviewed research articles and is a Fellow of the Canadian Institute for Advanced Research (CIFAR), recognized for his contributions to the field of developmental cognitive neuroscience. BACKGROUND READING The Numerical Cognition Laboratory The Neurodiversity Podcast is available on Facebook, Instagram, BlueSky, and you can also join our private Facebook group.

Effective teaching involves more than just what happens formally in the classroom, and on this episode, Emily Kircher-Morris welcomes educator and author Adam Meyersieck to talk about it. They discuss the need for engaging teaching methods that connect with students emotionally and socially. They discuss collaboration between parents and educators to support neurodivergent learners, and the significance of strengths-based approaches in teaching. They cover sustainability of the teaching profession, the use of multiple communication modalities, and managing visual clutter to enhance learning environments. TAKEAWAYS Teaching should focus on the process, not just the end result. Collaboration between parents and educators enhances student support. Strengths-based assessments can bridge the gap between home and school. Visual aids can clarify expectations for neurodiverse students. Processing time is crucial for student understanding. Simplicity in instructions aids neurodivergent learners. Sustainable teaching practices lead to better educator retention. Explicit instruction benefits all learners, not just neurodivergent ones. Engaging multiple modalities helps all students retain information better. Providing written instructions fosters independence in learners. Managing visual clutter reduces distractions and enhances focus. Get the newsletter and keep up-to-date about the Emily and Amanda's new book, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported, and the new podcast, Creating Neurodiversity-Affirming Schools. This episode is sponsored by The Council for Exceptional Children, getting ready for their Convention & Expo in Baltimore, March 12-15th. Go to cecconvention.org to register! Adam Meyersieck is a school district leader, consultant at Legacy Education Group, and educator with nearly two decades of experience in special and inclusive education, professional learning, and neurodiversity teaching strategy. He has trained thousands of educators and school leaders in the US and Great Britain, helping them create inclusive, strength-based learning environments that truly support neurodiverse students. He is also the author of Universal Best Practices for All Learners: Discover Your Teaching Strengths, a book designed to help educators leverage their strengths and make teaching more sustainable while meeting the needs of all learners. Adam is passionate about helping school leaders and teachers better connect with their students, ensuring that education is both effective and equitable. BACKGROUND READING Adam's website Facebook LinkedIn The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

In this episode, Yush Sztalkoper shares her transformative journey as a parent raising neurodiverse and twice-exceptional children—kids who are both gifted and experience challenges such as ADHD or dysregulated behaviours. By replacing screen time with enriching activities like reading, outdoor play, and family board games. Within two weeks, her children exhibited reduced impulsivity and became more autonomous, underscoring the power of reducing dopamine-seeking behaviours.Diagnosed with ADHD herself, Yush reframed her understanding of behaviours as linked to brain function and dopamine regulation. This realization led her to leave her corporate career and dedicate herself to raising awareness about twice-exceptionality, fostering innovation and community in this often-isolated parenting journey.Key Insights:Screen Detox and Family ConnectionRecognizing the impact of technology addiction, Yush implemented a strategic family-wide screen detox. Key steps included:Educating her children about the harmful effects of screens on brain development.Building buy-in by involving her kids in creating the plan.Yush emphasized the need for parents to model the behaviours they want to see, create healthy boundaries, and prioritize quality connections. She highlighted how small, intentional steps—like spending time in nature and saying no to overcommitment—can significantly improve family dynamics.Support for Neurodiverse FamiliesYush founded a nonprofit to help parents navigate the challenges of raising neurodiverse children, offering authentic community connections and practical resources. She stressed the importance of in-person support groups to combat isolation and foster shared growth.Building Resilience and Shifting PerspectivesYush advocates for a strengths-based approach to parenting, where understanding a child's unique brain and behavior replaces judgment with empathy. She encourages parents to focus on personal growth, recognizing how trauma and environment shape behaviors and brain development.Breaking Generational PatternsInspired by research on epigenetics and early life experiences, Yush underscores the importance of love, connection, and healing in parenting. She shares personal insights about overcoming generational trauma and fostering a thriving environment for her children.Final Message:Yush calls on parents to step away from screens, create healthier boundaries, and connect deeply with their children. She reminds us that parenting neurodiverse children is challenging but immensely rewarding, requiring community, intentionality, and a willingness to grow alongside our kids.Support the showSubscribe and support the podcast at https://www.buzzsprout.com/367319/supporters/newLearn more at www.profselenabartlett.com

Claire de Mézerville López welcomes Shana Haines, Ph.D., to the Restorative Works! Podcast.  Join us as Dr. Haines shares her expertise on the urgent need for meaningful connections in education with a focus on historically marginalized students and families, especially in a post-COVID landscape where isolation and technology-driven interactions are on the rise. Dr. Haines discusses the implementation of restorative practices, particularly tier-one restorative practices circles, as tools for fostering authentic relationships among students. She emphasizes how these practices can combat the increasing disconnect in classrooms, encouraging students to engage with each other on a deeper level.  Dr. Haines explores the significant challenges educators face today, including the burnout of teaching professionals and the detrimental impact of efficiency-driven approaches. She highlights the importance of intentional relationship-building and community engagement through service learning, where students actively participate in addressing local needs while forming genuine connections with community partners. Dr. Haines research focuses on improving meaningful family, school and community collaborations to increase well-being and belonging especially for historically marginalized students and families. She has done this work in the US and abroad as a Fulbright scholar at the Universidad de Dos Ángeles. She is also a co-PI on Project RESILIENCY, an OSEP-funded leadership grant funding scholars pursuing a Ph.D. in social, emotional, and behavioral health and inclusive education. She recently co-authored two books, Humanizing Methodologies in Education Research and Families and Professionals: Trusting Partnerships in General and Special Education. Her record of a scholarship includes 45 published articles in peer reviewed journals, such as the School Community Journal, Exceptional Children, Teaching and Teacher Education, and Preventing School Failure and Qualitative Inquiry. Tune into gain valuable insights into Dr. Haines' vision for an educational future that lays the foundations for thriving educational environments.

Christy Lewis is a Disney princess in her own right and Scott has known her since she was in grade school. She's now an adult who has a job and is married and expecting her first child because unlike Peter Pan, she grew up. Christy earned her bachelor's degree from the university of Delaware in Elementary and Special Education (with a minor in disability studies). She also has a master's in Exceptional Children and Youth with a concentration in autism and severe disabilities.  She's been working in community and regional theatres (including The Kennedy Center!) for about twenty years directing, stage managing, and performing in over 200 shows.  And finally, Christy participated in the Disney College Program at Walt Disney World. She was an attractions Cast Member, and worked on the Mad Tea Party and The Many Adventures of Winnie the Pooh. During her time there, she posted weekly bullet point updates on social media and those posts provided so much laughter and entertainment for so many people. Are you curious to know what she said in those posts? Well don't worry - you'll hear Scott and Christy talk about a lot of those bullet points during this interview because there's just so much good stuff there! Enjoy! Email: TheMouseAndMePodcast@gmail.com Support: www.patreon.com/themouseandme FB & Instagram: The Mouse and Me TikTok: @TheMouseAndMePodcast Twitter: @MouseMePodcast Music by Kevin MacLeod from https://incompetech.filmmusic.io --- Support this podcast: https://podcasters.spotify.com/pod/show/themouseandme/support

Jim Knight is a founding senior partner of the Instructional Coaching Group (ICG) and a research associate at the University of Kansas Center for Research on Learning. He has spent more than two decades studying professional learning, effective teaching, and instructional coaching. Knight has written several books and his articles on instructional coaching have been included in publications such as The Journal of Staff Development, Principal Leadership, The School Administrator, and Teachers Teaching Teachers. He directs Pathways to Success, a comprehensive, district-wide school reform project in the Topeka, Kansas, School District and leads the Intensive Instructional Coaching Institutes and the Teaching Learning Coaching annual conference.   Michael Faggella-Luby, PhD, is a professor of special education and core faculty of the Alice Neeley Special Education Research and Service (ANSERS) Institute at Texas Christian University. He is also a past president of the Division for Learning Disabilities (DLD) of the Council for Exceptional Children and an associate editor for the Journal of Learning Disabilities. His primary research embeds cognitive learning strategies into subject-area courses to improve reading comprehension for all levels of learners. He has received two national awards for his research, has written 59 scholarly publications, and has presented 90 sessions at national or international conferences.   –Impact Cycle- Universal model for change- Identify- Learn - Improve - ten years of careful study.   -Identify stage- Where you are? Where do you want to get to? And how are you going to get there?   -Improvement - Try things out and figure out what does and does not work. Data makes the invisible visible. Data tells you if you are on track or off track, it is your GPS through the coaching cycle for their learning.   -Data is data, there is no good data or bad data. Data tells us about student learning. Is the data somehow tied to professional learning? Data that is collected and chosen by the teacher. It helps to create that collective dialogue.    -The objective data could be around engagement, teacher to student talk, levels of questioning, or so much more. More heads analyzing the data is better than one. Keep making adjustments and improvements. Collect and review data frequently. Think about engagement or achievement.    -The data helped her see every student. No child was left behind.    -Big data - standardized tests can tell us who is consistently benefiting over time. Big data has a big view. Small data is the sweet spot. Teachers identify the data they want to collect to have those micro influences on the small data which can lead to changes in the big data over time. Small data can make a big difference.   -Engagement: behavioral engagement, cognitive engagement, or emotional engagement. All data is imperfect. Match your assessment methodology to the kind and level of learning you are wanting to see.   -A.I. and the ability for it to remember such huge quantities of information. It is good for specific tasks. Audio files of their teaching. ChatGPT is constantly evolving. It will always give you an answer but it may or may not be what you are looking for. It has enormous potential but it does have limits. It will never replace the teacher or the coach.   -Coaching is helping others unleash their potential. Coaching is also about keeping kids first and doing what is best for kids. Having an unmistakable positive impact on the lives of kids.    -A coach is saying I am right there with you. Just asking some questions helps you to be the very best of what you can be.   Connect with Jim and Michael: -https://www.instructionalcoaching.com/ -@Jimknight99 -@strategicdoc -https://coe.tcu.edu/about/faculty-staff/view/michael-faggella-luby -jim@instructionalcoaching.com

In this episode of the Just Schools Podcast, Jon Eckert interviews Lindsay Jones from CAST to discuss her work in inclusive education and Universal Design for Learning (UDL). Jones shares insights into how UDL transforms learning environments by focusing on student agency and creating flexible, supportive spaces for all learners. The conversation covers practical examples of UDL in action. Jones also reflects on the opportunities and challenges for UDL globally and her optimism about its impact on education. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: Radical Inclusion by Ori Brafman Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcript: Jon Eckert: All right, today we're here with Lindsay Jones from CAST. She is one of the more interesting people I've met in the last couple of years, and so I wanted to just jump in. First of all, welcome, Lindsay. Lindsay Jones: Thank you. Thank you for having me. Jon Eckert: I want to start with a new question that I've never asked anybody, and I'm going to kick it off here, but I always think it's interesting since most of our listeners are educators to ground who you are in your first, last, best, worst experience in schools. So you spend a lot of time in schools and supporting schools. So what's your first memory, your last memory, your best memory, and your worst memory. So we'll do that by way of introduction. Take it away, Lindsay. Lindsay Jones: Wow. Okay, so you may have to help remind me of that order. Jon Eckert: Sure. Lindsay Jones: My first memory and a lot of my memories are going to center around my mom, who was an educator, a special educator for many, many years, special ed director. My first memory was when she came in and started... I was in a public school in Avon Lake, Ohio. I was in second grade, and she came in and started helping and teaching some extra content. And so it was a huge memory for me because she was there and it felt so special and I felt very special that my mom was there and I felt like I got a little viewpoint in the behind the scenes and that was exciting. So that was first. Best was eighth grade. I had a phenomenal history teacher, and I can still remember the project that I wrote, and it makes me now think of Universal Design for Learning. I had a lot of choice in the project. I wrote it on the history of vigilantism in the United States. It was part of American history and going west, and it's amazing to me. I remember so vividly. So many parts of that I don't remember, but I remember the paper. I remember some of the materials that we did and seeing a play about it and all of the ways that that teacher really brought it to life. So let's see, first, best, worst, and that, and last? Jon Eckert: Yes. Yeah, that's what you have left, worst and last. Lindsay Jones: Okay. Worst, I'll say two things. Being bored a lot. Not engaging, that's worst. Just feeling like I'm just going through the paces. But a really formative worst one for me is my mother, when I was in third through fifth grade, also living in Ohio, she was teaching in Lakewood, Ohio, and I was going to school near there and she was teaching in a self-contained preschool special ed program in a public school. And I can remember I would go there before school every day after school every day. I met all the students in that room. I was probably in third grade when I started going there. There were different multi-ages. And I then went, I had a day off at my school and like many other kids, my mom let me hang around her school that day. And with a teacher in regular ed at that time, general ed. This would've been a long time ago, the early '80s. And I can remember hanging around in a regular ed third grade classroom for the whole day and never seeing my mom's students, never seeing my mom, never seeing anyone with a disability. And that really struck me. Where are they? They are not here. They were not a part of that community. And I think that was a really formative experience that drives why I do the work I do today focused on inclusion. So that's probably also my worst because it wasn't ideal. It wasn't the way it should be, but it really, really formed me. So in some ways it's my best in many ways too, I guess. And then my last is law school. I went to law school. That was my last. Jon Eckert: That puts an imprint on you. Lindsay Jones: I practiced as an attorney for many years in Arizona. And my last schooling experience personally was law school. And it was a shock. It was like being dropped into an ice bath. But I loved it. Actually, I really learned a lot. It was such an interesting... The Socratic method itself has interesting parts to it. It can be really very engaging, but it's a challenging setting. Jon Eckert: Yes. Well, and I think one of the things that law school does that I've always admired is it teaches you how to think. And so I think there's some value in that. Now, the process of learning that can be pretty painful and you can get some tough professors who are maybe not that skilled at how to teach or how to make it accessible, but if you navigate through it, you come out with a set of skills that are pretty valuable. So it's pretty great. Well, hey, I actually enjoyed that because there's a lot of jumping off points there for what you do now. So you've already hit on what is normally my next question is what brought you to this work? So talk a little bit about what you do now, why you got out of the legal profession and into the work you're doing now based on some of the things that you experienced with your mother in schools and some of the other pieces that you've already discussed. Lindsay Jones: Yeah, so my mom, who, as I said, special ed teacher, local special ed director, all the things, special ed member of the Council for Exceptional Children, spoke, ended up working as a independent consultant, expert on ADHD, writing books and said to me always, "Don't become a teacher. Don't do it. Be a lawyer." And thinking now back on that, I think that was largely because she was a real activist as a person for inclusion, a real activist for social justice around disability and felt powerless sometimes with the limitations put on her position. So loved educators, was a model in my mind, a wonderful educator, a teacher's teacher, but just really felt like there were limits and she wanted to make a bigger difference. So I actually ultimately, did go to law school and thought, "I'm never getting into education. I'm staying out of the family business. What in the world?" But when I got my first job at a law firm, I happened to join a firm in Phoenix, Arizona that represented most of the school districts in the state. And I had sat my uncle and my aunt, also special educators, lifelong. I'd sat at so many tables listening to like IEP, behavior implementation plan, all of it, that I knew it. I knew those things. I don't even know how I knew those things. I never took an education law class. So I started though, being drawn into that work. I represented public school districts and I focused a lot on special education matters. I took lots of cases all the way, and I've been in three day IEP meetings and that was a challenging... I did the first 504 due process hearing in the state of Arizona because they just didn't really have those before the 2000s. And then I saw lots of the same problems over and over, and I thought, "Boy, I'd really like to work on these from a national level." And that drew me to go to work for the Council for Exceptional Children in DC where I live now. That is the organization of the professional learning association of special educators across the US. And that was a phenomenal experience. I worked there for four years. And then I decided to move to the National Center for Learning Disabilities, also working with parents and families, again, from a national role on legislation. And then I was so excited to be able to join CAST where I work today, a nonprofit organization that invented something called Universal Design for Learning, UDL. And it's a way for me to influence policy and try to make a difference in the way our laws are created, but also to, in a more real, tangible way, we work with educators in classrooms around the world. And we work with authors to push the field forward, and we have research that we're conducting. So it's just a deeper way to be able to work on inclusion and those issues. Jon Eckert: Such a great introduction. And I do have to say the three-day IEP meeting, I don't think I've been in a three-hour one. And those are painful. So the individualized education plan, great idea, but when they get down on paper or try to get them to paper, it's tough. I also have to say that what you do with UDL is so transformative all around the world. And so I know we were at an international convening where they were discussing the 250 million kids worldwide that don't have access to schools and how many people knew UDL and knew you in so many different countries. It was pretty powerful to see the people coming up and talking to you about how that we do this well because at the Center, we're all about supporting education leaders so that they can serve each student well. And that feels like the whole mission of UDL. How do we reach each kid? Not all kids, but each kid, because each kid comes to the learning differently. And that's the beauty of education I've been in for 29 years. I did not avoid education, but I didn't have a parent who was an educator. So who knows what would've happened if that would've been the... And I would say our work is infinitely interesting and always challenging because the only thing we know when we're standing in a classroom with a bunch of students is we're the only one that learns the way we do. And so that's where UDL is so powerful because it gives you principles for how to think through it. And you're vigilante project that you did in eighth grade had so many of the hallmarks of UDL. So I'd love for you to just dig a little bit deeper into some of the opportunities and challenges you see right now for UDL around the world and maybe particularly the United States as well, if you want to dive down there. Lindsay Jones: Sure. I would say around the world, the number one challenge really is some basic access, as you would know better than I do, Jon, but in terms of at the core of UDL is assistive technology that's started by nine Harvard neuroscientists, working with nine students with really significant cognitive disabilities and saying, "Maybe tech and being flexible... Maybe the person isn't broken, maybe it's the system." And in fact, they proved that's right. And now that system and some of the drawbacks of the system for people in different places around the world is probably the biggest challenge. The biggest opportunity though, I think especially in the United States right now is EdTech is throughout schools. It's overwhelming. It's almost too much in schools, but it does that same principle of it gives us more of an inherent understanding that we all use it differently. The way I use my iPhone or whatever my device is, is probably different than yours, and you don't judge me for that. I don't judge you. I don't even know how... And so that is a freeing thing that I think is a big opportunity. And UDL, it's a design thinking framework. It just helps you think, "How can I find barriers to leaning that I don't see?" And I think that tech is a way to help us make environments more flexible. It's not the only way, we don't need it, but it can make that environment more flexible and it can also reduce the stigma of difference. The stigma that I saw when I felt my mother's class was down a dark hall. They weren't included. They were very separate. Tech, we're all using it. And that's, I think, a great opportunity for us to think about universal design for learning and how we can create those environments that are flexible and dynamic and individualized. Jon Eckert: And I love the connection to design thinking because at the end of the day, that's using technology to humanize interaction. It's not replacing the human, it's accentuating the human connection we can make through it as we design solutions that move us all further forward. And that has to be individualized. So I still think, and I think this is potentially something that's really prevalent in US schools, people believe that struggle is a sign of weakness where in fact, struggle is part of learning. And learning is productive struggle. So everybody needs different tools to help them struggle well. And so I think particularly coming out of Covid, we've had this shift in that well-being is freedom from struggle, and that can't be the case. And what I love about UDL is it gets kids into that zone of proximal development where, here's what I can do on my own, here's what I can do with some assistive technology, here's what I can do with some choice, here's what I can do with a more advanced peer. There's all these places where there are these supports that come in that humanize the interaction. So that's where I'm most hopeful about UDL and where I see things going because we have more tools than we ever have. Now, if we just use those tools in this cast a wide net, throw at every kid, hopefully we catch every kid and you know kids are going to fall through the net, that's a problem. But where we have educators who are deployed with these tools to meet kids' needs, who are then allowing kids' choice, allowing kids opportunities to collaborate and making sure each kid is able to contribute, that's where I see things being hopeful. Do you have any of those kinds of stories where you're like, "Yeah, here I've seen UDL really make a difference in the lives of kids." Is there anything that jumps to mind? Lindsay Jones: Absolutely, and that's exactly what it is. So we just updated our guideline. Guidelines are a tool we use to help people implement it. There's just things to prompt your thinking about as design your environment. We updated them and the focus now is agency, learner agency. It's always been about what you just described. We know the kids are leaving school. And right now today, you and I probably are having to learn more about artificial intelligence than we ever... Maybe you knew a lot. I know nothing. So now I'm completely learning about it and I'm relying on all the ways I learned how to learn. And that is what we're trying to make sure those kids are learning so that when they leave, they know, "Oh, I feel confident. I may not know it. I'm going to struggle, but here's what I can do to learn it." That's the goal. That's learner agency. And so what I would say, there's a lot of great examples of that around, but one of the ones that I think really just resonates for me, there's a school here in the District of Columbia that we've been working with. They have a model UDL demonstration classroom, which they're showing to others, and they're bringing UDL throughout that school and hopefully through the other schools in the District of Columbia schools. And when you go in, there's a part of you, I think... I'm a parent. I'm not a teacher, as you know, I'm a parent though. And there's a part of me that I will say, I was like, "We're just going to let fifth graders make choices about what they want? I've had a fifth grader. That seems scary to me. I'm not sure. What is this going to look like?" And I went into this fifth grade classroom, and it is so interesting to see what and how that's really intentionally designed by those educators. Several different areas are happening in the room. And one of the things that stood out to me, Jon, is those kids in that room know if they're asked a question... I watched an interaction between a teacher and a student where the teacher asked the student a question about the material, and the student kept trying to answer it and was struggling. The teacher was not giving the answer. And then finally the student said, "Oh, I'm going to go to my resources. I'm going to go get... And they walked over to several different resources they had available, got the answer, came back so proud, so confident. And it was so painful for those moments of watching that child struggle, that teachers maybe call it "wait time." It is painful to sit there and watch that. You want to just say, "Lincoln, it's Abe Lincoln." But my God, when I saw that student be really actualized, find something, come back. And that is a very micro way of talking about what was a really complex interaction with some really skilled educators and just incredible kids, but it wasn't out of the norm, and it did more than one thing at once. It taught the student the answer, and it made that student engaged in a way of like, "I am proud. I did this." And that's good. We need that because it won't always be easy, so you got to draw on something. So yeah, I think there's a lot of examples like that that are exciting and empowering. Jon Eckert: Yeah, that's great. I love that example. And I love the idea that it's in a model classroom because I think for educators, they need to be able to see it happening. And we need educators who are doing this well to be able to spread their expertise. And so in our research, we find one of the most powerful predictors of how a school will improve is whether or not a lot of peer observation's happening. It's not evaluation or judgment, but it's learning from other educators who are doing this hard work and letting kids, requiring kids, giving them the opportunity to struggle because there's so much more joy in finding out it's Abraham Lincoln when you go with your own agency and find those in the sources than having someone else just tell you the answer. And that just breeds learned helplessness. Just like, "Hey, somebody's going to tell me anyway, so why would I have any agency in the first place?" The other thing I wanted to say, I teach a class in a half an hour. And so anytime I go in, even to my undergrad or grad classes that I'm teaching, when I am the least well prepared, I lecture. When I am the best prepared, it's this interactive engagement where student agency is part of it, and there's meaning. And I always pull in student responses from the night before. I always read the responses that come in by 10:00 PM and I put those in and I let that direct the class. But that takes a lot of time. And so it's just, if somehow that time hasn't been set aside, the class just isn't as good. I can manage it. I can control it. I did this as a fifth grade teacher, as a seventh grade science teacher. You can control it, but that's sometimes by boring kids into submission, which is what you mentioned. I mean, just because a class is quiet doesn't mean any learning's happening. And so that's not the goal. Now, obviously a class that's in chaos where kids aren't safe and all that, but those baselines have to be set up. But in that model classroom, I'm sure so much work has gone into how to help students make good choices, that I would 100% trust those kids to make good choices. And when they're not, you just say, "Hey, we're outside the parameters we set. Now, move back in". Is that an accurate read of that classroom or other model classrooms you see? Lindsay Jones: Yes. And I think your critical point is it's not about vertigo of possibility to students. It's about scaffolding. You start to make choices. You have a smaller number. What are they? You're learning about them, you're reflecting on them. I think that's really critical. You said that and you talked about it, and I just wanted to pull it out because yeah, that's right. That's right. Jon Eckert: I love that. Lindsay Jones: That classroom was fun. It was amazing. Yeah. Jon Eckert: Yeah. I love that. I never heard that. I've never heard that phrase vertigo of possibility. But yes, that sounds like anarchy, what we want. And I think kids feel safer where they know where the boundaries are, and then they know how to move, and then they scaffold and they build, and then they can do amazing stuff. And that's when teaching gets really fun because it's not about the teacher anymore, it's about the learner. And we're all learning together. So I always like to end with a lightning round. So I know you're super busy, so if you've taken time to read a book that you would recommend, it's got to be pretty good because busy people don't just read beach reads all the time. So is there a great book that you would recommend? It could be education related or not, but is there anything you've read in the last year that you would recommend to those listening? Lindsay Jones: It is. And it's called Radical Inclusion. And yeah, have you read it? Jon Eckert: I've heard of it. I have not read it yet, but it's been recommended to me already, but go ahead. Lindsay Jones: It's so interesting, and I'm so sorry, I have to follow up with the name of the author. He's an education minister in Sierra Leone. Jon Eckert: Wow. Lindsay Jones: And it is phenomenal. It is super interesting. It is well written. It's thought provoking. Yeah, he spoke actually, we saw- Jon Eckert: I was going to say he was at the convening. Yeah, he was on a panel. Yeah, so his name is Ori Brafman. Lindsay Jones: Thank you, yes. Jon Eckert: And it's What the Post-9/11 World Should Have Taught Us About Leadership. It came out in 2018. Is that it? Lindsay Jones: Yeah. Jon Eckert: Yeah? Lindsay Jones: Radical Inclusion. And it's about the way they're reframing in Sierra Leone, including individual... They're starting with everything in terms of radical inclusion, voting, everything. Jon Eckert: I love that. Lindsay Jones: People with disabilities and a barrier-free environments. Jon Eckert: Wow. That's beautiful. All right, so then what is the worst piece of advice you've ever given or received in your work? Lindsay Jones: Oh, my God, so many. Jon Eckert: I'm sorry. Lindsay Jones: I know, it's terrible. But I actually think one of the worst pieces of advice that I was ever given was that you could not be a parent and a full-time attorney. Jon Eckert: Oh, wow. Lindsay Jones: Or a full-time anything. Jon Eckert: Wow. Lindsay Jones: And that has not proven to be true. And it was a really bad piece of advice because it made me worry for years. And it was silly that I did that, so. Jon Eckert: Wow. All right, that's helpful. That's a helpful reframe of bad advice. What's the best piece of advice you've either given or received? Lindsay Jones: A wonderful attorney I worked with, the best piece of advice was, "Be bold." This amazing guy, Dick Siegel. And then my other favorite one is a Matisse quote, Henry Matisse the painter. I have it on my board over here. "Don't wait for inspiration. It comes while working." Jon Eckert: Well said. I love that. I did not know that Matisse quote, but that's a great add and obviously, you got to be bold to do the work, so those two reminders go well together. All right, so as we wrap up, what's your most hopeful perspective on where we're heading in education makes you most optimistic? Lindsay Jones: I am incredibly optimistic about inclusive education. I meet people every single day who want to make that happen. And they see, when they use Universal Design for Learning or whatever method they're using to make learning more inclusive, they get to something you just referred to, which I call the magic moments. They come up to me and tell me, "Oh, my God, this happened. I saw learning. I remembered why I went into teaching." That experience of watching someone really learn, learning with them, that I am so lucky because so many people share those types of things with me. And it just means I feel like I'm so hopeful I want to tell everyone about this and help them to be using it. Jon Eckert: Yeah, what a beautiful example. I think it's what gets educators up every morning. It's not the paycheck. It's going to be those magic moments. And once you've had a couple, they're addictive. You keep coming back for more. And that's a beautiful way to wrap up. Well, Lindsay, thank you for the great work you do at CAST, for UDL, for your leadership and just taking the time to be with us. Lindsay Jones: Yeah, thank you so much.

This episode is a comprehensive guide for school counselors aiming to improve their engagement with students. Moving beyond traditional worksheets, it provides information about evidence-based, individualized strategies and innovative interventions, particularly those with special needs. The discussion emphasizes the critical evaluation of widely-used resources like those from Teachers Pay Teachers, the necessity of culturally responsive and trauma-informed practices, and aligning interventions with students' IEPs and behavior plans. 00:00 Introduction: The Problem with Worksheets00:43 Rethinking Tools for Special Needs Students02:17 The Appeal and Pitfalls of Worksheets04:36 Personal Story: The Backpack Exercise07:51 The Convenience vs. Effectiveness Debate10:53 Concerns About Unvetted Resources16:13 Focus on Special Student Populations18:29 Individualized Approaches for Special Populations20:21 Culturally Responsive and Trauma-Informed Practices21:40 Practical Sensory-Based Interventions23:27 Art and Movement-Based Techniques27:10 Role-Playing and Therapeutic Games30:22 Recap and Final Thoughts*******References/Resources:Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144. doi:10.1177/001440291307900201Dunn, W. (2001). The sensations of everyday life: Empirical, theoretical, and pragmatic considerations. American Journal of Occupational Therapy, 55(6), 608-620. doi:10.5014/ajot.55.6.608Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other? Journal of Learning Disabilities, 41(5), 417-436. doi:10.1177/0022219408321123Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. Guilford Press.Rimm-Kaufman, S. E., & Hulleman, C. S. (2015). SEL in the classroom: Identifying and disseminating strategies. The Future of Children, 27(1), 149-172. doi:10.1353/foc.2017.0003Scarpa, A., Williams White, S., & Attwood, T. (2013). CBT for children and adolescents with high-functioning autism spectrum disorders. Guilford Press.Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309. doi:10.1016/j.biopsych.2005.01.043Shelton, C., & Archambault, L. (2019). Lessons learned from Teachers Pay Teachers: Exploring the educational value of online marketplaces. Journal of Online Learning Research, 5(1), 35-56. Available from: ResearchGate.*******Hang out in our Facebook groupJump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)Join the School for School Counselors MastermindThe Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!

**Join Us for Teatime with Miss Liz!** **Date:** October 21st **Time:** 3 PM EST **Where:** Live on Miss Liz's YouTube Channel [here](https://youtube.com/@misslizsteatimes?si=8jnq852OPQFp6WOD) **Meet Our Guest: Shannon Hazel** Shannon Hazel is a recently retired public school teacher and the insightful author of the upcoming book *New Teacher Confidential: What They Didn't Tell You About Being a Teacher*. With over 25 years of experience, Shannon has been a K-8 teacher, special education specialist, and instructional coach. She has played a pivotal role in mentoring new teachers and advocating for education through her work with the Elementary Teachers Federation of Ontario. In 2023, she was honoured by the Council for Exceptional Children for her leadership and advocacy for students. In addition to her impressive career, Shannon founded teacherEDU.ca, an online community dedicated to helping educators learn, connect, collaborate, and grow. As a proud mother of two young adults and a dog parent, Shannon is also a devoted fan of the Kansas City Chiefs! **This Teatime is for all teachers and those considering a career in education!** **Engage with Us!** We want to hear from you during the livestream! Share your questions, experiences, or thoughts about teaching in the comments section. Let's create a vibrant discussion around the joys and challenges of being an educator! **Don't forget to subscribe to Miss Liz's channel and hit the notification bell so you won't miss this exciting conversation!** **Hashtags:** #TeatimeWithMissLiz #ShannonHazel #NewTeacherConfidential #Education #TeacherTalk #Mentorship #TeacherEDU #TeachingCommunity #LivePodcastWe can't wait to see you there!

Is your child finding it hard to fit in at school even though they have amazing talents in some areas?In this episode, we talk with Victoria Williams, an expert in helping twice exceptional ("2E") children, who have both incredible strengths and unique challenges. We look at how you can support your child by understanding their experiences and finding the right balance between encouraging their gifts and helping them with their struggles.After listening to this episode, you'll:

Groundbreaking ceremony held for Highway 113 relocation, called "one for the history books" by commissioner; MFD distributes Lifesaver Awards to firemen and one alderman for saving teen from flood; Morrilton Council leaves alderman election issue as-is; Perry County officials certify independent candidate filings; Main Street Morrilton seeking submissions for new downtown mural; we talk with Kara Jones from the Conway County Center for Exceptional Children.

Bill Therrien is the Thomas G. Jewell Professor of Education at the University of Virginia. He also is the coordinator of the Research in Practice group for the STAR (Supporting Transformative Autism Research) project and is Co-PI for the Special Education Research Accelerator (SERA). He is the co-editor of Exceptional Children, the flagship research journal of the Council for Exceptional Children (CEC). Therrien has extensive experience designing and evaluating academic programming for students with autism and learning disabilities particularly in the areas of science and reading. In his work, Therrien employs a variety of methods including single subject, experimental, and quasi-experimental group research designs. Therrien has also conducted numerous meta-analyses in the areas of reading, science and special education. He successfully directed/co-directed over 15 federal and state grants totaling more than $21 million in funding.  Websites and clickable links:Bill's faculty pageDLD's websiteTECBD Conference pageAlethia Society pageFlint Michigan Lead Crisis: SettlementOther Think Aloud guests/episodes we mentioned:David Bateman - E10 and E13Peggy Weiss - E30Erica Lembke - E09To read: (Check out your local bookstore or favorite online provider)Slow Productivity: The Lost Art of Accomplishment Without Burnout by Cal NewportBooks on Stoicism

Solar array planned for Poor Farm Road by Unity Health; Chamber organizing Teacher Appreciation Lunch events; Radiothon coming up next month to benefit Center for Exceptional Children; South Conway County School District reports low number of discipline incidents; we talk with Shannon Autrey of the Conway County Extension Service.

On this episode, Angela and Kristin introduce a lesser-known cohort of kids, those who are both gifted and have a learning challenge or developmental disability. They talk about the experiences of “2E” kids, their families, and tips for supporting them at home and school.Angela Nelson, EdD, BCBA, and Kristin Bandi, MA, BCBA, are Board Certified Behavior Analysts with expertise on human behavior and child development. They spend their days working with parents and caregivers of both typically developing children as well as children with learning, social, and behavioral challenges, or developmental disabilities. This podcast is brought to you by RethinkCare. If you need support as a parent or caregiver of a child, we encourage you to ask your Human Resources team if RethinkCare is a part of your employer-provided benefits.  RethinkCare reaches millions of lives globally through partnerships with top organizations and Fortune 1,000 companies.

The incredible and talented, Paris Barclay joins Kurt Sutter and Katey Sagal on this week's episode of Pie. Paris does a deep dive into his childhood, his time at Harvard, working as a music video directors with greats like LL Cool J and his transition over to tv and film directing incredible series, like Sons of Anarchy, Station 19, Monster: The Jeffrey Dahmer, plus many more. Paris also shares an jaw dropping story 9/11 story. Please support Paris by following him on Instagram and twitter at @pkcbarclay Check out Exceptional Children, where he does his charity work and lastly, stay tuned for Monsters: The Menedez Brothers coming soon to Netflix! Learn more about your ad choices. Visit megaphone.fm/adchoices

In this insightful episode of New Teacher Talk, hosts Anna and Beth welcome special guests Ryan and Jordan Lamping to the show. As dedicated parents of a son on the autism spectrum, Ryan and Jordan offer a unique and invaluable perspective on the importance of collaboration between parents and teachers. They share personal stories, practical tips, and heartfelt advice on how educators can effectively partner with parents to support the diverse needs of autistic students. Tune in to learn how to build strong, communicative relationships with parents and make a meaningful difference in the lives of children on the autism spectrum. Jordan's Facebook Group: Those Two Elementary Girls Council for Exceptional Children: https://exceptionalchildren.org/ https://exceptionallives.org/ www.myautismteam.com www.amergiseducation.com Keywords: Autism, Teacher-Parent Collaboration, Inclusive Education, Autism Spectrum, New Teachers, Classroom Support, Special Needs Education, Parent Perspective, Autism Awareness, Effective Communication

Dr. Endia Lindo. Endia is an Associate Professor of Special Education at Texas Christian University. She also is an executive board member and past president of the Council for Exceptional Children's (CEC) Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL). Her research focuses on improving the reading comprehension of students with learning difficulties and disabilities and educators' cultural competence. Dr. Lindo engages as a critical quantitative researcher whose work examines what is known and needed to establish, implement, and sustain school and community-based intervention practice especially for those students in which multiple vulnerabilities (e.g., disability, poverty, and cultural and linguistic differences) intersect.“Choices have invoices.” ~ Busta Rhymes Websites and clickable links:Endia's faculty pageDDEL's website What is PALS?PALS on What Works Clearinghouse Children of the CodeOther Think Aloud guests/episodes we mentioned:Mark Schneider - E41 was the Director of the Institute for Educational Sciences (IES)Jessica Toste - E31 is at the University of TexasTo read: (Check out your local bookstore or favorite online provider)Unstuck & Unstoppable: Shake Off the Past, Find Your Purpose, Get on with Your Life by Jimn KylesJim Crow's Pink Slip: The Untold Story of Black Principal and Teacher Leadership by Leslie T. Fenwick et al.Why We Sleep: Unlocking the Power of Sleep and Dreams by Matthew Walker et al.Intersectionality in Education: Toward More Equitable Policy, Research, and Practice by Wendy Cavendish et al.

Joeita speaks to Hubert van Niekirk, Executive Director of Every Canadian Counts, about a campaign to create a National Disability Insurance Plan in Canada. HighlightsOpening Remarks (00:00)Introducing Hubert Van Kiekerk, Executive Director for Every Canadian Counts (01:25)The Proposed National Disability Insurance Plan (02:56)Potential Impact of Plan for Canadians with Disabilities (03:54)Relationship Between National Plan & Existing Provincial Programs (06:07)Cutting Back on Bureaucracy & Disability Admin (07:54)Benefits of NDIP for Families and Caregivers (09:40)Bringing the Australian Model to Canada (12:12)Supporting Canadian Youth with Disabilities (15:19)Cost & Viability of National Disability Insurance Plan (16:39)Governmental Cooperation (21:10)How to Get Involved with the NDIP (23:38)EveryCanadianCounts.com (26:11)Show Close (28:09)Guest BioHubert Van Niekerk, Interim Executive Director of Every Canadian CountsEducator and specialist teacher, community leader and volunteer.Hubert has a long history of working and volunteering in the disabled community. He has been involved with the Ontario Association for Developmental Education for 18 years serving as a member-at-large, president and past president. Hubert served as the president of the Council for Exceptional Children for London-Middlesex. He is on the L'Arche London board of directors. Before retirement, Hubert was a special education specialist teacher in a mostly self-contained classroom for 17 years. He taught students with a wide-range of intellectual and multiple disabilities. Hubert also engaged in a year-long teacher work exchange to Australia for the year of 2010.About Every Canadian Counts  Every Canadian Counts (ECC) is calling on Canadian governments to work together to develop a national funding program to ensure essential disability supports are available to all Canadians living with chronic, long-term disabilities. ECC includes individuals living with disabilities, caregivers, advocates and support organizations.With ongoing effort through Bill C-22 (An Act to reduce poverty and to support the financial security of persons with disabilities) and the Accessible Canada Act, now's the perfect time for the "next big thing" to support Canadians with disabilities, similar to what's already been accomplished in Australia through the National Disability Insurance Scheme (NDIS) - and we can't do it without you.Reference:Article - The Australian Advantage: Speaking with One Voice"For all the plaudits and superlatives that have been laid at the feet of the NDIS in Australia, a truly breathtaking social policy initiative, it is not primarily the disability insurance idea itself nor its subsequent implementation that sets Australia apart. Rather, it was the ability of the disability community and their supporters to speak with one voice to get it done.How was that possible?" About The PulseOn The Pulse, host Joeita Gupta brings us closer to issues impacting the disability community across Canada.Joeita Gupta has nurtured a life-long dream to work in radio! She's blind, moved to Toronto in 2004 and got her start in radio at CKLN, 88.1 FM in Toronto. A former co-host of AMI-audio's Live from Studio 5, Joeita also works full-time at a nonprofit in Toronto, specializing in housing/tenant rights. Find Joeita on X / Twitter: https://twitter.com/JoeitaGupta The Pulse airs weekly on AMI-audio. For more information, visit https://www.ami.ca/ThePulse/ About AMIAMI is a not-for-profit media company that entertains, informs and empowers Canadians who are blind or partially sighted. Operating three broadcast services, AMI-tv and AMI-audio in English and AMI-télé in French, AMI's vision is to establish and support a voice for Canadians with disabilities, representing their interests, concerns and values through inclusion, representation, accessible media, reflection, representation and portrayal. Learn more at AMI.caConnect on Twitter @AccessibleMediaOn Instagram @accessiblemediaincOn Facebook at @AccessibleMediaIncOn TikTok @accessiblemediaincEmail feedback@ami.ca

Micki M. Ostrosky is Grayce Wicall Gauthier Professor of Education in the Department of Special Education and Interim Head of the Department of Curriculum & Instruction at the University of Illinois Urbana Champaign (UIUC). She has been at Illinois since 1991. Throughout her career, she has been involved in research and dissemination on the inclusion of children with disabilities, social and emotional competence, and challenging behavior. She was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children. Micki is a former editor of Young Exceptional Children (YEC), and the co-editor of several YEC monographs. She has co-authored over 100 peer-reviewed articles and several books, including the Making Friends book (2016), which supports the acceptance of individuals with disabilities, The Project Approach for All Learners (2018), CHAMPPS: Children in Action Motor Program for PreschoolerS (20230, and Unpacking the Pyramid Model: A practical guide for preschool teachers.(2021). Micki has been recognized for her professional accomplishments with honors such as UIUC University Scholar, Goldstick Family Scholar, College of Education Senior Scholar, and the Division of Early Childhood of the Council for Exceptional Children's Award for Mentoring, and most recently DEC's Mary McEvoy Service to the Field Award. Finally, Micki has been the advisor of more than 30 PhD students who have graduated from the University of Ilinois.

In this episode, Laurie hosts solo during the CEC (Council for Exceptional Children) Convention in San Antonio, engaging with guests like Jeanetta Bryant from Abilities Workshop, Michelle from Ta-Da! Languages, and Ilana from Camp Kodiak. Resources: Abilities Workshop: https://www.abilitiesworkshop.com Ta-Da! Languages: https://www.tadalanguages.com Camp Kodiak: https://www.campkodiak.com Let's Talk Learning Disabilities Website: https://ltldpodcast.com Contact info for the podcast: letstalklearningdisabilities@gmail.com E-Diagnostic Learning Website: https://ediagnosticlearning.com Social: Facebook: https://www.facebook.com/eDiaglearning/ Twitter: @diaglearning LinkedIn: https://www.linkedin.com/company/diagnostic-learning-services/ Instagram: @diaglearning

Munchin on Main festival to feature a dozen food trucks, live music and kids activities in downtown Morrilton Saturday; group to seek petition signature to repeal Pope County Casino license; Care Center to hold cereal drive this spring; flu activity remains high; record tourism tax year reported; area high schools playing in baseball tournaments today; CBC advances in post-season play; UCA women's season ends in NIT; we talk with Kara Jones from the Conway County Center for Exceptional Children.

In this episode, Terry discusses starting off his career working in residential treatment programs for kids and becoming interested in the idea of probability, and how in making behavior goals, he could increase the probability for the child's success. In grad school he focused on instructional strategies for kids with challenging behaviors, and finding effective ways to intervene. He discussed how many people think that positive and negative feedback are equal, but positive reinforcement has more of an effect. He discussed focusing on creating opportunities for success, including being intentional about how you want to be (e.g., body posture, tone) with children. He talks about the research on the optimal ratio of positive to negative interactions, which is somewhere between five to one and three to one, but how this is very difficult for teachers, parents and others to do. He explained that in elementary school, teachers make positive statements once every 6-7 minutes, in middle school every 13 minutes and in high school every 23 minutes. He discussed his interest in why it is so difficult for adults to increase their positive statements, whether it may be related to culture or human nature or other factors. He explained that there is not a great deal of variance between teachers and that the research has found teachers tend to overestimate the number of positive statements they make, including himself when he steps in to teach a class. He said that his research has found that you can predict behavioral disruptions in classrooms by by looking at whether there is active engagement with the children and a higher ratio of the number of opportunities to respond positively and the positive responses, which may even be just a thumbs up or nod. He explained that kids with problem behaviors often need more in the range of 14 to 1 ratio of positive to negative because they have often had a lifetime of 1 to 1 million positive to negative. He discussed how teachers are able to give instruction when it comes to correcting academic mistakes, but very little instruction is given when correcting behavioral mistakes, with corrective statements being so low that in their research it was only observed once per nine schools. Terry talked about how many times teachers might say that they've already told the child before or after getting a consequence like being sent to the principal's office that child has not been punished enough, asking how they are supposed to treat them like nothing happened? He explained that although teachers know that repetition is fundamental to learning academically, they struggle applying that to behavioral learning and often don't persist in how often, how intense and how long they change their approach, since they may not see results immediately. He discussed his next research project which looks at the physiological responses of children in classrooms, similar to a study done on the physiological reactions teachers have when viewing video of misbehavior, and possibly looking at the interaction effects of the child's physiology and the teacher's physiology and their interaction effect with a focus on emotional regulation. Terrance M. Scott, Ph.D. is a professor, distinguished scholar and director of the Center for Instructional and behavioral Research in Schools in the Department of Special Education, Early Childhood and Prevention Science at the University of Louisville. Dr. Scott spent 24 years as a professor and researcher in special education and was the senior principal education researcher at the Stanford Research Institute (SRI). He began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety of settings. Since receiving his PhD in Special Education at the University of Oregon in 1994, Dr. Scott has written over 100 publications, has conducted well more than 1,000 presentations and training activities throughout the United States and across the world, and has successfully competed for more than $24 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children, and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. He was elected president of this organization in 2013 and served as a two term editor of the journal, Beyond Behavior. His research interests focus on schoolwide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, video-based training for school personnel, and scientific research in education.

A conversation with a well respected expert in this specialized field who is  the Council for Exceptional Children's  Teacher of the Year Therese Copple  who works at The Riverside County (CA) Office of Special Education on the special needs of of deaf and hard of hearing students.

A conversation with a well respected expert in this specialized field who is  the Council for Exceptional Children's  Teacher of the Year Therese Copple  who works at The Riverside County (CA) Office of Special Education on the special needs of of deaf and hard of hearing students.

It's another Q&A episode with Thom, answering questions with a common thread of consciousness running through them.He starts off by tackling the question of consciousness and AI, before exploring the consciousness of cows, and bulls for that matter, and what it is about their consciousness that makes them sacred (Hint:evolution is the only thing that's ever happening).And he also helps a mother navigate the responsibility of supporting a child whose consciousness gives him levels of perception beyond the ordinary.Episode Highlights:[00:45] Q - Does AI Have the Potential to Experience Consciousness?[00:54] Consciousness Is the Foundation of Everything[02:38] AI Is Already Conscious[05:47] The Repertoire of AI[07:05] Q - Why is the cow sacred in the Vedic Worldview?[07:11] A - Cows Everywhere in India[09:06] The Legal Sacredness of Cows[10:28] A Very Simple Thing[12:24] Fond of Dairy[13:27] Q - How to Support a Sensitive Toddler?[14:16] A - Wise Do Not Bewilder Ignorant[16:11] Honor and Validate Your Child's Perceptual AbilitiesUseful Linksinfo@thomknoles.com https://thomknoles.com/https://www.instagram.com/thethomknoleshttps://www.facebook.com/thethomknoleshttps://www.youtube.com/c/thomknoleshttps://thomknoles.com/ask-thom-anything/

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: S4 Ep4: Beyond Bilingualism: The role of culture in speech-language pathologyGet .1 ASHA CEU here.Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.On SLP Nerdcast you'll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.To learn more about our services visit ▶ https://bit.ly/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “Nerdcaster10” to save. _____References and ResourcesThe Bold SLP Collective InstagramCulturally Responsive Practices in Speech, Language and Hearing Sciences (Y.D. Hyter & M.B. Salas-Provance, 2023)ASHA Evidence-Based PracticeStrategies for Equitable Family EngagementBlue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184. https://doi.org/10.1177/001440290407000203Cioè-Peña, María. "3 Dual Language and the Erasure of Emergent Bilinguals Labeled As Disabled (EBLADs)". Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States, edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu, Bristol, Blue Ridge Summit: Multilingual Matters, 2021, pp. 63-87. https://doi.org/10.21832/9781800410053-005Drisko, J. (2017). Active collaboration with clients: An underemphasized but vital part of evidence-based practice. Social Work. https://doi.org/10.1093/sw/swx003Hidecker, M. J., Jones, R. S., Imig, D. R., & Villarruel, F. A. (2009). Using family paradigms to improve evidence-based practice. American Journal of Speech-Language Pathology, 18(3), 212–221. https://doi.org/10.1044/1058-0360(2009/08-0011)Westby, C., Burda, A., & Mehta, Z. (2003). Asking the right questions in the right ways. The ASHA Leader, 8(8), 4–17. https://doi.org/10.1044/leader.ftr3.08082003.4

On episode 213, Emily is joined by Matt Lowry, host of the Autistic Culture podcast. They discuss the concept of autism as a neurotype and culture, Matt shares his personal experience as an autistic individual, and they discuss the importance of understanding autism in a non-pathologizing way. They also discuss the need for neurodiversity affirming evaluations and therapy, as well as the challenges of balancing autistic identity and social adaptation. It's a challenge to create a life that matches your neurological makeup, and finding a supportive community can be key. This episode is brought to you by the Council for Exceptional Children, dedicated to high-quality education that is inclusive and equitable for individuals with disabilities and/or gifts and talents. Attend their Annual Convention & Expo, March 13-16, 2024 in San Antonio, Texas. Register now at cecconvention.org/, and if you're a school principal, receive free registration by using the code 24CEC100. Here's a link to check out the courses Emily talks about in the Neurodiversity University. Matt Lowry is an Autistic adult, parent of an Autistic son, and a Licensed Psychological Practitioner who works exclusively with Autistic clients, performing neurodiversity-affirming Autism evaluations and providing Autistic Centered Therapy (AuCT) - a form of therapy that he helped create. Matt works hard to expand autistic access and inclusion through his professional work as well as his advocacy work co-hosting The Autistic Culture Podcast. Among his latest projects, he is currently helping to create an Autistic-friendly, Autistic-run, medical facility in his home state of Kentucky. BACKGROUND READING Matt's website The Autistic Culture Podcast

On episode 212, Emily Kircher-Morris and Jess Lahey discuss the importance of understanding and supporting neurodivergent students. Jess highlights the need for teachers to question traditional teaching methods and adapt their practices to meet the diverse needs of their students. They talk about the value of formative assessments, peer-to-peer teaching, and creating an inclusive learning environment. They also explore the overlap between substance abuse and learning differences, emphasizing the importance of early intervention and support. They discuss the need for teachers to gradually release responsibility to students, and empower them to advocate for themselves. Open-minded, reflective, and responsive classrooms best serve the individual needs of students. Takeaways: Question traditional teaching methods and adapt practices to meet the diverse needs of students. Use formative assessments to gauge student understanding and provide targeted support. Create an inclusive learning environment that values peer-to-peer teaching and individual learning styles. Recognize the overlap between substance abuse and learning differences, and provide early intervention and support. Gradually release responsibility to students and empower them to advocate for themselves. This episode is brought to you by the Council for Exceptional Children, dedicated to high-quality education that is inclusive and equitable for individuals with disabilities and/or gifts and talents. Attend their Annual Convention & Expo, March 13-16, 2024 in San Antonio, Texas. Register now at cecconvention.org/, and if you're a school principal, receive free registration by using the code 24CEC100. If you see value in rethinking education and building a stronger classroom, consider joining the Neurodiversity University Educator Hub! It's a group built for educators, and we'll open registration again soon! Sign up to be alerted, and join us for the learning, sharing, and fun! Jessica Lahey is the author of the New York Times bestselling book, The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed, and The Addiction Inoculation: Raising Healthy Kids in a Culture of Dependence. Over twenty years, Jess has taught every grade from sixth to twelfth in both public and private schools, and has written about education, parenting, and child welfare for The Washington Post and The Atlantic, and her biweekly column, The Parent Teacher Conference, ran for three years at the New York Times. She also designed and wrote the educational curriculum for Amazon Kids' award-winning animated series The Stinky and Dirty Show, and was a 2019 Pushcart Prize nominee. She co-hosts the #AmWriting podcast from her empty nest in Vermont. BACKGROUND READING Jessica's website Instagram Threads Facebook LinkedIn The Neurodiversity Podcast is on Facebook, Instagram, Twitter/X, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

On episode 211, Emily Kircher-Morris talks with Brooke Schnittman, founder of Coaching with Brooke and author of Activate Your ADHD Potential. They discuss the barriers faced by ADHDers, the strengths of ADHD brains, the influence of the neurodiversity framework, the shift in our understanding of ADHD, the importance of structure and systems, her favorite tool for getting thoughts out of the head, and more. It's a great conversation with plenty of usable advice and ideas. Key takeaways: ADHDers often face barriers in trying to fit into societal expectations and meet the demands of teachers and employers. ADHD brains have strengths such as creativity, problem-solving, and intuition that should be explored and harnessed. The neurodiversity framework has influenced the understanding and approach to ADHD, emphasizing the need for structure and support tailored to individual strengths and learning styles. Getting thoughts out of the head and onto paper or through external processing can help with organization and reduce overwhelm. A message to a younger self with ADHD would be that it's going to be okay and that with the right tools and support, control can be gained over ADHD symptoms. This episode is brought to you by the Council for Exceptional Children, dedicated to high-quality education that is inclusive and equitable for individuals with disabilities and/or gifts and talents. Attend their Annual Convention & Expo, March 13-16, 2024 in San Antonio, Texas. Register now at cecconvention.org/, and if you're a school principal, receive free registration by using the code 24CEC100. Brooke Schnittman is an esteemed expert in the field of ADHD management and support. She founded Coaching With Brooke in 2018, and offers tailored programs and strategies to support her clients with time management, organization, emotional regulation and self-advocacy. Brooke was diagnosed with ADHD later in life, and shares her passion as a public speaker and advocate. Her work has been featured on prominent media outlets such as Forbes, Entrepreneur, ADDitude Magazine, CBS and NBC, and has received a number of accolades in the ADHD community. Brooke has a Bachelor's in Elementary Education from Penn State University, and a Master's Degree from New York University, specializing in Students With Disabilities. BACKGROUND READING Facebook Instagram X (formerly Twitter) Brooke's website Book - Activate Your ADHD Potential

Katherine, (Kat), Magnoli grew up in New York and definitely has an unstoppable New York attitude. At birth it was discovered that Kat was born with Spinal Bifida. As a result, she is a paraplegic and uses a wheelchair. Unlike many, Kat's parents fully embraced Kat and the many gifts she has exhibited over her 39 years thus far. In grammar school Kat experienced a number of bullying events, but worked through them with the help of her parents. Those childhood experiences and others Kat will describe shaped her decision to advocate for persons, especially children, with disabilities. She works a great deal to advocate on behalf of children with autism. As we learn during our conversation, we share in our own ways many similar experiences especially concerning how people react to disabilities. Also, both of us are authors. I leave it to Kat to tell you about her books which you can procure. If all her advocacy and writing work aren't enough, Katherine is Miss Wheelchair Florida for 2017. Is that cool or what? I believe you will enjoy our conversation during this episode and I hope you come away with a deeper understanding about disabilities on all levels. About the Guest: Katherine Magnoli is an inclusion advocate. She began her journey of advocacy by writing and publishing Children Adventure Books about a super hero in a wheelchair . Her books are titled The Adventures of KatGirl. Over the years, Katherine has read her stories to thousands of children. Since then, Katherine has expanded her advocacy by participating and being the title holder of Ms. Wheelchair Florida 2017. During her time Katherine developed the Abilities Program, whose activities were used during Disability Awareness Month and Inclusion Week in 2018. She, also, created beach access in Sunny Isles Beach, Bal Harbour and Surfside. After this, she joined Miami Inclusion Alliance to help bring awareness to the epidemic of Abuse against People with Disabilities. In 2021, she was awarded the Idelio Valdez Advocacy and Leadership Award by the Florida Developmental Disability Council and became the representative of District 11 for the Commission of Disabilities Issues Board. Which, she is now the secretary, as well. In addition, Katherine is the Founder, and President, of KatGirl and Friends Inc. It helps educate children about inclusion through her book series. Finally, Katherine has recently begun disability etiquette training and has had the privilege of training students at University Level and prestigious Organizations such as American Civil Liberties Union. Katherine is currently very active on social media helping educate the masses on inclusion of people with disabilities. In the near future; Katherine will take part in the Family Cafe in Orlando, Miami Dade County's ADA Celebration and will be a virtual panelist for the Space Coastal Progressive Alliance to discuss issues pertaining to services for people with disabilities. Ways to connect with Kat: https://katgirlandfriends.com/ About the Host: Michael Hingson is a New York Times best-selling author, international lecturer, and Chief Vision Officer for accessiBe. Michael, blind since birth, survived the 9/11 attacks with the help of his guide dog Roselle. This story is the subject of his best-selling book, Thunder Dog. Michael gives over 100 presentations around the world each year speaking to influential groups such as Exxon Mobile, AT&T, Federal Express, Scripps College, Rutgers University, Children's Hospital, and the American Red Cross just to name a few. He is Ambassador for the National Braille Literacy Campaign for the National Federation of the Blind and also serves as Ambassador for the American Humane Association's 2012 Hero Dog Awards. https://michaelhingson.com https://www.facebook.com/michael.hingson.author.speaker/ https://twitter.com/mhingson https://www.youtube.com/user/mhingson https://www.linkedin.com/in/michaelhingson/ accessiBe Links https://accessibe.com/ https://www.youtube.com/c/accessiBe https://www.linkedin.com/company/accessibe/mycompany/ https://www.facebook.com/accessibe/ Thanks for listening! Thanks so much for listening to our podcast! If you enjoyed this episode and think that others could benefit from listening, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a comment in the section below! Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe to the podcast on Apple Podcasts or Stitcher. You can also subscribe in your favorite podcast app. Leave us an Apple Podcasts review Ratings and reviews from our listeners are extremely valuable to us and greatly appreciated. They help our podcast rank higher on Apple Podcasts, which exposes our show to more awesome listeners like you. If you have a minute, please leave an honest review on Apple Podcasts. Transcription Notes **Michael Hingson ** 00:00 Access Cast and accessiBe Initiative presents Unstoppable Mindset. The podcast where inclusion, diversity and the unexpected meet. Hi, I'm Michael Hingson, Chief Vision Officer for accessiBe and the author of the number one New York Times bestselling book, Thunder dog, the story of a blind man, his guide dog and the triumph of trust. Thanks for joining me on my podcast as we explore our own blinding fears of inclusion unacceptance and our resistance to change. We will discover the idea that no matter the situation, or the people we encounter, our own fears, and prejudices often are our strongest barriers to moving forward. The unstoppable mindset podcast is sponsored by accessiBe, that's a c c e s s i  capital B e. Visit www.accessibe.com to learn how you can make your website accessible for persons with disabilities. And to help make the internet fully inclusive by the year 2025. Glad you dropped by we're happy to meet you and to have you here with us.  **Michael Hingson ** 01:20 Well, hi and welcome once again to unstoppable mindset. Today, I get to have the honor of chatting with an author and a person who was Miss wheelchair in 2017. I've never met a miss wheelchair before, although my wife of 40 years was always in a wheelchair. So wheelchairs are not new to me. But a miss wheelchair is a new experience and an author. I have written books and love to talk to people who are authors and Kat Magnoli is definitely an advocate and a very prolific person in a lot of different ways. And we're gonna get to all of that. So Kat or Katherine, whichever you prefer, whoever you are. Welcome to unstoppable mindset. **Kat Magnoli ** 02:05 Thank you so much, Michael, for having me today. This is such an honor to be with you. And let's get it started as you'd like. **Michael Hingson ** 02:15 Well, we got introduced by Sheldon Lewis who also like I do works at accessiBe. And Sheldon had was interviewed on our podcast a long time ago. Well, we had a great conversation. And he's been kind enough to tell us about other people like you ever since. So, well. Let's start. Tell me a little bit about the early Katherine growing up or the early cat growing up, you know, a child and some of the early the early stuff about cat we should know. **Kat Magnoli ** 02:44 Okay, well, first off, I am the youngest of seven children. I'm the only person in my family with a disability. And that was an interesting way to grow up. Because, you know, I was kind of sheltered. My parents were both very protective of me. But my siblings, you know, they never treated me as if I was in a wheelchair growing up, they always wanted me to be a part of the games that they were playing. And they made sure that they adapted it to my needs. They never were like, oh, you can't do this, you know. And so I felt very accepted in that way. And I also at the time, was going to a school just for children with disabilities. So I really never experienced at a young age, you know, any form of bullying or discrimination or anything like that. That is until I was eight years old. And I was put into the public school district in a small town in New York called Yorktown Heights. And they, you know, I was the only person with a disability throughout all my schooling. And that was when I really got to see how people without a disability, treated those with a treated those of us with a disability. I went through a lot of bullying, a lot of ostracizing a lot of, you know, oh, you're a liability. So you can't come on this class trip. Or you can't come on the camping trip or not being invited to birthday parties. actually remember this one story that you know, my neighbor had a birthday party, and it's a pool party and I wasn't invited. And she was in my class. And all my classmates were there and so they actually saw that I live next door and they walked over to my house. And the mother of the little girl was like What's going on? Like, Why did everyone leave? And my mom was like, Well, you didn't invite my daughter. So now her classmates are coming to say hello. And the mother tried to fix the situation by inviting me. And my mom was like, No, like you're not going. So that's one of the stories that I like to tell because it shows how great of a mom I have. And speaking of my mom, I just want to tell you this one other story about her. You know, as I said, I grew up in a large family, and I was the only one with a disability in my family. And I asked her why that was. And she told me this beautiful story about the spine being like a magical tree. And she told me that it had these little magical leaves called nerves that help you move your arms and legs, and I'm missing some of my magical leaves. But then she went on to say that even though I can't walk, that I can do anything else that I put my mind to. So that just gives you a little bit of a glimpse of the good and the bad of my earlier years. So **Michael Hingson ** 06:13 to skip around a little bit. Oh, I don't know how long ago. How long ago was that? Roughly? That may be giving away your age, but I'll ask anyway. **Kat Magnoli ** 06:24 How long ago was which one? Well, **Michael Hingson ** 06:29 so sorry. So let me do it this way. How old are you? **Kat Magnoli ** 06:34 I am 39 years. Okay. **Michael Hingson ** 06:37 Okay, great. Yeah, so, so now, so the birthday party and all that stuff took place? Roughly 30 years ago, **Kat Magnoli ** 06:45 about 30 years ago. Okay. So here's, here's **Michael Hingson ** 06:49 the question. Do you think that that kind of behavior would still be exhibited today? **Kat Magnoli ** 07:00 Um, I can't speak for all parents. So I don't know. But I can say this. I think that there's a really wonderful movement going on in society, where the media, and literature and all that is really starting to embrace the disability community more than they did, let's say, 30 years ago? No, I think that there's more education about the disability community out there. And I think that that's helping make bullying maybe less, hopefully, I mean, I don't know, I can't really say, Yeah, **Michael Hingson ** 07:45 you know, I think things from my perspective, I think things are better, but, and the but is that it's all about education. And there are a lot of people who still really haven't decided that disabilities are not something that makes us less than they are. And so it does depend on the individual. I think that there has been some progress. But we have, I think, a long way to go. Yes, I agree. And so that's something that we we have to work on. I know that as a person who is blind, I continue to see lots of challenges. And I think that the reality is that we emphasize eyesight, so much in our lives, that we view people who, who don't have eyesight, or whose eyesight is less than perfect. We view those people as less than we are, we still haven't dropped the expression visually impaired. And that's got so many negative connotations, because visually, we're not different, because we're blind. But the professionals adopted that long time ago. And we continue to see impaired, well, we're not impaired, you know, you're not mobility impaired, you use a wheelchair, you're in a wheelchair. But as your mom pointed out, that doesn't make you impaired or less than anyone else. Because while you can't walk, there are short people who can't do the things that taller people can do. And even tall people can't necessarily do all the things in the same easy way that some short people can do because they have to fit into smaller places sometimes, or whatever the case happens to be. And what we don't really understand is that disability is not a lack of ability, but rather it's a characteristic. And we all have it in one way or another. **Kat Magnoli ** 09:39 I am 100% on board with what you're saying. And another thing that I like to reiterate, it's kind of in the same sense of what you're saying is that the disability community is actually a community that anyone can join at any time because someone can wake up and they can be blind or someone can wake up and get into an accident, and then be in a wheelchair or someone can go dead, you know, maybe listening to too much loud music throughout their life, whatever the case may be it or just like a gradual thing that happens as you get older, you know. And so it's it's not something that's so taboo as maybe society has made it out to be throughout the years, because it really is like the most common thing that it's it's the only minority that anyone can join, you know? **Michael Hingson ** 10:39 Yeah. Well, and I would submit actually, something slightly different. I agree with you. But what I also would say is that the reality is, every person with eyesight has a disability. And I've talked about it on this podcast before, the issue is that in 1878, Thomas Edison invented the electric light bulb. While Why did he do that? He did that so that people with eyesight would have light on demand and would be able to function when it would otherwise be dark at night, or whatever. And so over the years, we've put so much emphasis on developing the technology, that light is around us pretty much all the time. But the but the other part about it is until it's not like if you're in a building, and there's a power failure, you have to go scrambling whoever you are for a phone or a flashlight or something to turn on the light. And if you can't find one, you're in a generally a world of hurt, because of the fact that it's dark, and you can't see what to do. So every sighted person has the disability of being light dependent, whether they like it or not. And technology has mostly covered it up. But it doesn't change the fact that the disability is still there. We just as a society don't like to acknowledge that, because light is so readily available most of the time. **Kat Magnoli ** 12:04 That is fascinating. I never really even thought of that. I definitely got Wow, that's amazing. See, that proves my point that you don't even have to go through an accident or anything that I just mentioned, like, just take away. Something that helps you enhance that sense. And that sense is no longer there. So it's really interesting what you just said, I'm fascinated by it, **Michael Hingson ** 12:37 we've got to get to the point where we recognize that disability does not mean a lack of ability. You know, people say well, but disability starts with this well, so does discretion. So it is it mean, a lack of question, whatever that is, or, you know, any number of things just doesn't need to be a negative term. And we've got to grow up to recognize that as a as a society, I understand that people with eyesight do have advantages, in some ways, because the world is being created around what they have access to that a lot of us don't, but that doesn't mean that we're less than they, whether it's a wheelchair or whatever, **Kat Magnoli ** 13:19 of course, of course, 100%. And actually, just to keep going on this topic for a second, I read an amazing book called no pity. I don't know if you've ever heard of it. **Michael Hingson ** 13:32 I haven't. But that's okay, go here. One of the things **Kat Magnoli ** 13:36 that they stress in the story, and it's not only a story, it's actually like a it's a book that talks about the entire history of the disability rights movement. And one of the things that they stressed in it is that disability no longer exists when you make things accessible to us. So for example, me, if, if there's a ramp, and there's a button for the door, I no longer have a disability because I can get into any building, if those things make it accessible for me. For for instance, for you, if there's Braille, your disability goes away, because you're able to understand and communicate in a in a better way by being able to read, you know, the bumps, and the Braille signage. So you can know where to go in a building, let's say like the elevator. And so I think that that's a really cool concept that disability is kind of like perception only because if you make the world more accessible, then no one really has a disability. That's the flip side of it all. And **Michael Hingson ** 15:02 that's the real point. Right? Yeah. Yeah. And that's and that's that way. So are you, quadriplegic or paraplegic? paraplegic? So So you see, you can hit people upside the head if they start getting too and setting them up people with disabilities write to you. **Kat Magnoli ** 15:23 I tried to be very nice and to educate first. Yeah. But if they don't listen, then I might have to run over a tower to my **Michael Hingson ** 15:33 wife, when sometimes we've gone to places even like Disneyland, although it's been a while. Got so very frustrated, because being in a chair, and she also was a para. We could be talking and sitting somewhere or just walking along and people just jump over the foot rests rather than having the consideration to walk around. Because they're in such a hurry to get somewhere. People are people are amazing. **Kat Magnoli ** 16:00 Yeah, yeah, I that's one of my biggest pet peeves. Another one is people just wheeling me up a ramp, like as I'm wheeling, and then someone of total stranger will come up behind me and think that they're doing a kind gesture. Yeah. And you start pushing me up the ramp, and it's scary, it startles me, you know, it scares me. So I always flip it out, you know, to the other side, where I'm like, How would someone feel if I just like started pushing them on their backside, and like toiling them to essentially walk faster, you know, like, that's not very nice, I wouldn't be able to do that I'd probably get arrested if I did that. Because you can't just put your hands on someone's backside and start busting them. So it's the same concept, people think that they're doing something nice, or that they're, you know, you know, not bothering us by like asking us to move over or whatever, I'd rather you say, excuse me, then push me or jump over me. You know, I'd rather you acknowledge me and be like, Excuse me, I need to get through, like, find a way to do it? Or **Michael Hingson ** 17:13 do you need help? I'd be glad to push you up the ramp if you would like I mean, but the point is to ask **Kat Magnoli ** 17:19 exactly the point is to ask, it's really not that hard. No, **Michael Hingson ** 17:24 it's not that hard at all. So I'm curious. What do you think of the truncated domes, all the dots that go across driveways, and so on to warn people when you're at the bottom of a ramp or, or going into a street? They've put those out saying blind people need to have those warnings and so on? What do you think of that as a person in a wheelchair? **Kat Magnoli ** 17:53 Well, let me say this, if it is good for people with blindness, then I think it's necessary. However, for a person with a disability. Again, it can be kind of a hazard almost, I will say, because, let's say one of my wheels, you know, gets stuck in between one of the bumps, I could fall forward, if it's a quarterly made structure, you know, I could fall forward. So for me, it can sometimes be a hazard. And it has been in the past. However, if it's good for people with blindness, then I'm all for it. And I'm accepting of it. And that's all that I'm gonna say about it. **Michael Hingson ** 18:40 The the place where it becomes valuable is not so much on ramps, or even in train stations, because if a blind person is using a cane properly, they'll be able to detect the edge of a train well of a train track or if the tracks are dropped down, like in a lot of subway stations or whatever. The the comment is where you have to have it so blind people know that they're coming to the edge. That's what the cane does. Although a lot of people don't necessarily use their canes well, so the compromise was to put those those dots in, but I know my wife hated them because it just shook her violently every time we went over them. **Kat Magnoli ** 19:30 Yeah, I definitely have noticed with my friends who have spinal cord injury that tend to have spasms below the waist, that it does trigger, you know, well for her more shook her neck and very sad and you know, yeah, well, it's **Michael Hingson ** 19:48 it's it's one of those things that that there are places where where they can help if you've got a very flat curb, not even a curb cut or a ramp but you It's such a gradual ramp down that you don't really notice it and the curb is, or the entrance to the street is flat so that you don't really have a noticeable demarcation between the sidewalk and the street. There is a place where it's relevant to put something but yeah, it's it's interesting, everyone has different challenges and some people love the the dots, and some people don't. And it's always a matter of trying to figure out the best way to make it as accessible and usable by the most or by most everyone and people have to adopt and adapt to different ways of doing stuff. **Kat Magnoli ** 20:40 Well, I'm actually going to flip the question and ask you something now if that's okay. **Michael Hingson ** 20:47 Oh, sure. This is a conversation. **Kat Magnoli ** 20:51 What is your opinion about ramps as a person who's blind? Does it hinder you or help you in any kind of way, not affect you at all? Well, **Michael Hingson ** 21:02 if it's a ramp, that's why I'm mentioned the very flat curbs. So from from my perspective, I can go either way ramps or stairs. However, it is my belief that ramps are very important. So I don't mind at all having ramps, but I don't believe that ramps enhance my ability to walk around. Because I'll use a cane or a guide dog and I will go where I need to go. And if there's a ramp, it's fine. If there are stairs, that's fine. And I realized that stairs generally take up less room than ramps. But having been married to a lady in a wheelchair for 40 years, I totally value ramps and have never had a problem with ramps so ramps don't bother me at all. **Kat Magnoli ** 21:53 Okay, that's interesting. **Michael Hingson ** 21:57 So on I am a firm believer that that ramps need to be available not just in the back of a building or whatever, but they should be readily available. So that people in chairs are people who need ramps. people with strollers just older people can walk in the front entrance of a building just as easily as I can. Even though I can walk up the stairs, so I'm fine with ramps. **Kat Magnoli ** 22:27 Okay, well, thank you. That's, that's very interesting to hear. **Michael Hingson ** 22:31 So it is kind of one of the things that that we we all do deal with. But I think I'm what I'm really surprised that is and we watched. We watched my wife passed away last November. So it's just me now. But as I tell people, she's up there somewhere. And if I misbehave, I'm going to hear about it. So I gotta be a nice guy. **Kat Magnoli ** 22:56 Well, I'm so sorry for your loss. **Michael Hingson ** 22:58 Well, it's been 40 years. And as I say, the spirit sometimes moves faster than the body and her body just finally kind of gave out and it is what we have to deal with. But, you know, the, the other the other side of that is that, you know, I learned a lot from her and having 40 years of memories and marriages is a good thing. And it it helped broaden perspectives in a lot of different ways. So I certainly have no complaints about it. **Kat Magnoli ** 23:33 That is so beautiful. Oh my goodness, you're gonna make me cry. **Michael Hingson ** 23:39 Well, like I said, she's somewhere and if I misbehave, I'm going to hear about it. So I will, I will continue to just be a decent person and behave well. **Kat Magnoli ** 23:50 That's all. That's all that all of us can do. **Michael Hingson ** 23:54 Yeah, that's about all there is right? That's all we can do. Yeah. So tell me a little bit more about you. You grew up did you go to college? Yes, **Kat Magnoli ** 24:06 I did. I actually got my AAA degree. My associate's in arts degree for exceptional student education. I really wanted to be a teacher for children with disabilities. However due to my health that ended up not being the case. But I still have my degree which is great. **Michael Hingson ** 24:35 What do you think of the the terminology Exceptional Children? **Kat Magnoli ** 24:41 Um, I think a lot of the time we spend too much time nitpicking. Yeah. At terminology. I think whatever a person is comfortable with is very like subjective. Like there are some people that don't like People First language they don't like the term, people with disabilities, they like, disabled **Michael Hingson ** 25:07 disabled person. **Kat Magnoli ** 25:08 I personally do not I like people first language, I want to be seen as a person that has a disability. So I think it's just all it's very subjective. It's however you feel. But, you know, the school district felt like it was a better transition to go from special ed, or special education, to exceptional student education. **Michael Hingson ** 25:37 And, you know, the only thing I would say about that is that, and I agree with you about People First, by the way, but I also think that we have to look at terminology in the light of what is it conveyed to people about us, like I mentioned, visually impaired. The fact of the matter is that continues to promote the concept that we're less. So a much better term such as like, happens with people who are deaf, it's not deaf or hearing impaired, it's deaf or hard of hearing, and that is what the deaf community likes, with good reason. And so, visually impaired isn't nearly as progressive and as helpful attitudinally and socially as blind or low vision. And so I think there is some relevance to recognizing that terminology can be part of the problem, rather than always being part of the solution. **Kat Magnoli ** 26:40 I 100% agree. And that's why I think that as a person within the community, when someone approaches you, whether it's you or AI, it's our obligation to educate them and let them know how we want to be referred to. Because again, there might be some people in your community that don't mind the term visually impaired. Maybe that's how they refer to themselves. There are and there are. And so I again, I think it's really about how we educate others on how we want to be addressed. Well, **Michael Hingson ** 27:22 that's part of it. And the other part is, and I've had discussions with some people say, I don't I find visually impaired, I'm impaired, I'm visually impaired, until they think it through, or until somebody talks with him about it. And gets them to really explore what they're saying, when they say impaired, for example. And that's part of it. And so in the blindness world, we haven't grown up yet, nearly as much as, say, people who are deaf have in terms of not being hearing impaired, but rather hard of hearing. So the fact is there there are people who are blind, and I've had discussions with them who say, No, I'm visually impaired, and I point out the issue. And if I get them to think about it, they usually come back and say, I never thought about it that way. Just like we talked about earlier, every person on this planet has a disability. And the fact is that most people are light dependent. And that's his disability, too. **Kat Magnoli ** 28:30 That's so true. Yeah. And actually, it's interesting, because a few years ago, I had the privilege of making friends with a man named Daniel Ruis, who is a big advocate for the ADEA, which is, for all of you that might not know is the Americans with Disabilities Act law. And so he makes places accessible, so on and so on. And one day, we got into a discussion about the word handicap. And I never knew what that term actually means. And I don't know if you know, either. Maybe you do. But for all your listeners, I just want to say that handicap actually means hand in cat, which was, which is a symbol of saying that people with disabilities are needy, and we're beggars and we're, you know, it's just it has such a horrible connotation to it. So that's one term that I will not accept to be called. Whenever someone says, like, oh, handicap parking, I'm like, No, it's accessible parking. You know, like I make that's the only thing that I'm like a stickler on, is handicap and also crippled. I don't like the term cripples. I think that that is something that degrades me. Again, I go by people first language and that just really is, you know, the case for me. **Michael Hingson ** 29:57 Well, and I think it's a matter of of really people just accepting that we're as equal as they. And unfortunately, though some of the language doesn't necessarily imply that and that's what we really have to deal with, which is why anything that utilizes the word impaired is a problem. But people have to grow to deal with that in their own way. And that's something that we just will have to work on over time. And hopefully, people will come to recognize it is a problem, just like when we talk about race. You know, we talk about African Americans or our people who are black, as opposed to other terminology that nowadays, it is frowned upon to say that, in most cases, although black people sometimes use that terminology amongst themselves, but by the same token, we need to recognize that there are words that promote negative and less than stellar attitudes in a lot of different ways. So it's, it's a challenge. Well, **Kat Magnoli ** 31:11 going back to something I had said earlier, when you asked me Do I think that the same kind of incident would happen now in relation to you know, how I grew up? I think the more and more we are exposed in the media, in a positive light, through books, through movies, through TV, through songs, whatever the case may be, I think, through politics, I think that the world will kind of shift its perception, the more they see what we can do. **Michael Hingson ** 31:49 I agree. We need to be more involved in the conversation. And I think more people need to help bring us into the conversation and talk about us or talk with us. And it's a slow process, because changing a societal attitude like that is is not a simple thing. And is a is a challenge for a lot of people because they've grown up thinking something totally different. And now we're saying no, you really need to change that. That just doesn't happen overnight. **Kat Magnoli ** 32:24 Yeah, it's interesting when Coda won in the, in the Oscars, I asked my friend, same as Mark McGwire. how he felt about it, because he's a person living with deafness. And he was like, so I didn't win. He's like, I don't care. I thought it was like such a tremendous thing. The disability community and someone living with deafness was like, okay, you know, like, he didn't acknowledge it as like this huge thing as maybe I did. Well, but **Michael Hingson ** 33:03 I spoke. First thing, I spoke at a conference later that same year, a conference on inclusion here in California for one of the county departments of education, and had occasion to interact with several people who are very active in the deaf community. And of course, needless to say, they loved it. So, yeah, it's different for different people. Yeah, exactly. So you got an AAA degree, and then what did you go off and do with yourself. **Kat Magnoli ** 33:34 And then, like I mentioned, my, my health kind of took a turn for the worse that I had developed kidney failure and was on dialysis. And this was actually during the time that I was still going to school. So when you're studying to be a teacher, you have to do what's called clinical hours, which means that you go into a school and you kind of shadow the teacher, and you learn from her by interacting with the kids grading papers, doing things like that. And one of the places that I did this was at a school called cacher LD, which is a school for children within the autism spectrum, and other learning disabilities. And that's really what inspired me to become an advocate because one thing that I didn't mention earlier is that with all the bullying that I had endured at a young age, it kind of actually depleted the message of the magical tree for me, and made me feel like maybe there is something wrong with me. So when I got the chance to be around these kids with disabilities, and really see their inner strength and see how amazing they were, it helped me re accept my own disability at the age of 2420. 85 So that's when I started to think, Okay, if this teaching thing is not going to happen for me, because, you know, my health is not allowing me to dedicate the time that's needed for this, how else can I help the disability community? So one day, I'm sitting in a pool, and I'm noticing that there's two children who are quote, unquote, able bodied or non disabled, whatever term you like. And they were staring at me, they were trying to figure out how I got in the pool for my wheelchair. And one of the kids actually said that he felt sorry for me. I was so sad that he would feel sorry for me that it dawned on me how I could help be an advocate. And I thought, like, after much thinking, I was like, I want to educate children about disability, because they're the ones most curious about it. So how do I do this? And then I thought about something that I've always loved to do, which is write. And that's when I decided to write a children's book called The Adventures of cat girl, which is about a superhero in a wheelchair, and she helps kids who are being bullied. And **Michael Hingson ** 36:21 you've written several books now happened to as I recall, yes, **Kat Magnoli ** 36:25 there are four stories in the cat girl series, they each touch on a different kind of bullying. So we have bullying, children and wheelchairs, bullying children who are deaths, bullying children who are overweight and racial bullying. Those are the four topics that I cover in my cat girl series. And then I have another story called Pete, the private eye, who's actually a blind detective, and he uses his magical cane to help him solve mysteries of lost objects. **Michael Hingson ** 37:03 Hmm. Well, you know, all I have to say is that if you ever decide to do a picture book on the disability of politicians, don't worry, they deserve bullying. Just just I love that I love to tell people, I'm an equal opportunity abuser. We don't do politics on unstoppable mindset, because I'll pick on all of them. And rightfully so. But you know, but that's your voice, especially now is right. So do you, do you self publish? Or did you self publish? Or do you have a publisher for the books. **Kat Magnoli ** 37:44 So when it came to the adventures of cat girl series, I went through my grandparents, who at the time had owned an educational toy business called Dexter educational toys. And when I came to them with this idea of my book series, my grandfather was a little hesitant. But my grandmother jumped on the idea. And she really, you know, used her resources of a printing company that she was in affiliation was to help publish the book. And with Pete, the private eye, I used another company called Print ninja, they're in China. And they do a fabulous job with printing as well. **Michael Hingson ** 38:38 That's great. Do you have any other books coming out in the future? **Kat Magnoli ** 38:44 I hope so. I do have a lot of ideas. I have some crossover stories of cat girl and Pete, that I really would love to, you know, have them meet in this story and work together and use both her magical wheelchair and his magic cane. And just kind of have fun, you know? Maybe finding loss items for bullies. **Michael Hingson ** 39:09 Well, there you go. **Kat Magnoli ** 39:12 That can be the crossover story. **Michael Hingson ** 39:16 So you sent me several photos. I'm assuming some of those are the book covers. **Kat Magnoli ** 39:23 Yes, I did send you one photo that has all four cat girl. book covers plus the cat girl puppet. Threes **Michael Hingson ** 39:35 I ask is that all I see are titles that say like img something so I don't. I don't get a description. That's okay. But I'm glad you did because I would have asked you to send them if you hadn't. So that's great, because we want to make sure they get into the podcast notes and so on because I want other people to read the books needless to say, thank you. So that's kind of important to be able to do Who? But you know, so you've written them. So did you. So what did you do for a job along the way? Did you go into teaching? Did you start advocating? To to start your own company? What did you do? **Kat Magnoli ** 40:17 Well, first and foremost, my number one passion is my book. So I've dedicated a lot of the time of my advocacy, to reading to children and selling my books to schools, and at different events throughout Florida, and in other states. And then from there, because I did still have a desire to be a teacher, I did some tutoring for about a year to through a girl that I knew named soudha that I had met in college. So I did get to do some teaching, later on in my advocacy. And then, you know, as I grew as an advocate, different organizations started to reach out to me to do work with them. So for a while, I was working at the Center for Independent Living. And then I worked a little bit for ShakeAlert. Miami, which is a wonderful organization that helps people get with disabilities get the chance to go sailing, and kayaking and canoeing. And so I have had some, like, odd jobs here and there, but all have to do with disability and advocacy in some way. But my main focus is my books and public speaking. **Michael Hingson ** 41:36 You've definitely kept active. Yes. **Kat Magnoli ** 41:40 So calls me the Energizer Bunny, **Michael Hingson ** 41:43 that are you go? Well, so cat girl was in a wheelchair is in a wheelchair, right? **Kat Magnoli ** 41:50 Yes, she is. **Michael Hingson ** 41:51 So did you involve in any way in any of the books dealing with autism? I haven't you since you've had a lot of interest in that and exposure to it. I **Kat Magnoli ** 42:03 have not had the chance to write a story about autism yet. I really want because the children that started my journey into advocacy to fall into the autism spectrum. I want to be as sensitive and correct with it as possible. So I want to do more research and make sure that I do that immunity, that justice that it deserves when I write about it. **Michael Hingson ** 42:34 We've come a long way with autism. I know I've talked to several people on the podcast here who discovered that they were on this they say the Autism Autism Spectrum. But they discovered it in their 30s and in their 40s because we just didn't really know enough about it earlier on to recognize it and diagnose. **Kat Magnoli ** 42:56 Yeah, yeah. And to be honest, you know, sometimes parents are hesitant, even if there are clear day signs, you know that their child is in the autism spectrum. Sometimes parents can be hesitant to get that diagnosis, and then the person will make that decision later on in life to finally get the test that helps them you know, be diagnosed, right? **Michael Hingson ** 43:30 Or it just never came up. And they never no one ever thought about it. But yeah, it is a challenge. And I think that that's, uh, you bring up a good point in general that a lot of times, parents of children with disabilities don't really want to necessarily deal with it either. And it's mostly because they haven't themselves become educated. Your parents were fairly unusual. And same with mine. The doctors told them when it was discovered I was blind at the age of four months that they should just send me to a home and they said absolutely not. He can grow up to do whatever he chooses to do. But parents that are willing to really step out like that are much rarer than we would like to think sometimes. **Kat Magnoli ** 44:17 You know, I've been beyond fortunate to have the mother that I have, and I am grateful for every single day of my life. Because my mother was unaware of my having Spinal Bifida. throughout her entire pregnancy. It did not show up on any ultrasound that she had had during the nine months that she was carrying me and so when I was born, that was the day that her my father had found out that I indeed had spinal bifida. And she always tells me the story because as I mentioned, I'm the youngest of seven So she would read a lot of medical books every time she was pregnant. And she always skipped over Spinal Bifida. It was like, Oh, that'll never happen. And when it did happen, she didn't feel sorry for herself. She immediately when she came home from the hospital, you know, started doing research started calling different organizations like, March of Dimes, and all these other organizations that can help her, you know, raise me in the best way that she could. So I'm just very, very fortunate to have a mother like I do. Yeah, **Michael Hingson ** 45:37 she learned and she dealt with it. Which is, which is great. And presumably, she's still alive and, and helping. She's **Kat Magnoli ** 45:48 72 years old, and she's the one who's truly the Energizer Bunny. She's unstoppable. **Michael Hingson ** 45:56 Well, then we need to get her on the podcast. It's good to have unstoppable people on the podcast. **Kat Magnoli ** 46:01 She's actually sitting right next to me, but she's shaking her head know that Oh, come **Michael Hingson ** 46:06 on. **Kat Magnoli ** 46:10 Can you just wave? Please? **Michael Hingson ** 46:12 Nope, she's, well, I'm not gonna see your wave. So that's okay. **Kat Magnoli ** 46:18 To everyone. Same way? Yeah. **Michael Hingson ** 46:21 Well, it's neat to have a very supportive person. And that goes both ways. Because you give back and I'm sure help her and a lot of different ways. And just the very fact that you do what you do. Totally validates everything that she's done. **Kat Magnoli ** 46:40 Yeah, yeah, I actually just recently got a proclamation from Palmetto Bay, which is a neighboring town from Sunny Isles Beach. And they gave me a proclamation to honor Spinal Bifida Awareness Month, which is within the month of October, and my entire speech was dedicated to my mom, pretty much. I mean, I spoke for like four minutes, and three and a half of it was all about how wonderful she is. **Michael Hingson ** 47:17 And rightfully so no matter what she thinks or says. I agree. Like I said, moms who are and parents in general, who are that much risk takers are very rare in, at least in my experience, and from everything I've observed. So it's great to have that kind of really wonderful person in your life. So that's great. Now did even though you don't you haven't dealt with an autism an autistic person yet, in your books? Did they have some involvement in inspiring you to write the books, they **Kat Magnoli ** 47:59 were 100% the inspiration because while I was having the privilege to teach them, I saw how they were able to handle episodes of bullying far better than I did when I was a child. And it just was so inspiring to me. And I was like, wow, they have a strange that I did not have at 910 11 and 12 years old. And so it just really, it really did inspire me a lot. And they were part of the reason other than the two children in the, in the pool that had the curiosity about me. If I'd put it all together, it was like, a melting pot of inspiration for me, of why I wrote the adventures of capital. **Michael Hingson ** 48:47 I was at an IKEA store in California, once in a young man came up and said, I'm sorry. And I said, why? And he said, because you can't see. So I've experienced the same sort of thing that you did. And we could we didn't get to have much of a discussion about it because his mother dragged him away. Don't don't talk to that man. You know, you shouldn't do that. And people miss out on great education opportunities. Sometimes. Needless to say, **Kat Magnoli ** 49:13 yeah, yeah. And that's another thing that I really try to stress to parents that it's okay for your child to talk to me. It's okay. For them to ask what happened? It doesn't offend me if anything, them staring and the parent pulling them away is what offends me. Yeah, that that hurts my feelings more so then the child's coming up to me and asking me about my chair, you know, and asking me what happened. I would much rather that and so I've actually gotten into the habit of Do you mind like asking the parents do you mind if I tell your daughter or your son what happened? They seem to be Interested in my chair? Yeah. **Michael Hingson ** 50:04 And, you know, I, I experienced a lot of that or, and sometimes actually promote it to get conversation started. A lot of times I'll be walking somewhere with, with my guide dog and parents say oh, don't, don't, don't go up to that man, the dog might bite you and all that, and I'll stop. And I'll almost block their way and said, let me let me talk to you about what guide dogs are. And then I'll also take the harness off, which is the thing that the dogs love the most, because then they know they're not working. And the last thing they want to do is to avoid getting attention, especially from kids. So we get lots of opportunities. And when I go to speak to schools, it's always fun after the speech to take the harness off and let the kids come up. And the dogs have figured out that if they lay down and stretch out every which way they can, as far as they can, and maximize petting space, they'll get more kids to pay attention to them, and they love it. **Kat Magnoli ** 51:06 Oh, that's so cool. Yeah, they, **Michael Hingson ** 51:09 they enjoy it a lot. So it's fun to do. That's wonderful. So do you know you've you've started your own organizations to help with advocacy, right? **Kat Magnoli ** 51:23 Yes, I, within the last two and a half years started, capital and friends Inc. It is a 501 C three that just helps educate people about the importance of inclusion through literature and my public speaking. And it just gives me a chance to reach a larger audience. **Michael Hingson ** 51:48 How far have you traveled to be involved in doing speeches and do public speaking, **Kat Magnoli ** 51:52 I actually went to the American Association school for children who are deaf. And that was in Atlanta. And it was really, really amazing. It was such an incredible experience. All the kids were signing their questions to me, which unfortunately, I don't know, sign language. So there was an interpreter there. But it was just such an amazing experience that I never forget that and I'm so grateful to have done. And I also got to go to New York where unfortunately, I couldn't be at the school because it was during like COVID regulations still. But I did a zoom session for a school in the district that I grew up in, which is Putnam Valley School District. So that was really cool to be able to do. And I've actually done that two times since then, where I've done zoom sessions for them. So I've been able to reach different schools in different states as well as make a pretty good impact in in my community as well. Well, **Michael Hingson ** 53:14 it's, I think, extremely important for us to recognize that one of the best things that we can do is to help teach and educate and I didn't tell you this, but when I was in college, I also went through the University of California, Irvine. College of teaching, so I have my secondary teaching credential as well. So I, I never did teach professionally as a teacher in that sense of the word. But I ended up being very involved in sales. And I believe that that the best salespeople are also teachers as well, because that's what they should really be doing. Rather than trying to force a product on someone, they should be educating people, and helping them come to the best decision for whatever they need. And that's a philosophy that has worked really well. But I love teaching and after September 11. For me, I decided to take up a career of speaking and so on, because if I could help people move on from September 11 and teach them about blindness and disabilities and such then it was a worthwhile thing. And if it changes one person is all worthwhile. **Kat Magnoli ** 54:25 That's such an amazing advice and an amazing perspective. And I could not agree more. I mean, when I first started this, I was like, You know what, I want the whole crowd to hang on my every word. Now it's not so much like that. For me. I just get so excited when I can lock eyes with one child, or one person in the crowd and I know that they're really paying attention and they're really being impacted by either my the stories that I've written or my personal story, whatever is resonating with them is, is so important to me. **Michael Hingson ** 55:07 What's the most interesting question that any child has asked you when you've spoken like that? Um, we all have those stories, I'm sure. **Kat Magnoli ** 55:21 I feel like they ask the same questions over and over again, no matter where I am, which is always, how do you get up in the bed? Like, out of bed in the morning? How do you brush your teeth? How do you take a shower? How do you get in and out of the car? How do you do these things? And I'm just so those kinds of questions I find to be the most fun to answer. The one that I think is so important. Let me rephrase that, because those are important questions to answer as well, because it's educating people about my daily life and how I get around from point A to point B. But the the subject matter that I find to be most interesting when they talk about it is when they start talking about episodes of bullying that they went through, and then we can start opening up that conversation. So yeah, yeah. Yeah. **Michael Hingson ** 56:23 Well, and and it's fun. I love speaking to children, because they are uninhibited. And they don't hesitate to ask questions. Once you start getting them engaged at all, they will, they will ask anything. And if we can have a session and the parents aren't around, it really works out a whole lot better, because they will, they will become engaged and they'll ask questions I remember. And I've talked about it here a couple of times, I spoke to a, an elementary school. And this third grade boy got up after I spoke, because I opened it for questions. And his question was, how do blind people have sex? So there you go. **Kat Magnoli ** 57:11 I have not been asked that by a child. But I have been asked by adults. Yeah. wanted to take me out on dates. **Michael Hingson ** 57:20 Well, there you go. Opportunity Knocks Well, for me when he asked that I am not dumb, right. I just said **Kat Magnoli ** 57:28 for the background noise. **Michael Hingson ** 57:29 That's okay. I I'm not done when I was asked that. I just said the same way everybody else does. And if you want to know more, go ask your parents because I wasn't going to get into that. **Kat Magnoli ** 57:39 Yes, that is a very smart answer. **Michael Hingson ** 57:45 But for as far as you you know, two guys wanted to take you out on on dates. There's opportunity, maybe? Yeah, **Kat Magnoli ** 57:51 I mean, when this was mostly in my 20s, where people wouldn't even ask my name before they asked, Can you have sex? I mean, I just was like, Hi, my name is Katherine. And yes, I can. **Michael Hingson ** 58:09 Yeah. And if you want to know more, that's a different story. Zach. Ah, people are interesting, aren't they? Yes. But you know, we we cope. And we, we learn. And hopefully we do get to help teach them. And that's what's really important about the whole thing. So tell me about winning Miss wheelchair Florida. **Kat Magnoli ** 58:38 It was really amazing. It was actually a funny story. Because I had been in the top three, two times before, I had gotten second runner up and first runner up. So the third year, I actually wasn't going to participate. I was like, okay, clearly, I'm not going to win. I'm just going to take a break from this. But the state coordinator actually reached out to me like a day before the application was due to be a contestant. And she was like, Why haven't I received your application? I'm like, oh, because I'm not doing it this year. She's like, Yes, you are, you have to do it. So I was like, Alright, fine, I'll do it. But if I lose again, like I'm never doing it again. So So I ended up going and it's an amazing weekend, where girls with all different physical disabilities come together. And we do workshops. We do you know, judging with it's just so amazing. And so I was really happy to be a part of it again. But I went into it not thinking that I was going to win or place in the top three or anything like that. So I went in with a different perspective of just enjoying the moment And that's interesting because I ended up enjoying it so much that I ended up Miss messing up my speech. And so I really thought I wasn't going to win. So when they announced the, you know, second runner up and first runner up, and I wasn't called, I was like, Okay, I didn't make it even to the top three. So when they said my name, my mouth dropped, and I started crying for like, a good five minutes. And I was trying to speak because they handed me the microphone. And I honestly couldn't even tell you what I said, because I was that shocked for wedding. And before they said my name, I actually looked at my mom in the crowd, and I shook my head. No, it's not me. And at the same time, one of the judges was looking up at me. And she was shaking her head, like, yes, it is you. And I was just so confused as to why she was smiling and shaking her head. So it was just an interesting situation. And then when I did when I got to meet the governor, the former governor, Rick Scott, I got to work alongside the mayor of sunny isles and the mayor of ball Harbor, which is another town and get more beaches accessible in my area. I got to work with the school district, which is Miami Dade school district to have activities for Disability Awareness Month and inclusion week, I had a podcast so it was a really, really busy time for me. And it was a lot of fun. I also got to do a lot of adventurous things. Like go to I fly, which is indoor skydiving, and I got to, you know, just do some really memorable things. **Michael Hingson ** 1:01:56 So did you do the indoor skydiving? Yes, I did. I would like to do that. I've never done it. I'm gonna have to go do it. Some I would love to do that. Yeah, **Kat Magnoli ** 1:02:05 it's really, really cool. It's a very interesting simulation of what skydiving would be like. **Michael Hingson ** 1:02:13 Yeah, I would like to do it sometime. I'll have to work that out. Well, so what's next for you? What are you doing? What are your plans? And where are you headed? What's your mindset in the world? **Kat Magnoli ** 1:02:26 Well, currently, I am doing a lot of things. It is Disability Awareness Month and awareness month. So I've been making a lot of videos on social media just talking about basically what we're talking about right now, which is all that we can do. So that's number one. That's that's part of what I'm doing. I'm also doing a lot of different events for my books, to have more of an outreach for them. I am part of the Christopher Reeve Foundation where I'm a regional champion for them, which means that I speak to senators within my state about different laws that the Christopher Reeve Foundation is trying to get passed. So that's that's basically what I'm doing. I'm also in addition to it being Disability Awareness Month and Spinal Bifida Awareness Month, it's also Domestic Violence Awareness Month, which, for whoever does not know people with disabilities are three times as likely to be victims of any kind of abuse. So myself, along with my mentor, Debbie beets are going to be partnering for a workshop with the Christopher Reeve Foundation will end of October, where we're going to be talking about the intersectionality of abuse and disability. Wow. **Michael Hingson ** 1:03:59 So you're definitely keeping busy no doubt about it. **Kat Magnoli ** 1:04:02 Yes. Oh, and one last thing. I am working currently with semi owls beach to get even more beaches accessible in my town. So that's the last thing that I'm doing. **Michael Hingson ** 1:04:16 Well, just one more thing, right? Yeah. Well, this has been a lot of fun if people want to reach out to you and maybe contact you learn more about what you're doing and so on. How can they do that? **Kat Magnoli ** 1:04:31 They can actually reach me through my website, kat girl and friends.com **Michael Hingson ** 1:04:37 Kat is k a t. Yes, **Kat Magnoli ** 1:04:39 Kat is K a t girl is G I R L and is spelled just as we know A N D friends f r i e n d s.com.com **Michael Hingson ** 1:04:52 Yeah, okay. Any other contact ways or things that people should know? They **Kat Magnoli ** 1:05:00 can also just email me at Kat that's also K A T Magnoli, m a g n o l i@gmail.com. **Michael Hingson ** 1:05:13 Wow, a Gmail address without any numbers in it. You must be the first one. Yeah, well, cat, this has been a lot of fun. And I want to just say right now that when you have more adventures and you have whenever you want to come back on and chat some more on unstoppable mindset, I would love to do it. So you just know you have an open invitation. We can talk about it at any time, but I really value you doing this and if you know of anyone else. And likewise, for any of you listening, if you know of anyone who we ought to have as a guest on unstoppable mindset. I'd love to hear about it. You can let me know Kat knows how to reach me but for all of you, just so you know, you can reach me at Michael M i c h a e l h i at accessibe A c c e s s i b e.com. Or go to our podcast page www dot Michael Hingson m i c h a e l h i n g s o n.com/podcast. And we'd love to hear from you love to hear what you think about the episode. And as I said, if you know of anyone that you think we ought to have as a guest, I definitely want to hear from you. We would appreciate you giving us a five star rating, we value your ratings very highly. And I really hope that you like the podcast enough to do that. So once once more, I want to thank you Kat for being here. I'm sorry, you were gonna say? No, **Kat Magnoli ** 1:06:38 I was gonna say thank you so much for having me, this has been such an amazing conversation. And I can think of so many people that I know who are advocates that would really shine on your show, really have such incredible stories to share. So I will be reaching out to some of them and encouraging them to reach out to you. Because I think that we all should come together and work together and share stories. I think that's the real way to educate and and build inclusion for the for the world. Last question that I have, when will this be airing. Um, it's **Michael Hingson ** 1:07:21 going to be a little while yet because we've got a number of podcasts that are out there, but we'll definitely be sending you an email, unless there's some need for you to to have it airing at a particular time. But it'll be a little while yet, but we'll keep you posted. Okay, **Kat Magnoli ** 1:07:37 great. Thank you so much. And I hope you guys have a great night **Michael Hingson ** 1:07:46 You have been listening to the Unstoppable Mindset podcast. Thanks for dropping by. I hope that you'll join us again next week, and in future weeks for upcoming episodes. To subscribe to our podcast and to learn about upcoming episodes, please visit www dot Michael hingson.com slash podcast. Michael Hingson is spelled m i c h a e l h i n g s o n. While you're on the site., please use the form there to recommend people who we ought to interview in upcoming editions of the show. And also, we ask you and urge you to invite your friends to join us in the future. If you know of any one or any organization needing a speaker for an event, please email me at speaker at Michael hingson.com. I appreciate it very much. To learn more about the concept of blinded by fear, please visit www dot Michael hingson.com forward slash blinded by fear and while you're there, feel free to pick up a copy of my free eBook entitled blinded by fear. The unstoppable mindset podcast is provided by access cast an initiative of accessiBe and is sponsored by accessiBe. Please visit www.accessibe.com . AccessiBe is spelled a c c e s s i b e. There you can learn all about how you can make your website inclusive for all persons with disabilities and how you can help make the internet fully inclusive by 2025. Thanks again for Listening. Please come back and visit us again next week.

We've known for some time now that the first years of a child's life constitute a very important period for the development of that child's brain. Because the brain is responsible for cognition, language, movement, emotion, self-regulation, and essentially every aspect of human behavior, it stands to reason that optimizing those first few years can have a significant impact on the rest of that child's life. In this episode, Kennedy Krieger CEO and President Brad Schlaggar will be joined by colleagues Marcella Franczkowski, Assistant VP, and Executive Director of PACT, Sharon Holloway-Gentemann, the Director of PACT World of Care, Dr. Jackie Stone, Chief Clinical Officer as well as Sarah Monaghan, a parent of a graduate of PACT. The discussion focuses on how early childhood programs help optimize developmental outcomes, and will also look at some of the challenges faced by these programs and why such programs are so worthy of enhanced societal investment.   Resources to visit: Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org National Association for the Education of Young Children Developmental Milestones Checklist and Family Guidance from Early Head Start NAEYC – Questions to Ask Your Child Care – checklist National Association for the Education of Young Children - Readiness: Not a State of Knowledge, but a State of Mind Children's Defense Fund-State of America's Children 2023--Early Education Centers for Disease Control and Prevention (CDC) Public and Private Preschool Enrollment From 2019-2021 at Its Lowest Since 2005* Centers for Disease Control and Prevention (CDC): Fast Facts: Preventing Adverse Childhood Experiences* Kaiser Family Foundation: Disparities in Health and Health Care: 5 Key Questions and Answers*See omnystudio.com/listener for privacy information.

Navigating the complex world of neurodiversity can be a bewildering journey, which is why I sought insight from Dr. Theresa Haskins, an educational psychologist with a compelling personal narrative. As we sat down, she unfolded the story of her twice-exceptional son, revealing a tale of extraordinary cognitive abilities intertwined with unique challenges. Through Theresa's eyes, listeners gain an invaluable perspective on the shortcomings of traditional education systems and the fortitude it takes to trailblaze a customized path for a neurodivergent child. Her experience, both personal and professional, offers a poignant critique and a beacon of hope for families searching for understanding and inclusive environments for their exceptional children.The conversation took a strategic pivot as we contemplated the corporate world's responsibility in fostering inclusive spaces that honor neurodiversity. Theresa and I exchanged thoughts on the moral imperative for businesses to move beyond mere compliance and towards genuine anticipation of diverse employee needs. This dialogue ventures into Brené Brown's notion of belonging, urging a collective awakening to the talents that neurodiversity brings to the table. It's not simply about accommodations; it's about celebrating and harnessing the strengths of all employees, including those who are neurodivergent, to create a richer, more innovative corporate landscape.In the spirit of advocacy, our discussion also highlighted the invaluable contributions of late-diagnosed autistic individuals, underscoring their role in illuminating the true prevalence of autism. Sharing my passion as an educator, I emphasized the importance of preparing future HR leaders to embrace the full spectrum of diversity, including neurodiversity. We recognized the role of caregivers, the intersection with other conditions, and the often-overlooked aspects of giftedness. The episode culminates with a call for stronger support systems that empower families dealing with neurodiversity, envisioning a future where extraordinary measures are no longer the norm, but rather exceptional support is.Support the show

NOTE: This episode is a rerun of a previously published episode. Get .1 ASHA CEU hereEpisode Summary:Want to put the fun and functional back into your intervention routine? Then you certainly strolled into the right podcast! In this week's episode, SLP/BCBA Rose Griffin, shares her bag of tricks for supporting older students through leisure-based intervention activities. Learn how to harness the communication power that takes place outside of your therapy room through natural and meaningful leisure activities aimed at improving a wide range of skills and optimizing quality of life for students with complex learning needs. This episode is jam-packed, tackling assessment tools, data collection, community outings, game adaptations, and app ideas, all in the name of generalization and good old fashioned fun! High fives are flying around like crazy as Rose unpacks the value of using everyday materials and hangouts to build life skills that last a lifetime. Are you game? Then pull up a seat and grab your pen, you aren't going to want to miss these game changer!s!You can learn more about Rose here.Learning Outcomes1. Identify 2 assessment tools to use to identify leisure skill needs2. Describe at least 1 data collection method for leisure activities3. List at least 5 modified leisure activities.ReferencesBarbera, M. L. & Rasmussen, T. (2007). The verbal behavior approach: How to teach children with autism and related disorders. London, England: Jessica Kingsley.Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological-age-appropriate and functional curricular content for severely handicapped adolescents and young adults. Journal of Special Education, 13, 81–90.Cannella-Malone, H. I., Miller, O., Schaefer, J. M., Jimenez, E. D., Justin Page, E., & Sabielny, L. M. (2016). Using Video Prompting to Teach Leisure Skills to Students With Significant Disabilities. Exceptional Children, 82(4), 463–478. https://doi.org/10.1177/0014402915598778Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education & Treatment of Children, 36(2), 33-57. Retrieved from https://search.proquest.com/docview/1391910402? accountid=166077 Copyright ABA SPEECH LLCJerome, J., Frantino, E.P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40, 185-189.Koyama, T., & Wang, H., (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32, 2235-2242.Sundberg, Mark L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program :a language and social skills assessment program for children with autism or other developmental disabilities : guide Concord, CA : AVB Press.Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Upper Saddle River: Pearson Prentice Hall.Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism: What every parent, family member, and teacher needs to know. Hoboken: John Wiley & Sons, Inc.Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self determination. Exceptional Children, 78(2), 135-153. Retrieved from https://search.proquest.com/docview/ 916923324?accountid=166077Online Resources:Rose Griffin's YouTube Chanel: https://www.youtube.com/channel/UCXRBJBfK_294R58U5bOyvUQHelp Kidz Learn app: https://www.helpkidzlearn.com/appsYogarilla activity by Super Duper: https://www.superduperinc.com/products/view.aspx?pid=otsc8765#.YGoG2hRKigQThe “Grocery Store Game” by ABA Speech by Rose: https://abaspeech.org/2018/07/social-skills-game-for-mixed-groups/?fbclid=IwAR0w2bmmweLVg3a8bPJ0muRQeiZ_s2Er0c3ZoAHGOOnTNla4vjPJjCG4Bf4Disclosures:Rose Griffin Financial Disclosures: Rose is the founder of ABA SPEECH LLC and sells products, therapy services and courses. Rose has no financial relationships to disclose.Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of the importance of addressing leisure skills and the assessment tools used to identify leisure skills15 minutes: Descriptions of data collection methods for leisure activities10 minutes: Descriptions of different leisure activities and modifications to those leisure activities. 5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!

My guest today is Dr. Steve Graham, who has, for over 40 years, studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. We'll discuss some of his research around reading and writing reciprocity, and we'll learn about writing instructional practices that have the strongest evidence, as published in his lES practice guides, available on What Works Clearinghouse. Transcript & More about the show: https://www.jenniferserravallo.com/podcast ****Steve Graham's research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of occurring in classrooms in urban schools.  Graham is the former editor of Exceptional Children, Contemporary Educational Psychology, Journal of Writing Research, Focus on Exceptional Children, and Journal of Educational Psychology. He is the co-author of the "Handbook of Writing Research," "Handbook of Learning Disabilities," "APA Handbook of Educational Psychology," "Writing Better," "Powerful Writing Strategies for all Students" and "Making the Writing Process Work." He is also the author of three influential Carnegie Corporation reports: Writing Next , Writing to Read , and Informing Writing.Graham has served as an advisor to a variety of organization, including UNESCO, National Institute of Health, Bill & Melinda Gates Foundation, Zuckerberg Initiative, National Writing Project, Institute of Educational Sciences, the College Board, and the What Works Clearinghouse. He was the chair of the What Works Clearinghouse Practice Guides for both elementary as well as secondary writing. Steve was a member of the National Research Conference committee on adolescent and adult literacy. He has provided background information for a wide variety of magazine, newspaper, television, and radio reports including National Geographic, Time, Newsweek, La Monde, New York Times, Wall Street Journal, Washington Post, USA Today, National Public Radio, CBS Sunday Moring News, and NBC Today Show.He is the recipient of the Thorndike Career Award from Division 15 of the American Psychological Association, Sylvia Scribner Award from Division C of the American Educational Research Association, William S. Gray citation of merit from the International Literacy Association, John S. Nesbit Fellowship from the British Educational Research Association, Exemplary Research in Teaching and Teacher Education from Division K of the American Educational Research Award, Career Research Award from the International Council for Exceptional Children (CEC), the Kauffman-Hallahan Distinguished Researcher Award from the Division of Research (CEC), Jeannette Fleischner Career Leadership Award from the Division of Learning Disabilities (CEC), Samual A. Kirk Award from the Division of Learning Disabilities (CEC), Distinguished Researcher Award from the Special Education Special Interest Group of the American Education Research Association, J. Lee Weiderhot Lecture Award from the Council of Learning Disabilities, and the Don Johnston Literacy Lectureship Award for career contributions to literacy. He was elected to the Reading Hall of Fame for 2018.Graham is a fellow of the American Educational Research Association, Division 15 of the American Psychological Association, as well as a fellow of the International Academy for Research in Learning Disabilities.Special thanks to Alex Van Rose for audio editing this episode. Support the show

There are those amongst are who are exceptional. They process the world differently and do things according to their own rhythm. Elizabeth Mwansa, Florence Chawelwa and Emily Chinokoro take us into the world of these children, from their potential, to the struggles, to the experiences of their caregivers and parents. In a world where free education is a basic right for every child, these exceptional children are often excluded. Let's talk about it. *** The world has advanced so quickly. However, education in Africa is not keeping up at the same pace. Be it the curriculum content, teaching methods or stakeholders commitment, there is an urgency to adapt to the times. Furthermore, conversations around Education have only focused on the traditional models. Until now. The Educated Africana, hosted by Tebogo Kangote III brings together diverse voices to have in depth discussions about Education in Africa. Connect with: Elizabeth - Multisensory International School Emily - Instagram @chinokoro   Join the online Personal Brand Course Cohort 2: https://forms.gle/zyQT8HasBcbaK6Fb9    Join the Africana Woman Visionaries: https://selar.co/africanawomanvisionaries    KNOW your Roots, Grow your Purpose LINKS: Message Africana Woman with Chulu on WhatsApp. https://wa.me/message/E3N7TH7RZSS4P1 +260978470395 Email: africanawoman@gmail.com  Website: https://www.africanawoman.com    Socials:  Instagram: https://www.instagram.com/chulu_bydesign/  https://www.instagram.com/africanawoman/  Twitter: https://twitter.com/AfricanaWoman_    Africana Woman Blog: https://www.africanawoman.com/blog

There are those amongst are who are exceptional. They process the world differently and do things according to their own rhythm. Elizabeth Mwansa, Florence Chawelwa and Emily Chinokoro take us into the world of these children, from their potential, to the struggles, to the experiences of their caregivers and parents. In a world where free education is a basic right for every child, these exceptional children are often excluded. Let's talk about it. *** The world has advanced so quickly. However, education in Africa is not keeping up at the same pace. Be it the curriculum content, teaching methods or stakeholders commitment, there is an urgency to adapt to the times. Furthermore, conversations around Education have only focused on the traditional models. Until now. The Educated Africana, hosted by Tebogo Kangote III brings together diverse voices to have in depth discussions about Education in Africa. Connect with: Elizabeth - Multisensory International School Emily - Instagram @chinokoro   Join Good Morning Beautiful 2023 https://selar.co/goodmorningbeautiful2023    Join the online Personal Brand Course Cohort 2: https://forms.gle/zyQT8HasBcbaK6Fb9    Join the Africana Woman Visionaries: https://selar.co/africanawomanvisionaries    KNOW your Roots, Grow your Purpose LINKS: Message Africana Woman with Chulu on WhatsApp. https://wa.me/message/E3N7TH7RZSS4P1 +260978470395 Email: africanawoman@gmail.com  Website: https://www.africanawoman.com    Socials:  Instagram: https://www.instagram.com/chulu_bydesign/                     https://www.instagram.com/africanawoman/  Twitter: https://twitter.com/AfricanaWoman_    Africana Woman Blog: https://www.africanawoman.com/blog

The Council for Exceptional Children. Educators from Utah, Jersey and Kansas join myself and CEC Associate Executive Director Laurie VanderPloeg on improving the  national perception of special ed for educators especially as the teacher shortage these days is very serious and creating more need than ever.

Today's guests are Drs. Laura Steacy and Don Compton, researchers who explore and write about the skill Set for Variability. You'll hear them talk about this new area of research which offers an explanation for how students self-correct pronunciations of words when reading, and may have interesting implications for how we learn to remember spellings of irregular words. After my interview, I'm joined by my colleagues Macie Kerbs and Lainie Powell for a discussion about takeaways for the classroom.Learn more about Jennifer Serravallo and read a transcript of this episode.Twitter @LMSteacyTwitter @Don_ComptonThe Self Teaching HypothesisSet for VariabilityMore about this episode's guests:Dr. Laura Steacy is an assistant professor of SpEd and research faculty at the Florida Center for Reading Research. Her research interests include early reading development, early predictors of reading achievement, and interventions for students who have or are at-risk for reading disabilities. Prior to her doctoral studies, she was a classroom teacher with experience teaching grades K-6. Up to this point, her research interests have focused on three broad strands relating to identification and intervention for struggling readers: (1) modeling the stability of early reading subtypes of children at-risk for reading difficulties, (2) child- and item- factors that predict individual differences in word reading skills, and (3) future directions for interventions for children with and at-risk for reading difficulties. These strands serve her overarching goal of identifying and serving students with the highest needs in the area of reading.Dr. Compton is Professor of Psychology at Florida State University/Florida Center for Reading Research. He was formerly Professor and Chair of Special Education and a John F. Kennedy Center Investigator at Peabody College, Vanderbilt University. He earned a Ph.D. from Northwestern University's School of Communication Sciences and Disorders, with a specialization in learning disabilities. While working on his Ph.D., and for several years after its completion, he was employed as a learning disabilities resource teacher in Skokie, Illinois. Compton then worked for four years as an assistant professor in the department of Curriculum and Instruction at the University of Arkansas, Fayetteville. He then accepted a NICHD post-doctoral research fellowship at the Institute for Behavior Genetics, University of Colorado. From there he accepted a position at Vanderbilt University that he held until the spring of 2015 when he transitioned to FCRR. He has over 75 peer-review publications and is on the editorial boards of the Journal of Educational Psychology, Journal of Learning Disabilities, Scientific Studies of Reading, and Exceptional Children. Compton is the past President of the Society for the Scientific Study of Reading and currently serves as associate-editor of Scientific Study of Reading.Special thanks to Alex Van Rose for audio editing this episode.Support this show: https://www.buymeacoffee.com/TotheClassroomSupport the show

My guest today is Dr. Peng Peng, co-author of a recently-published meta-analysis that examined the role of strategy instruction with struggling readers in grades 3-12. The analysis sought to understand which strategies, and which strategy combinations, are most important to prioritize in a time-crunched intervention setting. Later, I'm joined by my colleague Elisha Li for a conversation about practical takeaways for the classroom. ****Read a full transcript of this episode, and learn more about the show at https://www.jenniferserravallo.com/podcast More about Peng Peng's research on working memoryMore on the Effectiveness of Multi Stratergy ReadingDr. Kintsch's ReadingComprehension Model****More about Dr. Peng Peng:Dr. Peng Peng's research aims to bridge cognitive psychology and special education. He is interested in embedding high-level cognitive skills training into academic instructions for children with severe learning difficulties. In particular, he has been working on projects to design instruction that can incorporate cognitive strategy, meta-cognition, and reading skills. Another line of his research is meta-analysis that examines reading and mathematics learning across cultures and languages. Currently, he is working on several meta projects to investigate the bidirectional relation (and mechanism) between general cognition and learning during development.Dr. Peng Peng's work has been published in journals including Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Educational Psychology Review, Learning and Individual Differences, Exceptional Children, Scientific Studies of Reading, Child Development Perspectives, Journal of Special Education, Learning Disability Quarterly, and Journal of Experimental Child Psychology. He is the recipient of 2018 Early Career Award from International Dyslexia Association, the associate editor of Reading and Writing, and serves on the editorial board of Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Learning Disabilities Research and Practice, and Annals of Dyslexia.Special thanks to Alex Van Rose for audio editing this episode. Support this show: https://www.buymeacoffee.com/TotheClassroom (https://www.buymeacoffee.com/TotheClassroom) Support the show

Parent of two girls who are now 21 and 19 and an education attorney representing families of children with special needs.  After beginning work with general education law I have spent more than twenty years working with thousands of families, behavior therapists, psychologists, parents, and teachers on designing success for children with special needs. In addition administrative, state, and federal cases on behalf of students,  I have attended and assisted in the development of IEPs, Section 504 plans, Functional Behavioral Assessments, and Behavior Intervention Plans, and assisted parents in understanding what services are available to their children.  I'm a managing partner of a law firm of Connell Michael Kerr, LLP, and founder of Coffee with Catherine, LLC which helps parents navigate education and life.  MORE ABOUT CATHERINE: Catherine M. Michael is licensed and practices throughout the state of Indiana, Texas, and Michigan. She represents students and their families in a variety of education and personal injury matters including Special Education Due Process, Section 504 matters, expulsion, disciplinary issues, and personal injury of children including injury, sexual abuse, molestation, and rape cases both in and out of school environments, private school issues, and discipline as well as other civil rights and disability claims experienced by students. She possesses extensive knowledge regarding special education due process, teacher and student discipline and dismissal matters, Americans with Disabilities Act (ADA), personal injury of children in schools, and other civil rights matters. Catherine Michael has been featured hundreds of times in both the national and local media. She is a frequent guest on syndicated radio and television shows for her education law expertise. Her nearly two-decade career in education has focused on ensuring that the needs of children in schools are met. She has represented school shooting victims, children abused in school, and hundreds of special needs children whose families needed a voice. FIND HER HERE: www.cmklawfirm.com.  www.coffeewithcatherine.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/becoming-parents/message

Our guest this week to share 3 thoughts on this topic is Carlos Navarro, who is an entertainer and professional actor--appearing on fan-favorite shows like The Walking Dead and Marvel's Hawkeye series--as well as a well-known media personality, including co-host on the #1-rated Orlando talk show and #1 podcast in Florida, “Monsters in the Morning” on iHeartRadio's Real Radio 104.1  TOPIC:  How to Break into the Entertainment Industry GUEST: Carlos Navarro   THOUGHT #1 - To the Top, Never Stop - Enjoy the Journey THOUGHT #2 - Don't Go to LA; Wait Until LA Calls You THOUGHT #3 - If You Don't Quit, You Will Eliminate 99% of the Competition   CONNECT: Website: TotheTopNeverStop.com iHeart Real Radio 104.1: iHeart.com Real Radio 104.1: WTKS-FM   CARLOS NAVARRO'S BIO: Carlos Navarro's 22-year entertainment career spans the media spectrum, from radio, television, and film to commercials, video games, and stand-up comedy. His rise in acting is reflected in his roles on some of entertainment's biggest cultural phenomena, including 'Bloodline,' 'The Walking Dead,' (one of the most-watched cable TV series in history) 'Red Dead Redemption II,' 'Madden NFL 20,' ‘The Outsider,' ‘Identity Thief,' ‘Unbreakable Kimmy Schmidt,' and Marvel's 'Hawkeye' miniseries on Disney+, where he played the villainous role of Enrique in the Tracksuit Mafia. Carlos is one of only a few Latino actors to cross both the “The Walking Dead” and Marvel comic book movie franchises. Carlos is also a co-host of the #1-rated Orlando talk show “Monsters in the Morning” on iHeartRadio's Real Radio 104.1 (he started at Real Radio at age 17), where he entertains a local and national audience for FIVE HOURS a day LIVE. “Monsters in the Morning” is also the #1 podcast in Florida and #35 podcast in the country on iHeartRadio. In 2022, Carlos and the entire hosting team at the “Monsters in the Morning” were named to TALKERS magazine's list of the “100 Most Important Radio Talk Show Hosts in America”. Carlos has served on a Little League board (his daughter plays softball), and the board of the nonprofit Collaborative Corner for Exceptional Children, whose mission is to support children and their families, both in and outside the classroom. He also volunteers at multiple charities every year in the Orlando metro area, including the Mustard Seed of Central Florida, a nonprofit furniture and clothing bank that helps rebuild the lives of families and individuals who have suffered disaster or personal tragedy. Carlos' latest project is happening on a new stage — as a personal development mentor, coach, and speaker, where he helps others learn to dig deep, strive for the top, and realize their passions. Carlos is a family man with a beautiful wife and two daughters who are his inspiration in every endeavor he pursues.   RESOURCES: Evergreen Podcast Network - EvergereenPodcasts.com Thoughts That Rock – ThoughtsThatRock.com Certified Rock Star - CertifiedRockStar.com Booky Call - https://www.bookycall.com Booky Call - Book Review App on Apple - Apps.Apple.com Booky Call - Book Review App on Google Play - Play.Google.Com  Service That Rocks: TCreate Unforgettable Experiences and Turn Customers into Fans (Jim Knight) - ServiceThatRocksBook.com Leadership That Rocks: Take Your Brand's Culture to Eleven and Amp Up Results (Jim Knight) - LeadershipThatRocksBook.com Culture That Rocks: How to Revolutionize Your Company's Culture (Jim Knight) – CultureThatRocks.com Black Sheep: Unleash the Extraordinary, Awe-Inspiring, Undiscovered You (Brant Menswar) - FindYourBlackSheep.com Rock ‘n Roll With It: Overcoming the Challenge of Change (Brant Menswar) – RocknRollWithIt.com Cannonball Kids' cancer – CannonballKidscancer.org Big Kettle Drum - BigKettleDrum.com Spectacle Photography (Show/Website Photos) – SpectaclePhoto.com Jeffrey Todd “JT” Keel (Show Music) - JT Keel Learn more about your ad choices. Visit megaphone.fm/adchoices

A wide array of learning differences exists. While we often focus on those differences, such as dyslexia or ADHD, which cause our students to work below their grade levels, students who fall into the GATE (Gifted and Talented Education) category may also struggle in the classroom. In this week's podcast Andrew Pudewa and Julie Walker look at definitions, myths, challenges, and strategies for teachers with gifted students. Referenced Materials “Opening the GATE for Exceptional Children” Learning Differences? IEW can help! Council for Exceptional Children "Myths about Gifted Students"  National Association for Gifted Children However Imperfectly by Andrew Pudewa Structure and Style for Students Anna Ingham Dr. James B. Webster The Blended Sound-Sight Program of Learning by Anna Ingham Mastery Learning, Ability Development, and Individualized Education audio talk by Andrew Pudewa "Types of Problems Gifted Children Face" Teaching Writing: Structure and Style Premium Membership Theme-Based Writing Lessons Transcript of Podcast Episode 379 If you have questions for Andrew, send them to Podcast@IEW.com Perhaps your question will be answered at the next Ask Andrew Anything (AAA). If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com

Blueprints for healthy youth contain over 100 randomized control evidence based program that at proven to prevent either youth drug use, violence, bullying, or other adverse behaviors. Not only that, primary prevention in youth saves money. Just before the DARE program did not end up being evidence based, does not mean there are not other programs that are successful. Our children are our future, we must be investing in prevention at a young age to protect their brains from drugs. Pamela R. Buckley, PhD, is a senior research associate in the Institute of Behavioral Science at the University of Colorado Boulder. Her expertise is in evidence-based decision-making, i.e., the use of scientific evidence to inform decisions about social programs and policies for youth (ages 0-24 years). Her scholarship focuses on interdisciplinary and applied research to understand what works, for whom and under what circumstances, and in generating reliable evidence concerning responses to educational, health, and social problems. She has been the principal investigator (PI) or co-PI on over five million dollars in grants, has had her work supported by the Institute of Education Sciences, and has published in outlets such as American Educational Research Journal, Exceptional Children, Journal of Learning Disabilities, and Prevention Science. Blueprints for Healthy Youth Development. Providing a registry of Experimentallhy Proven Programs. The Blueprints mission is to provide a registry of evidence-based interventions that are effective in reducing antisocial behavior and promoting a healthy course of youth development and adult maturity. Most programs implemented in communities to improve youths' lives, unfortunately, do not produce the hoped-for effects when rigorously evaluated, or cost more to implement than they produce in benefits. Blueprints promotes only those interventions with the strongest scientific support. It does so by providing a list of interventions certified as Promising, Model or Model Plus that communities can adopt with confidence. Interventions certified by Blueprints are family, school, and community-based and target all levels of need — from broad prevention programs that promote positive behaviors while decreasing negative behaviors to highly-targeted programs for at-risk children, troubled teens or formerly incarcerated adults that get them back on track.

As a mom of special needs children, Savannah wanted to be the best advocate for them that she could be. She thought she was doing her research when she came upon a Special Needs advocate and educator who promised just that. Throughout her experience she started to notice some red flags; unnecessary conflict, tensions and a seemingly endless fight for what kinda looked like justice. But for who? Show Notes COPAA - https://www.copaa.org/ From Emotions to Advocacy -https://amzn.to/3SoKNs0 Wrightslaw - https://www.wrightslaw.com/ Beyond Behaviors - https://amzn.to/3kpqNsQ The Council for Exceptional Children - https://exceptionalchildren.org/ Out of MLM - https://outofmlm.info/ Cultish by Amanda Montell - https://amzn.to/3Q7owx9 Dr. Steven Hassan's BITE Model - https://freedomofmind.com/cult-mind-control/bite-model/ Ponzinomics by Robert L. FitzPatrick - https://amzn.to/3q16oJb How can you help? Report false income and health claims here: https://reportfraud.ftc.gov/ Or go to: https://www.truthinadvertising.org You can also report to your state Attorney General's office! https://www.naag.org/find-my-ag/ Not in the U.S.? Go here: https://www.ftc.gov/policy/international/competition-consumer-protection-authorities-worldwide Support the Podcast! Join the Patreon! - https://www.patreon.com/robertablevins Buy me a Taco and leave a note!

Today we talk about how we mold and unfold our children and discover their exceptional gifts. What is our responsibility? How do we find out who God has given us to steward? We cover five questions to ask yourself in this discovery process. We also cover how to pass on a compelling faith and what it looks like to steward your children well. The five questions to ask yourself...How do you see your child?What are you doing to steward the gift of your child?Are you listening to God about your child?Ask the Father to explain us to us.Is your faith worthy of following? Follow us on Instagram:@intentional_parents@brook_mosser@Emosser@philmcomer@dianewcomer Grab a copy of our book: Raising Passionate Jesus Followers (Now available in audiobook!)https://amzn.to/3ReOgc4 Website: intentionalparents.orgJoin our Legacy Builders: https://www.intentionalparents.org/legacy-buildersBlog: https://www.intentionalparents./blog GET: The Intentional Film Serieshttps://www.intentionalparents.org/film-series