Oct
27

Nevermind

Nevermind Nevermind

Imagine that you are in a group with three of your best friends, you are standing outside with a light wind blowing, a few birds chirping, one of your friends is describing their first date they met through an online dating service. Suddenly a fire truck comes by with the siren blasting. Your friend doesn’t stop sharing their story, the firetruck passes, and all three friends start laughing, while you are taking a minute, trying to piece together what you think they might have said and why they are all laughing. 

Take a moment and think about what emotion you might be displayed on your face; is it a look of confusion and thought or do you smile, nod your head and maybe even laugh? Next, you ask your friend to repeat the last part because you missed it with the fire truck siren. Your friend quickly says, “Oh, never mind.” Then another friend starts talking. How does this make you feel? As your friend passively brushes the story and laughter off, you might feel disappointed and left out of the group of friends. Anything else you might feel? 

Now let’s apply these same concepts to our classroom, our students, and those that are deaf/hard of hearing. Do similar situations happen during the school day? Sure they do! It may look different such as background noise or music, lack of visual representations of the content, a classroom of small groups all talking, social groups at recess or lunch, the list goes on.  

The same applies during family gatherings such as Thanksgiving, Christmas, Diwali, Eid Al-Fitr, Festa Junina, Hanukkah, and Kwanzaa, just to name a few. 

While completing my master's program at Ball State University, one of my deaf professors described this feeling as being brushed off like a dog that wants to play but you’re just busy doing something else. 

Please think about these situations and how they may make you feel. Take a moment and repeat the conversation for someone who is truly wanting to know what you said when they ask you to repeat yourself. These moments are fleeting for some and isolating for others. If we are going to cancel anything this season, let’s cancel Nevermind.


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Recent Comments
Guest — Tai Botkin
A former student once told me that, "Nevermind" was the most hurtful comment she ever experienced. I often share this with others... Read More
Thursday, 28 October 2021 11:35
Guest — Glenda Thompson
I so agree with this statement: If we are going to cancel anything this season, let’s cancel Nevermind. That response always hits ... Read More
Thursday, 28 October 2021 11:58
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Sep
10

Perception, Least Restrictive Environment, and Changing A Culture

As humans, we tend to perceive the things we’re already looking for. …the things that we are expecting to see, the sounds we are expecting to hear, and the things we are expecting to feel.

Executive functions refer to brain activities that regulate or control cognitive and behavioral processes. It’s responsible for initiating, organizing, and prioritizing what we think about. Subsequently, what we think about is what we tend to perceive. Knowing, understanding, and being aware of this has huge potential implications for nearly everything in our daily lives, including how we teach, how we learn, and the expectations we have for others’ learning.

When teaching new motorcyclists the fundamentals of controlling a two-wheeled vehicle for the first time, safety is up the utmost concern! We actually begin with this very concept of perception. For example, total braking distance is determined by first perceiving that there is a threat, second by reacting to it, and finally by the actual physics involved in stopping the motorcycle. The perception part is overtly critical in whether or not this process will be successful! In that regard, much time and effort is focused on demonstrating how perception improves drastically if the brain has a priority (safety, threats, escape paths). The idea is to see everything but pull out the most significant factors in that moment, quickly, to be processed and reacted to!

Do you see the rabbit or do you see the duck? Both? 

Image of a drawing that can be perceived as a duck or a rabbit

If you only see one or the other, your brain has likely been conditioned, for whatever reason, to search for and perceive that particular animal over the other one. The really cool thing, however, is that you can reshape this! You can train your brain to perceive the other animal and once you do, you won't be able to NOT see them both from that point on! You might also check out this auditory and video version of the old duck/rabbit drawing on YouTube. 

Clearly, this becomes very important as a motorcyclist is scanning the road ahead, traffic to the sides and to the rear in the rider's mirrors. The more potential threats and potential escape paths that the rider is able to perceive quickly, the greater any risk becomes offset by skill and awareness. Personally, I work very hard at getting better at this, both on a motorcycle and in education in general! 

Getting better at perceiving things more deeply and/or in differing ways isn't easy. It requires deliberate focus, continued effort, and dedication. I wonder, a lot, how often we let our initial perceptions about learners settle as our only perceptions about them. For now, let's allow the rabbit to represent the more limiting or negative parts of what we perceive and the duck to represent the other parts that we're not perceiving, yet. 

Back in February of 2019, I wrote about an experience very much related to this, concerning a colleague I was traveling with and the difficulties she was forced to deal with as a result of initial perceptions. How often do we experience a student's IEP and gain a perception that we stick with and subconsciously allow to set the cap on our expectations for that learner? How often do we witness a student in the hallway making a poor decision, or hearsay from a previous teacher, etc., and allow the same thing to occur?

Even further back in June of 2017, I wrote about myself as a younger student and the way I was perceived by many of my teachers. Perceptions that guided what they felt I should be doing differently...how I needed to change...perceptions that clouded them from noticing that I loved to compose, that I loved to draw, that I loved music, that I love motorcycles even then! They just saw the rabbit! I wanted them to see the duck too!

More recently, I've been heard a lot about Least Restrictive Environment (LRE) and student proficiency. Both of which are highly important factors for consideration in schools! When learners are perceived as one thing, solely by their disability category, their inability to speak using their mouth, or their need to receive information in specialized or accessible formats, for example, they often get placed in more restrictive environments! When this sort of thing happens more than once, a trend begins to form. When that trend isn't deliberately, and sometimes uncomfortably stopped, a culture begins to form. ...a culture of, "this is just the way we do things here," or "we just don't have the resources here to do it differently." When that sort of culture has formed in a place, it really means, "we've decided we're satisfied with only seeing the rabbit, we just can't see the duck in there." This sort of mentality becomes very difficult to change. It requires the strongest, most tenacious, and wise parts of a place, to change.

This involves the combining of one's perception and their brain's executive functions. In other words, if a person maintains the priority to actively seek out certain things within a space or environment, the senses and the mind can process them very quickly and accurately. If an educator WANTS to perceive the capabilities of a learner or the ability to see the duck, they usually will have to seek out training, discussion, debate, mentorship, and collaboration!

This is where organizations like PATINS are so valuable to Indiana's public education. It takes trust, which is built over time! Encouragement, which has to be genuine and timely! Accessiblity and adaptability, which require great skill and practice! All active participants, which takes planning and patience. ...and Goal-oriented experiences, which are purposeful and requires great focus. Those 5 pillars represent, construct, and support everything that the PATINS staff builds, shares, creates, and offers to Indiana public schools, at no-cost to them! The offerings from this PATINS team are no accident! Through hundreds of combined years of experience and genuine passion for inclusivity and progress, we're here for you, Indiana. Reach out to us!! Come to our 2021 Virtual PATINS Access to Education (A2E) Conference on November 16, 17, 18! Registration is open now! Sign up for one of our Specialist's MANY GREAT no-cost trainings

Allow yourself to acknowledge that you, maybe, aren't always perceiving the "duck." Possess a desire to perceive more than just the "rabbit," because you trust that it's there. Reach out to others and request assistance in exploring a situation differently, focusing on different parts of it, and enjoy the process, as you begin to perceive so much more than you ever noticed before!

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Jul
02

Lifelong Learning is a Must!

Quote

Today, there are so many opportunities available to improve your skillsets to help students improve communication, literacy and learning.  Instead of being the person who says "I don’t' know how to do that!", you can;

  1. Find someone to teach you, or
  2. Teach yourself, and then
  3. Become the person who says "Let me show YOU how!"

Every year on my birthday (February, if you want to send a card…LOL), I reflect back on the previous year and tell myself I thought I knew everything but NOW I really know what life is about.  In reality, I spent another year learning not just about life but work, relationships, technology, teaching strategies and what things make me happy. 

From 1986 to 1991 while attending Purdue University full-time, I worked 30 hours per week (except for my first semester of Graduate School). After earning my Master's degree, I worked nine months in a Fellowship before I was let loose on my own.  I had to work while I learned.  Now I learn while I work!  It can be overwhelming but I have found a balance.

Being employed is important to me and specifically in the field of education I find happiness helping students, teachers, professionals, parents and more.  To be an effective educator, continuous learning is a must.  It is so important that state credentialing and licensing organizations require continuing education hours.  National organizations too require commitments to continuous learning to receive renewed certifications/credentialing.  Technology improves seemingly daily and data is being collected to help improve instruction.  We must consider these, be willing to learn and improve our teaching.

At one point in my career, I was licensed by three state agencies, certified by one national, and was a member of three professional organizations.  Each had different continuing education requirements!  And…this was before Twitter, Facebook, blogs, podcasts and all of the other learning opportunities and choices that constantly fill my email inbox today.  How do you know where to get you information and learn new ideas (scientifically sound with good evidence)?  I love to learn new ideas and solutions that not only improve my service delivery but help kids communicate better, read better and become more independent.

There are SO MANY options available…FREE, subscription, Patreon (fans support your creative work via monthly membership).  How do you find the time and avoid burnout?  I have found several solutions and ideas that work for me and might help you too!

First of all, consider how you learn best (UDL Guidelines from CAST) - great resource for upping your teaching skills for your students).  How do you engage learning, what keeps you connected, how do you best perceive and connect to new content, how do you organize and express what you have learned…

  • Do you prefer to read with your eyes or your ears (computerized or human)?
  • Are you a hands on learner?
  • Do you learn from watching others?
  • Do you take notes with paper and pencil or digital?

I am definitely a hands on learner.

I love to read but since discovering audiobooks and podcasts, I have increased my reading and learning time using my ears while running, in the car, and walking my dog.  Many audiobooks provide additional controls.  I increase the reading or playback speed to 1.5x or 2.0x allowing me to devour books and podcasts more quickly! At night, I read with my eyes before bed (usually fiction for entertainment).

Notetaking is accomplished with paper and pencil at times but Microsoft OneNote has improved my organizational skills.  I can type or dictate notes, insert pictures, documents, recordings, share/collaborate and so much more.  OneNote is also text searchable.

When people explain things to me, I sort of understand but as soon as I do it myself everything seems to click.  I have always like this quote (various forms of this have been attributed to many people) because it fits MY learning style, 

When I hear, I forget.

When I see, I remember.

When I do, I understand.

Is there an online platform that works for you?  Find it or try a new one!  You don't have to do it all at once.  James Clear says (author of Atomic Habits) in his Blog from February 25, 2021, "Rome wasn’t built in a day, but they were laying bricks every hour. You don’t have to do it all today. Just lay a brick."   Find a time each day, a regularly scheduled day and stick to it.

Here are some trusted resources and tools (various platforms to suit your learning) that I have found useful and you might too!

From the PATINS Project:

Access to Education is where dedicated educators, who are focused on ensuring that every student has equitable access to the curriculum, will come together to experience motivational keynotes, local and national presenter breakout sessions, opportunities to view the latest assistive technology, networking, and so much more!

Sessions will be designed around accessibility, Accessible Educational Materials (AEM), Assistive Technology, and/or the Universal Design for Learning (UDL) framework. There are no vendors at this conference.

Continuing education opportunities curated by your professional organizations and others - books, journals, Twitter, podcasts, Facebook, listservs, etc.

Book options

  • Hard copy - local library and bookstores
  • Digital and/audio

Libby or Hoopla app (books, magazines, music, movies) active library card required

Audible paid audio books

MackinVIA through PATINS ICAM for eligible students

Book Clubs (Team/Collaboration learning) e.g., The Knowledge Gap  by Natalie Wexler

Speech-Language Pathology - ASHA Continuing Education, Learning Pass and Special Interest Groups and Indiana Speech-Language Hearing Association (ISHA)

Occupational Therapy - AOTA Continuing Education and Indiana Occupational Therapy Association (IOTA)

Physical Therapy - APTA Learning Center and Indiana Physical Therapy Association (IPTA)

Deaf and Hard of Hearing - PASS Project Deaf/Hard of Hearing Listserv and Center on Literacy and Deafness Activities and National Deaf Education Conference Elementary Resources, Middle School, High School

Teachers - MyNEA360 edCommunities Indiana State Teachers Association (ISTA)

Facebook - Indiana Inclusive Communication Matters (IICM)

Twitter - #PatinsIcam, #UDL, #AT, #AAC

PATINS hosts a weekly Twitter Chat during the school year on Tuesdays from 8:30 - 9:00pm ET

Podcasts - Talking with Tech (AAC) (link to website)

Assistive Technology Listservs and more

AT Makers - ATMakers.org introduces Makers and Assistive Technology (AT) users and give these two communities the tools they need to collaborate.

AT users and those who support them desperately need engineers and technologists to help them with everyday tasks. High School STEM and Robotics students, hobbyists & DIY electronics enthusiasts have the skills necessary to create innovative solutions today.

QIAT (pronounced quiet) - Quality Indicators in Assistive Technology

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) AT Forum

Indiana Resource Network (Organizations across the state)

Please reach out to one of us at PATINS if you have questions, want to learn something new or want to share an idea!  Enjoy the 4th of July, be safe and enjoy the rest of the summer!


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May
05

P2: Power of Peers

P2: Power of Peers P2: Power of Peers

Oregon Trail taught me how fun and frustrating it would be to travel in the 1800s, Floppy Disks taught me how to transfer data from computer to computer, Moon Shoes were so neat, Gak Splat was a great game that I played with my brother, Trolls were one of my favorite toys, Nintendo 64 was ultimately better than PlayStation but made our thumbs sore, I learned that Carmen Sandigo was possible to catch, Mavis Beacon taught me how to type, but my peers taught me American Sign Language. 

My peers taught me another language, although they never were in my classroom. Instead, I was a peer that had the opportunity to visit the "hearing impaired classroom" now referred to as “deaf/hard of hearing or DHH classroom”. I would spend the morning with about five other students that used ASL and/or Spoken English to communicate. They had a dedicated teacher of the deaf with a dual license in speech-language pathology and instructional assistants in the room. I was a peer model in their classroom. I would participate in their morning meeting time, practice vocabulary, etc. 

One morning I was with a peer in the class play grocery store learning about shopping and grocery item vocabulary and money. The student I was with was upset due to communication barriers, he used ASL and wore hearing aids. I remember signing with him and all of a sudden it seemed that he started yelling and running around the room. I remember thinking “oh no! I upset him today!” I jumped up to let the teacher know what was occurring and he started to tell the teacher that he was so happy and excited. I remember thinking “what? What is he saying?”  

He was shouting that I was signing to him fully in ASL. He was excited that one of his peers was signing full sentences to him. I was communicating with him in a peer setting like kids typically do. However, he hadn’t experienced that until fifth grade. 

I am not sure where he is today. But that memory is something I think of often when I talk to school districts, educators, families about universal design and the power of peers being with their peers.  My peers changed and shaped my life and my career choice. My peers belonged in my fifth-grade classroom so they could change and shape every peer's life, not just the one peer model in their room. 

What types of programs are you seeing in your school district to ensure all students are with their peers?  If you have a program, research or tools to share consider putting in a proposal for the Access to Education State Conference! We would love to hear your story! Submit your proposal by May 14th

PATINS can help your staff and school teams with professional development in UDL and AEM. Join over 14 school districts next year with The AEMing for Achievement Grant in building your district’s UDL and AEM policy and procedures to ensure all students have access to grade-level curriculum and their peers! The grant application is open to apply now! 

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Mar
25

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates! Tech Expo PATINS Project with IN*SOURCE. Virtual 2021. Students and teacher using assistive technology.

Around this time last year, you pivoted with us to the first ever virtual PATINS Tech Expo with IN*SOURCE allowing us to ensure the health and safety of everyone, while also bringing you high quality presentations, resources, and time for connection. It still amazes me how quickly everyone -- attendees, presenters, PATINS/ICAM staff -- adapted for a successful event!

As I am currently writing this, a small part of me is waiting for the frantic rush to get everything into place for the second virtual PATINS Tech Expo 2021 with IN*SOURCE like last year. I have checked my to-do lists many times, communicated with presenters/exhibitors, and assigned duties to our top-notch PATINS/ICAM and IN*SOURCE staff. Everything is running on schedule and humming along nicely for April 15, 2021. (Knock on wood!) What’s left to do? Get excited!

PATINS Tech Expo 2021 with IN*SOURCE has new and improved features and extra perks for the virtual event! With a record number of presentation submissions, we have added 4 additional sessions from amazing organizations dedicated to support students. That’s 24 presentations to choose from to earn up to four Professional Growth Points (PGPs)! Due to popular demand, we have divided the sessions into strands to help you determine the best presentation agenda for you. The strands are:

  • Access
  • Advocacy and Social/Emotional Services
  • Communication
  • Deaf/Hard of Hearing and Blind/Low Vision
  • Literacy
  • Tech Tools 

Your time is limited and valuable, which may make it tricky to choose only 4 sessions. Even if you are not sure if you can fully commit to attending live, we encourage you to register for no-cost to receive access to presentation/exhibitor information as well as presentation session summary videos for the opportunity to earn up to two more PGPs!

A major upgrade for the 2021 event is the opportunity for attendees to speak with exhibitors live! There are currently close to 50 organizations eager to share their transformational products and services with Indiana administrators, educators, pre-service teachers, families, and advocates. So even if you only have 10-15 minutes to drop in, visit the Exhibitors to learn about products and services which can support your students’ academic, communication, and social/emotional skills.

I hope to see your name come through on our registration list before April 12, 2021 when the form closes.

If you would like to start the Tech Expo 2021 celebrations early with us, download and use one of these free themed virtual backgrounds on your upcoming video conferencing meetings!


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Mar
04

Laverne & "Surely"

Screen-Shot-2021-03-03-at-2.25.34-PM Laverne & Shirley
Laverne & ShirleyQR Code to audio version
Artist Name - blogLS.m4a

Have you ever seen the old sitcom, Laverne & Shirley? It was one of my favorite funny things to watch when I was very young. I loved everything about it, from the physical humor, how the characters engaged with one another, their accents; but more importantly, how Laverne wore the letter L on all of her clothes. I wanted to do that and I wished my name started with an L!

When I was in 2nd grade, I remember walking into the classroom for the very first time and seeing a row of the most beautiful letters I had ever seen hung on the wall. It was the cursive alphabet. This may seem strange to some but I have always been engaged in visuals and textures. Never passing a roadside sign without admiring how the letters would not only share a message but to me, was a creation of art. Even today, my camera roll is filled with photos of random signs, textures and quirky roadside attractions. 

While gazing at the cursive writings, the one letter that caught my eye was the letter “L.” The letter “L.” Laverne’s marking on her shirt. I felt that it looked magnificent. My teacher explained that we would be learning how to write those letters. Each day, we would learn how to write a new letter, and I could not have been more excited. Especially knowing that in 12 days, I would know how to create my L on paper. 

So, each day we would practice a new letter...A, B, C, D, E, F, G, H, I, J, K. It was finally the eve of getting to that L and I went to bed early just so I could wake up! The morning came and I woke up alright with a fever of 101 degrees. As you can imagine, I was devastated. 

The following day, my teacher didn’t skip a beat and we are onto the letter M. I still write the letter M disgruntled a bit. ? All I could say to myself was, “Surely, I can figure out that letter L on my own.” 

You may be thinking, what in the world does this have to do with anything? Well, let me ask you this before I move on: 

  • Do you know what motivates your students? 
  • Do you know their passions? 
  • Do you know how they feel most comfortable in a school setting? 
  • Do you know how they would prefer feedback? 
  • Have you ever asked your students, “What do you hope this school year will look like for you?” 
  • Have you asked your students how they feel about online learning? 
  • Have you ever asked your students to share when they feel engaged in school and even when they do not? 
  • Have you ever asked your students what they wish they could be better at achieving?
  • Have you asked your students what they feel they are good at doing?

At recess, I would air draw the letter L to practice. My teacher had recess duty and asked me what I was doing with my arms. When I told her about the day I missed and how sad I was, she listened. “Surely, we can find ways for you to learn the letter L,” she said. She gave me chalk to practice on the pavement. She let me write the letter L on all of my papers that I would turn in. She would let me write the L on the chalkboard and she would let me help others practice the letter L

You know what else she did that impacted me as an educator today? She never let another student miss a letter if they were absent. She heard me and made that change. It mattered to me and she made it matter to her.

What matters to your students? Do you know? If not, surely there is still time. 

  [drawing cursive L]

On a side note: If I am ever participating in an online activity like Kahoot, etc with you, know that I am always the Laverne in the room.
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Recent Comments
Guest — Laura Knoke
I totally remember that show! My name does start with "L"! Thank you for the inspiring story and your timing at this point in the ... Read More
Thursday, 04 March 2021 17:01
Guest — Paige West
Wow what a beautiful story of how your teacher really knew what mattered to you and applied to other students. Thank you so much f... Read More
Thursday, 04 March 2021 19:40
Guest — Glenda Thompson
Way to remind us to open our eyes ears and hearts to those around us, Kelli. One never knows what can make a small or big differe... Read More
Sunday, 07 March 2021 08:01
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Feb
04

Level Up!

Level Up Your Virtual Platform Level Up Your Virtual Platform

Last year I brought you the most popular blog post of last year: Top 5 Reasons for Captions in Schools. Did you see that the post was viewed and shared over four thousand times? Soon after that blog was published we all know what happened that dreaded month (I am not going to say it, you already know)... which led to a mass influx of virtual learning. This increased the number of teacher and school staff videos to an all-time high. The PATINS Project provided training and individual staff consultations with school districts on ways to make their educational materials accessible through their various learning platforms. It was a learning curve that benefited the masses. 

So, the great news is that the information that captions are a must reached schools and teachers and applications are now integrating the software into the products for us. 


But wait, there is more!  What if I told you there is a way to put the captions into your virtual learning platforms camera? Also, this application works across virtual platforms such as Webex, Zoom, Google Meet, and Microsoft Teams! 



You can create different scenes that fit your needs for your virtual classroom. I have included the PATINS logo in mine. You could include your virtual classroom link or school mascot. You can even make a scene that includes your slide presentation. 

With your creativity, the possibilities are endless! Please share what you come up with and how you are using this application for your classroom! 

Check out this month’s PATINS TV Episode where I show you how cool, creative, and accessible this application is! 

Don’t forget there are written instructions for you to take and share with your colleagues when you are leveling up your skills for your virtual classroom! 

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650 Hits
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Dec
23

The One Gift All Educators Need This Year

The one gift all educators need this year. The one gift all educators need this year.

At the end of October, I start to see gift guides for anyone and everyone in our lives such as “The Ultimutt Holiday Gift Guide” or “Your Dad Doesn’t Need Another Tie - 20 Unique Ideas.” While I love exchanging thoughtful gifts with family and friends, there is one gift I am valuing more each year - time. Specifically, time to engage in hobbies, time to learn a new skill, time to learn a language, and even time to be bored once in a while. 

As educators, we know time is a critical resource. It is always at the top of my speech-language pathologist (SLP) wish list. Alas, we cannot wrap up time and top it with a bow to give to colleagues, but we can gain more of it. This year, more than others, time has been at a premium encouraging me to find creative ways to get everything done. I’ve compiled five reflection questions which have proven helpful to me in gathering up more time. I hope you find these helpful too. 

  • Am I inventing things to do? I heard this on a podcast and it stopped me in my tracks. (I wish I could remember which one to give credit!) As educators, we may think “Of course, everything I am doing directly benefits my students.” While I have no doubt we all have the best intention of doing right by our students, there may be a more efficient way to approach certain tasks. For example, as a SLP, did I really need to laminate every speech therapy material? Absolutely not! I could create or find digital materials, print one time use visuals, or use a page protector. I saved hours each week by freeing myself from the unreliable laminating machine and directed this new found time into analyzing data for better educational reports as well as leading to a better work life balance. A major win for me and for my students!
  • Can I “outsource” part of my work? The students on my caseload very much preferred receiving a pass from the office rather than having me picking them up from their classroom. Nothing hurts your “cool” factor more than a random lady breaking up gym time with your buddies. This left me creating hundreds of paper passes each year until I outsourced this work. In lieu of a study hall, some students were “pass runners” for the office staff during a class period. These helpful students were more than happy to cut the passes for me and one of them even offered to laminate a bunch for me so I could reuse them, saving me even more time!
  • What can I automate? Automation is huge in the business world right now. It is one of the main reasons Amazon can get items to your doorstep in two days. Educators can reap the benefits of automation right now with technology readily available on your devices. Do you need to send reminder emails for IEP meetings? Do you need to collect data and send daily/weekly communications to parents? Do you need to speed up the calculation process for progress reports? Automate it all! If you’re not sure where to start, reach out to PATINS Specialists for ideas on how to optimize your work day.
  • How often do I need to check my email/phone? Did you know it is estimated that every time we stop a task to check our email or phone, it can take us roughly 25 minutes to refocus on the task? (View the study “No Task Left Behind? Examining the Nature of Fragmented Work.”) That’s why a seemingly simple task can end up taking us three times longer than originally planned. Also consider this scenario, if you check your work email from bed, on your way out the door, or in the car and then decide you need to be at work to focus on answering it, you are devoting twice as much time to the email reply. To combat these pernicious time wasting habits, dedicate a few times a day when you check your email and voicemail. It’s important this is not the first thing you check though. You want to get your most important tasks on your to do list completed at the beginning of the work day. This new habit has been a game changer for me!
  • How many things can I actually get done in a day? Two. I have averaged it out, and I can get two major tasks done in one day. If I try to do 3 or more tasks, usually I am working overtime or it’s not done well. This realization has been both shocking and empowering. Shocking since I originally estimated I could get five to ten tasks done each day. Two sounds like a low number yet, think about if you completed an entire language evaluation, reported all grades, or developed lessons for the entire week or month in one sitting. Those all require major time commitments and are often completed in smaller chunks throughout time. This information was also empowering because the knowledge of this causes me to be “choosier” about the tasks I agree to and reminds me to reflect again on question one above. Plus, when I happen to get more than two things done, I feel super accomplished!

I believe it goes without saying that the demands placed on educators this year has stretched our time thin. However, we are the only ones who can give ourselves more time. I hope the reflection questions posed help you gather up chunks of time by eliminating, “outsourcing”, and automating tasks to do what you do best - teach Indiana students!

I would love to hear your thoughts on how you might approach your work after reflecting on the five questions above. Is there anything you plan to do differently? Are there any other ways you give yourself the gift of time that I did not mention?

Suggested time management focused reading:

40 Hour Teacher Workweek by Angela Watson

Off the Clock by Laura Vanderkam


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Guest — Laurel Blough
Jennifer, you said it! Thank you for this en-pointe post about the greatest professional gift we can give ourselves.
Wednesday, 23 December 2020 20:19
Guest — Jen Conti
Thank you Laurel! I hope you're able to "gift" yourself some time for the second half of this school year. ... Read More
Monday, 28 December 2020 15:02
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Nov
04

In Tony's Shoes

In Tony's Shoes

Have you ever been the new kid at school? Being the new kid, I would worry if I would like my teacher and if I would make new friends however the following article invites you to step into Tony’s shoes as the new student with a [perceived] disability in a mainstream or inclusion setting. Can you imagine if the access that Tony needs to the auditory world was just integrated and he didn’t have to advocate for it?  Teachers can plan their classroom and lessons with every student in mind before they even know their students’ names with guiding principles of Universal Design for Learning (UDL) and the PATINS Project’s UDL Lesson Creator

Read more about Tony's story and take a look at how educators can implement UDL for students who are deaf or hard of hearing in this 2020 issue of the Odyssey Magazine published by the Clerc Center National Deaf Education Center at Gallaudet University in the article, One-Stop Lesson Planning: How Universal Design for Learning Can Help Students Who Are Deaf or Hard of Hearing by Katie Taylor, PATINS Specialist. 



Reference:

Taylor, K. 2020. One-stop lesson planning: how universal design for learning can help students who are deaf or hard of hearing. Odyssey Magazine. Clerc Center. https://www3.gallaudet.edu/Documents/Clerc/Odyssey/Odyssey%202000/ODYSSEY%202020%20-%20pg%2048-51%20-%20Taylor.pdf

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Sep
22

Boost your Creativity with the PATINS Lending Library Catalog

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Portion of Infographic
Before I was a PATINS Staff member, I was a middle school Speech-Language Pathologist (SLP) and introduced to the Assistive Technology Lending Library by a colleague. I knew exactly what I wanted to borrow first. An iPad loaded with LAMP Words for Life for a student with a lot to say and in need of a better tool to tell us about all the amazing ideas he had to share with the world.

I started using the loaned device with the student and saw his language and his personality blossom. Once I had a good amount of data to share with his family and school team, I packed up the iPad, completed the loan request evaluation, and it was on its way for another Indiana student to use.

The last time I borrowed from the Lending Library as a SLP with my own caseload was in 2018. To create the infographic below, I spent some one on one time with the AT Lending Library catalog. I discovered ingenious tools that could have been *life changers for many of my former students, like bone conduction headphones, reader pens, and Cling! ARM.

But why hadn't I seen these items before or thought about different ways to use them? I did some research and it turns out there are two reasons, *time and stress. (Learn more in the article "The Science of Creativity"). Being a new SLP, I was low on time, placed plenty of stress on myself, and therefore did not allow much room for creativity.

*I wish I had set aside a little time to search through the catalog to boost my creativity, stretch my professional skills, and be an even better educator. I would follow only two criteria:
  • Learn more about any item which piqued my interest.
  • Brainstorm how I could use the item to benefit the skill development of students at my school.
*Finding creative solutions is one of the most enjoyable parts of being an educator (and in life). Think of the last time you discovered a new tool that made a big impact. How did you feel? Hopeful? Proud? A little relieved?

Right now, uninterrupted time is a luxury, so tuck this idea away for when you need a burst of inspiration. This would be an engaging activity to begin a staff meeting or even for your students to partake in. Who better to know what we need to succeed in school than ourselves right?

The Assistive Technology Lending Library loans out a variety of educational items, even when we’re facing a pandemic. One of the best parts is that the AT Lending Library is a no-cost service. (The PATINS Lending Library is following the strictest protocol for cleaning and disinfecting all loan requests before shipping to Indiana schools.) Here’s a breakdown from the previous school year:

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Infographic.

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year.

Toys - 23%

AAC - 15%

AT Hardware - 15%

Hearing/Vision - 14%

iPads - 12%

Switches - 10%

Print/Software - 6%

Mounting - 5%



Toys - Educational toys to support academic skills.

AAC - Augmentative and Alternative Communication devices.

AT Hardware - Hardware to facilitate access to Assistive Technology tools.

Hearing/Vision - Devices to support hearing and vision needs.

iPads - iPads for academic and communication apps.

Switches - For environmental and communication control.

Print/Software - Reference guides for theoretical methods, assessment/intervention techniques, and practical tips.

Mounting - Adjustable arms and connectors for improved access to devices.

Peruse the Assistive Technology Lending Library when you have a chance. To view the most results, use a *simple keyword and *always capitalize the first letter. This will return all the items with that word present in the title or description.

Lending Library catalog with

Another way to learn more about the AT Lending Library is to join us at the virtual Access to Education conference in November 2020. You have the opportunity to view new and popular AT Lending Library items paired with practical ideas for your students at the *AT Exploratorium and the UDL Classroom Experience.

How has the Lending Library helped your students recently? Let us know in the comments below.
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Aug
07

The Greatest Show

The Greatest Show The Greatest Show

Nothing quite gets me hyped up like a good theme song. The one that I started listening to this morning to start off my live webinar was, “This Is Me” from the movie The Greatest Showman. I was looking for American Sign Language (ASL) songs on YouTube to start off my webinar on a great note. When I stumbled upon this one: "This Is Me" The Greatest Showman - ASL by Sarah Tubert, I knew I had hit paydirt. 

After watching this video, I realized the connection to this song for our students and educators. Educators are equipping students for their greatest show, that is, their adult life. In many ways, this school year (2020-2021) will be most educators’ greatest show yet. This will be the year for educators to really show what they’re made of. I already know - they’re made out of a great deal of awesomeness. This year, countless districts are stepping up to support students and families in order to improve their delivery of distance and in-person learning. Students and families are also demonstrating great compassion through understanding and giving it their all to help make this year a great year.

We have heard many times that we need to take care of ourselves (e.g., eat better, get more sleep, exercise, read, connect with nature, etc.). We do need to be healthy before we can help others, and we need to nurture our own mental health. Similar to the flight attendant’s instruction “to put on your oxygen mask first” so that you can help others. If we aren’t prepared, we won’t be able to help others. We must take care of ourselves. I hear this so often yet I’m not quite sure what it means for me. Much like student rewards/motivational charts/options change over time, our own self-care choices may need to change to meet our current needs. What worked before the pandemic doesn’t seem to be working for my own self-care. I’m trying though. I am always looking and willing to try something interesting and different to try to keep things novel and fun. However, lately, I’m hanging out more and more in bed when I’m not at work watching Netflix and the series, Good Bones on Hulu. If I wasn’t careful, this social isolation could easily sabotage my mental health. So, I made a change. I’m on to seeking new things that spark joy in this new time in our lives. I found sunflowers bigger than my head at the local farmer’s market and I’ve been getting back into a safe routine at my gym.

image of a gym with pull up racks and black mat floor

G
ym time has been a refreshing self-care choice and is something that I am clinging to lately. Oddly, that had never really been the case for me. I realized why I love this gym so much, it demonstrates universal design like the
Universal Design for Learning (UDL) we advocate for in our classrooms. I’ll give you a little rundown of the similarities (Engagement, Representation, Action & Expression); 
  • one main coach, 
  • objectives and activities are written on the board, 
  • sometimes we work with partners but we all need to do our own work, 
  • we can learn from my peers by watching how they do different lifting exercises, 
  • everyone is at a different place in their fitness journey, 
  • no one is compared to each other, 
  • each activity can be scaffold to meet each person where they are, 
  • all the tools and activity access options in the gym are available to everyone at all times,
  • those who are ready to be above the prescribed work out can do that and it’s not displayed in a way that everyone else can’t achieve that as well, and 
  • there is a timer for the workout but you can take longer if you need extra time. 

My favorite part is that we use a smartphone app to track our individual progress, but each week we celebrate our growth together! Although we all work separately, we root for each other together.  Each visit improves my mental and physical well being, I am excited too by seeing my progress from my last session. 

Katie and her husband, Cam, after working out at the gym.

Everyone’s self-care will be different and can change with the seasons of life. Make time and do something for yourself even if it’s a small change. Let’s all put on our oxygen masks first and ready ourselves to support our students, families and fellow educators. If we are healthy and ready, we can help change the lives of our students in an even bigger way than we have ever thought possible.  This is the year that we show everyone that each educator is The Greatest Showman/Showwoman and the amazing impact we have in every student’s lives that walks in the doors or logs into their device. Let’s give them the greatest show!

                                                                            image from the movie The Greatest Showman, the main character with his arms open wide at the end of the show with characters around him.













If you are feeling even a little overwhelmed by all the cute Bitmoji classrooms, digital files, or unique access materials questions, please come visit with a PATINS staff member during our new Monday - Wednesday - Friday open office hours. These are drop-in, no appointment needed support for any educator, we are available to brainstorm ideas and offer technical support at no-cost by a PATINS Specialist. Links for the office hours can be found on the
PATINS training calendar.

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Jun
18

Temporarily Abled

Pause your day for a moment and deliberately gather a handful of some things you regularly do every day. Think of some things you do without thinking too much or without putting much effort forth. Making coffee, emptying the mailbox, carrying my own towel to the shower, walking through the front door of the grocery store or doctor's office, carrying an onion from the refrigerator to the cutting board with a knife, are a few such activities that come to my mind. I want you to keep the activities you thought of readily accessible, perhaps, even write, type, or dictate them into a quick note. I'm actually going to ask you to make two lists, so here's a template for you to use, with two columns and some ideas to get started, if helpful.  

visit link for access to 2 column chart for use with this blog
Now, I'm going to make an assumption that many of the readers of this PATINS Ponders blog are educators or other professionals working with learners who struggle with one or more aspects of their daily world. ...some of my most favorite people in the whole world, by the way. I'd like you to now think of why you do this work. Write, type, or dictate the top three reasons you do this work. You've probably stated this many times when people tell you, "I could never do what you do," or "You're a very special kind of person," and then ask you, "What makes you want to do this work?"

Place your second note next to your first note now. Compare them. Do any of the items (activities) from your first list appear, in any way, on your second list (why you do this work)? If they do, you probably already know what I'm going to tell you next! If they do not, stick with me here and let's think about why they should. 

Several years ago, a colleague for whom I have a lot of respect, whispered something to me. She looked around first to make sure no one else was within earshot and still whispered the term to me, "Temporarily Abled." It took me a moment to process her term and while I was processing, she indicated that she was whispering it as to not be offensive to anyone around. At the time I nodded my head as she explained that we're all "Temporarily Abled" in one or more ways, inevitably due to either an accident/injury, disease, or simply due to aging. I've spent significant time thinking about her words since that time and more importantly, why she felt it could be offensive to hear. I do want to say that I understand that disability, for people who have a disability now, is much deeper than using this term or this concept to promote understanding. However, the conclusion I've come to is that there is so much work still to be done for our world to truly be inclusive and there are so many people in our communities who have no idea what that even really means, largely in my opinion, because it hasn't had a personal effect on their life... yet. I do think this matters and I think it has potential for making a difference more quickly, fully and meaningfully including all people in all of our communities, all of the time. 

Moving Image of Daniel riding a dirtbike up steep hill and flipping it over at the top
Seven weeks ago, doing what I love on a steep hill in the woods on my old dirtbike, I completey dislocated my right knee, severing all four ligaments and causing cartilage and meniscus damage. Yes, that's right, the MCL, LCL, PCL, and ACL are all torn! I didn't even know there were so many CL's in my knee! Two required surgeries six weeks apart and 9-12 months of physical therapy certainly have put some things into perspective and strongly reinforced many things I already knew. Several of the people in my personal life whom I consider the smartest, strongest, kindest, and most creative I've ever known, have a disability. From this angle, accessibility and inclusion have been important to me since I was a young boy. However, the inability to walk, carry anything, perform manual labor, sleep normally, etc., these last 7 weeks have reinforced another dimension of my understanding of access and inclusion as well. These personal experiences, while never as meaningful to someone else, are still so important to share. While it may not be your experience (yet), my experiences just might add something to your second list that wasn't there before. 

collage of three images showing three sides of Daniels knee with large surgical incisions and stitches.

Some things I've learned recently and will never forget: 
  1. Automatic or button-operated doors that work are very important. Being non-weight-bearing and havinig to fully utilize crutches, I simply cannot open some doors by myself. While most people are very quick to help, if they are around, I just want to be able to open the door myself! Many places have not had working automatic doors, including the hospital where my surgeon works AND the building my physical therapy is in! 
  2. Knowing where my assistive technology is at all times, that it's close to me, and trusting that other people aren't going to move it, is essential and causes a good bit of anxiety. For me, it's mostly my crutches. I simply cannot move from one place to another without my crutches unless I sit down and scoot. For someone to see my crutches as a tripping hazzard, for example, and move them, is a lot like taking my legs away from me. I compare this to taking away a learners communication device or system for any reason... behavior, battery dead, damaged, etc.  My crutches have become a part of my identity and nearly a part of my body. Moving them or playing with them without talking to me first feels violating. I'm not sure we always keep this in mind when we work with students using assistive technologies. I think that sometimes we feel we're helping by making adjustments or moving things and it might NOT really be a help at all! It might actually change the task entirely. 
  3. High Expectations are essential! Be very critical about ever telling someone that they "can't" or "shouldn't" do something that they want to do! Further, expect that they will do things that they think they cannot! In my case, while I may not be able to carry the onion and knife to the cutting board, I can sure as heck prop myself up and chop it like a pro! ...right along with the peppers, carrots, tofu, and zuchini! I actually love when I'm asked to do things instead of asked what someone can do for me! "Can you come chop this onion." "Can you refill that soap dispenser in the kitchen." I already know that I need many things done for me, but I can totally still do other things and I need to feel needed as well. Let's try to remember this with ALL of our students! 
  4. My "mule pack" is essential to my level of independence. This is a simple and low-tech assistive technology that I greatly rely on. It's a small backpack that I can carry without my hands, that I cram full of as many things as possible allowing me to not have to ask someone else to get them for me. All the things I need daily or that are high on the list of importance, such as my wallet, tools, medical items, snacks, personal care, etc. This allows me to have many of the things I regularly need with me, minimizes repeat trips, and minimizes my reliance on others. 
  5. Steps! There are just some steps that are too high, too steep, or too slippery for me to even consider using.  This means that I have the choice of not accessing that place or sitting down and scooting up or down the stairs...neither allow me to feel dignified or included in that place.
  6. Trust! Whether I like it or not, I simply need help with some things. Our students do too. Having someone you trust immensely is very helpful. Someone you trust to encourage and push you to grow, to assist you minimally enough to preserve your independence and dignity, and to still expect great things from you. This is also exactly what our students need! Thinking about this from the perspective of what I need from my trusted help right now, most certainly provides some guiding mental framework for when I'm the one helping students in the future.  
These are just a small handful of some things that I've realized and/or had solidified for me recently. I'm sure I'll have many more to share. This has truly reinforced the fact that accessibility is so important for everyone, all the time, even if you aren’t one who needs it right NOW. Chances are definitely that you will need something different, something specialized, or just something more accessible at some point in your life, either due to an accident, an injury, a disease, or through aging. The notion that accessibility only matters for a small percentage of “the disabled” is so completely short-sighted and irresponsible to your future self! If, for no other selfless reason, try to keep in mind that the fight for inclusion of all people, high expectations of all people, accessibility to all places for all people is a critical one for more reasons than you might know right now. The loss of or lessing of inclusionary concepts in any amount is a very slippery slope. Work hard, daily, to build a culture of increased expectations and inclusion of all people, never letting that lever tip in the opposite direction. Imagine all the things that are simple for you now that could very quickly and easily be otherwise...what sorts of actions on your part TODAY might better prepare your world for that scenario...what sorts of people would you want surrounding you in that sort of scenario? Speak up when you notice inaccessible entries, public televisions without captions, etc. Learn and become better equipped through the many diverse PATINS Trainings on our Professional Development Guide and our Training Calendar. Trial the many assistive devices available to you, through the PATINS Lending Library!...all at no cost to you, of course! Consider networking and furthing your knowledge-base by attending the FIRST-EVER PATINS Access to Education VIRTUAL Conference this coming November!  



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Recent Comments
Guest — Emilee
Thank you for sharing. Being "temporarily abled" is something I have taken for granted all my life. Understanding that I, too, mig... Read More
Sunday, 28 June 2020 21:28
Guest — Daniel McNulty
Thanks for reading AND for responding, Emilee! You and your work in your studies and eventual career will be so impactful to many ... Read More
Friday, 11 September 2020 10:22
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May
07

SODA or CODA?

CODA-or-SODA_-1 SODA or CODA?

I have heard, informally, from a few teachers that there is anywhere from 40% to 100% student participation in classrooms in this time of continuous learning. There are so many variables that could play into whether or not your students are logging in or connecting with you or finishing their work accurately. When I hear these numbers I can’t help to think that some of the variables may be due to a language barrier. 

Indiana Department of Education, IDOE, reports that, “Indiana has a diverse student population with over 270 languages spoken in the homes of Indiana public school students and a growing number English Learners.” 

Your student(s) may not be identified as needing specific accommodations with their school work but their parent or caregiver that is helping with their continuous (distance/e-learning) work might need accommodations due to a disability or a language barrier.

So, what does this have to do with the title of this blog, SODA or CODA? 

Did you know you might have them in your class this year? OR you might have them in your class next year. 

Yes, I am throwing more acronyms your way. Have you heard of CODA or SODA? 

CODA stands for Child(ren) of Deaf Adult(s) and SODA stands for Sibling (or Spouse) of Deaf Adult(s). Your students may not require accommodations such as closed captioning or spoken English translated into another language but their parents do.

Depending on the delivery style of your continuous learning material there could be unintentional language barriers for our parents and caregivers that are helping our students navigate and complete their required work.

I have two suggestions that you can implement into your instruction to remove the language barrier for our parents and caregivers, who may be deaf/hard of hearing or native language is something other than English, helping with continuous learning. 

setting box on a youtube video to select closed captions or subtitles and different language
1. All Videos should have Closed Captioning enabled for subtitles in the parent’s native language and for those that are deaf/hard of hearing. You can easily upload any video that you make into Youtube and follow the steps on this document or video to turn on automatic captions/subtitles then go in and edit them to ensure accuracy. 

We can integrate captions/subtitles universally into our video content for the use of all students for whatever reason they may need to help eliminate the language barrier. 

Microsoft Translator app image
2. Apps like Microsoft Translator, no-cost application, can be used to translate to different languages, even words on pictures can be translated. This app is available on Windows, Apple, Google & Amazon devices.

My favorite part of the Microsoft Translator app is that someone can interact with someone else by using text and then another person can use speech-to-text within the app. This can allow those who are deaf/hard of hearing to use written English to converse with others who are using spoken English or another language. 

So, do you have a SODA or CODA in your class? Perhaps parents or caregivers that speak another language other than English? Let us know how you are helping bridge the language gap for your continuous learning.  

PS: I am a version of CODA, one might say a COHHA, Child of a Hard of Hearing Adult. 

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Apr
23

Big Dreams, Small Spaces

laughing child sitting in a garden with purple catmint blooming
I hope this blog finds you healthy and coping well with this not-in-Kansas-anymore life. I was looking at my work calendar from a couple of months ago, and looked at an entry where I traveled, and thought, “Logansport seems like a distant universe.” 

Many of us are escaping to places (other than our snack stations) by watching Netflix. We are all sharing the shows we’ve been bingeing on the streaming platforms. It is spring on our farm, and I am re-watching my favorite British gardening show. 

“Big Dreams, Small Spaces” follows the famous British gardener, Monty Don who guides 2 different garden makeovers per episode. (He’s also an excellent follow on Instagram if you like dreamy garden images.) On the show, the participants share their ideas for a dream garden in their tiny backyard, and Monty checks in over the course of a year to counsel them, and lend some hands-on help. It is the opposite of sensational--there are no bodies found buried in the gardens. There are no cash prizes, and the often very small budgets are footed by the gardeners. 

British gardening guru Monty Don holding a watering can in his garden with his 2 golden retrievers at his side

But many of their dreams are indeed big, including turning their back garden into an enchanted forest, or creating a community vegetable garden for their neighbors. One of my favorites is an episode where parents are designing a garden for their son who has a disability. 

It would be fair to say it is boring, but I also would describe it as compelling. Watching someone dig their own pond with a shovel, and hearing them describe how it has helped them battle depression is a medicine that is working for me as I look for hope wherever it can be found.

My PATINS stakeholders who are contacting me are living in their own “Small Spaces” right now. But like the gardeners, they are dreaming big of taking their limited resources and turning them into a thing of beauty. They are forging stronger relationships with their students’ parents, spending hours communicating how to take their child with blindness on a mobility scavenger hunt, or how to enter math homework using a screen reader. They, like Monty Don and his gardeners, are giving me hope that continuous learning will grow and evolve into something surprisingly lovely. 

At PATINS we’re here to support your big dreams in small spaces. Check out our special resource page or visit our daily office hours with your questions and impossible ideas. 

I'll make the tea. (I guess you'll have to make your own tea if we meet on Zoom. . . but you get the sentiment.)

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Feb
26

#Dyslexia: Celebrating Those Beautiful Brains

IMG_1557-2 Beautiful Brain Sticker
I read an audiobook a few weeks ago by Jonathan Mooney titled Normal Sucks: How to Live, Learn, and Thrive Outside the Lines. Jonathan was identified with dyslexia and ADHD (attention deficit hyperactivity disorder) when he was a kid and did not learn to read until he was 12 years old. He writes with a hilarious twist of confessions and speaks about the uniqueness of learners. Jonathan leaves the message that instead of trying to fix these students...let’s empower them to be successful in their own way.

He shares after being sent to the office due to some choices he made and his mom was called to come to his school, “I had crossed that invisible line between the normal and the not normal, which we all know is there. Though we aren’t quite sure where it is all of the time, or who drew it, or how, or why. At that moment, I knew for sure that whatever normal was, I wasn’t it.”

I am constantly meeting and working with new students who have been identified with dyslexia. I am tasked with the privilege to explore with them ways that they may learn and ways they can feel empowered in their own learning. I often get to see their new learning journey with assistive technology accommodations such as text-to-speech, word prediction, speech-to-text, etc. to keep them from getting further behind in school. Each time I am with a student, they teach me something new which makes me a better educator. I am so thankful.

When meeting new students, I have to create relationships very quickly. This often begins with talking about anything but dyslexia. I have laughed so hard with students at the amazing conversations we have had and the stories they share about life in general. I have also left schools with my chest so heavy due to students feeling so stomped down from the weight they feel from struggling to read. They do not feel smart and feel shame, which leads to low self esteem and often matched with bullying. 

Instead of writing a blog about dyslexia, I wanted to put some faces to dyslexia. Each time we talk about dyslexia in schools, there is a face to every single number. Each time accommodations are denied, there is a face to that denial. We have to remain connected in order to prevent the disconnection of accessibility. 

So! I rounded up just a few kiddos who have impacted my own life in some way this past school year, brought together by dyslexia...but relationships built due to all of the other amazing conversations those beautiful brains have shared with me. I asked them a few questions and I have no doubt you will lift them up with me. 

First, Samantha was a feature on PATINS TV! After meeting her one time and working with her for accommodations on the iPad, the next time I came back, she showed me some ways she was using her iPad that I was able to share with other kids. She is brilliant!

Meet Sam
Sam
  Age: 11 years old

  Favorite book or type of book: Dog Man

  What is something you really enjoy doing and know you are good at doing?  Driving the ATV and maneuvering it with a trailer anywhere!

  Anything else you would like the world to know about you? Sam is in 4-H and shows ducks, chickens, and pygmy goats. This year he is going to try his hand at the lawn mower driving project and LEGO building project. When he grows up Sam wants to be a farmer because farming is cool. 

The first time I met Sam, we had a race. He was in his running shoes and well, me in my high heels. He won but I’m ready for a rematch. Sam is an impeccable problem solver. His thoughts take him into creative action on a route we may not think of at the time. I was fortunate to see Sam show one of his goats at his county fair. It felt like 110 degrees in the summer inside a metal barn; but Sam took it like a champ (unlike me sweating profusely). He had an adorable and rambunctious goat that he gave 100% attention to in the heat and he placed! Also, this kid can do the Floss dance better than I have ever seen and brings it alive on the drop of a hat! I can’t wait to see him one day on his own farm...living his dream and being a mentor for those who want to learn his craft of farming. He is unstoppable.


Meet
Precious
Precious
  Age: I am 16 years old. I’m going to be 17 years old in March. 

  Favorite book or types of books you like to read: My favorite   book is Dork Diaries

 What is something you really enjoy doing and know you are good at doing?
My favorite hobby is art. 

Anything else you would like the world to know about you? I am a homeschooled student. I want to show my artwork to encourage everyone. I am building my own art studio called Shout Loud. I want people to know, "You can do it!"
Precious's artwork of colorful tree

As you can imagine by her answers above, Precious is extremely kind and talented. I was honored to see her art spotlighted at an event in Indianapolis, Indiana. I noticed on her art displays, the first line was “I have dyslexia.” The way that she sees colors and puts them together truly amazes me.


Meet
Piper
Piper
  Age: 9 years old, March 1st!

  Favorite book or types of books you like to read: Adventure, crime solving
  and mystery genre


  What is something you really enjoy doing and know you are good at
  doing?
Art, ice skating, skiing, and acting.

  Anything else you would like the world to know about you? I would like
  the world to know that I love having dyslexia, because it helps me be even more creative than I thought.


Piper helped me out when I presented on assistive technology accommodations. After learning that she loves to act, I can see now how she stood in the front of the crowded room with me with ease. When I showed Piper the C-Pen Reader, she practiced and figured it out quickly. Then, she proceeded to try it out backwards, upside down and up and down. She then explained to me all the ways one should not use the C-Pen. Ya know, she is right...we need to know that part. Thank you, Piper! 


Meet
Reed
Reed
  Age: 9 years old

  Favorite book or type of book: Dog Man

  What is something you really enjoy doing and know you are good at doing?
  Shooting 

  Anything else you would like the world to know about you? If the world wants to
  know anything else, they need to meet me!!


Reed wasn’t so sure about me at first. He was the observer and then came over to me when he was ready, which works just fine for me. Once he did, he told me about Dog Man and was extremely well spoken about not only the book; but about anything we talked about. Reed heard me say that I had a fear of grasshoppers. At the end of my talk, he walked up to me with his hands closed and said, “Hey, I caught a grasshopper for you!” I thought he was serious for about .2 seconds, which felt like an eternity. He asked me to come back, but Reed, you better watch out! I like to play tricks as well! Reed is right, the world needs to meet him one day. I have a feeling they will as he will positively change the world in his own unique way.

Note: Sometimes kids are labeled as shy, when in reality they just need time or need a purpose to engage. As an educator, practicing wait time and as well as creating purpose can make all of the difference. 


Meet
Jackson
Jackson
  Age: 7 years old

  Favorite book or type of book: Dyslexic Legends Alphabet. This
  is my favorite book because it has the people that are famous
  because they have dyslexia. Even though you have dyslexia, you
  can still read using audiobooks! 


What is something you really enjoy doing and know you are good at doing? Playing baseball and hockey! I really enjoy reading audiobooks. 

(Hey Brent Sopel...I think you've got a huge fan in the making for more than one reason!)

Anything else you would like the world to know about you? That you can do any job that you want, even though you have dyslexia! Even though dyslexia is hard, you can still do whatever you want! 

Clearly, Jack is a true champion for himself in the way he learns best. When he says “...enjoy READING audiobooks,” that kiddo is ahead of the game! Of course he is reading! He is reading with his ears! Jack is an inquisitive thinker and I feel pretty confident when he is not playing hockey or baseball, he is tackling his younger brother. I am hoping to recruit Jack in a future training video on how we all read differently. We can all learn something from Jackson for sure. Besides, he and I have matching shirts... T shirt: Dyslexia is not a disability, it's a different ability.

Jonathan Mooney continues to say and I would like to echo this to all students…

“...I want you to know that normality is a problem to be struggled with, to be resisted, and ultimately, an idea to be rejected and replaced. ...When normal comes for you, I want you to be able to say what I couldn’t when it came for me. Normal sucks.”

What is normal anyway? It’s a measurement we can forever chase and never find. If we always consider the variability of all learners, presume competence, appreciate the diversity and be facilitators toward independence with accessibility in our instruction...our impact will be larger than imaginable. It can literally change life paths in a positive direction for all those faces for not only dyslexia but for all students.

#Presuming Competence is the easiest or the hardest barrier to #inclusion. The hardest because you can't force someone to believe in ability. The easiest because believing in ability costs nothing. It requires zero resources. The ? is, what side of history do you want to be on?
What side do you want to be on? Let's celebrate those beautiful brains...together! 


Note: Make sure you click on each picture to enlarge!  Also, If you have a student or child you would like to celebrate in ANY way, please email me at 
ksuding@patinsproject.org, tweet me @ksuding, or share in the comments below and I will lift them up with you and share!

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Guest — Glenda Thompson
What an interesting and fun group of friends you introduced us to, Kelli. Here's my takeaway: Samantha - look at the look of dete... Read More
Friday, 28 February 2020 14:47
Guest — Mary Kelly
Hey Kelli!!! Today I was in awe of the opportunities that my daughter, Precious, has received! It is amazing watching her beautifu... Read More
Thursday, 23 July 2020 01:06
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Jan
30

Top 5 Reasons for Captions In Schools

Closed Captioning is Cool! Closed Captioning is Cool!

Top 5 Reasons for Captions In Schools


Captions… It's all the buzz currently in schools, including higher education institutions like Harvard University. If you aren’t currently using captions in your daily life or in your classroom you might be unfamiliar with why we need to provide them. They may even seem annoying to you when you see them on. However, I assure you they are coming to a workplace near you soon and here are 5 reasons why you should turn them on today:

1. Attention and Focus

Students who need support when it comes to attention & focus can benefit from the visual representation of the spoken words on the screen during class and videos. In a study conducted by the Oregon State University Ecampus Research Unit of the 1,532 students, 69% reported that closed captioning aided in keeping their attention as a learning aid in class (Linder, 2016).

2. Universal Design for Learning

Setting up your classroom with every type of learner from the beginning means that you plan to include captions (Morris et. al, 2016). For school districts needing to put a policy in place for providing captions and transcripts as part of providing accessible education materials, PATINS has you covered with a sample policy. 


Text reads

3. Reading 

Students building early literacy skills can benefit from captions since captions explicitly illustrate the mapping among sound, meaning, and text (Gernsbacher, 2015). Since one predictor of reading achievement is time spent reading, the use of captioned content has the ability to benefit each & every student in your classroom.

4. Language Acquisition

Students learning a new language can benefit from English subtitles of classroom audio media. Students are taught how to recall and build their auditory listening skills in the second language after viewing videos with closed captions/subtitles in the new language rather than just receiving the content via auditory alone (Gernsbacher, 2015). 

5. The Right to Effective Communication

When we have a student who is deaf/hard of hearing in our classrooms, we need to provide accurate, timely and effective communication. One way to achieve this is by providing closed captions on all. This is explained in ADA, IDEA and Article 7.  You can read more about the recent Harvard’s lawsuit resulting in all media including open online courses to include closed captioning.

Do you need help with the tools and implementation of captions? The PATINS Project has you covered with no-cost in-person training and webinars. PATINS’ Specialists, Jena Fahlbush and Katie Taylor have a live webinar, Captions for All: The Writing’s on the Wall! This will help get you acclimated to using captions in your classroom the very next day. 


Captions for All: The Writing’s on the Wall! Live Webinar 
Register for the next live webinar! 

As you build experience with captions, you will see the need for captioning to the public and in your classroom! Speak up! Request captioning in the gym, restaurants, and doctor's offices to help make every place an accessible place for all. 



References


Gernsbacher M. A. (2015). Video Captions Benefit Everyone. Policy insights from the behavioral and brain sciences, 2(1), 195–202. doi:10.1177/2372732215602130

Linder, K. (2016). Student uses and perceptions of closed captions and transcripts: Results from a national study. Corvallis, OR: Oregon State University Ecampus Research Unit

Morris, K.K., Frechette, C., Dukes, L., Stowell, N., Topping, N.E., & Brodosi, D. (2016). Closed captioning matters: Examining the value of closed captions for all students. Journal of Postsecondary Education and Disability, 29(3), 231-238.
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Dec
12

The One Question I Ask All Students

The One Question I Ask All Students The One Question I Ask All Students with rainbow paint in the background.
What is the most interesting thing you learned?

Why is this the one question I ask all students? It seems simple at first, but this question alone has given me vivid insight into who my students are at their core while sneakily working on enhancing language skills. Here are 5 reasons why.

1. Build rapport. Instead of relying on the "About Me" worksheets students fill out once in July or August, you can keep the lines of communication open between you and your students all year long. We all know what's cool one minute, is out the next anyways.

2. Work on skill deficits. With this one question alone, SLPs (and anyone working in the school) can help foster social skills, correct use of conjunctions, and expanding verbal/written sentence length. For social skills, students can work on turn taking, topic maintenance, asking follow up questions, perspective taking and reading nonverbal cues. For example, "What do you think X found interesting? How do you know?" If students answer with a simple sentence, you can use a visual of conjunctions to prompt them for more information. FANBOYS is always a favorite.

3. Find out what they've truly learned. Wait 10-15 minutes, a class period, or even a day and then ask what they found interesting from an earlier lesson. It may be a small detail you've glanced over that actually piqued their interest while they may have forgotten about information needed for the test. Now, you know what needs re-teaching.

4. Learn more about what engages them and use that information for future lessons. Students may reveal surprising interests such as loving opera music or a passion for tornado chasing. These are two real life interests brought up by my former students and you bet these were incorporated in more than one speech session.

5. There is no "wrong" answer. It's a low stress way for students to participate who may not otherwise felt confident enough to speak up with their ideas. Even if they say nothing was interesting, they can explain why and what can be different next time.  

As you can see, "What is the most interesting thing you learned?" packs a lot of educational "punch" with virtually no material preparation (unless you choose to - this could easily be done on a Padlet, white board, or other discussion format should you like a record of it).

Weave this question into your school day and comment below your thoughts on my all-time favorite question. 




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Oct
24

Growing Up in Mainstream Public School: Things I Wish I Knew Back Then

This week we have the privilege of reading advice for those growing up deaf/hard of hearing from the very talented guest blogger, Sara Miller, M.S. Ed. Enjoy! 


It was the late 1980’s when I was diagnosed with severe-profound bilateral sensorineural hearing loss and received my first pair of hearing aids. I was almost three and I’m told that I loved my hearing aids so much that I never wanted to take them off! 

Young Sara with hearing aids on.
It was during the 1990s and early 2000’s when I attended public elementary/middle/high schools in small rural towns in Northwest Ohio. I was the only deaf student in my grade to be mainstreamed full time. During these years, there were a lot of trials and triumphs. 


Looking back, there are a few things I wish I had known to help guide myself through the process of being the only deaf kid in my mainstream class. If I could, I would go back in time and share a few things with my younger self:


Number 1: YOU ARE NOT ALONE. There are many other deaf and hard of hearing kids out there who are also born into hearing families. In fact, 90% of deaf and hard of hearing kids are born to hearing families. 75% of those kids attend public school, just like you do. While you may be the only kid to be mainstreamed full time in your school, there are many others just like you out there in the world who are going through the same experiences you are. You will meet them later on in life and establish wonderful relationships. 


Number 2: DO NOT READ INTO HEARING PEOPLE’S FACIAL EXPRESSIONS TOO MUCH. Understand that we deaf people tend to naturally rely on visual cues much more than our hearing peers. If a person doesn’t smile, frowns, or has a neutral look on their face, it does not mean they don’t like you or are mad at you. They simply could just be having a rough day caused by something that has absolutely nothing to do with you. Acknowledge and understand this fact in order to save yourself from unnecessary hurt feelings over misreading someone’s emotions. 


Number 3: PEOPLE ARE NOT STARING AT YOU WHEN YOU SIGN BECAUSE YOU’RE WEIRD OR DIFFERENT, THEY STARE BECAUSE THEY ARE FASCINATED WITH SIGN LANGUAGE. I know... This is so hard to fully believe or understand. When you know you are different, you feel as if everyone is always staring at you. Staring at your Phonic Ear box strapped to your chest. Staring at the long cords from that box that lead up to your ears. Staring at your hearing aids. Staring at your hands when you choose to communicate using sign language. That’s when the staring seems to be the worst. But what you don’t know is that those people stare because they wish they knew how to sign too. Reach out to those individuals and ask if they’d like to learn. Teach them the joy of signing.


Number 4: ADVOCATE FOR ACCESS. Hold your teachers accountable for making content accessible. Request captions for all videos and movies. No exceptions. Utilize note-takers in all subject areas. Let your teachers know not to talk towards the chalkboard and to face you when instructing. Ask your peers to repeat themselves when you didn’t quite catch everything they said in class discussions. And yes, even consider having an interpreter for your core content classes. You deserve the right to have access to ALL that is going on around you. Things you don’t even know you’re missing can be filled by having an interpreter present. Learning these advocacy skills early on will benefit you later in life. 


Number 5: YOU WILL FALL IN LOVE AND GET MARRIED. In your high school years, you will often cry yourself to sleep wondering if you’ll ever find love and get married. You’ll question how someone would ever want a wife who cannot hear. Why would they choose to love someone who is deaf when they could have someone who can hear perfectly like all of your peers. Those nights of self-doubt and the tears you cry will be for nothing. You will meet your soulmate in the spring of your senior year of high school and get married that very summer just before entering college. In fact, you’ll be the first in your class to marry and he will even surprise you by signing a portion of his vows to you at your wedding. Your husband is the kindest and most loving soul who will accept and adore every part of you, especially your deafness.


Number 6: ENCOURAGE YOUR FAMILY TO LEARN SIGN LANGUAGE EVEN THOUGH YOU CAN SPEAK. You are the only deaf individual in your entire family (Extended family included). Your parents will bombard you with language and read to you on a daily basis. You’ll fall in love with reading. They’ll have high expectations for you to soak up any and all language learning opportunities around you and you will exceed those expectations. You will acquire and utilize spoken language with relative ease. Therefore, English will be your first language. In your first few years of school, you’ll learn Signed Exact English, but the only person who you’ll teach sign language to at home is your older sister. (She will later become an educational interpreter.) 


However, you really need to teach your parents (and family and friends) to sign as well. They are not against it. If they knew how much it would help you in social situations, they’d learn in a heartbeat. (Looking back, they wished they had). Since you speak so well, it’s easy to fool yourself and everyone else around you into thinking that everything is being understood. But deep down, you know you are not understanding everything around you. That sickening pit in your stomach that you get when you’re about to enter a challenging environment: basketball games, dark restaurants, the mall, birthday parties, movie theater, etc., that’s a direct result of the anxiety you subconsciously have knowing how hard you’re going to have to work just to keep up with a small amount of what is going on. This is where sign language can benefit you. It can bring to life what you would normally miss. It can give you complete access to your surroundings. It can reduce your anxiety and allow you to enjoy your surroundings.  So, please teach those closest to you how to sign. You’ll thank yourself in the future.


7: EMBRACE YOUR DEAFNESS. You will go through a phase in your middle/high school years where you will reject anything and everything to do with deafness. You’ll stop signing and refuse to carry your FM equipment with you to class. You’ll hide your Phonic Ear box and cords under your clothes to try to blend in with your peers as much as possible. You’ll hate being different. You’ll spend a LOT of energy and emotion simply trying to become “hearing” like everyone else is in your class. 


STOP! 


Embrace who you are. Love yourself for who you are. Stop trying so hard to become something that you were never meant to be: “hearing.” Embracing your deafness will save you a lot of heartaches and emotional energy. Know that there are strength and beauty in being Deaf. That there is an entire community of individuals in this world who are just like you. Who knows exactly what it’s like to be deaf. Who will welcome you with open arms? Sadly, you live in a small rural town with no Deaf community or Deaf adult role models. You won’t even meet a Deaf adult until you attend college and are already a deaf adult yourself. However, as soon as you are able, seek out those who are like you. They will fill your heart in a way that the hearing community cannot. In a way that even your closest friends and family cannot. Only when you make these connections will you feel complete and fully able to truly embrace every part of who you are.


Sara Miller, M.S.Ed

she/her

??Deaf adult bringing awareness to deafness & Deaf culture

??‍?Teacher of the D/HH


Look for more from Sara on her social media accounts: @adventuresindeafed and @languagepriority

Sara Miller signing I Love You in American Sign Language.
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Sandy Stabenfeldt
Thank you, Sara, for sharing this with our readers. I hope it finds its way to students who would really benefit from your great ... Read More
Thursday, 24 October 2019 13:19
Guest — Chelsea
I love this! I was born with moderate to severe hearing loss in both ears but wasn’t discovered until two and a Half year old. The... Read More
Sunday, 10 October 2021 16:06
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Oct
10

The Intersection of Literacy and Joy

IMG_071_Smiling girl showing her book on her iPad written for her
book cover for Where the Red Fern Grows with boy and his two hunting dogs running through a field

“I cried when I read Where the Red Fern Grows in 4th grade.”

“My first grade teacher was stern, but when she read aloud she used funny voices.”

“Non fiction is my favorite. I’m still all about the facts.”

“I followed the hymnal at church while listening to my mom sing.” 

“I loved Dr. Suess. . . comic books. . . Harry Potter . . . mysteries . . . .

I’ve had the joyful privilege of working with Indiana teachers in trainings about making and engaging with books and literacy this summer and fall. An introductory activity that I did with groups was to ask them to place 3-4 influential books on a timeline of their life, and these were comments I heard during share time. For most of the presentations, I had to interrupt lively heartfelt discussions because the participants didn’t want to stop talking about books.

“I do believe something very magical can happen when you read a book.” – J.K. Rowling

Something magical was also happening during those discussion times. Folks were connecting over shared experiences and writing down titles for books they had yet to discover. It reminded me that any learning task is made more meaningful with emotional engagement. Our brains get primed for the what and the how if we are taken through the door of the why.

door opening with a bright light behind it
We spent the remainder of the trainings looking for sources for books in electronic format, and making both electronic and tactile format books to take back to all students, no matter what access they may need to engage with a book. 

I’ve received even more joy via photos and stories of students with the books their teachers found or created for them. 

smiling boy reading a book on his iPad with headphones

I’d love to see your face light up at the mention of a good book. I’d also love to hear the particular challenges you face when providing opportunities for improving literacy for students in any setting. Give me or another PATINS specialist a shout if you’d like to bring a training on engaging literacy to your district or educational team!

“You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, who had ever been alive.” – James Baldwin


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Guest — david jackson
Hi Bev, Thanks for sharing! I LOVE reading. Finishing up Sapiens now. I have a stack at my bedside and a stack in Audible!... Read More
Thursday, 10 October 2019 12:35
Jennifer Conti
Not a dry eye in my 8th grade classroom when we got to the end of "Where the Red Fern Grows". What a memory.
Thursday, 10 October 2019 13:51
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Aug
21

Empowered Muggles

Irish logo, DNA logo, Muggles, German Flag
I recently discovered through DNA testing that I am 53% Irish and 33% German. There are stereotypes of being Irish and/or German and if you know me, you may not be that surprised with those recent findings. I may or may not be stubborn at times and I do enjoy a good pub. My locks of curls are red and I do have blue eyes. Although, I am a vegetarian and do not eat schnitzel. I was emotionally impacted by discovering my heritage.  

Also, a few weeks ago at a conference that I attended, I participated in a session titled: “What Harry, Hermione and Ron taught me about learning” and was presented by Tony England. Tony is the Assistant Superintendent of Student Services at Elkhart Community Schools in Indiana and all around brilliant individual. 

At any rate, discussions were had about the diversity of each of us as individuals and how we and our students can appreciate others diversity when open to understanding. This could be certain behaviors, personalities, traits, etc in a classroom setting coming together with our strengths and weaknesses. Also, taking this into consideration when assigning group work, thinking about our own friends who we surround ourselves daily and how we can positively build upon differences.

What does this have to do with Harry, Hermione and Ron, characters from Harry Potter you may ask? After some fun activities throughout the conference session, it was concluded that my personality and traits could reflect that of Harry Potter’s. Of course, due to feeling highly intrigued, I began reading the entire Harry Potter book series. I am nearly embarrassed to admit as an educator, I had never read those books. Where have they been all my life? My Amazon wish list is now stacked with sorting hats, wands, owls, maps and stickers.

Why am I telling you this? Well...as the saying goes, “knowledge is power.” That could not hold more truth in my recent findings of my own self. Knowing my heritage gave me a sense of empowerment, deeper understanding and eager to learn more about where I come from. Constantly seeking new knowledge about the diversity of others and reflecting upon myself, gave me some unexpected permission to be ok with being curious and passionate about things and just jumping into it and figuring it out. That yes, I can be “competitive” and “fiercely independent” but at the same time being “supportive, easy-going, spontaneous and comfortable to be around.” At this point, I even feel completely ok with purchasing those Potter items on my wish-list! 

As educators, we are seen as individuals in a position of power. How can we use that power in a way to empower our own students? We have classrooms of students full of diversity and learning differences. How can we empower all students in embracing not only who they are but who their peers are and creating a safe place to not only succeed; but to fail?
question mark and light bulb ideas


What if…
  • We asked our students how they learn best? Then, begin teaching how our students learn best? aka: Universal Design for Learning If they don’t know or understand, how about helping them discover themselves as learners? Help them understand why they may read with their ears (auditory) and/or eyes (visual) and perhaps why using a stand up desk or a fidget can enable them to embrace their unique way of receiving and comprehending information. Empower them.
What if…
  • We talked about disabilities in our classroom? Do not fear those conversations.  The International Dyslexia Association states:
About 13–14% of the school population nationwide has a handicapping condition that qualifies them for special education. Current studies indicate that one half of all the students who qualify for special education are classified as having a learning disability (LD) (6–7%). About 85% of those students have a primary learning disability in reading and language processing. Nevertheless, many more people— perhaps as many as 15–20% of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit instruction in reading, writing, and language.

Isn’t this an important conversation to have? Having these conversations can provide understanding and acceptance of why some students may be reading with their eyes and some with their ears. This will help those students who use assistive technology accommodations to not feel different; but accepted. Again, knowledge is power and this means educating all students about learning differences. Empower them.

What if…
  • We asked our students what they wish everyone knew about them? Let them speak freely, write them down and share if they choose. Create an environment with school and/or community resources that students know where to go if they need someone to talk to or get help. Empower them.
What if…
  • We not only celebrated successes of our students; but also their failures? This will empower them through teaching resilience and to keep trying! What if our students do not know how to regulate their negative reactions to failures? How about we model the behavior, celebrate loudly and practice the celebrations by setting up opportunities to fail.

I challenge you to have sign on the entrance of your classroom door or building that says:

“You do you.”

What if...we really let them?
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