676 results for: "dislexia"
Cómo ayudé a mi hija a sentirse cómoda hablando de su diferencia de aprendizaje
Cuando diagnosticaron a mi hija con TDAH, dislexia y trastorno del procesamiento auditivo yo no sabía mucho acerca de estos temas. Me costaba entender sus desafíos. Tampoco me resultaba fácil explicárselos a otras personas. Quería que mi hija se sintiera segura al hablar de sus diferencias de aprendizaje. Pero ¿cómo podía ayudarla con eso si ni yo sabía bien cómo hacerlo? Cuanto más aprendía sobre las diferencias de aprendizaje, más capaz me sentía de hablar con mi hija de las suyas. Aprendí a hacerlo de una manera que la hiciera sentir orgullosa de sus diferencias, en lugar de avergonzada. Pero requirió mucho esfuerzo por parte de ambas. Mi hija tiene ahora 12 años y se siente cómoda hablando de sus diferencias de aprendizaje. Quiere ser aceptada tal como es. Y sabe que merece que así sea. Estas son cuatro maneras en que la ayudamos a estar preparada para esas conversaciones importantes. 1. Encontramos una comunidadEl primer paso fue conectar a mi hija con otros niños que también tenían discapacidades del aprendizaje. Creíamos que se sentiría mejor y le iría mejor si formaba parte de una comunidad de niños con desafíos similares a los suyos. Hay muchas maneras de encontrar una comunidad. Algunas escuelas tienen grupos para almorzar o después de la escuela. Hay vecindarios que tienen grupos de juego para familias de niños que tienen dificultades de aprendizaje. Y hay grupos en línea a los que puede unirse para conocer a otras familias. Pero nosotros fuimos afortunados de tener otra opción. Pudimos trasladarla a una escuela privada para niños con discapacidades del aprendizaje.Al principio, nos preguntábamos si nuestra decisión había sido la correcta. Hasta que una tarde después de la escuela, mi hija me dijo que era fantástico conocer a otros niños con dislexia. Ya no se sentía sola y podía aceptar sus diferencias. Incluso hablaba de ellas con sus amigas. Entonces supe que mi esposo y yo habíamos tomado la decisión correcta. 2. Eliminamos la vergüenzaTanto mi esposo como yo queríamos que nuestra hija supiera que era tan inteligente como sus compañeros. Y que sus diferencias de aprendizaje no eran una limitación. Con el tiempo, vimos que recordarle esa verdad la hacía sentir más segura y cómoda al hablar de sus desafíos. Al principio, no fue fácil normalizar su experiencia. Pero con la práctica se logra la perfección. Y ahora, todos en la familia estamos acostumbrados a hablar de las fortalezas de su mente neurodivergente y de cómo funciona. Siempre elogiamos sus esfuerzos en la escuela mucho más que sus calificaciones, sin importar cuáles sean.3. Le enseñamos a manejar el fracasoMi hija solía decir cosas como “no soy inteligente” o “me siento tonta cuando estoy con mis amigos”. En lugar de ignorar sus comentarios negativos, la escuchaba y reconocía sus sentimientos. Y después le señalaba todas las cualidades que la hacían especial. También trataba de no ser tan dura conmigo misma delante de ella. En lugar de criticarme por cometer un error, lo reconocía y volvía a intentarlo. Ver cómo yo manejaba las situaciones que salían mal, y cómo me recuperaba y lo volvía a intentar, ha ayudado a mi hija a mantener la calma cuando tiene dificultades.4. Practicamos algunas situacionesPuede parecer una tontería, pero representamos situaciones de la vida real con mi hija. Por ejemplo, ensayamos qué podría decir al conocer a otros niños en una fiesta de cumpleaños u otras reuniones sociales. Hablamos de sus preocupaciones para hacerla sentir más apoyada y preparada.Por supuesto que es imposible prepararla para todas las situaciones. Pero nos ha dado buen resultado hablar de la mayor cantidad posible. Por ejemplo, algunos de sus amigos se burlaron de ella por escribir mal una palabra en el pizarrón del salón de danza. Eso la hizo sentir mal. Le dijimos que si volvía a suceder podía decir que la ortografía no era lo suyo, pero que al menos es una gran bailarina.He aprendido que por mucho que intente proteger a mi hija, siempre habrá alguien que no entenderá sus peculiaridades. Esa es la realidad. Pero también sé que es de gran ayuda hacerla sentir segura y apoyada, y que siempre puede recurrir a mí si necesita hablar. Obtenga recomendaciones sobre cómo hablar con sus familiares acerca de los desafíos de su hijo.
Understood Explains Season 1
There’s a lot to learn about learning and thinking differences like dyslexia and ADHD. Understood Explains is a podcast that unpacks one important topic each season. Season 1 covers the ins and outs of the process school districts use to evaluate kids for special education services. Host Dr. Andrew Kahn is a psychologist who has spent nearly 20 years evaluating kids for schools. He explains each step of the evaluation process and gives tips on how to talk with your child along the way.
Understood Explica el IEPEl IEP: Estudiantes de inglés y el IEP
Averigüe cómo el IEP puede ayudar a los estudiantes que están aprendiendo inglés como idioma adicional. Muchos niños en Estados Unidos están aprendiendo inglés como idioma adicional. Puede que sea su segundo, tercer o cuarto idioma.Lo que las escuelas suelen llamar “estudiantes del idioma inglés” o “estudiantes multilingües” es una categoría muy variable. Algunos niños hablan inglés a nivel *conversacional*, pero necesitan aprender palabras que se usan en la escuela como “sumar” y “restar”. Y otros puede que estén aprendiendo muchas palabras en inglés y en su idioma nativo al mismo tiempo. Para los padres puede ser difícil identificar si lo que están observando son dificultades comunes que surgen al aprender otro idioma, o si pudieran ser señales de una diferencia de aprendizaje, como la dislexia o el TDAH.Afortunadamente, las escuelas pueden ayudar en ambos casos. Y parte de esa ayuda puede proporcionarse a través de un IEP, o Programa de Educación Individualizado. En este episodio de Understood Explica, la presentadora Juliana Urtubey describe cómo.Marcas de tiempo[02:17] Apoyos escolares para estudiantes multilingües[05:49] Mitos y realidades[09:51] Evaluaciones y el IEP[13:23] Los derechos de los padres o representante legal[15:22] Puntos clavesRecursos relacionadosPara las familias hispanas: Por qué y cómo colaborar con los maestrosEstudiantes de inglés con dificultades en la escuela: Lo que necesita saberPreguntas comunes de los padres que no conocen el sistema educativoTérminos que usan las escuelas con niños multilingües que tienen dificultad para aprenderTranscripción del episodioJuliana: Muchos niños en los Estados Unidos están aprendiendo inglés como idioma adicional. En algunos casos, el inglés puede que sea su segundo, tercer o cuarto idioma. Algunos niños hablan inglés al nivel conversacional, pero necesitan aprender palabras que se usan en la escuela, como "sumar" o "restar", y es posible que otros niños estén aprendiendo muchas palabras en inglés y en su idioma nativo al mismo tiempo. Por lo tanto, lo que algunas escuelas llaman estudiantes del idioma inglés incluye muchas situaciones.Es posible que a los padres les cueste identificar si lo que están observando son dificultades comunes que surgen al aprender otro idioma o si también pudieran estar observando señales de una diferencia de aprendizaje como la dislexia o el TDAH. Las escuelas pueden ayudar en ambas situaciones y le voy a contar cómo. Desde la Red de Podcast de Understood, esto es "Understood Explica el IEP". En este episodio, vamos a hablar del IEP y los estudiantes multilingües. Soy Juliana Urtubey, Maestra Nacional del año 2021. También soy experta en la educación especial para estudiantes multilingües y soy la presentadora de esta temporada de "Understood Explica", que está disponible en español y en inglés. Antes de empezar este episodio, quiero mencionar que muchas escuelas utilizan el término "estudiante del idioma inglés", pero yo prefiero "estudiante multilingüe" y esta es la razón. Al inicio de mi carrera como maestra, tenía una estudiante de tercer grado a la que voy a llamar Jessica, y ella hablaba cuatro idiomas. En la casa usaba el lenguaje de señas estadounidense para comunicarse con sus padres, que eran sordos. También hablaba tagalo con su abuela filipina y español con su abuela mexicana, y estaba aprendiendo inglés en la escuela. Jessica era mucho más que un estudiante del idioma inglés. Ella es lo que me gusta llamar lingüísticamente dotada. Así que quiero iniciar este episodio con un caluroso saludo a todos los estudiantes multilingües que, como Jessica, tienen muchas fortalezas que no siempre se reconocen en la escuela. [02:17] Apoyos escolares para estudiantes multilingüesApoyos escolares para estudiantes multilingües. Bien, existen dos tipos de apoyo escolar para los estudiantes multilingües que quiero que conozcan. En primer lugar, está la adquisición del idioma inglés, que es la clase que ayuda a los estudiantes a entender, hablar, leer y escribir en inglés. Algunas escuelas lo llaman inglés como segundo idioma o ESL, por las siglas en inglés. También se usa el término inglés como nuevo idioma y algunas escuelas lo llaman inglés para estudiantes multilingües. Así que esta asignatura se puede llamar de diferentes formas y enseña dos tipos de habilidades lingüísticas. Una se llama BICS, que son las siglas en inglés de lo que se puede traducir como habilidades básicas de comunicación interpersonal. BICS es el término que se usa para referirse al inglés conversacional. Se trata de aprender palabras comunes que se utilizan cotidianamente. Por ejemplo, poder decir que quieres comer una manzana o que no puedes encontrar tu mochila. Los niños suelen desarrollar estas habilidades lingüísticas sociales bastante rápido. Por lo general, tardan entre seis meses y dos años. El otro tipo de habilidades lingüísticas se llama CALP, que son las siglas en inglés de dominio cognitivo del lenguaje académico. Y ese es el término para referirse al lenguaje más formal que se utiliza en las aulas y en los libros de texto. CALP abarca el lenguaje académico. Estas habilidades lingüísticas suelen tardar más tiempo en desarrollarse. Muchos niños pueden que no conozcan estas palabras en su idioma materno. Aprender este lenguaje académico puede tardar entre cinco y siete años. Entonces, es importante que los padres conozcan qué significan BICS y CALP y que sepan que las escuelas pueden ayudar a los niños a desarrollar ambos tipos de habilidades en inglés. Ahora bien, existe un tipo de servicio escolar completamente diferente que se llama educación especial y está diseñado para satisfacer las necesidades particulares de los niños que tienen una discapacidad. Los niños que reciben educación especial también participan en clases de inglés como segundo idioma, pero la forma de enseñanza es diferente. Voy a dar un ejemplo. Supongamos que un niño es hablante nativo del español y tiene dislexia. El método habitual de enseñarle a leer en su clase de inglés no será suficiente para ayudarlo a progresar. Necesita enseñanza especializada, del mismo modo que la necesitaría un hablante nativo del inglés que tiene dislexia. La educación especial y las clases de inglés como segundo idioma no son lo mismo, pero su hijo puede obtener ambas si las necesita y puede obtenerlas al mismo tiempo. Por ejemplo, recibir enseñanza de lectura especializada en español mientras sigue trabajando en sus habilidades de inglés en su clase de adquisición del idioma. Más adelante en este episodio, vamos a explicar en detalle cómo saber si su hijo necesita enseñanza del idioma inglés y también educación especial y cómo se pueden combinar estos servicios. Pero primero quiero dedicar la siguiente sección a desmentir algunos mitos sobre las discapacidades. [05:49] Mitos y realidadesMitos y realidades. Al principio de esta temporada tuvimos un episodio completo sobre los mitos relacionados con la educación especial, pero ahora quiero mencionar cuatro mitos que son especialmente importantes que conozcan las familias de estudiantes multilingües. Mito número uno: Hablar más de un idioma puede confundir a los niños hasta el punto de causarles algún tipo de discapacidad. Sé que a muchas familias les preocupa esto, así que quiero ser muy clara. Hablar con sus hijos en su idioma nativo mientras ellos aprenden inglés no causa una diferencia en la manera de aprender o una discapacidad. Los niños aprenden idiomas a ritmos diferentes y de hecho, es bueno para el cerebro aprender más de un idioma. Así que siga hablándole y leyéndole a su hijo en su idioma nativo. Cuanto más conocimiento adquiera su hijo, más conocimientos podrá transferir al inglés. Mito número dos: Nos podemos dar cuenta si alguien tiene una discapacidad a simple vista. Este mito va de la mano con otra idea equivocada común, que solamente los niños con discapacidades físicas o intelectuales graves califican para recibir educación especial. Pero lo cierto es que muchos estudiantes tienen discapacidades que son muy difícil de notar a simple vista, como es el caso del TDAH y la dislexia. A menos que los vea intentando leer en voz alta, lo más probable es que no se dé cuenta de que tienen una discapacidad de lectura como la dislexia. Y a menos que pudiera meterse dentro de su cabeza y ver sus pensamientos cambiando apresuradamente, no sabría que tiene TDAH. Estos tipos de diferencias del aprendizaje son muy comunes y los niños pueden progresar en la escuela si reciben el apoyo adecuado. Mito número tres: Los niños que se portan bien no necesitan más apoyo en la escuela. Por ejemplo, en las culturas de habla hispana, cuando alguien es respetuoso y amable decimos que es muy educado. Si un niño se porta bien, muchas familias latinas podrían pensar que eso es una señal de que a su hijo le está yendo bien en la escuela. Pero la verdad es que muchos niños están enfrentando dificultades en la escuela en silencio. Sus dificultades podrían pasarse por alto. O tal vez el maestro lo ha notado, pero no puede hacer nada hasta que usted lo autorice. Sé que muchas familias piensan que no les corresponde solicitar a la escuela más apoyo para sus hijos, pero es importante recordar que en los Estados Unidos los maestros quieren escuchar a los padres. Understood tiene un artículo muy bueno sobre por qué los maestros quieren colaborar con las familias multilingües, que incluye consejos prácticos para ayudarlo. Voy a poner un enlace en las notas del programa. El mito número cuatro tiene que ver con las leyes migratorias. Muchas familias piensan que obtener servicios escolares puede aumentar el riesgo de ser deportados. Las reuniones de la escuela y tener que firmar documentos pueden ser motivo de preocupación, especialmente si en la familia alguien es indocumentado. Pero en Estados Unidos todos los niños tienen derecho a una educación pública gratuita, sin importar si el estudiante o sus padres son ciudadanos estadounidenses o no. Las escuelas y las paradas de autobuses escolares se consideran zonas seguras. Eso significa que no se puede aplicar la ley de inmigración en esos lugares. Las escuelas no pueden compartir ningún documento con la policía o las autoridades migratorias a menos que haya una emergencia mayor como una amenaza a la seguridad nacional o pública. Así que recuerden, las escuelas son lugares seguros y quieren ayudar a su hijo a progresar. Understood tiene un artículo con otros mitos sobre la educación especial y los estudiantes de idioma inglés. Voy a poner un enlace en las notas del programa en caso de que quiera profundizar en este tema. [09:51] Evaluaciones y el IEP Evaluaciones y el IEP. Bueno, en esta temporada hemos hablado sobre el IEP o el Programa de Educación Individualizado. También sobre el proceso de evaluación que siguen las escuelas para identificar si un niño califica para este tipo de plan de educación especial. Y hay cuatro cosas que quiero que las familias sepan sobre las evaluaciones y el IEP para estudiantes multilingües. Primero, usted no tiene que esperar para que su hijo multilingüe sea evaluado para la educación especial. Las escuelas a menudo quieren esperar para ver si habilidades como la lectura y la escritura mejoran conforme vaya mejorando el inglés del estudiante. Pero esto podría significar que su hijo siga teniendo dificultades durante años sin tener el apoyo adecuado. Así que no hay que esperar. Usted puede solicitar una evaluación en este momento. Segundo, usted puede ayudar a la escuela a comprender mejor a su hijo. Los padres saben muchas cosas de su hijo que es muy importante compartir con el equipo de evaluación. Esa información puede ayudar al equipo a diferenciar los problemas de su hijo relacionados con la adquisición del lenguaje, de los problemas relacionados con otra cosa como el TDAH o la dislexia. Este es el tipo de información que usted podría compartir. Puede hablar sobre los hitos del desarrollo de su hijo. Por ejemplo, cuando su hijo era bebé o un niño pequeño, ¿le preocupaba cuándo empezaría a caminar o hablar en su idioma nativo? También puede ser útil mencionar lo que usted ha notado en la casa. Por ejemplo, si su hijo tiene dificultad para leer o seguir indicaciones en su idioma nativo. Otra forma de ayudar es contarle al equipo cómo ha sido la educación de su hijo hasta ahora. ¿Ha asistido alguna vez a una escuela donde hablaba su idioma nativo? Si es así, ¿hasta qué grado? Y también es importante informarle al equipo si su hijo ha faltado mucho a la escuela. Por ejemplo, tal vez se mudó varias veces, o tal vez tardó mucho tiempo en llegar a Estados Unidos desde su país de origen. Es útil para la escuela saber si hubo periodos en la que su hijo no asistió a la escuela.También puede hablar con el maestro que le enseña inglés a su hijo para asegurarse de que tenga un papel importante en el proceso de evaluación. Además, le puede pedir a la escuela que evalúe las habilidades de su hijo en inglés y en su idioma nativo. Bien, pasemos ahora a la tercera cosa importante que quiero que sepa. Si su hijo califica para un IEP, tienen que incluir metas relacionadas con la adquisición de inglés y la educación especial. Pregunte al equipo cuánto tiempo va a recibir su hijo los servicios de lenguaje y los servicios de educación especial semanalmente, el IEP debe ofrecerle una idea muy clara de cómo será la jornada escolar de su hijo. Y la cuarta cosa importante, pregunte en la escuela si su hijo puede recibir enseñanza especializada en materias como lectura o matemáticas en su idioma materno. Quizás esto no sea posible en todas las escuelas, pero usted siempre puede preguntar e intentar que su hijo reciba lo que necesita.Understood tiene un artículo excelente sobre cómo ayudar a los estudiantes multilingües que tienen dificultades en la escuela. El artículo incluye algunas preguntas que son importantes de responder. Voy a poner el enlace en las notas del programa. [13:23] Los derechos de los padres o representante legal Los derechos de los padres o representante legal. La ley de educación especial otorga muchos derechos a los padres o representante legal. Quiero resaltar algunos que son especialmente importantes para los padres de estudiantes multilingües. Uno de sus derechos fundamentales tiene que ver con el inicio del proceso de educación especial. La escuela no puede evaluar a su hijo para educación especial a menos que usted lo autorice. Y si su hijo califica para un IEP, la escuela no puede implementar esos servicios de educación especial hasta que usted firme el documento del IEP. Y esto me lleva a otro derecho realmente importante. Usted tiene derecho a entender lo que está sucediendo con la educación de su hijo. Por lo tanto, no debería firmar el IEP de su hijo si no lo entiende o si no está de acuerdo con su contenido. Además, puede solicitar que el equipo del IEP lo mantenga actualizado, quizás una vez cada tres meses o una vez al mes. Piense con qué frecuencia quiere recibir actualizaciones. Y si ahora se está preguntando "¿Qué puedo hacer si no hablo bien inglés?", usted tiene derecho a solicitar un intérprete que lo ayude a entender lo que sucede en las reuniones del IEP. Entonces, si usted no se siente cómodo hablando inglés o no lo entiende al 100%, puede solicitar un intérprete, y la escuela tiene que proporcionarle uno. La escuela tiene que traducir cualquier carta que le envíe sobre el IEP de su hijo y también debería entregarle el IEP de su hijo traducido. Si no lo hace de forma automática, usted les puede enseñar una carta del Departamento de Educación de los Estados Unidos que dice que las escuelas deben traducir el IEP. Voy a poner un enlace en las notas del programa y si quieres saber más sobre los términos del IEP y los derechos legales que son importantes que todos los padres conozcan, les recomiendo escuchar el Episodio 6. [15:22] Puntos claves Bueno, antes de despedirnos vamos a hacer un resumen con algunos puntos claves. Aprender otro idioma no causa una diferencia o discapacidad del aprendizaje. Las discapacidades pueden ser difíciles de notar e incluso los niños que se portan bien podrían necesitar más apoyo en la escuela. Si su hijo multilingüe va a ser evaluado para educación especial, asegúrese de que sea en inglés y en su idioma nativo. Los padres tienen muchos derechos, incluido que la escuela traduzca la información a su idioma nativo. Y finalmente, las escuelas son lugares seguros. Obtener servicios escolares no aumentará su riesgo de que se apliquen las leyes migratorias. Muy bien, eso es todo por este episodio de "Understood Explica". Espero que nos acompañe la próxima vez. Hablaremos sobre el IEP para los niños pequeños, preadolescentes y adolescentes. Acaba de escuchar un episodio de "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, que es la organización de defensa de derechos civiles hispanos más grande de todos los Estados Unidos. ¡Gracias Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente a descubrir su potencial y progresar. Conozca más en Understood.org/mission. CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón.Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea.La directora editorial de la Red de Podcast de Understood es Laura Key, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julián Saavedra.
“Dear teacher, I have dyslexia,” explains fifth grader in self-advocacy video
“Dear 5th grade teacher,My name is Sophia.I am exsidid to be in your class.I want you to know…I have dislexia.”That’s how Sophia Granucci’s “dyslexia fight song” begins. The 10-year-old from Roseville, California, and her mother, Lisa Granucci, created the video for her new teacher. They wanted to explain that Sophia is smart, but she has trouble with reading and spelling.This August, they posted it on YouTube. In just a few days, the video racked up nearly 7,000 views. Now it has fans from as far away as New Zealand and Australia.“I wanted my teacher to know that dyslexia is hard to deal with,” says Sophia, who attends Heritage Oaks Elementary. “I wanted her to know that I need to be able to use a spellchecker when I write. And instead of reading books all the time, I need to be able to listen to them on my iPad.”Before the school year began, Sophia sent the video to her teacher, Ann Beeson. The teacher immediately called her — even though it was a Saturday — and talked with her, Lisa says. Beeson and Sophia met up and spent time together before classes began. Lisa says they’ve developed a “great relationship.”In first and second grade, Sophia was reading below grade level. So she received a school evaluation at the end of second grade. But she wasn’t found eligible for special education services at that time. Her reading-proficiency gap wasn’t found to be significant enough.“Third grade was the worst year,” Lisa says. “Sophia not only had problems in reading, writing, and spelling — but also math.” After that, her parents paid to have a private evaluation. Her mom says that evaluation showed that, “Hands down, she has dyslexia.”Sophia’s parents took the results to her school and, when she was in fourth grade, Sophia got an IEP. Thanks to the school services she received, she made the honor roll three times, her mom says. Sophia is also privately enrolled in a Barton reading program.So far, fifth grade has been easy, Sophia says. “But I’ve heard that things will get hard next year in middle school.”She’s not worried, though. “I’m as smart as anyone else. Plus I think dyslexia is really cool to have because you have some abilities that other people don’t.”Sophia says one of her special talents is her creativity. She loves art and drawing pictures. And she likes gathering random objects from the backyard and building things. Making the video let Sophia use her creativity to speak up for herself. Her mom says she wanted to teach Sophia the importance of advocating for herself. And Sophia says she’s learning that her self-advocacy can benefit other kids with dyslexia. That’s because it may inspire them to advocate for themselves.“She’s not embarrassed at all about her dyslexia,” Lisa says. “In fact she’s happy to share the video and show it to others.”Sophia’s self-advocacy is already helping others. One commenter on YouTube wrote: “I shared this with my daughter who will be starting 4th grade; as I read the cards to her my daughter said, ‘She is like me,’ which made me teary-eyed. This was just what my daughter needed to hear.”
Understood Explains Season 2
There’s a lot to learn about learning and thinking differences like dyslexia and ADHD. Understood Explains is a podcast that unpacks one important topic each season. Season 2 explains ADHD diagnosis in adults. It’s hosted by psychologist Dr. Roberto Olivardia, who answers common questions and shares stories about when he was diagnosed with ADHD as an adult.
Understood Explica el IEPPresentamos: Understood Explica el IEP
Escuche el tráiler de “Understood Explica el IEP,” presentado por la experta en educación especial y Maestra Nacional del año 2021, Juliana Urtubey.¿Su hijo necesita educación especial? ¿Cómo puede aprovechar al máximo este apoyo escolar? Escuche el tráiler de “Understood Explica el IEP”, que aborda los detalles importantes del programa de educación individualizado (IEP, por sus siglas en inglés).La presentadora, Juliana Urtubey, es experta en educación especial y fue seleccionada Maestra Nacional del año 2021. Así que obtendrá información valiosa en esta serie de 13 episodios, que incluye recomendaciones sobre el IEP para niños de diferentes edades, así como para los niños que están aprendiendo inglés como idioma adicional.Los episodios se presentarán semanalmente en español y en inglés a partir del 21 de marzo.Transcripción del episodioJuliana: Es posible que como madre o padre tenga muchas preguntas acerca de la educación especial. Sobre todo cuando se menciona el término IEP. Y usted no es el único. Millones de niños tienen un programa de educación individualizado para ayudarlos a ponerse al día con sus compañeros de clase. Las escuelas cuentan con una amplia variedad de herramientas para satisfacer las necesidades académicas y de comportamiento de los niños. Pero comprender todo lo que implica desarrollar y actualizar un IEP puede que sea complejo para los padres. Así que, ya sea que usted esté empezando a aprender sobre el IEP o su hijo ya tenga uno, es posible que se pregunte: ¿cómo puedo aprovechar al máximo este apoyo escolar? En esta temporada de "Understood Explica" vamos a hablar en detalle del IEP. Mi nombre es Juliana Urtubey. Soy educadora especial con más de 12 años de experiencia ayudando a padres y cuidadores a desarrollar el IEP de sus hijos y darle seguimiento. También me siento orgullosa de decir que fui seleccionada Maestra Nacional del año 2021 y que seré su guía durante esta temporada que está disponible en español y inglés. Vamos a empezar con preguntas básicas como: ¿Cuál es el propósito de un IEP? Luego continuaremos con cosas más específicas como: ¿De qué manera puedo ayudar con el comportamiento y con lo académico? Y qué hacer si no está de acuerdo con la escuela. Este programa es para todas las madres y los padres, ya sea que su hijo tenga un IEP desde hace tiempo o si está preguntándose si algo está ocurriendo con su hijo, como que tal vez tenga TDAH o dislexia. Hay información para padres de niños pequeños y mayores, así como para quienes tienen hijos que están aprendiendo inglés como un idioma adicional. Así que, si quiere conocer más sobre el IEP y cómo puede ayudar a los niños progresar, espero que me acompañen en esta temporada de "Understood Explica". Escuche "Understood Explica" dondequiera que usted acostumbre a escuchar podcast, o lo puede ver en el canal de Understood en YouTube en YouTube.com/understoodorg.
Dyslexia tutoring: What families need to know
Kids with dyslexia often get specialized reading instruction as part of their Individualized Education Program (IEP). That’s very important in helping them learn to read. But it may not be enough to get every child reading fluently at grade level. Having a tutor outside of school can help. Here’s what you need to know about tutoring for kids with dyslexia.What to look for in a dyslexia tutor Kids with dyslexia learn to read best with a specific type of reading instruction. It’s called multisensory structured language education (MSLE). Most MSLE reading programs are based on an approach called Orton–Gillingham (OG). You may hear them referred to as either MSLE or OG programs. Both approaches focus on the sounds in words. They teach the rules for how letters and sounds relate to each other. Ideally, your child’s tutor should use the same MSLE or OG-based program your child’s school uses. The tutor may be able to fill in parts of the program that the school doesn’t use or doesn’t have time to cover. Whether they use the same program or not, having the tutor and school communicate with each other is important. You want the teacher to reinforce what the tutor is doing. And you’ll want the tutor to draw connections with what your child is learning in school.Learn more about how Orton–Gillingham works. What a tutor might doMost one-on-one tutoring programs recommend 60-minute sessions, two or three times per week. (For small group instruction, they recommend 45 minutes per day. That includes what kids are getting in school.)Some instructors might use letter tiles or sandpaper letters to help kids build words and feel the shape of the letters. Some programs also teach kids how to use different arm movements to make commonly confused letters like p, b, and d. These and other similar methods are engaging for kids. But the critical part of the instruction is directly teaching kids two things. They need to know:How to break words into soundsThe rules for which letters produce which soundsWhen working together, the tutor should set goals for your child. The tutor should also give you regular progress updates, which you can share with the school.Learn how to help your child’s tutor and teachers communicate. Who can provide tutoringIt takes specific knowledge to teach kids with dyslexia to read. Tutors with this training may go by different titles, like reading specialist or educational therapist. But there are no regulations about who can use these titles. So be careful not to rely on titles alone when choosing a tutor.Tutors may have a certification that shows they’ve been rigorously trained. They may get it from:MSLE or OG-based programs that certify instructorsThe Academy of Orton–Gillingham Practitioners and Educators (AOGPE) Training programs accredited by the International Multisensory Structured Language Education Council (IMSLEC)It’s a good idea to look for a certified tutor. But even more important is finding one with experience using an MSLE or OG program. You may find a teacher who isn’t certified but who has taught kids with dyslexia using an MSLE program at school. In any case, you should ask a tutor for references. Also, look for a tutor whose personality is a good fit for your child. Struggling with reading can affect a child’s self-esteem. So you want a motivating, supportive tutor who sets high, but reachable goals for your child.Where to find a tutorYour child’s school is the best place to start. The reading specialist, special education teacher, or case manager may have a list of qualified private tutors. Other parents who have kids with dyslexia are also a good resource. Or you could ask your child’s pediatrician.Two groups keep lists of certified educational therapists. They are the Association of Educational Therapists and the National Institute for Learning Development.MSLE programs usually list people certified in their methods on their websites. Local hospitals and colleges can also be resources.Most commercial tutoring centers don’t offer MSLE instruction. One exception is the Lindamood–Bell program. It has many centers throughout the United States.You could also consider finding an online tutor. When online tutoring is done right, it can be just as helpful as meeting with a tutor in person. The key is to find a tutor who is an expert in MSLE and good at online teaching. Also consider whether learning online is a good fit for your child. No matter where you find the tutor, it’s important to know the tutor who will work directly with your child. Be sure to ask about the tutor’s qualifications.How much tutoring costsIn general, you have to pay for private tutoring. Educational therapists and reading specialists tend to charge more than traditional tutors. Rates can range from $40 to $125 an hour. Rates may be much higher in major cities.If you live close to one, look into Children’s Dyslexia Centers. There are over 40 centers in 13 states. They offer free OG-based tutoring. It’s for students who have a formal dyslexia diagnosis. Universities and hospitals may offer free tutoring also.In some cases, a school district might pay for a tutor to provide compensatory instruction to a child as part of their IEP. Private tutoring is a big commitment for any family. But evidence shows that it can have tremendous benefits for kids with dyslexia. Learn about places that offer free or low-cost tutoring.
Understood Explica el IEPEl IEP: Mitos comunes sobre el IEP
Existen muchos mitos sobre la educación especial y el IEP. En este episodio de Understood Explica, la presentadora Juliana Urtubey distingue la realidad de la ficción. Si alguien dice algo malo o negativo sobre la educación especial, es muy probable que no sea cierto.Existen muchos mitos comunes sobre la educación especial y el IEP, o Programa de Educación Individualizado. Estas falsas creencias pueden impedir que su hijo reciba el apoyo que necesita. En este episodio, la anfitriona Juliana Urtubey desmentirá algunos mitos comunes y explicará lo que sí es cierto.Marcas de tiempo: [00:45] Mito #1: Mi hijo tendrá una etiqueta de por vida. [02:46] Mito #2: Mi hijo estará en un aula separada.[04:14] Mito #3: El IEP es únicamente para niños con discapacidades físicas o intelectuales severas.[05:27] Mito #4: Muchos niños con IEP se portan mal a propósito.[07:07] Mito #5: Mi hijo necesita esperar para ser evaluado y poder recibir servicios de educación especial.[09:20] Puntos claves Recursos relacionados:Malentendidos comunes sobre el IEPMitos sobre la educación especialTranscripción del episodioJuliana: Si alguien dice algo malo o negativo sobre la educación especial, es muy probable que no sea cierto. En este episodio de "Understood Explica", vamos a desmentir los mitos acerca del IEP. Desde la red de podcast de Understood, esto es "Understood Explica el IEP". Hoy vamos a distinguir la realidad de la ficción. Soy Juliana Urtubey y soy la presentadora de este podcast. Soy la Maestra Nacional del año 2021 y soy experta en educación especial para estudiantes multilingües. Y a propósito de idiomas, me gustaría resaltar que todos los episodios de esta temporada están disponibles en español y en inglés. Muy bien, entonces comencemos. [00:45] Mito 1: Mi hijo tendrá una etiqueta de por vidaEsto no es cierto, pero es muy, muy común que las familias se preocupen por el estigma asociado a la educación especial. El estigma generalmente se basa en ideas sobre la educación especial que no son correctas o que en algunos casos dejaron de ser correctas. La educación especial actual es muy diferente, y mucho mejor, de lo que usted pudo haber experimentado u observado cuando estaba en la escuela. Tener un IEP o un programa de educación individualizado ya no significa que las expectativas tienen que ser bajas. Las metas del IEP de cada niño deben estar vinculadas a los estándares correspondientes a su grado escolar. Y las escuelas se están esforzando por lograr que todos los niños se gradúen con un diploma regular. Así que, volviendo al mito de que su hijo tendrá una etiqueta para siempre, no es cierto. El hecho de que su hijo califique para un IEP no significa que va a necesitar educación especial para siempre. Supongamos que su hijo tiene dislexia. Después de uno o dos años de enseñanza especializada en lectura, es posible que su hijo ya no necesite estos servicios. No más IEP. Así que obtener un IEP no implica tener una etiqueta de por vida. Y otra cosa que quiero mencionar sobre las etiquetas. Recibir apoyo a través de la educación especial podría ayudar a su hijo a evitar etiquetas negativas. Cuando un estudiante que tiene dificultades en la escuela no recibe suficiente apoyo, a menudo se portan mal en clase. Y algunas personas podrían etiquetarlos como "niño problema". El comportamiento es una de las piezas más importantes del rompecabezas del IEP. También es una de las menos comprendidas. Voy a retomar este tema más adelante en este episodio. [02:46] Mito 2: Mi hijo estará en un aula separadaEste es un temor muy común en muchas familias. Usted puede ver los datos a nivel nacional del número de horas que los estudiantes con IEP pasan diariamente en las aulas regulares. Y puede que se sorprenda al saber que dos de cada tres niños con IEP pasan el 80% de su día o más en aulas de educación general. Es decir, la mayoría de los niños que tienen un IEP pasan la mayor parte del día en salones de educación general. Ahora bien, quiero ser clara. Las aulas separadas pueden ser muy beneficiosas para algunos niños dependiendo de sus necesidades, pero para la mayoría de los niños, obtener un IEP no significa pasar todo el día, ni siquiera la mitad del día en un salón de clases especial. En los 12 años como educadora especial en Nevada, la mayoría de mis estudiantes venían a mi salón de recursos durante unos 30 minutos al día para recibir instrucción individual o en grupos pequeños. Yo también pasaba mucho tiempo en las aulas de educación general, colaborando con los maestros de educación general. Y una de las razones por las que disfrutaba enseñar en colaboración con los educadores generales, es porque nos permitía planificar conjuntamente la manera de apoyar a cada niño y celebrar su progreso. [04:14] Mito 3: El IEP es únicamente para niños con discapacidades físicas o intelectuales severasUna vez más, esto no es cierto. La mitad de los estudiantes que tienen un IEP califican para la educación especial porque tienen una discapacidad del aprendizaje o un impedimento del habla o del lenguaje. Solo alrededor del 6% de los niños con IEP califican para la educación especial porque tienen discapacidades intelectuales. Ahora, este mito sobre la necesidad de tener una discapacidad severa, a menudo va ligado a otra idea incorrecta, que los niños que son inteligentes no necesitan educación especial. Esto no es cierto. Hay muchos niños que son muy buenos en algunas áreas, pero necesitan un IEP para progresar en otras áreas. "Doblemente excepcional" es un término que escuchará a menudo para describir a los estudiantes dotados que también tienen una discapacidad. Estos estudiantes doblemente excepcionales son un recordatorio importante de algo que dije en un episodio anterior: tener un IEP no es señal de poca inteligencia.[05:27] Mito 4: Muchos niños con IEP se portan mal a propósito Este es un mito muy común en niños que tienen TDAH. Pero también se puede encontrar asociado a otros tipos de diferencias en la manera de pensar y aprender. A menudo los adultos están convencidos de que el niño no tiene ninguna discapacidad, que el TDAH es solo una excusa para distraerse de los deberes. De igual manera, hay personas que creen que los niños actúan de cierta manera para obtener adaptaciones, como tiempo adicional en los exámenes. Creen que esos apoyos son una forma de hacer trampa, de evitar tareas que no quieren hacer o de que los consientan. Pero los estudiantes con dificultades generalmente se esfuerzan todo lo que pueden. Ellos tienen una necesidad que no ha sido atendida y es muy común que esos niños tengan problemas para expresarse. Tal vez sienten una emoción que no pueden describir en palabras. Es posible que lo que un adulto interpreta como rebeldía, sea en realidad un niño que se siente abrumado por la frustración o que teme fracasar una vez más. En cualquier caso, recuerde que el comportamiento es una forma de comunicación. Su hijo está tratando de decirle algo. Obtener un IEP puede ayudarlo a descubrir la causa del mal comportamiento. También a implementar apoyos para ayudar a que los niños aprendan a reemplazar conductas inapropiadas. Más adelante en esta temporada, vamos a dedicar un episodio completo a cómo el IEP puede ayudar con el comportamiento. [07:07] Mito 5: Mi hijo necesita esperar para ser evaluado y poder recibir servicios de educación especialA ver, este mito suele estar relacionado con otra idea equivocada que es muy común, que los niños superarán cualquier cosa con la que estén teniendo dificultad cuando crezcan. Pero hay cuatro cosas realmente importantes que quiero que ustedes sepan. Primera, las investigaciones muestran que los estudiantes tienen más posibilidades de progresar en la escuela cuando sus dificultades son identificadas tempranamente. Esperar a ver si lo superarán con la edad puede dificultar que el estudiante progrese y se sienta bien en la escuela. Y no me refiero solo a lo académico. Atender a las necesidades de los niños lo antes posible también los puede ayudar social y emocionalmente. Cuanto más tiempo pasen los niños sin recibir el apoyo adecuado, mayor es la probabilidad de que el niño piense cosas negativas sobre él mismo como, "No puedo aprender, entonces, ¿para qué lo voy a intentar"? Segunda, usted puede solicitar a la escuela que evalúe a su hijo en cualquier momento y por cualquier motivo. Tercera, la ley deja muy claro que las escuelas deben buscar activamente niños que pudieran necesitar educación especial. Si la escuela sospecha que su hijo podría tener una discapacidad, no puede quedarse de brazos cruzados y esperar para realizar una evaluación para educación especial. Y la cuarta, y última idea falsa acerca de esperar, tiene que ver con los estudiantes multilingües. Estar aprendiendo inglés en la escuela no es motivo para retrasar una evaluación para educación especial. Las escuelas pueden utilizar la evaluación para averiguar si los niños tienen dificultad para aprender habilidades como la lectura o las matemáticas en su idioma materno. Las evaluaciones también pueden tomar en cuenta detalles importantes, como si un estudiante faltó mucho a la escuela en algún momento. En el próximo episodio hablaremos más sobre las evaluaciones. Muy bien, hemos desmentido muchos mitos en este episodio. Repasemos los hechos otra vez. [09:20] Puntos clavesSi su hijo califica para un IEP, eso no significa que será etiquetado para siempre o que necesitará educación especial todo el tiempo. La mayoría de los niños que tienen un IEP pasan la mayor parte del día en aulas regulares. La mitad de los niños que califican para educación especial tienen discapacidades del aprendizaje o impedimentos del habla o del lenguaje. El IEP no es únicamente para niños con discapacidades físicas o intelectuales severas. Podría parecer que los estudiantes que tienen dificultades se portan mal a propósito, pero a menudo se esfuerzan todo lo que pueden y no saben cómo pedir el apoyo que necesitan. El comportamiento es una forma de comunicación. Y finalmente, si usted o la escuela sospecha que su hijo tiene una discapacidad, no necesitan esperar para realizar una evaluación de educación especial. Cuanto antes reciba su hijo la ayuda que necesita, mejor. Bueno, amigos y amigas, esto es todo por este episodio de "Understood Explica". En el siguiente episodio hablaremos en más detalle de cómo las escuelas deciden si un niño califica para un IEP. Acaba de escuchar un episodio de "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, que es la organización de defensa de derechos civiles hispanos más grande de todo los Estados Unidos. ¡Gracias Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente, a descubrir su potencial y progresar. Obtenga más información en understood.org/mission.CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea. Laura Key es la directora editorial de la red de Podcast de Understood, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julian Saavedra
Dyslexia: Ways to help your child at home
School isn’t the only place where kids with dyslexia can work on reading skills. There are lots of fun ways to help your child with reading at home. Try some of these dyslexia strategies.
Understood Explica el IEPEl IEP: ¿Mi hijo necesita un IEP?
Obtenga recomendaciones de una maestra de educación especial sobre cómo saber si su hijo necesita un programa de educación individualizado (IEP) o si podría esperar. Si su hijo está teniendo dificultades en la escuela, es posible que usted se pregunte si podría necesitar educación especial. Y una vez que comience a averiguar sobre la educación especial, escuchará el término IEP, que son las siglas de “Individualized Education Program” (Programa de Educación Individualizado).Pero ¿qué es exactamente un IEP? En este episodio de Understood Explica, la presentadora Juliana Urtubey explicará los aspectos básicos del IEP y cómo averiguar si su hijo necesita este tipo de apoyo. Marcas de tiempo:[01:24] ¿Cuál es el propósito de un IEP?[04:53] ¿Qué es un IEP? [07:57] ¿Necesita mi hijo un IEP? [10:42] ¿Debería esperar para obtener un IEP para mi hijo? [13:54] ¿Y si mi hijo está aprendiendo inglés?[16:04] Puntos clavesRecursos relacionadosEntender el IEP¿Qué es una evaluación de educación especial?¿Son las dificultades de mi hijo lo suficientemente severas como para una evaluación?Estudiantes de inglés con dificultades en la escuela: Lo que necesita saberPreguntas comunes de los padres que no conocen el sistema educativoTranscripción del episodioJuliana: ¿Así que su hijo está teniendo ciertas dificultades en la escuela y usted se está preguntando si necesita un IEP? Pero ¿qué significa esto? En este episodio de “Understood Explica", brindaremos información básica sobre el IEP y cómo saber si su hijo necesita este tipo de apoyo. Desde la red de pódcast de Understood, esto es "Understood Explica el IEP”. Hoy vamos a responder la primera pregunta relacionada con el proceso del IEP. ¿Mi hijo necesita un IEP? Mi nombre es Juliana Urtubey y soy maestra certificada a nivel nacional y experta en educación especial para estudiantes multilingües. En 2021 fui seleccionada Maestra Nacional del año y estoy muy emocionada de ser la presentadora de la tercera temporada de "Understood Explica". Les cuento brevemente cómo estamos estructurando esta temporada. La mayoría de los episodios se centran en información sobre el IEP que es importante que conozcan todos los padres y cuidadores. Pero también algunos episodios están dirigidos a diferentes grupos de familias. Familias con niños pequeños, con niños mayores y con estudiantes multilingües. Y todos los episodios están disponibles en inglés y en español. Bueno, entonces comencemos. [01:24] ¿Cuál es el propósito de un IEP?Entonces, ¿cuál es el propósito de un IEP? Antes de responder esta pregunta, me gustaría explicar rápidamente qué es un IEP. IEP es la sigla en inglés de Programa de Educación Individualizado. Se trata de un plan formal que describe los apoyos y los servicios que necesita un estudiante con una discapacidad para progresar en la escuela. Una de las partes más importantes de un IEP es la instrucción especializada. El IEP está cubierto por una ley federal llamada Ley de Educación para Individuos con Discapacidades o IDEA, por sus siglas en inglés. Esta ley aplica a todas las escuelas públicas de los Estados Unidos, incluyendo a las escuelas charter. Si su hijo califica para un IEP, usted colaborará con la escuela para desarrollar metas anuales y dar seguimiento al progreso de su hijo a lo largo del año. Por lo tanto, el propósito de un IEP es básicamente ser un mapa que muestra cómo la escuela ayudará a su hijo a ponerse al día con sus compañeros. Y tal vez le sorprenda saber que tener un IEP es muy común. Casi uno de cada seis estudiantes de las escuelas públicas tienen un IEP, es decir, que millones y millones de niños tienen programas de educación individualizados. Cada uno de esos IEP está hecho a la medida de las necesidades individuales de cada estudiante. Así que si su hijo tiene dislexia, el IEP podría incluir una hora de enseñanza especial de lectura varias veces por semana. O supongamos que su hijo tiene TDAH y autismo. Usted y la escuela podrían decidir que su hijo esté en un salón con menos alumnos para recibir enseñanza más individualizada. Estos son los tipos de detalles que se incluyen en un IEP. También es importante saber que la mayoría de los niños que tienen un IEP pasan la mayor parte de su día en aulas de educación general. Por ley, los niños con IEP deben estar en la misma aula que el resto de sus compañeros tanto como sea posible. Hay otra cosa muy importante que todos los padres deberían saber. Tener un IEP no es señal de falta de inteligencia. He enseñado a muchos, muchos niños, y todos mis estudiantes tenían fortalezas y necesidades únicas. Pero a veces las fortalezas de las personas pueden estar ocultas si tienen una diferencia de aprendizaje. Por ejemplo, durante mi primer año como maestra tuve un estudiante que se llamaba Abelardo, a quien realmente le costaba leer y escribir. Lo más que yo le había visto escribir era "sí", "no" y su nombre. Pero un día descubrimos que Abelardo vendía dulces y útiles escolares que traía en su mochila y le iba muy bien en sus ventas. Hacía unas tablas para llevar un registro de su inventario y veía lo que era más popular. Incluso lo tenía codificado por color. Y eso me hizo ver que Abelardo tenía habilidades increíbles de razonamiento matemático y para los negocios, pero necesitaba apoyos formales que le ayudaran con la lectura y la escritura. Así que recuerde, a los niños les puede ir muy bien en ciertas áreas e incluso así, necesitar un IEP que los ayude a progresar en la escuela. [04:53] ¿Qué es un IEP?¿Qué es un IEP? Veamos un poco más los detalles y hablemos de lo que incluye un IEP. Hay muchas partes importantes, pero quiero ofrecerles una descripción general de cuatro cosas fundamentales en un IEP. Lo primero que van a encontrar es una sección que describe el nivel actual de desempeño académico de su hijo. Esto es el término técnico para describir cómo es el desempeño o el funcionamiento de su hijo en la escuela. Es posible que la escuela utilice las siglas PLOP ó PLP o PLAAFP, para referirse al nivel actual de logros académicos y desempeño funcional. Esta parte del IEP destaca las fortalezas y los desafíos del estudiante y cómo se comparan sus calificaciones con las de sus compañeros. También en esta sección puede que se mencionen algunos comportamientos o intereses de su hijo. Por ejemplo, qué materias le gustan y cómo se lleva con otros niños. Después sigue la sección de las metas anuales. Aquí se describe el progreso que el equipo del IEP espera del estudiante. Se enumera cada meta y cada una se divide en metas a corto plazo que se deben ir cumpliendo a lo largo del proceso. El equipo del IEP trabajará con su hijo para lograr estas metas. Más adelante en esta temporada, tendremos un episodio completo para ayudarles a colaborar con la escuela en la creación de estas metas. La tercera parte importante de un IEP es la sección de servicios. En esta parte se detalla cómo el IEP ayudará a su hijo a alcanzar las metas anuales. Esta sección enumera los servicios que recibirá su hijo y por cuánto tiempo. Como por ejemplo: 30 minutos de terapia del habla dos veces por semana. Hay muchos servicios diferentes que se pueden incluir en un IEP, desde servicios de apoyo emocional y terapia física, hasta capacitación en habilidades sociales o manejo del tiempo. Recuerde que la primera letra en IEP significa "individualizado". Así que el IEP puede incluir cualquier servicio especial que su hijo necesita para progresar en la escuela. Y por último, pero no menos importante, esta la sección que describe las adaptaciones o cambios en la forma en que su hijo hace las cosas en la escuela. Esta sección del IEP se conoce muchas veces como apoyos y servicios complementarios. Puede incluir cosas como más tiempo para realizar los exámenes y sentarse al frente del aula para facilitar que su hijo preste atención. También podría incluir tecnología de asistencia, como software de texto a voz o audiolibros. Otra cosa importante que deben saber es que un IEP es un documento legal. En un próximo episodio de esta temporada hablaremos de sus derechos durante el proceso de educación especial. [07:57] ¿Necesita mi hijo un IEP? Muy bien, aquí vamos. Esta es una de las preguntas principales: ¿Necesita mi hijo un IEP? A veces la respuesta a esta pregunta es muy clara: "Mi hijo es ciego y necesita que le enseñen a leer Braille". Pero a veces la pregunta es más difícil de responder. Mi hijo tiene TDAH y necesita mucho apoyo para organizarse y seguir instrucciones. ¿Serán suficientes las adaptaciones en el aula para ayudar a mi hijo a progresar en la escuela? ¿O será que mi hijo necesita de educación especializada? Las escuelas analizan muchos tipos de datos diferentes para determinar qué niños califican para un IEP. En otro episodio de esta temporada, explicaremos el proceso que las escuelas emplean para decidir si un niño necesita educación especial. Pero por ahora voy a compartir un enlace en las notas del programa a un artículo muy útil en Understood que puede ayudarlo a aprender todo sobre las evaluaciones para educación especial. Pero las escuelas no pueden evaluar a su hijo para educación especial a menos que usted lo autorice primero. Así que usted tiene un papel muy importante aquí. Si su hijo está teniendo dificultades en la escuela, puede que se pregunte si son lo suficientemente serias como para necesitar un IEP. Para ayudarlo a decidir, quisiera que se haga unas preguntas. ¿Por qué un IEP ahora? ¿Qué lo hizo pensar en esto? ¿Fue algo que dijo un maestro o que su hijo mencionó? ¿Sus preocupaciones son recientes o las ha tenido durante un tiempo? Pensar en lo que generó sus inquietudes puede ayudarlo a hablar de ellas con la escuela o con el proveedor de atención médica de su hijo. ¿Cómo las dificultades de su hijo afectan su desempeño en la escuela? ¿Su hijo está teniendo problemas con una asignatura en particular, como lectura o matemáticas? ¿Tiene dificultad para socializar o concentrarse en la clase? Intente escribir algunos ejemplos aunque no sepa cuál es la causa. ¿Qué está observando en la casa? ¿Se tarda horas en hacer la tarea y casi siempre termina llorando? ¿Cuán frecuentemente se preocupa su hijo por la escuela? ¿Qué tan intensas son sus preocupaciones? ¿Su hijo se quiere quedar en la casa porque la escuela le resulta muy difícil? Este es el tipo de preguntas que lo pueden ayudar a pensar en qué tantas dificultades está teniendo su hijo y si usted está listo para hablar con la escuela sobre cómo brindarle más apoyo. [10:42] ¿Debería esperar para obtener un IEP para mi hijo? Bien, entonces usted ha notado que su hijo está teniendo dificultades y piensa que tal vez necesita más apoyo en la escuela. Hay una pregunta muy común que los padres se hacen al llegar a este punto. ¿Es ahora el momento adecuado? O ¿mejor debería esperar para que mi hijo obtenga un IEP? He trabajado con muchos padres que querían esperar, porque tenían la esperanza de que su hijo superaría sus desafíos. Pero he descubierto que es mejor atender cuanto antes las necesidades de los niños. Ser proactivo puede tener un impacto positivo en los niños de muchas formas diferentes: académica, social y emocionalmente. Así que si usted tiene dudas sobre si su hijo necesita un IEP ahora o si podría esperar, quiero que haga tres cosas importantes. Primero, pregunte a la escuela qué tipo de intervenciones han probado con su hijo y por cuánto tiempo. Generalmente se llevan a cabo durante varias semanas, y durante este tiempo, la escuela realiza un seguimiento del progreso que está teniendo su hijo. Si usted considera que las habilidades de su hijo están mejorando con la intervención, usted podría decidir que es mejor esperar para solicitar una evaluación de educación especial. Pero usted no tiene que esperar. Puede solicitar una evaluación en cualquier momento. Lo segundo que quiero que haga es encontrar un aliado en la escuela, ya sea un maestro, un asistente u otro miembro del personal.A veces las escuelas cuentan con personas que orientan y ayudan a las familias. Usted puede pedir en la oficina que lo pongan en contacto con uno. Tener una relación con alguien en la escuela en quien usted confíe es importante. Lo ayudará a entender mejor el proceso, hacer preguntas y obtener ayuda para su hijo. La tercera cosa que quiero que considere es el momento del año. Recuerde, usted tiene el derecho a solicitar una evaluación en cualquier momento, pero en la práctica es mejor no hacerlo durante las primeras semanas del año escolar. A menos que tenga inquietudes del año anterior. Igualmente, es mejor evitar solicitar un IEP al final del año, cuando las clases están a punto de terminar. Estas son algunas cosas que lo ayudarán a decidir si es el momento adecuado para hablar sobre un IEP o si es mejor esperar. Solamente como comentario general: sé que muchas familias se niegan a expresar sus preocupaciones por temor a ser vistas como molestias. Y es posible que algunas familias hispanas piensen que no les corresponde decirle a la escuela cómo educar o apoyar a sus hijos. Pero quiero ser muy clara en esto. Las escuelas en los Estados Unidos quieren que las familias informen a los maestros si les preocupa el progreso de sus hijos, y los maestros quieren colaborar con las familias. Así que los animo a hablar con el maestro de su hijo y compartir sus inquietudes. Ya sea que esté solicitando un IEP o no. [13:54] ¿Y si mi hijo está aprendiendo inglés?La última parte de este episodio trata sobre un tema muy cercano a mi corazón, ¿y si mi hijo está aprendiendo inglés? Antes de responder esta pregunta sobre el IEP, quiero mencionar que las escuelas utilizan diferentes términos para describir a los estudiantes que hablan otro idioma en casa. Muchos educadores usan el término "estudiantes del idioma inglés". Yo prefiero el término "multilingüe", y mejor aún, "dotado lingüísticamente". Quiero señalar aquí que todos los niños aprenden los idiomas a ritmos diferentes, y está bien. Y que puede ser difícil dominar el inglés al mismo tiempo que se aprende a leer, escribir y matemáticas en ese nuevo idioma. Esto también puede dificultar saber si los problemas que está teniendo un niño se deben a una barrera del idioma o a otra cosa, como una diferencia de aprendizaje como la dislexia. Hablaremos más sobre esto en un próximo episodio de esta temporada. Por ahora, voy a incluir en las notas del programa un enlace a un artículo de Understood.org que le gustará leer si su estudiante multilingüe está teniendo dificultades en la escuela. Incluye muchas buenas preguntas para ayudarle a pensar si su hijo podría necesitar un IEP. También quiero destacar algo importante: aprender más de un idioma no puede causar una diferencia o discapacidad del aprendizaje. Todos los niños, incluso los que piensan y aprenden de manera diferente, pueden ser multilingües. Las familias me preguntan frecuentemente si deberían de dejar de hablar su idioma nativo con sus hijos porque les preocupa que pudiera ser perjudicial. Esto es falso. De hecho, los expertos en educación recomiendan que las familias sigan enseñando a los niños en los idiomas que utilizan en la casa. Hablar varios idiomas es beneficioso para el aprendizaje y el desarrollo del cerebro del niño. [16:04] Puntos clavesBueno, cubrimos mucha información en este episodio, por lo que me gustaría concluir con algunos puntos claves para ayudarlo a pensar si su hijo necesita un IEP. Piensa en cuánto o con qué frecuencia está teniendo dificultades su hijo. Ser proactivo puede ayudar a su hijo a largo plazo, no solo académicamente, sino también social y emocionalmente. Los niños se pueden desempeñar muy bien en algunas áreas e incluso así necesitar un IEP para progresar en la escuela. Bueno, eso es todo por este episodio de "Understood Explica". Conéctese al próximo episodio para conocer la diferencia entre el IEP y otro tipo de apoyo común en la escuela, llamado el plan 504. Usted escuchó "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, la organización hispana de defensa y derechos civiles más grande del país. ¡Gracias Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí incluimos más recursos, así como enlaces a todo lo que se mencionó en este episodio. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente, a descubrir su potencial y progresar. Obtenga más información en understood.org/mission.Créditos:Understood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea. Laura Key es la directora editorial de la Red de Podcast de Understood, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julian Saavedra.
Understood Explica el IEPEl IEP: La diferencia entre el IEP y el plan 504
Al considerar la educación especial para su hijo, probablemente escuche los términos IEP y plan 504. La presentadora Juliana Urtubey explica las diferencias. Los términos IEP y plan 504 se usan cuando se busca más apoyo para su hijo en la escuela. Ambos sirven propósitos similares, pero uno incluye muchas más cosas y el otro es mucho más fácil de obtener.Es importante conocer las diferencias entre ambos para que su hijo reciba el apoyo que necesita.En este episodio, la presentadora Juliana Urtubey explica las diferencias entre el IEP y el plan 504, y cuál podría ser el más adecuado para su hijo.Marcas de tiempo: [01:02] ¿Qué es un plan 504? [02:48] ¿En qué se diferencia un IEP de un plan 504?[10:55] ¿Mi hijo puede tener un IEP y un plan 504 al mismo tiempo? [12:42] ¿Mi hijo se debería cambiar de un IEP a un plan 504? [14:15] ¿Qué necesitan saber los estudiantes multilingües sobre el IEP y el plan 504?[16:04] Puntos clavesRecursos relacionados¿Qué es una evaluación de educación especial?¿Qué hacer cuando la escuela reduce o niega servicios? Transcripción del episodioJuliana: Al buscar más apoyo para su hijo en la escuela, es probable que se encuentre con los términos IEP y 504 plan. Ambos sirven propósitos similares, pero uno incluye muchas más cosas y el otro es mucho más fácil de obtener. En este episodio de "Understood Explica", examinamos en qué se parecen estos planes y en qué difieren, y cuál podría ser más indicado para su hijo. Desde la red de podcasts de Understood, esto es "Understood Explica el IEP". Hoy vamos a aprender más sobre las diferencias entre el IEP y el 504 plan. Mi nombre es Juliana Urtubey y soy la presentadora de este podcast. Soy la Maestra Nacional del 2021 y soy experta en educación especial para estudiantes multilingües. A propósito de idiomas, me gustaría compartir que todos los episodios de esta temporada están disponibles en inglés y en español. Comencemos. [01:02] ¿Qué es un plan 504? Muy bien. Entonces, ¿qué es un 504 plan? Antes de hablar sobre las diferencias entre un IEP y un 504 plan, me gustaría explicar rápidamente qué es un 504 plan. Es un plan personalizado que elimina las barreras al aprendizaje de un estudiante con una discapacidad. Puede que usted escuche "cinco cero cuatro", 504 ó en inglés, "five o four". El objetivo es que el estudiante tenga acceso al aprendizaje en las mismas condiciones. Para lograrlo, el plan 504 suele incluir tecnología de asistencia, como por ejemplo lectores de pantalla, audífonos con cancelación de ruido o software de voz a texto. Muchos planes 504 también incluyen adaptaciones, que son cambios a la forma de hacer cosas. Un ejemplo común es tener más tiempo en los exámenes o poder salir del aula para tomar descansos breves. Y algo más que me gustaría decir, es que algunos planes 504 incluyen servicios como terapia del habla o clases de técnicas de estudio. Esto no sucede a menudo, pero estos servicios pueden ser incluidos en un plan 504. Entonces, en resumen, los componentes básicos de un plan 504 son: la tecnología de asistencia, las adaptaciones y los servicios. Es posible que en este momento esté pensando que el plan 504 se parece mucho al IEP. Y tiene razón. Ambos tienen mucho en común y pueden proporcionar muchos de los mismos apoyos. Pero hay algunas diferencias importantes y de esto trata el siguiente segmento. [02:48] ¿En qué se diferencia un IEP de un plan 504?Entonces, ¿en qué se diferencia un IEP de un plan 504? Me voy a enfocar en tres diferencias importantes. Primero, el IEP es un plan de educación individualizado que proporciona servicios de educación especial. Puede que los estudiantes que tienen un IEP pasen mucho tiempo en el aula de educación general. Pero la esencia de un IEP es que la enseñanza está especialmente diseñada para ayudar al estudiante a ponerse al día con sus compañeros. Por ejemplo, un estudiante con dislexia podría recibir instrucción de lectura especializada varias veces a la semana. En el IEP también se establecen metas anuales y se da seguimiento al progreso del estudiante hacia el logro de esas metas. Así que la clave aquí es que un IEP proporciona educación especial. En cambio, el plan 504 no proporciona educación especial. En un plan 504 no hay metas anuales ni seguimiento del progreso. Lo que hace un plan 504 es eliminar las barreras que impiden el acceso al plan de estudio de educación general. En este sentido, un plan 504 puede ser una buena opción para un estudiante con TDAH o con trastorno de la expresión escrita, que no necesita enseñanza especializada, pero sí adaptaciones, como sentarse en un lugar de salón donde haya menos distracciones o mostrar lo que sabe de otra forma. Por ejemplo, a través de una presentación oral, en lugar de tener que hacer un examen escrito. Para explicar esto más detalladamente, les voy a contar de uno de mis estudiantes llamado Brian. Él tenía un plan 504 para ayudarlo con su discapacidad visual. Para crear el plan, hablé con Brian sobre sus necesidades y trabajé con el Departamento de Tecnología de Asistencia de la escuela para encontrar herramientas que fueran útiles. Nos dimos cuenta de que a Brian se le facilitaba escribir y leer cuando usaba un tablero inclinado para elevar el papel. También Brian se beneficiaba de usar hojas de ejercicios aumentadas en lugar de tener un montón de problemas de matemáticas en una sola hoja, los problemas estaban escritos en un tamaño de letra más grande y en varias hojas para que él las pudiera ver mejor. Con estos apoyos, Brian podía hacer todas sus tareas por su cuenta y al momento de redactar el plan, un miembro del personal escolar incluyó mis sugerencias de adaptaciones y tecnología de asistencia. Lo único que nos faltaba para empezar era el consentimiento de sus padres. Y esto me lleva a la segunda gran diferencia entre el IEP y el plan 504. Son regulados por leyes diferentes y el IEP da más derechos y protecciones que el plan 504. Por ejemplo, el IEP se rige por la Ley Federal de Educación Especial, que se llama Ley de Educación para Individuos con Discapacidades o IDEA, por sus siglas en inglés. Esta ley está muy enfocada en la educación. Un detalle sumamente importante es que IDEA considera a los padres miembros igualitarios del equipo que desarrolla el IEP. Pero eso no ocurre en el plan 504. En el plan 504, se rige por una ley de derechos civiles muy importante, llamada Ley de Rehabilitación de 1973. Esta ley prohíbe la discriminación contra las personas con discapacidades en varias áreas importantes. Tiene una gran sección sobre el empleo y una gran sección sobre tecnología. Y también tiene una sección sobre educación. De ahí proviene el nombre "Sección 504". Así que el IEP y el plan 504 se rigen por leyes diferentes, y una diferencia entre estas leyes es en qué medida las escuelas tienen que involucrar a los padres. En un plan 504, los padres no tienen que ser miembros igualitarios del equipo. Las escuelas no están obligadas a involucrar a los padres en la creación de este tipo de plan. Solo necesitan el consentimiento de los padres para empezar a implementarlo. Pero aquí quiero mencionar que a pesar de que no están obligadas a hacerlo, muchas escuelas promueven la participación de los padres en la creación del plan 504. También existen reglas diferentes sobre lo que las escuelas deben hacer para realizar cambios en estos planes. En el caso del plan 504, las escuelas tienen la obligación de informar a los padres de cualquier cambio significativo en el plan. Pero la escuela no tiene que enviar una notificación por escrito. En el caso del IEP, las escuelas están obligadas a enviar una carta a los padres y que se reúnan con todo el equipo antes de hacer cualquier cambio al IEP. Si los padres tuvieran alguna objeción a los cambios, la escuela tiene que mantener el plan existente hasta que se resuelva la disputa. Con cualquiera de estos planes, las familias tienen derecho a solicitar cambios, pero tienen más derechos y protecciones con un IEP. Hablaremos más acerca de los derechos del IEP y la resolución de disputas más adelante en esta temporada. Ahora, veamos la tercera gran diferencia. Es más difícil obtener un IEP que un plan 504. El proceso para determinar quién califica para una IEP tarda más y tiene más pasos. Los estudiantes tienen que tener una discapacidad para ser elegibles para cualquiera de estos dos planes. Pero para obtener un IEP, los niños tienen que pasar por un proceso exhaustivo de evaluación en la escuela. Voy a colocar en las notas del programa un enlace a un artículo muy bueno de Understood que incluye todo lo que necesita saber sobre las evaluaciones de educación especial. Bueno, retomemos. Les decía que para obtener un IEP, los niños tienen que ser evaluados por la escuela. Pero en el caso del plan 504 no es necesaria una evaluación. Por eso el plan 504 es más fácil de obtener, pero es menos probable que incluya enseñanza especializada. Por ejemplo, consideremos a un estudiante que tiene TDAH. Lo principal que necesita para calificar para un plan 504 es un diagnóstico de su proveedor de atención médica. Pero para calificar para un IEP, ese mismo estudiante aún tendría que pasar por el proceso de evaluación completo en la escuela. Lo mismo si se trata de dislexia o depresión, o de una discapacidad auditiva o cualquier tipo de discapacidad. Con un plan 504 se obtiene bastante rápido las adaptaciones y la tecnología de asistencia. En cambio, con un IEP tarda más tiempo hasta que se determina si el niño califica. Más adelante en esta temporada vamos a seguir hablando de esto. Por ahora, solo quiero mencionar brevemente los dos requisitos de elegibilidad para un IEP. El equipo de evaluación tiene que determinar que el estudiante tiene una discapacidad. También que esa discapacidad afecta su educación lo suficiente como para necesitar enseñanza especialmente diseñada. Sé que es demasiada información, así que resumamos rápidamente antes de continuar. El propósito del plan 504 es eliminar barreras en los salones de educación general. El IEP proporciona educación especializada. Se tarda más en obtenerlo, pero proporciona más apoyos, incluyendo protecciones legales y metas anuales. [10:55] ¿Mi hijo puede tener un IEP y un plan 504 al mismo tiempo? ¿Mi hijo puede tener un IEP y un plan 504 al mismo tiempo? Sí, es técnicamente posible tener ambos, un IEP y un plan 504, pero es poco probable que su hijo necesite los dos, ya que el IEP puede incluir todo lo que tiene un plan 504 y más. Por ejemplo, si su hijo tiene un impedimento del habla y TDAH, el IEP podría incluir terapia del habla. También adaptaciones para el TDAH que lo ayuden a reducir distracciones en el aula o comenzar sus tareas. Sin embargo, existen algunas situaciones en las que podría tener sentido tener los dos tipos de planes. Por ejemplo, un niño que tiene un IEP se lesiona, digamos que se fractura la mano y necesita algunas adaptaciones para escribir hasta que se recupera. En lugar de pasar por la complicación de añadir y después eliminar esas adaptaciones de su IEP, la escuela podría optar por proporcionarlas a través de un plan 504. Otra situación en la que una escuela podría usar tanto un IEP como un plan 504, es si un estudiante tiene una condición médica que no afecta directamente su desempeño académico, como una alergia a las nueces. Así que hay algunos casos especiales en los que podría ser apropiado tener ambos planes al mismo tiempo. Pero en general, si su hijo tiene un IEP, mantenga solamente este plan. Es más fácil para usted y para los maestros manejar un plan en lugar de dos. [12:42] ¿Mi hijo se debería cambiar de un IEP a un plan 504?¿Mi hijo se debería cambiar de un IEP a un plan 504? Esto es bastante frecuente y no tiene que ser una desventaja. A lo mejor su hijo ha progresado mucho y ya no necesita la enseñanza especializada. Por ejemplo, supongamos que su hijo tiene dislexia y sus habilidades para leer han mejorado, así que ahora lo único que necesita son ciertas herramientas o adaptaciones, como más tiempo en los exámenes y libros de texto digitales que resalten el texto a medida de que se leen en voz alta. Estos dos apoyos se podrían cubrir con un plan 504, pero si usted piensa que su hijo sigue necesitando enseñanza especializada, usted puede abogar para que se mantenga el IEP. Vamos a tratar esto con más detalle en otro episodio de esta temporada. Por ahora, voy a incluir un enlace en las notas del programa a un artículo de Understood sobre qué hacer cuando la escuela quiere reducir o eliminar los servicios del IEP de su hijo. Otra cosa que quiero destacar es que también es posible cambiar de un plan 504 a un IEP, pero para esto es necesario que la escuela evalúe a su hijo, y ya como vimos, tarda más tiempo en obtener un IEP. Estamos preparando un episodio dedicado a cómo se decide quién califica para un IEP. [14:15] ¿Qué necesitan saber los estudiantes multilingües sobre el IEP y el plan 504?¿Qué necesitan saber los estudiantes multilingües sobre el IEP y el plan 504? Hay dos cosas sumamente importantes que las familias deben saber sobre el IEP y el plan 504 para estudiantes multilingües. En primer lugar, obtener un IEP o un plan 504 para su hijo no aumenta el riesgo de que se apliquen leyes migratorias ni a usted ni a su familia. Es totalmente entendible que las familias inmigrantes teman pedir apoyos específicos en la escuela. Sobre todo si tienen que proporcionar información personal al completar ciertas planillas. Es importante que sepan que todos los estudiantes en los Estados Unidos tienen derecho a recibir una educación pública que sea gratuita y apropiada, sin importar su estatus migratorio. Además, las escuelas son consideradas lugares sensibles. Esto significa que ahí no puede aplicar la ley de inmigración. Hablaré más acerca de este tema en un episodio posterior, dedicado íntegramente al IEP para estudiantes de inglés como segundo idioma. De momento, solo quiero mencionar que cualquier tipo de apoyo formal en una escuela, ya sea a través de un IEP o un plan 504, debe proporcionarse adicionalmente a la enseñanza de inglés como segunda lengua. No hay que elegir entre una cosa u otra. Usted no tiene que elegir entre recibir apoyo por discapacidad o enseñanza de inglés. Si su hijo necesita ambas cosas, puede y debe recibirlas. Bueno, hemos llegado al final de este episodio. Pero antes de terminar, quisiera resumir algunos puntos claves. [16:04] Puntos clavesEl plan 504 está cubierto por una ley de derechos civiles que prohíbe la discriminación contra las personas con discapacidades. El plan 504 elimina las barreras de acceso a la educación general. El IEP está cubierto por la Ley de Educación Especial y provee una enseñanza y servicios diseñados específicamente para niños con una discapacidad elegible. Ambos planes pueden proporcionar adaptaciones y tecnología de asistencia. Y por último, pero no menos importante, la enseñanza especializada es una característica esencial del IEP, pero no es muy común en el plan 504. Y con esto terminamos el episodio de hoy de "Understood Explica". No se pierdan el próximo episodio sobre los mitos asociados al IEP. Acaba de escuchar un episodio de "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, la organización hispana de defensa y derechos civiles más grande del país. ¡Gracias Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente a descubrir su potencial y progresar. Obtenga más información en understood.org/mission.CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón. Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea.Laura Key es la directora editorial de la Red de Podcast de Understood, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julian Saavedra.
Understood Explica el IEPEl IEP: Términos de educación especial y sus derechos legales
Conozca los numerosos términos y derechos legales relacionados con el IEP. Aclare sus dudas.Su hijo tendrá muchos derechos y protecciones legales si califica para un IEP. Pero es posible que al escuchar palabras como “FAPE” y “notificación previa por escrito” se sienta confundido.Por eso es muy importante que los padres entiendan estos términos, y este podcast puede ayudar a aclarar sus dudas. En este episodio de Understood Explica, la presentadora Juliana Urtubey explica algunos términos importantes y los derechos legales que conlleva un IEP, o Programa de Educación Individualizado.Marcas de tiempo:[00:52] FAPE: Educación pública apropiada y gratuita[04:11] Ambiente menos restrictivo [09:05] Consentimiento informado[11:04] Notificación previa por escrito y derechos “stay put” [14:15] Otros derechos claves[15:46] Puntos claves Recursos relacionados¿Cuáles son sus derechos en el proceso del IEP?Descargar: Herramientas para abogar por su hijo a partir de Endrew FCómo aprobar algunas partes del IEP y no otrasCarta de orientación del Departamento de Educación de EE. UU. para que las escuelas traduzcan el IEP (esta carta está en inglés)Understood.org es un recurso sin fines de lucro dedicado a crear un mundo en el que puedan prosperar los millones de personas que piensan y aprenden de manera diferente. Obtenga más información sobre “Understood Explica” y todos nuestros podcast en u.org/podcasts.Derechos de autor © 2024 Understood for All, Inc. Todos los derechos reservados.Transcripción del episodioJuliana: Si su hijo califica para un IEP, una de las primeras cosas que hará la escuela será darle un paquete donde se explican sus derechos durante el proceso de educación especial. Este paquete es muy importante y muy extenso, así que vamos a explicar la información que necesita conocer. Desde la red de podcast de Understood, esto es "Understood Explica el IEP". En este episodio los términos claves y de los derechos legales que usted va a querer conocer si su hijo califica para un IEP. Mi nombre es Juliana Urtubey, y soy la Maestra Nacional del año 2021. También soy experta en educación especial para estudiantes multilingües y la presentadora de esta temporada de "Understood Explica", que está disponible en español y en inglés. Muy bien, comencemos. [00:52] FAPE Primero hablemos de FAPE. Usted va a escuchar mucho este término si su hijo tiene un IEP o un programa de educación individualizado. FAPE son las siglas en inglés de Free Appropriate Public Education, que significa "educación pública apropiada y gratuita". Y es quizás el derecho más importante para los niños con discapacidades. Significa que las escuelas públicas tienen que satisfacer las necesidades de cada niño que califica para educación especial sin ningún costo para las familias. El derecho a FAPE significa que las escuelas tienen que proporcionar una enseñanza diseñada especialmente para satisfacer las necesidades particulares de su hijo. También es lo que hace que las escuelas tengan que proporcionar servicios como terapia del habla o consejería de salud mental y adaptaciones, como herramientas que leen en voz alta o tiempo adicional en los exámenes.FAPE es la razón por la que el IEP brinda este tipo de cosas para ayudar a los niños a progresar en la escuela. El derecho a FAPE va más allá de lo académico, de hecho, estamos preparando un episodio completo sobre cómo el IEP puede ayudar con el comportamiento. Ahora, ¿de dónde proviene FAPE? De la ley federal llamada Ley de Educación para Individuos con Discapacidades, o IDEA por sus siglas en inglés. Y el derecho a FAPE aplica a todos los niños en los Estados Unidos que califican para un IEP, esto incluye a los estudiantes de las escuelas públicas que estén indocumentados. También incluye a los niños que son educados en la casa, incluso hay algunos recursos públicos disponibles para ayudar a los niños con discapacidades que asisten a las escuelas privadas. Hablamos de cómo FAPE es la razón de que las escuelas hagan cosas muy importantes. Pero quiero dejar claro algo que FAPE no obliga a las escuelas a hacer. El derecho a FAPE no significa que las escuelas tengan que brindar el mejor servicio posible. Por ejemplo, si su hijo tiene dislexia, quizás usted quiera que la escuela le proporcione un tipo específico de enseñanza en lectura y usted puede sugerirlo por ser miembro del equipo del IEP. Pero FAPE no exige que las escuelas proporcionen un programa específico. El equipo puede optar por otro programa si cubre las necesidades de su hijo. Ahora, no quiero que usted asuma que satisfactorio significa mediocre, pero sé que esto le preocupa a muchas familias. Así que, más adelante en esta temporada vamos a hablar de cómo ayudar a establecer las metas anuales para el IEP de su hijo y qué hacer si cree que su hijo no está progresando lo suficiente. Por ahora voy a poner en las notas del programa un enlace a un recurso muy útil de Understood. Se trata de un kit de herramientas sobre cómo usar FAPE para desarrollar o mejorar el IEP de su hijo. [04:11] Ambiente menos restrictivo Otro término clave para saber si su hijo califica para educación especial es "ambiente menos restrictivo". Cuando esté elaborando el IEP de su hijo con la escuela, hablarán de los servicios que necesitan. Y una parte central de la discusión es decir dónde recibirá esos servicios.A eso se refieren en la escuela cuando hablan de la "colocación" de su hijo. Muchas personas piensan que al obtener un IEP el estudiante tendrá que pasar todo el día en un aula especial. Pero esa es una idea anticuada sobre la educación especial. De hecho, los datos a nivel federal, muestran que la mayoría de los niños con IEP, pasan la mayor parte del día en salones de clase regulares. Y eso se debe a que la ley de educación especial dice que los niños con IEP tienen derecho a ser educados en el ambiente menos restrictivo posible. Se les debe enseñar junto a sus compañeros de educación general, y cito "en la máxima medida que sea apropiada". El derecho de su hijo a ser educado en el ambiente menos restrictivo, significa que nosotros los maestros, tenemos que pensar en cuál es el ambiente más inclusivo que ayuda a su hijo a progresar en la escuela, y estas son algunas de las opciones de colocación. Su hijo puede estar en un aula regular, donde el maestro de educación general consulta con un maestro de educación especial. Esta es la forma de apoyo más leve que puede recibir un niño con IEP. Otra opción es estar en un aula regular y que un especialista venga parte del día para trabajar con un grupo pequeño de niños. Esto se conoce como "servicios dentro del aula" o "push-in", en inglés. O bien, su hijo puede salir del aula regular durante parte del día para trabajar con un especialista en un lugar más tranquilo, al que a veces se llama "salón de recursos". En este caso, hablamos de "servicios fuera del aula" o "pull-out" en inglés. Algunos ejemplos comunes son cuando los niños salen del aula para cosas como recibir 30 minutos de terapia física o enseñanza especializada en la escritura. Otra opción es que el niño pase parte del día en lo que se conoce como "salón auto-contenido". Lo que significa que todos los niños en esa clase tienen un IEP. Los niños en salones autocontenidos, suelen tener la clase de arte o de música o el almuerzo con los niños de educación general. Este tipo de colocación se usa para ayudar a los niños a desarrollar habilidades sociales con la meta a largo plazo de transferirlos a un ambiente más inclusivo. Dependiendo de las necesidades de su hijo, usted y la escuela, podrían decidir que lo mejor para su hijo es que pase todo el día en un salón auto-contenido. Y esto podría ser en la escuela de su vecindario, o en una escuela especializada, como por ejemplo una escuela para invidentes. Los servicios de educación especial también se pueden ofrecer a domicilio, en un hospital o en un centro de detención juvenil. Entonces, como dije, hay muchos lugares de aprendizaje diferentes y las escuelas tienen que usar el menos restrictivo que sea apropiado para cada niño con un IEP. Es conveniente que los padres o el representante legal, haga preguntas sobre la colocación del niño. Supongamos que el equipo del IEP se está debatiendo entre servicios dentro del aula, o fuera del aula o una combinación de ambos. En este caso, es recomendable que pregunte si su hijo recibirá suficiente apoyo para progresar el resto del día en un aula regular. O digamos que el equipo está pensando en colocarlo en un salón auto-contenido. ¿Cómo son los demás niños en este salón? Tienen necesidades y fortalezas similares a las de su hijo? A veces la seguridad es la mayor preocupación al decidir la colocación del niño. ¿Por qué los problemas de comportamiento o de aprendizaje de su hijo hacen pensar al equipo que un salón auto-contenido es mejor que un aula regular? Sé que algunos padres son reacios a hacer preguntas. En particular, se que muchas familias hispanas piensan que no les corresponde cuestionar las decisiones de la escuela. Pero no olviden que ustedes son miembros igualitarios del equipo del IEP. Tienen derecho a participar y defender lo que ustedes piensan que es el ambiente menos restrictivo y apropiado para su hijo.[09:05] Consentimiento informado Bien, hasta ahora hemos hablado de cómo conocer los términos FAPE y "ambiente menos restrictivo" puede ayudarlo a participar activamente en la creación del IEP de su hijo. Pero la escuela no puede proporcionar ninguno de los servicios incluidos en el IEP hasta obtener su consentimiento informado. Esto significa que usted entiende lo que la escuela quiere hacer y está de acuerdo con eso. La escuela también necesita su consentimiento antes de poder evaluar a su hijo y hay otras situaciones importantes en las que la escuela no puede proseguir hasta que usted lo acepte por escrito. Además, usted tiene el derecho de revocar su consentimiento. Si lo hace, su hijo volverá a ser un estudiante regular de educación general. Hay otros tres puntos muy importantes que quiero que usted sepa acerca del consentimiento informado. Primero, usted tiene derecho a pedir a la escuela que le explique cualquier cosa que no entienda. También tiene derecho a que esas explicaciones y su consentimiento sean en su idioma nativo, como español, el lenguaje de señas o braille. Segundo, una vez que el equipo elabore el IEP de su hijo, usted puede dar consentimiento a algunas partes del IEP y a otras no. Hay un artículo en Understood que explica muy bien como dar su consentimiento parcial. Voy a incluir el enlace en las notas del programa. Tercero, una vez que usted haya dado su consentimiento por escrito al IEP de su hijo, la escuela no está obligada a seguir pidiéndole permiso cada vez que quiera cambiarlo. Sin embargo, si la escuela quiere hacer un cambio, le tiene que enviar algo que se llama "notificación previa por escrito", de la que hablaremos a continuación. [11:04] Notificación previa por escrito y derechos “stay put”Por ley, la escuela está obligada a avisarle por escrito si está planeando hacer algún cambio al IEP de su hijo. Esto se llama "notificación previa por escrito". Este es un ejemplo. Supongamos que usted dió su consentimiento para que se implemente el IEP, y unos meses más tarde la escuela quiere cambiar los servicios o la colocación de su hijo. Aún en el caso de que la escuela se lo diga en persona, durante una reunión del IEP, sigue teniendo la obligación de enviarle una notificación por escrito antes de implementar el cambio. La carta tiene que incluir por qué la escuela quiere hacer el cambio, qué otras opciones considero y por qué esas otras opciones fueron rechazadas. También debe describir todos los exámenes, o documentos en los que se basó para tomar esa decisión y todo eso tiene que estar escrito en su idioma materno si usted no habla bien inglés. Como maestra, sé que estas notificaciones pueden atemorizar. A menudo contienen mucha información que es difícil procesar. Por eso, antes de enviar una carta oficial siempre trataba de comunicarme con las familias para explicarles. Por eso los animo a pedir ayuda para entender este tipo de cartas. Recuerde que usted tiene derecho a saber qué está pasando con el IEP de su hijo.Bueno, profundicemos un poco más. ¿Cuándo la escuela tiene que mandarle una notificación previa por escrito? La escuela tiene que notificar a los padres acerca de cosas como, un cambio en los servicios que recibe su hijo. Por ejemplo, si quiere reducir el número de sesiones porque su hijo ha progresado mucho. Un cambio en la colocación de su hijo. Por ejemplo, moverlo de un aula de educación general a un salón auto-contenido o negar su solicitud de cosas como una evaluación o más servicios.La notificación previa por escrito es muy importante porque lo mantiene al tanto de las decisiones acerca de la educación de su hijo. También puede ayudar a aclarar cualquier malentendido sobre qué está cambiando o por qué se quiere cambiar. Y quizás, lo más importante, le brinda la oportunidad de actuar antes de que se efectúe cualquier cambio. Aquí es donde puede recurrir a algo llamado "derechos stay put". Si usted no está de acuerdo con un cambio propuesto por la escuela, puede mantener el IEP actual de su hijo mientras dura el desacuerdo. Por ley, su hijo tiene el derecho de permanecer como está, es decir "stay put", mientras usted y la escuela arreglan sus diferencias. Pero tiene que actuar con rapidez, generalmente tiene que invocar estos derechos antes de que ocurra el cambio. Hablaremos de eso en más detalle cuando hablemos de las opciones para resolver conflictos en otro episodio de esta temporada.[14:15] Otros derechos claves Quiero mencionar brevemente algunos otros derechos claves si su hijo califica para educación especial. Usted tiene derecho a participar en la reunión del IEP y también a solicitar una reunión del IEP en cualquier momento. Si no puede asistir en persona, puede unirse por teléfono, y si usted no habla bien inglés, tiene el derecho a solicitar un intérprete que lo ayude a entender lo que sucede en las reuniones del IEP. Algunas escuelas también traducen el IEP para los padres, pero si en la escuela de su hijo no lo hacen, usted puede presentar una carta del departamento de educación que explica que las escuelas tienen el deber de traducir el IEP. Voy a incluir un enlace en las notas del programa. Usted tiene derecho a estar en desacuerdo con la escuela en cualquier momento del proceso de educación especial y próximamente tendremos un episodio sobre cómo ejercer esos derechos. También quiero mencionar que las familias tienen muchos derechos durante el proceso de evaluación. Por ejemplo, el derecho a revisar el informe de evaluación antes de la reunión para determinar la elegibilidad. Voy a incluir algunos enlaces en las notas del programa por si quiere recibir más información acerca de estos derechos. [15:46] Puntos clavesHoy hemos ofrecido mucha información. Me gustaría resumirla en cuatro puntos claves. Primero. FAPE es un derecho importante que lo puede ayudar a abogar por los servicios y apoyos que satisfagan las necesidades particulares de su hijo. Segundo. La ley de educación especial dice que los niños con IEP tienen que ser educados en el ambiente menos restrictivo. Tercero. La escuela tiene que notificarle por escrito antes de cambiar el IEP de su hijo y usted puede utilizar el derecho "stay put" para mantener los servicios que actualmente recibe su hijo mientras disputa el cambio. Y por último, usted tiene derecho a participar en las reuniones del IEP y solicitar una reunión adicional si hay algo que quiere discutir con el equipo.Bueno, con eso terminamos este episodio de "Understood Explica", espero que escuche el próximo episodio sobre cómo prepararse para las reuniones del IEP.Acaba de escuchar un episodio de "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, que es la organización de defensa de derechos civiles hispanos más grande de todos los Estados Unidos. ¡Gracias, Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente, a descubrir su potencial y progresar. Conozca más en understood.org/mission.CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón. Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea.La directora editorial de la red de Podcast de Understood es Laura Key, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julián Saavedra.
Dyslexia in preschool: 4 signs you might see
Even before kids start reading, you may be able to spot signs of dyslexia. That’s because dyslexia can affect language skills that are the building blocks for reading. Here’s what you might see in preschool-age kids. 1. Speaking like a younger child Delayed language development is often one of the first signs of dyslexia. Your child may mispronounce a lot of words, like saying “aminal” instead of “animal.” At school, your child may not talk as much or may not know as many words as other kids do. 2. Calling things by the wrong name Dyslexia affects the way the brain processes language, including trouble coming up with the right word. Your child may hand you a spoon when you ask for a fork. At school, your child may struggle with learning and naming numbers, colors, and the letters of the alphabet. 3. Trouble rhyming Your child may have trouble filling in the rhyming word in nursery rhymes (like “One Two, Buckle My ____”) and may have even more trouble making up new rhymes. At school, your child may not recognize rhyming words like dog, log, and hog. 4. Not following directions Kids with dyslexia often have trouble following directions that have multiple steps. They may only “hear” the first or last few words. You may ask your child to put on shoes and a jacket, but your child only gets a jacket. At school, your child might need to be reminded a lot about classroom rules and routines. Explore signs of dyslexia at different ages and steps to take if you think your preschooler might have dyslexia.
Understood Explica el IEPEl IEP: Las 13 categorías de discapacidad
Es necesario que su hijo tenga discapacidad que corresponda a alguna de las categorías de discapacidad para poder calificar para un IEP. En este episodio, explicaremos de qué se trata. Existen 13 categorías de discapacidad enumeradas en una ley federal llamada Ley de Educación para Individuos con Discapacidades, comúnmente conocida como IDEA por sus siglas en inglés.Para obtener un Programa de Educación Individualizado o IEP, su hijo tiene que cumplir con el criterio de tener una discapacidad que se ajuste a alguna de esas 13 categorías.Los nombres de esas categorías pueden ser difíciles de entender, como “discapacidades específicas del aprendizaje” u “otros impedimentos de salud”.En este episodio de Understood Explica, su presentadora Juliana Urtubey hablará de lo que significan esas categorías y cómo se relacionan con el IEP. También explicará qué hacer si su hijo no califica en ninguna categoría de discapacidad o si califica en más de una.Marcas de tiempo:[00:48] ¿Por qué el IEP tiene categorías de discapacidad?[03:25] ¿Cuáles son las 13 categorías de discapacidad en IDEA?[09:46] ¿Las categorías de discapacidad son las mismas en todos los estados?[12:51] ¿El IEP de mi hijo puede incluir más de una discapacidad?[14:19] ¿Qué pasa si mi hijo no califica para ninguna categoría de discapacidad?[16:00] Puntos clavesRecursos relacionadosLas 13 categorías de discapacidad en IDEA (articulo con infográfico)Centros de capacitación para padres: Un recurso gratuito en su estadoDescargar: Modelos de cartas para solicitar evaluaciones y reportesOpciones para resolver una disputa del IEPTranscripción del episodioJuliana: Para obtener un IEP, los niños tienen que cumplir con el criterio de tener al menos una categoría de discapacidad. Pero, ¿y si la capacidad de su hijo corresponde a más de una categoría? ¿Y si no corresponde a ninguna? Desde la red podcast de Understood, esto es "Understood Explica el IEP". En este episodio, revisaremos las categorías de discapacidad que utilizan las escuelas al decidir si un niño califica para recibir educación especial. Mi nombre es Juliana Urtubey, y soy la Maestra Nacional del año 2021. También soy experta en educación especial para estudiantes multilingües y soy la presentadora de esta temporada de "Understood Explica", que está disponible en español y en inglés. Bueno, comencemos.[00:48] ¿Por qué el IEP tiene categorías de discapacidad?¿Por qué el IEP tiene categorías de discapacidad?. Antes de revisar cada una de las categorías, quiero explicar por qué las escuelas las utilizan. La palabra clave es "elegibilidad". Su hijo no puede obtener un IEP, es decir, un Programa de Educación Individualizado, sino cumple con el criterio de al menos una categoría de discapacidad. Este requisito proviene de la ley de Educación para Individuos con Discapacidades o IDEA, por sus siglas en inglés. Esta ley tiene 13 categorías de discapacidad. Los padres escucharán hablar de esas categorías cuando asistan a la reunión de determinación de elegibilidad de su hijo. El equipo revisará las categorías y dirá si su hijo califica para alguna de ellas. Es posible que escuche el término "clasificación de discapacidad". Para muchas familias, ese es un momento muy emotivo de la reunión. Puede ser difícil escuchar que su hijo tiene una discapacidad, pero siempre pueden pedir hacer una pausa para calmarse y ordenar sus ideas. En un minuto revisaremos cada categoría, pero antes de eso hay algunas cosas generales que quiero que sepan sobre ellas. Primero, IDEA tiene trece categorías de discapacidad, pero eso no significa que solo cubra trece discapacidades. Estas categorías son tan amplias que incluso la condición más inusual podría encajar en alguna parte. Segundo, a veces las dificultades que tienen los niños no son causadas por una discapacidad. Por ejemplo, faltar mucho a la escuela o tener dificultad para aprender inglés como idioma adicional. En esos casos existen otras maneras de ayudar a esos estudiantes, pero para obtener un IEP los niños deben tener una discapacidad. Lo siguiente que quiero mencionar, es que algunas categorías de discapacidad puede que reciban más financiación que otras categorías, pero la categoría de discapacidad de su hijo no puede usarse para limitar los servicios de su hijo. Las categorías de discapacidad son puertas a la educación especial y su hijo solo necesita pasar por una de estas puertas para calificar, así tendrá acceso a cualquier tipo de instrucción especialmente diseñada o servicios que necesite. [03:25] ¿Cuáles son las 13 categorías de discapacidad en IDEA? Entonces, ¿cuáles son las 13 categorías de discapacidad en IDEA? Voy a empezar con las cuatro categorías más comunes, y para ayudarlos a comprender lo comunes que son, quiero que se imaginen un gráfico circular. Esto representa a los millones de niños que tienen un IEP. La porción más grande de este gráfico son los niños que tienen discapacidades específicas del aprendizaje o SLD, por sus siglas en inglés. Aproximadamente, un tercio de los niños con IEP, califican para educación especial porque tienen una discapacidad del aprendizaje. Algunos ejemplos comunes incluyen la dislexia, que algunas escuelas llaman un trastorno de la lectura o una capacidad específica del aprendizaje de la lectura. La discalculia es una discapacidad matemática o un trastorno matemático. También existe la disgrafia y el trastorno de la expresión escrita, donde los niños pueden tener mucha dificultad para expresar sus ideas en un papel. Bien, entonces, los niños con discapacidades del aprendizaje representan aproximadamente un tercio del gráfico circular de la educación especial. La segunda porción más grande es para los impedimentos del habla o del lenguaje. Casi una quinta parte de los niños con IEP están en esta categoría. Este grupo incluye a muchos niños que necesitan terapia del habla, también incluye a los trastornos del lenguaje que pueden dificultar de aprender nuevas palabras o reglas gramaticales o comprender lo que dice la gente. Los trastornos del lenguaje también pueden entrar en la categoría de discapacidades del aprendizaje. Por lo tanto, si su hijo tiene un trastorno del lenguaje, puede que sea un poco complicado elegir la categoría. Bueno, entonces ya está lleno la mitad del circulo de educación especial que estamos dividiendo, y solamente con los niños que pertenecen a dos de las trece categorías, discapacidades específicas del aprendizaje e impedimentos del habla o del lenguaje. Ahora, la tercera porción más grande se llama Otros Impedimentos de Salud, OHI por sus siglas en inglés. Incluye alrededor de 1 de cada 6 niños con IEP. Esta es una categoría muy importante para las familias, porque incluye a muchos niños con TDAH, la ley IDEA enumera una serie de ejemplos que encajan en la categoría de "otros impedimentos de salud", incluyendo TDA y TDAH. También incluye asma, diabetes, epilepsia, intoxicación por plomo y anemia falciforme. Estos solo son algunos ejemplos que se mencionan en la ley, esta categoría es muy amplia. Bien, continuemos con la cuarta porción más grande del círculo, que es el autismo. El autismo incluye aproximadamente al 12% de los niños que tienen un IEP. Esto significa que alrededor de 1 de cada 8 o 9 niños con IEP califican para educación especial porque tienen autismo. Ahora, quiero hacer una pausa y señalar que estas cuatro categorías de discapacidad — las discapacidades del aprendizaje, los impedimentos del habla o del lenguaje, otros impedimentos de salud y el autismo — representan alrededor del 80% del círculo. Entonces, ¿qué pasa con el resto de las categorías? Bueno, están las discapacidades intelectuales que ocupan una porción bastante pequeña, el 6% del círculo, es decir 1 de cada 16 niños con IEP. Algunos ejemplos que podrían estar en esta categoría son el síndrome de Down y el síndrome de alcoholismo fetal. Luego está el trastorno emocional, que representa una porción un poco más pequeña, el 5% del círculo — es decir 1 de cada 20 niños con IEP — y cubre cosas como la ansiedad y la depresión. Y luego hay otras 7 categorías que representan porciones muy pequeñas del círculo. El impedimento ortopédico. El impedimento visual, que incluye la ceguera. El impedimento auditivo, que incluye la sordera. La sordoceguera, que tiene su propia categoría y la lesión cerebral traumática. También hay discapacidades múltiples, esta categoría no se usa si el estudiante tiene TDAH y dislexia. Es más probable que discapacidades múltiples se utilicen para algo como discapacidad intelectual y la ceguera o cualquier otra combinación que probablemente requiere un enfoque altamente especializado. Y por último, están los retrasos en el desarrollo, que es la única categoría de discapacidad en IDEA que incluye un límite de edad. Hablaré más sobre eso en un minuto. Pero por ahora les quiero recordar que no todas las personas con una discapacidad califican para un IEP. La discapacidad debe afectar su educación lo suficiente como para necesitar una enseñanza especialmente diseñada. Este es un ejemplo. Supongamos que su hijo tiene TDAH. ¿Necesita enseñanza especialmente diseñada para poder organizarse y enfocarse en lo que está haciendo? O solo necesita algunas adaptaciones en el aula, como sentarse cerca del maestro y alejado de ventanas o pasillos que lo distraigan. Si no necesita enseñanza especializada, la escuela dirá que no califica para un IEP. Pero puede obtener un plan 504. Si desea obtener más información acerca de cómo los niños califican para un IEP, escuche el episodio cuatro. Y si quiere aprender más sobre las diferencias entre el IEP y el plan 504, escuche el episodio dos. [09:46] ¿Las categorías de discapacidad son las mismas en todos los estados?¿Las categorías de discapacidad son las mismas en todos los estados? La respuesta corta es no. La clasificación de la discapacidad puede ser un poco diferente dependiendo del estado. Algunas de estas diferencias son bastante pequeñas. Por ejemplo, algunos estados usan la frase "categoría de discapacidad" y otros usan el término "excepcionalidad". Y algunos estados tienen más de 13 categorías, porque hacen cosas como dividir el impedimento del habla o del lenguaje en dos categorías. Otra diferencia es como los estados utilizan la categoría de retrasos en el desarrollo. A los estados no se les permite utilizar esta categoría después de los nueve años, pero en algunos estados la edad límite es menor. Por ejemplo, yo vivía en Nevada, y ahí se podía clasificar a los niños con retraso en el desarrollo hasta los cinco años. Y cuando cumplían seis años, mi equipo tenía que determinar si otra categoría de discapacidad se ajustaba a sus necesidades. En la mayoría de los casos, esos estudiantes cambiaban a discapacidades específicas del aprendizaje. Pero en Arizona, que es donde vivo ahora, los niños pueden seguir recibiendo servicios bajo la categoría de retrasos en el desarrollo hasta que cumplan 10 años de edad. Hay otra gran diferencia que quiero mencionar, y tiene que ver con la forma en que los estados clasifican a los niños con discapacidades específicas del aprendizaje. Algunos estados todavía evalúan a los niños para las discapacidades del aprendizaje, utilizando lo que se conoce como modelo de discrepancia. Esto consiste en comparar el coeficiente intelectual o la capacidad intelectual de un niño con su rendimiento académico. Un ejemplo de discrepancia, sería un estudiante de quinto grado con un coeficiente intelectual promedio, pero que lea en segundo grado. Pero algunos estados no permiten que las escuelas utilicen un modelo de discrepancia. Esto se debe a que puede haber sesgos culturales y otros problemas con las pruebas del coeficiente intelectual, incluidas las pruebas que se realizan a los niños que hablan un idioma distinto del inglés en la casa. Así que estas son algunas de las formas en que los criterios de elegibilidad pueden diferir de un estado a otro. Si desea saber cuales son los requisitos de elegibilidad de su estado, pregúntele a la persona encargada en la escuela de conectar a los padres con el personal escolar o comuníquese con un centro de información y capacitación para padres. Estos centros, conocidos como PTI, por sus siglas en inglés, son recursos gratuitos para las familias. Cada estado tiene al menos uno. Voy a poner un enlace en las notas del programa, para ayudarlo a encontrar el centro más cercano. [12:51] ¿El IEP de mi hijo puede incluir más de una discapacidad?¿El IEP de mi hijo puede incluir más de una discapacidad? Sí. Si su hijo tiene más de una discapacidad es recomendable mencionarlas en el IEP. Esto puede facilitar que el IEP incluya todos los servicios y adaptaciones que su hijo necesita. Es posible que el equipo del IEP necesite clasificar las discapacidades según cual afecta más la educación de su hijo. Pero no se pueden usar etiquetas como "principal" y "secundaria" para limitar los servicios que recibe su hijo. Es principalmente una herramienta de recopilación de datos para que los estados puedan tener una idea más amplia de quién recibe servicios y para qué. Y si usted no está seguro de cuál categoría de discapacidad debería incluirse como principal, piense que es lo más importante que los maestros deben tener en cuenta para apoyar a su hijo. Otra cosa que quiero mencionar, es que la categoría principal de discapacidad de su hijo puede cambiar a medida que crece. Un ejemplo es que los niños pequeños que tienen un impedimento del lenguaje podría cambiar a discapacidad específica del aprendizaje a medida que sus dificultades con la lectura o la ortografía se definan mejor con el tiempo. [14:19] ¿Qué pasa si mi hijo no califica para ninguna categoría de discapacidad?¿Qué pasa si mi hijo no califica para ninguna categoría de discapacidad? El equipo puede decidir esto después de la evaluación inicial de su hijo. O, si su hijo ya tiene un IEP, es necesario realizar una reevaluación, al menos cada tres años. Y parte del motivo es para ver si su hijo ya no necesita enseñanza especializada. Si la escuela dice que su hijo no cumple con los criterios para ninguna de las categorías de discapacidad, hay algunas cosas que puede hacer. Lo primero es que revise el informe de la evaluación. ¿La escuela examinó las áreas problemáticas correctas? Quizás el equipo necesite realizar más pruebas en otras áreas. También puede solicitar una evaluación educativa independiente, conocida como en inglés por sus siglas IEE. Esta evaluación la realiza alguien que no trabaja para la escuela, lo más probable es que la tenga que pagar, pero en algunos casos la escuela debe cubrir el costo. Understood tiene un buen modelo para ayudarlo a redactar este tipo de solicitudes. Voy a incluir un enlace en las notas del programa. Estos modelos de carta están disponibles en español y en inglés. Otra cosa que puede hacer es conocer las opciones de resolución de disputas. Más adelante en esta temporada tendremos un episodio completo sobre esto, pero voy a incluir el enlace a un artículo para ayudarlo a comenzar. [16:00] Puntos clavesHemos cubierto muchos aspectos en este episodio. Por ello, antes de concluir, voy a hacer un resumen de lo que hemos aprendido. IDEA tiene trece categorías de discapacidad, pero eso no significa que solo cubra trece discapacidades. La categoría de discapacidad de su hijo es una puerta a la educación especial, no limita el tipo de servicios que puede recibir su hijo. El IEP de su hijo puede incluir más de una discapacidad y la categoría principal puede cambiar con el tiempo. Bien, esto es todo por este episodio de "Understood Explica". La próxima vez, vamos a hablar sobre términos importantes y derechos legales que todos los padres deben conocer si sus hijos califican para un IEP. Acaba de escuchar un episodio de "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, que es la organización de defensa de derechos civiles hispanos más grande de todos los Estados Unidos. ¡Gracias, Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente, a descubrir su potencial y progresar. Conozca más en understood.org/mission.CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón. Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea.La directora editorial de la Red de Podcast de Understood es Laura Key, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julián Saavedra.
Dyslexia Was No Match for My Daughter’s Love for Soccer
“Mom, can I still play soccer if I’m dyslexic?”That’s one of the first questions my daughter Jocelyn asked me after she was diagnosed with dyslexia in fourth grade.I’d expected her to ask about school or reading. But instead she asked about soccer—the thing in life that she loved the most.Jocelyn started playing soccer around the same time we learned that she has dyslexia. (She also has dysgraphia and executive functioning issues.) She was having a lot of difficulty in school, especially with learning how to read. Soccer seemed to help her through those tough times.If it was a good day at school, she’d come home and ask for a snack with a smile.But if school went poorly, as it often did, she’d come home in a darker mood and head straight to the backyard. Sometimes, she’d kick the soccer ball against the house. Or she'd try to get the dog to play soccer with her. Either way, it was pretty clear she needed to burn off steam, and soccer was the way she did it.When she was done, she’d finally come inside and do her homework. It still wasn’t easy, but after she’d kicked the ball around, she was willing to put in the work for school.As a mom, I think I instinctively understood how important soccer was in her life. I felt like it was my job to make certain she continued to play the game she loved.The funny thing is, I never planned on soccer being such a big part of her life (or mine). I’ve never played soccer. Truth be told, I don’t even really understand the rules to this day!But soccer was her passion. It gave her the motivation to keep moving forward.So I became a soccer mom. I traveled around the state (and later the country) with her to games. When she moved from recreational play to an elite soccer club, I supported her all the way. I watched as she played on an Olympic developmental team.There were times when I was tempted to say that I would take away soccer if she didn’t do her homework. But I don’t think that would have been a good choice. When I had those thoughts, I reminded myself that when she shined on the soccer field, it made her shine a little more off the field as well.Soccer was the one place where she was simply Jocelyn the goalkeeper. No other labels applied.To me, it doesn’t matter what passions children want to pursue as long as it’s healthy and good for them. It can be making cookies or singing in the choir—or even origami.The son of one of my close friends has learning and thinking differences, and he’s passionate about origami. Every holiday or birthday, I know I’ll get an amazing origami from this boy. My friend once shared with me that her son can handle more at school because he says he’s “the best origami creator in the state.”The important thing for kids like my friend’s son and Jocelyn is that when they’re doing what they love, their learning and thinking differences don’t matter.This year, Jocelyn, graduated from high school with a 3.7 GPA. She won the 2016 Allegra Ford Thomas Scholarship from Understood founding partner the National Center for Learning Disabilities (NCLD). She’s headed to college in Washington state to study sports management. At school, she’ll also intern with the Seattle Reign, a professional women’s soccer team.Jocelyn has succeeded because she got the right services, supports and accommodations in school. But I know soccer also played a big role. Her life is so much more than her dyslexia diagnosis, and soccer is an important reason why.Want to learn more about April and her daughter Jocelyn? Watch this video about their visit to Washington, DC, to testify about dyslexia.Any opinions, views, information and other content contained in blogs on Understood.org are the sole responsibility of the writer of the blog, and do not necessarily reflect the views, values, opinions or beliefs of, and are not endorsed by, Understood.
Understood Explica el IEPEl IEP: Establecer las metas del IEP
Entérese cómo el equipo del IEP establece metas anuales y cómo usted puede participar en la decisión. También conozca cómo el IEP medirá el progreso de su hijo. Establecer las metas del IEP puede resultar complicado. Deben ser alcanzables, pero ni demasiado difíciles ni demasiado fáciles. Es un poco como el cuento "Ricitos de oro y los tres osos".Sin embargo, establecer estas metas es una parte importante del desarrollo del IEP o Programa de Educación Individualizado.En este episodio de Understood Explica, la presentadora Juliana Urtubey describirá cómo el equipo del IEP establece las metas anuales, cómo los padres pueden ayudar y cómo el IEP medirá el progreso de su hijo. Marcas de tiempo:[00:55] ¿Cómo el equipo del IEP establece las metas anuales?[05:46] ¿Cómo los padres pueden ayudar a establecer las metas anuales?[09:32] ¿Las metas del IEP de mi hijo son lo suficientemente ambiciosas? [11:28] ¿Cómo medirá el IEP el progreso de mi hijo?[15:58] ¿Qué necesitan saber las familias multilingües?[17:17] Puntos clavesRecursos relacionadosCómo saber si las metas del IEP de su hijo son SMART Preguntas frecuentes sobre los IEP basados en estándaresDescargar: Registro de meta del IEP Transcripción del episodioJuliana: Una parte muy importante de la elaboración del IEP de su hijo es establecer metas anuales. Pero ¿cómo saber si estas metas son lo suficientemente ambiciosas? ¿Y cómo saber si su hijo está recibiendo apoyo suficiente para alcanzarlas? Desde la Red de Podcast de Understood, esto es "Understood Explica el IEP". En este episodio vamos a hablar de cómo establecer las metas del IEP de su hijo y cómo evaluar su progreso a lo largo del año. Mi nombre es Juliana Urtubey y soy la presentadora de este podcast. En 2021 fui seleccionada Maestra Nacional del Año y soy experta en educación especial para estudiantes multilingües. Les recuerdo que todos los episodios de esta temporada están disponibles en español y en inglés. Bueno, comencemos. [00:55] Cómo el equipo del IEP establece las metas anuales Cómo el equipo del IEP establece las metas anuales. Cada año, usted y la escuela trabajarán en equipo para desarrollar el IEP o Programa de Educación Individualizado de su hijo. Ustedes van a decidir las habilidades prioritarias en las que trabajará su hijo durante los próximos 12 meses. Estas son las metas anuales. También el IEP proporciona enseñanza especialmente diseñada o SDI, por sus siglas en inglés, para que su hijo pueda alcanzar estas metas. Me gusta imaginarme las metas del IEP como una escalera en la que cada escalón es una de las fortalezas de su hijo y avanzamos escalón por escalón hasta que su hijo alcance a sus compañeros. Hay un equipo de personas para desarrollar estas metas. El equipo del IEP incluye un maestro de educación especial, un maestro de educación general, un psicólogo escolar u otro experto que puede interpretar la información sobre el progreso de su hijo. Los padres o el representante legal del estudiante también son miembros del equipo del IEP y juntos hablarán sobre tres aspectos claves en la creación de cada meta. El primero es examinar el nivel actual de desempeño de su hijo. El equipo necesita saber qué es lo que puede hacer su hijo ahora, tanto al nivel académico como en cuanto a sus habilidades sociales y emocionales. Y aquí quiero mencionar brevemente ciertos términos. Cuando el equipo esté hablando del nivel actual de desempeño de su hijo, puede que escuche siglas como PLOP o PLP, o tal vez escuche PLAAFP, que es la sigla en inglés para referirse al nivel actual de logros académicos y rendimiento funcional. Y esta es la razón por la cual el establecimiento de metas empieza examinando los niveles actuales. Por cada necesidad que se identifique, tiene que haber un plan para cubrirla. Y esto nos lleva al segundo aspecto clave, que es establecer la meta o el objetivo a alcanzar en un año. El equipo va a establecer metas anuales ambiciosas pero alcanzables. Queremos apuntar la palabra alto, pero también hay que ser realistas. Aquí es donde los maestros de educación especial como yo, hacemos algo llamado Backwards Planning, que podríamos traducir al español como planificación inversa. Analicemos cuánto queremos que mejoren las habilidades de su hijo en un año. Luego planificamos todos los pasos necesarios para ayudarlo a llegar ahí en ese periodo de tiempo. Y esto nos lleva al tercer aspecto clave del desarrollo de las metas del IEP, que es determinar los puntos de referencia u objetivos a corto plazo. Estos son los pasos más pequeños que ayudan al equipo a medir el progreso de su hijo a lo largo del año. Más adelante vamos a hablar más de cómo establecer estas metas anuales y también de cómo dar seguimiento al progreso de su hijo. Pero antes me gustaría recordarles que el IEP establece metas y brinda apoyo. El equipo del IEP sabe cómo ayudar a los niños a progresar sin abrumarlos. Este es un ejemplo. El IEP especificará cuánta enseñanza especializada va a recibir Adriana para ayudarla a progresar en esas áreas. Supongamos que su hija está en quinto grado y tiene dislexia. Llamémosla Adriana. Las habilidades de lectura de Adriana están retrasadas varios grados de lo que deberían estar. El equipo va a establecer metas para las habilidades a mejorar, como leer con fluidez y precisión. Supongamos que el equipo decide que Adriana se va a reunir con un especialista en lectura durante una hora, dos veces por semana. Pero el IEP también va a especificar qué tipo de tecnología de asistencia va a recibir. Por ejemplo, audiolibros para que pueda seguir el ritmo de sus compañeros en asignaturas como ciencias y estudios sociales. El IEP también va a incluir adaptaciones. Por ejemplo, tener más tiempo en los exámenes o responder de forma verbal en lugar de tener que escribir sus respuestas. Este tipo de apoyos van a ayudar a Adriana a seguir aprendiendo las lecciones de quinto grado mientras trabaja para alcanzar sus metas del IEP. [05:46] ¿Cómo los padres pueden ayudar a establecer las metas anuales? Entonces, ¿cómo los padres pueden ayudar a establecer las metas anuales? Usted no tiene que ser un experto en educación. Usted es un experto en su hijo. Además, usted es un miembro igualitario del equipo del IEP. Hablemos entonces de algunas maneras en las que puede ayudar a establecer las metas anuales. Primero, puede sugerir tipos de metas diferentes. Lo académico es importante, pero también es importante poder organizarse, controlar las emociones y cambiar conductas negativas. Todas estas son tipos de metas comunes de un IEP. Recuerde que el IEP es individualizado, así que usted puede pedir que se incluya lo que usted considere que su hijo necesita. Una vez tuve un estudiante que tenía miedo de subir escaleras. Así que incluimos una meta del IEP sobre practicar el uso de las escaleras para ir de un salón a otro. No se limite cuando esté pensando en las metas más importantes para su hijo. No existe un número máximo. La cuestión es encontrar la cantidad adecuada de metas para su hijo, un número que sea manejable y no abrumador. Otra cosa que usted puede hacer es preguntar cómo puede ayudar en la casa. "¿Debería leerle Adriana? ¿Cómo preparar un lugar que le ayuda a hacer sus deberes? ¿Qué puedo hacer si ni ella ni yo entendemos las instrucciones de su tarea?" Usted y la escuela también pueden buscar maneras de ayudar a su hijo a disfrutar lo que está aprendiendo. Trate que sea divertido y que también su hijo sienta que las metas son alcanzables. Otra forma que usted puede ayudar es preguntando acerca de las metas SMART. SMART son las siglas en inglés de Specific, Measurable, Attainable, Results Oriented y Time Bound, que en español serían específicas, medibles, alcanzables, orientadas a resultados y en un tiempo específico. Establecer metas SMART puede ayudar al equipo a evitar usar metas imprecisas o difíciles de medir. Las metas SMART son muy precisas. Por ejemplo, una meta SMART para la fluidez lectora podría ser: Para el 1 de junio, Adriana va a leer 115 palabras por minuto con un 95% de precisión en cuatro de cinco intentos. La meta también podría incluir otros detalles, como el nivel de grado del texto o tal vez el tipo de texto como ficción o no ficción. Y recuerde que el IEP va a incluir el nivel actual de desempeño, así que dirá cuál es el punto de partida de Adriana. Por ejemplo, 80 palabras por minuto con un 85% de precisión. De esa forma, el IEP va a especificar el progreso exacto que el equipo está esperando alcanzar en el plazo de un año. Usted puede ayudar haciéndose preguntas basadas en las siglas SMART. Por ejemplo, "¿Es esta meta lo suficientemente específica, medible?" etc. Si quiere aprender más, voy a incluir en las notas del programa un enlace a un artículo de Understood que explica la diferencia entre una meta SMART y una que no lo es. [09:32] ¿Las metas del IEP de mi hijo son lo suficientemente ambiciosas? ¿Las metas del IEP de mi hijo son lo suficientemente ambiciosas? Bueno, esta pregunta es difícil de responder. Como acabamos de ver, la "A" en SMART quiere decir "alcanzable." Pero redactar metas alcanzables puede ser un poco como ocurre en el cuento de "Ricitos de oro y los tres ositos". Podría ser complicado lograr que las metas no sean ni muy fáciles ni muy difíciles, sino simplemente correctas. Así que hay dos cosas que es importante tener en cuenta para establecer metas ambiciosas pero alcanzables. Primero, las metas del IEP de su hijo deben ser acordes a su grado escolar actual. Pensemos otra vez en Adriana, nuestra estudiante de quinto grado. Aunque su fluidez lectora está retrasada varios grados, las metas de su IEP tienen que ser acordes con los estándares del quinto grado. Las escuelas quieren que los niños se mantengan conectados con lo que están aprendiendo sus compañeros y que a fin de cuentas, sigan encaminados hacia la graduación. Pero lo segundo que quiero que tengan en cuenta es que si hay cierta flexibilidad, el hecho de que las metas del IEP de Adriana tengan que ser acordes con los estándares del quinto grado, no significa que tenga que alcanzar el nivel de grado en lectura este año. Solo necesita mostrar un progreso continuo hacia el nivel de grado escolar. Understood tiene un artículo muy bueno sobre el IEP basado en estándares. Voy a incluir el enlace en las notas del programa y en la siguiente sección vamos a hablar de lo que puede hacer si cree que su hijo no está progresando lo suficiente. [11:28] ¿Cómo medirá el IEP el progreso de mi hijo? Entonces, ¿cómo medirá el IEP el progreso de mi hijo? Al comienzo de este episodio, mencioné que las metas anuales deben cumplir tres cosas: analizar los niveles de habilidad actuales de su hijo, establecer metas u objetivos alcanzables en el plazo de un año e incluir parámetros de referencia o metas a corto plazo para monitorear el progreso de su hijo. Ahora me quiero enfocar en esta última parte y tal vez la escuela de su hijo use términos diferentes para referirse a esto como "benchmarking", que se podría traducir como parámetros de referencia o indicadores y "progress monitoring", que es seguimiento del progreso. Los indicadores son metas o logros más pequeños que ayudan al equipo a medir qué tanto ha avanzado el estudiante hacia la meta anual. Algunos estados exigen un cierto número de indicadores para cada meta anual. Por ejemplo, en el estado de Nevada, donde yo trabajé muchos años, el requisito era tres indicadores por meta. Los padres pueden preguntar al resto del equipo acerca de estos indicadores o metas más pequeñas del IEP. También puede solicitar que el IEP incluya la frecuencia con la que usted va a recibir informes sobre el progreso. En mi caso, yo les envía a mis estudiantes los informes de progreso del IEP junto con las boletas de calificación del trimestre. Así, las familias podían revisar las calificaciones de educación general de sus hijos y al mismo tiempo el avance de sus metas de educación especial. Bien, hemos hablado sobre el establecimiento de metas y el uso de indicadores para monitorear el progreso del niño. Volvamos al ejemplo de Adriana. Al principio del episodio, les di el ejemplo de una meta SMART para la fluidez lectora. Decía que para el 1 de junio Adriana iba a leer 115 palabras por minuto con un 95% de precisión en cuatro de cinco intentos. Al crear esta meta también tenemos que proponer logros a corto plazo que deben alcanzarse a lo largo del camino. Estos indicadores o metas a corto plazo podrían ser que para el 1 de diciembre, Adriana lea 85 palabras por minuto y 100 palabras por minuto para el 1 de marzo y así va aumentando hasta llegar a las 115 palabras por minuto para el 1 de junio. Supongamos que llega el 1 de marzo y Adriana está lejos de alcanzar las 100 palabras establecidas. Es posible que el equipo quiera reunirse y discutir opciones como la posibilidad de hacer ajustes a esa meta o posiblemente añadir más servicios o apoyos, como una tercera sesión semanal con el especialista en lectura. Pero no olvide que el equipo está tratando de encontrar formas de apoyar a su hijo sin abrumarlo. Siempre puede preguntar por el progreso de su hijo al maestro de educación especial o al coordinador de servicios. Es recomendable estar en contacto con ellos de forma regular. Pero además, usted tiene derecho a solicitar una reunión en cualquier momento para sugerir que se agreguen más metas o servicios. El equipo no está obligado a aceptar su solicitud, pero sí tiene que explicar por escrito por qué considera que el plan actual es suficiente. Y si usted no está de acuerdo con la decisión de la escuela, vamos a hablar de esto más adelante, en otro episodio que estará dedicado a este tema. Pero por el momento le sugiero que use el registro de metas de IEP que ofrece Understood. Es un buen formato para monitorear los indicadores o metas a corto plazo, así como otra información para dar seguimiento al progreso de su hijo. Además, puede ayudarlo a anotar cualquier pregunta u observación que surja. Voy a incluir un enlace en las notas del programa. [15:58] ¿Qué necesitan saber las familias multilingües sobre el establecimiento de metas del IEP? ¿Qué necesitan saber las familias multilingües sobre el establecimiento de metas del IEP? Hay algunas cosas que quiero mencionar brevemente si su hijo está aprendiendo inglés. Primero, si usted necesita un intérprete en la reunión de IEP, la escuela tiene que proporcionárselo. Y la escuela también tiene que darle el IEP traducido al español. Segundo, el IEP debe especificar claramente cuánto tiempo pasará su hijo recibiendo servicios de educación especial. También cuánto tiempo pasará su hijo recibiendo servicios de adquisición del lenguaje. La educación especial y la adquisición del lenguaje no son lo mismo. El equipo tiene que explicarle cómo será un día escolar típico para su hijo. Y por último, usted puede pedirle a la escuela que le proporcione enseñanza específicamente diseñada en la lengua materna de su hijo. Puede que eso no sea posible, pero no se pierde nada con preguntar. También es beneficioso que su hijo continúe su aprendizaje en varios idiomas. Vamos a hablar más de esto en otro episodio. [17:17] Puntos clavesBueno, antes de concluir vamos a resumir algunos puntos claves. Las metas del IEP se elaboran teniendo en cuenta tres aspectos esenciales: observar cómo es el desempeño actual de su hijo en la escuela, establecer metas para alcanzar dentro de un año y especificar pasos más pequeños para cumplir estas metas. Las metas del IEP deben ser SMART: específicas, medibles, alcanzables, orientadas a resultados y en un tiempo limitado. No hay un número máximo de metas, ni tampoco un tipo determinado de metas que deba incluir el IEP, depende únicamente de las necesidades de su hijo.Bueno, esto es todo por este episodio de "Understood Explica". La próxima vez vamos a profundizar en cómo el IEP puede ayudar con el comportamiento. Acaba de escuchar un episodio de "Understood Explica el IEP." Esta temporada fue desarrollada en colaboración con UnidosUS, que es la organización de defensa de derechos civiles hispanos más grande de todos los Estados Unidos. ¡Gracias Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy.Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente a descubrir su potencial y progresar. Conozca más en Understood.org/mission.CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón. Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea.La directora editorial de la red de Podcast de Understood es Laura Key, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julián Saavedra.
Dyslexia: Questions from families answered
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Understood Explica el IEPEl IEP: Cómo el IEP puede ayudar con los problemas de conducta
Conozca las muchas maneras en que el IEP puede ayudar con los problemas de conducta de su hijo y a que progrese en la escuela. ¿Su hijo tiene dificultad para seguir las instrucciones del maestro? ¿Recibe muchas llamadas del director?El IEP puede hacer muchas cosas para ayudar con los problemas de conducta en la escuela.Pero cuando esté averiguando cómo obtener un IEP (Programa de Educación Individualizado) o cómo implementarlo, es posible que escuche nuevos términos como FBA, BIP y determinación de la manifestación.No saber lo que significan esos términos puede ser angustiante. En este episodio de Understood Explica, la presentadora Juliana Urtubey aclarará qué significan y cómo esos apoyos pueden ayudar a su hijo a progresar en la escuela.Marcas de tiempo:[01:16] ¿Mi hijo necesita apoyo conductual en la escuela?[06:11] ¿Mi hijo puede obtener un IEP para el TDAH?[08:07] ¿Qué es una evaluación funcional de la conducta?[09:45] ¿Qué es un plan de intervención conductual?[12:13] ¿Las escuelas pueden disciplinar a los niños que tienen un IEP?[14:07] Puntos claveRecursos relacionados¿Qué es PBIS?Disciplina escolar y los derechos de los niños con un IEP o plan 504Transcripción del episodioJuliana: ¿Su hijo tiene dificultad para seguir las reglas del maestro? ¿Está recibiendo muchas llamadas del director? El IEP puede hacer muchas cosas para ayudar con el comportamiento. Es posible que durante el proceso se encuentre con algunos términos extraños como FBA, que son las siglas de Functional Behavior Assessment y significa evaluación funcional de la conducta. BIP son las siglas de Behavior Intervention Plan y significa plan de intervención de comportamiento y determinación de la manifestación. Pero al final de este episodio ya entenderá lo que significa todo esto y cómo pueden ayudar a su hijo a progresar en la escuela.Desde la Red de Podcast de Understood, esto es "Understood Explica el IEP". En este episodio, vamos a hablar del IEP y la conducta. Soy Juliana Urtubey y soy la presentadora de este podcast. En 2021 fui seleccionada como Maestra Nacional del Año y soy experta en educación especial para estudiantes multilingües. Y les recuerdo que todos los episodios de esta temporada están disponibles en español y en inglés. Bueno, comencemos. [01:16] ¿Mi hijo necesita apoyo conductual en la escuela? ¿Mi hijo necesita apoyo conductual en la escuela? Esta es una pregunta muy importante y como maestra me gustaría que más padres preguntaran esto. Muchas familias tienen una idea un poco anticuada de lo que es la educación especial. Podrían pensar que ayuda principalmente con lo académico o con servicios como la terapia del habla, pero la educación especial puede hacer mucho más. Si su hijo califica para educación especial, el equipo va a personalizar el IEP, o Programa de Educación Individualizado de su hijo. Y este plan puede ayudar con prácticamente cualquier tipo de desafío de conducta. Por ejemplo, cómo comenzar con la tarea, cómo llevarse bien con otros niños o cómo pedir ayuda. Lo importante a tener en cuenta es que el comportamiento es una forma de comunicarse. A menudo los niños tienen dificultad para expresar cómo se sienten o qué necesitan. Y el equipo del IEP puede ayudar a descifrar lo que su hijo está tratando de decir. Así que si se está preguntando si su hijo necesita apoyo conductual, hágase esta pregunta, "¿El comportamiento de mi hijo afecta su aprendizaje o el aprendizaje de otros niños?" Si la respuesta es sí, entonces por ley, el equipo del IEP tiene que considerar formas de abordar esos comportamientos y, en particular, el equipo debe considerar utilizar un sistema llamado PBIS que son las siglas de Positive Behavioral Interventions and Supports y significa intervenciones y apoyos conductuales positivos.Voy a incluir un enlace en las notas del programa. Si quieres saber cómo funcionan las intervenciones y apoyos conductuales positivos. Pero la idea principal es que hay una forma positiva de ayudar a los niños que tienen problemas de conducta. En lugar de disciplinarlos, las escuelas les pueden enseñar a comportarse y recompensarlos por cumplir con las expectativas. Y todo esto es realmente importante porque los desafíos de comportamiento pueden obstaculizar el progreso en la escuela. Incluso si parece ser algo sin mucha importancia, como hacer chistes para evitar ponerse a trabajar. Cualquiera que sea el problema de comportamiento, hable con el equipo del IEP al respecto. Juntos, usted y la escuela pueden desarrollar metas del IEP que ayuden a su hijo a aprender cómo reemplazar las conductas inapropiadas. Ahora, al inicio de esta temporada hablamos sobre cómo usar el acrónimo SMART al crear las metas anuales. ¿Se acuerdan? SMART significa que las metas deben ser específicas, medibles, alcanzables, orientadas a resultados y en un tiempo específico. Y el equipo también puede seguir este modelo al desarrollar las metas anuales del comportamiento. Voy a darles un ejemplo de una meta de comportamiento para una niña de quinto grado que tiene dificultad para empezar a trabajar. Podría ser algo como "Para el 1 de junio, cuando se le asigne una tarea o se le dé una indicación, Adriana se pondrá a hacer lo que le pidieron en un lapso no mayor de un minuto y con solo una indicación verbal de parte de algún miembro de la escuela, y logrará completarla en cuatro de cada cinco ocasiones, de acuerdo con lo observado por el maestro o asistente".Este es otro ejemplo. En este caso, es un estudiante de décimo grado que suele interrumpir en clase. "Para el 30 de abril, Julián va a revisar su comportamiento durante una semana y va a esperar que le den la palabra en cinco de siete clases al día, según lo reportado por sus maestros". ¿Qué es lo que nos gusta de estas metas? Que son específicas y medibles. Incluye todo lo que se busca en una meta SMART. Si usted quiere conocer más sobre cómo establecer metas anuales en el IEP de su hijo, le recomiendo escuchar el episodio anterior. Y recuerde, usted es un miembro igualitario del equipo del IEP de su hijo. Así que si usted tiene una idea para una meta de comportamiento, sugiérala. Y si surgen nuevos problemas de comportamiento después de haber terminado de redactar el IEP, siempre puede solicitar otra reunión y proponer que se añadan más metas. No tiene que esperar. Puede solicitar ahora lo que su hijo necesita. [06:11] ¿Mi hijo puede obtener un IEP para el TDAH? ¿Mi hijo puede obtener un IEP para el TDAH? Una pregunta que escucho mucho de los padres es: "¿Puede mi hijo obtener un IEP para el TDAH?" Y la respuesta es sí. La Ley de Educación para Individuos con Discapacidades, conocida en inglés como IDEA, incluye 13 categorías de discapacidad y el TDAH forma parte de una categoría llamada "Otros impedimentos de salud" de los cuales hablamos en el Episodio 5. También hablamos sobre cómo el IEP puede incluir más de una discapacidad. Así que supongamos que su hijo tiene dislexia y TDAH. Es importante que el IEP incluya ambas. Lo más importante a recordar sobre esto es que para calificar para un IEP, la discapacidad tiene que afectar a su hijo lo suficientemente para necesitar enseñanza y apoyos especialmente diseñados para él. Y en el caso del TDAH, podría incluir que aprenda habilidades o estrategias para la organización, el control de impulsos o completar tareas. Pero si los síntomas del TDAH son relativamente leves, es posible que su hijo no califique para un IEP. Y si eso sucede, la escuela podría recomendar un plan 504. Es más fácil calificar para este tipo de apoyo escolar y puede brindar adaptaciones en el aula. Por ejemplo, sentarse cerca del maestro y realizar exámenes en un lugar tranquilo con menos distracciones. Muchos niños con TDAH tienen un IEP. Y muchos niños con TDAH tienen un plan 504. Si quieres saber más sobre las diferencias entre estos tipos de apoyo escolar, les recomiendo escuchar el Episodio 2. [08:07] ¿Qué es una evaluación funcional de la conducta? ¿Qué es una evaluación funcional de la conducta o FBA, por sus siglas en inglés? Si su hijo tiene problemas de comportamiento en la escuela, es probable que escuche este término. Y el objetivo de esta evaluación es descubrir por qué un niño se está comportando de manera disruptiva o desafiante. En el proceso de reunir información, la escuela va a entrevistar al estudiante y a su familia, va a observar al estudiante en clase y va a analizar todos los informes de incidentes de conducta como haber sido enviado a la oficina del director. Es posible que también realicen algunas pruebas adicionales. A veces, las escuelas realizan una evaluación funcional de la conducta como parte del proceso de evaluación para identificar si un niño califica para recibir educación especial. Es posible que la escuela tenga que hacer una evaluación funcional de la conducta cuando el niño ya tiene un IEP si surgen nuevas preocupaciones sobre el comportamiento. Pero los padres o representantes legales también pueden solicitar una evaluación funcional de la conducta, es aconsejable presentar esta solicitud por escrito y guardar una copia para sus registros. Recuerde que el objetivo de una evaluación funcional de la conducta es descubrir qué está causando el comportamiento. Esto ayudará a la escuela a desarrollar un plan de apoyo, que es de lo que vamos a hablar ahora. [09:45] ¿Qué es un plan de intervención de comportamiento? Entonces, ¿qué es un plan de intervención de comportamiento? Es un plan formal por escrito que enseña y recompensa el buen comportamiento. Muchos maestros, como yo lo llaman Bip, pero también podría escuchar que lo llamen BIP. El plan de intervención de comportamiento está diseñado para prevenir conductas que pueden obstaculizar el aprendizaje. Hay tres partes importantes en un BIP. Nombra las conductas problemáticas, describe por qué ocurren e implementa estrategias o apoyos para ayudar. El BIP puede ser excelente para estudiantes que por ejemplo, tienen dificultad para socializar y no saben cómo relacionarse con los demás. Uno de mis exalumnos, a quien vamos a llamar Eduardo, solía golpear a otros niños y los insultaba porque no sabía expresar lo que necesitaba o lo que quería. Así que como parte de su plan de intervención, le enseñé cómo esperar su turno e interactuar con sus compañeros. También hice una gráfica para que Eduardo reflexionara cada día sobre su meta de hablar respetuosamente con los demás. También había espacio en la gráfica para que sus maestros de educación general escribieran sus comentarios. Y todos los días escribíamos una nota breve a su familia para celebrar sus avances. Para ayudarlo a mantenerse motivado, su BIP le permitía ganarse el privilegio de tener actividades especiales. Pero la motivación principal fueron las relaciones positivas que empezó a establecer con sus compañeros. Eduardo avanzó mucho ese año gracias a su BIP y al igual que un IEP, un plan de intervención de comportamiento reúne a todo un equipo de personas que se enfocan en las necesidades de su hijo. Y este enfoque de equipo también puede ayudar a abordar los prejuicios de los maestros. Cuando revisamos los datos a nivel federal, vemos que los estudiantes latinos y negros son disciplinados con más frecuencia que los demás niños. Por eso, si su hijo presenta problemas de conducta, un BIP ayuda a garantizar que su hijo reciba un trato justo y obtenga el apoyo que necesita para progresar en la escuela. [12:13] ¿Las escuelas pueden disciplinar a los niños que tienen un IEP? ¿Las escuelas pueden disciplinar a los niños que tienen un IEP? La respuesta es sí, pero el IEP brinda algunas protecciones si los niños incumplen las reglas de la escuela. Estas protecciones se aplican cuando un niño es suspendido por más de diez días en total, o si hay un patrón de suspender al niño por el mismo comportamiento aunque sean menos de diez días. Si sucede cualquiera de estas cosas, la escuela debe convocar una reunión especial. Se llama determinación de la manifestación. Hay tres cosas que me gustaría que usted sepa sobre esta reunión. Primero, el equipo determinará si el comportamiento es causado por la discapacidad del niño. Si es así, el equipo debe crear un BIP y el niño podrá regresar a la escuela. Por esto, al principio de esta temporada mencioné la importancia de documentar todas las discapacidades de su hijo en el IEP. Segundo, si el equipo determina que el comportamiento fue causado por no seguir el IEP, la escuela tiene que solucionar la situación de inmediato y el niño puede regresar a la escuela. Y tercero, si el equipo determina que el comportamiento no fue causado por la discapacidad del niño, la suspensión puede continuar, pero el niño debe seguir recibiendo los servicios incluidos en su IEP. Por ejemplo, si un niño tiene dislexia, la escuela debe continuar dándole la enseñanza especializada en lectura, incluso mientras esté suspendido. Lo importante a recordar es que la escuela debe averiguar qué causó el comportamiento y buscar formas de resolverlo. Voy a incluir un enlace en las notas del programa por si quiere averiguar más sobre la disciplina escolar y los derechos de los niños con discapacidades. [14:07] Puntos clavesPuntos claves. Bien, antes de terminar quiero resumir lo que aprendimos hoy en algunos puntos claves. El comportamiento es una forma de comunicación y las escuelas pueden examinarlo de cerca para determinar dónde los niños necesitan más apoyo. Los padres pueden pedir al equipo del IEP que incluyan metas anuales de comportamiento. También puede solicitar una evaluación funcional del comportamiento y un plan de intervención de comportamiento. Si suspenden a su hijo, es importante saber qué dice la ley de la educación especial sobre la determinación de la manifestación y cómo se permite disciplinar a los niños con IEP. Muy bien. Eso es todo por este episodio de "Understood Explica". La próxima vez vamos a hablar de cómo resolver disputas sobre el IEP, incluyendo qué hacer si cree que el IEP de su hijo no está funcionando. Acaba de escuchar un episodio de "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, que es la organización de defensa de derechos civiles hispanos más grande de todos los Estados Unidos. ¡Gracias Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente a descubrir su potencial y progresar. Conozca más en Understood.org/mission. CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón. Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea.La directora editorial de la Red de Podcast de Understood es Laura Key, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julian Saavedra.
Dyslexia Advocacy Runs in This Missouri Family
The Edwards family of Springfield, Missouri, is committed to making a difference for kids with dyslexia.Dad, mom and youngest daughter Madison (pictured above with Rep. Sandy Crawford, Decoding Dyslexia-Missouri member Marla McKan and Sen. Mike Parsons) are all familiar faces in the Missouri state capitol. Each has a unique voice that’s calling for changes to get more help for Missouri kids with reading struggles.The Edwardses’ family history might be familiar to lots of kids and adults with dyslexia. There’s dad Steve Edwards, who has dyslexia. But it wasn’t until Madison, 11, was identified with dyslexia in kindergarten that he discovered that he has dyslexia, too.That personal experience has made mom Jennifer Edwards passionate about dyslexia awareness in her state. She’s co-founder and president of Decoding Dyslexia-Missouri. And she’s on board for the long haul.“I know the changes we hope to make will probably come too late to help Madison,” notes Mrs. Edwards. “But we’re doing this for the next generation. I’m doing it for my grandchildren,” she explains.The Edwards family is focusing on four key areas. They advocate for:Better screening for dyslexiaMore training and better resources for teachersMore funding to identify and serve kids with dyslexia Curriculum developed by dyslexia specialists“In many ways we work as a team,” says Mr. Edwards. “Jennifer is doing the real lobbying work. … She knocks on doors … [with] the power of a mother who has no other agenda—no political agenda, no financial agenda.”Steve Edwards is president and CEO of CoxHealth. This local hospital system has some 10,000 employees. His position gives him opportunities to talk about dyslexia with key officials. “I help get school superintendents to meet with us,” he explains. “I help get legislators to meet with us. Our hospital lobbyist is working on behalf of this,” he notes.And, he adds, “We consider it an extension of our mission [at CoxHealth]. Our board has been supportive, as has our board chairman.” In fact, CoxHealth funds grants for dyslexia screening and teacher training. The not-for-profit Springfield Center for Dyslexia and Learning is located on the CoxHealth campus. The center opened in late 2015.The family’s efforts have been recognized, both locally and in Jefferson City, the Missouri capital. Mr. Edwards is a native of Springfield, and not long ago he was inducted into the public schools’ hall of fame as an outstanding graduate.At the awards ceremony, he shared his difficult school start. He talked about how he wasn’t reading when he started second grade. He then got help and learned to read. “By the end of third grade, I was reading pretty well,” he recalls.Madison, who’s now a fifth grader, is also doing well, her parents say. She has an Individualized Education Program (IEP) in a public school.And she’s a budding advocate. Madison has appeared before state lawmakers and plans to appear again. She’s helping to push for bills that would create best practices for Missouri schools in addressing dyslexia. She’s excited to speak up for herself and for other kids with dyslexia, her parents confirm.It runs in the family.Find out what to do if you think your child could have dyslexia. And learn how you can advocate for kids and adults with learning and thinking differences.Any opinions, views, information and other content contained in blogs on Understood.org are the sole responsibility of the writer of the blog, and do not necessarily reflect the views, values, opinions or beliefs of, and are not endorsed by, Understood.
Understood Explica el IEPEl IEP: ¿Cómo califican los niños para un IEP?
La anfitriona Juliana Urtubey explica el proceso de evaluación escolar para la educación especial. Los niños no obtienen un IEP de la noche a la mañana.Las escuelas tienen un proceso de evaluación para decidir si un estudiante califica para los servicios de educación especial. Esto incluye la obtención de un IEP. En este episodio de Understood Explica, la presentadora Juliana Urtubey hablará del proceso de evaluación y los requisitos para obtener un IEP. También explicará qué hacer si la escuela dice que su hijo no califica para un IEP y más.Marcas de tiempo:[00:46] ¿Cómo califican los niños para un IEP?[04:27] ¿Mi hijo necesita tener un diagnóstico para obtener un IEP?[06:22] ¿Cómo solicito una evaluación?[08:22] ¿Qué pasa si la escuela quiere esperar para evaluar a mi hijo?[11:05] ¿Y si la escuela dice que mi hijo no califica para un IEP?[11:50] Puntos clavesRecursos relacionadosEl proceso de evaluación en la escuela: Qué esperarCómo solicitar una evaluación gratuita en la escuela Descargar: Modelos de cartas para solicitar evaluaciones y reportesPor qué la escuela de su hijo puede rechazar su solicitud de evaluaciónTranscripción del episodioJuliana: Los niños no obtienen un IEP de la noche a la mañana. La escuela tiene que hacer una evaluación y decidir si su hijo califica para la educación especial. Voy a explicarle cómo funciona este proceso. Desde la red de podcast de Understood, esto es "Understood Explica el IEP". Este episodio describirá cómo obtener un IEP y qué hacer si la escuela dice que su hijo no califica. Mi nombre es Juliana Urtubey, Maestra Nacional del año 2021. También soy experta en educación especial para estudiantes multilingües y soy la presentadora de esta temporada de "Understood Explica", que está disponible en inglés en español. Comencemos. [00:46] ¿Cómo califican los niños para un IEP?¿Cómo califican los niños para obtener un IEP? Hay dos cosas importantes que son necesarias para calificar para un programa de educación individualizado o IEP. La primera es que su hijo tiene que ser evaluado. Las escuelas públicas tienen un proceso para evaluar a los niños usando un equipo de profesionales. La evaluación es gratuita para las familias. En un momento voy a hablar más sobre esto. La segunda cosa importante se llama "determinación de elegibilidad". Esto sucede al final del proceso de evaluación. Para calificar para un IEP, la escuela tiene que determinar que su hijo tiene una discapacidad y que la discapacidad impacta negativamente su desempeño en la escuela. Hay una frase en inglés que las escuelas usan para esto. La discapacidad debe "adversely affect" el desempeño educativo de su hijo. Y por cierto, el término "desempeño educativo" se utiliza de manera amplia. No está limitado a lo académico. Los niños pueden calificar para un IEP si tienen una discapacidad que afecta su atención, su comportamiento, sus habilidades sociales, etcétera. En resumen, para obtener un IEP, su hijo debe ser evaluado por la escuela y el equipo de evaluación necesita determinar que su hijo tiene una discapacidad que afecta adversamente su educación. Entonces, ¿de dónde provienen estos requisitos? Son parte de una ley federal de educación especial que se llama Ley para la Educación de Individuos con Discapacidades o IDEA, por sus siglas en inglés. Hay tres cosas que quiero resaltar sobre esta parte de la ley. Primero, las escuelas públicas tienen una gran responsabilidad. Deben identificar y evaluar a cualquier niño que pudiera necesitar educación especial. Esto se llama "child find", y es el primer paso para que los niños reciban el apoyo que necesitan para progresar en la escuela. Segundo, no todos los niños que tienen una discapacidad califican para un IEP. Tal vez su hijo no necesita enseñanza especializada ni servicios. Quizás lo único que necesita sea tecnología de asistencia o adaptaciones en el aula. En ese caso, la escuela podría recomendar un plan 504, sobre el cual ya hablamos en el episodio dos. Tercero, para calificar para un IEP, la escuela tiene que determinar que su hijo tiene una discapacidad que está incluida en alguna de las 13 categorías de discapacidad que establece IDEA. Ahora bien, esto no significa que la ley sólo cubra 13 discapacidades. Significa que hay 13 grupos amplios de discapacidades. Por ejemplo, el TDAH está cubierto por una categoría llamada "Otros impedimentos de salud". En esta temporada vamos a tener un episodio totalmente dedicado a las categorías de discapacidad. Así que por ahora sólo voy a decir, aunque su hijo tenga una discapacidad poco común, podría calificar para un IEP. La clave es que la discapacidad debe afectar negativamente la educación de su hijo. [04:27] ¿Mi hijo necesita tener un diagnóstico para obtener un IEP?¿Mi hijo necesita tener un diagnóstico para obtener un IEP? Esta es una pregunta muy común y la respuesta oficial es no, o por lo menos no en la forma que piensan la mayoría de las familias. Es decir, tener que visitar a un médico para obtener un diagnóstico. Las escuelas no diagnostican a los niños. Hacen algo un poco diferente, que es identificar si un niño tiene una discapacidad. Así que no, no es necesario obtener un diagnóstico del proveedor de atención médica, pero si lo obtiene, puede decírselo al equipo de evaluación. Entonces, ¿cómo es una evaluación? Las escuelas realizan las evaluaciones para educación especial de forma gratuita. Tienen que realizarlas dentro de un plazo determinado, por lo regular de 60 días, aunque puede variar un poco dependiendo del estado. Durante ese tiempo, el equipo recopilará datos de varias fuentes. Esto los ayudará a decidir si su hijo califica para un IEP. Las evaluaciones suelen incluir pruebas especiales, observaciones en el aula y entrevistas con la familia y los maestros. Si su hijo está aprendiendo inglés, su maestro de idioma también ayudará con la evaluación. La participación de los padres o del representante legal del niño es muy importante. El equipo no puede evaluar a su hijo sin su permiso. Y cuanto más colaboren, más podrán asegurarse de que la evaluación se enfoque en las fortalezas y necesidades de su hijo. Si desea aprender más acerca de las evaluaciones en las notas del programa, encontrará un enlace a un artículo de Understood que explica el proceso. [06:22] ¿Cómo solicito una evaluación?¿Cómo solicito una evaluación? Antes de hablar sobre esto, quiero mencionar que hay dos maneras de iniciar el proceso de evaluación. O la escuela se comunica con usted diciéndole que su hijo debe ser evaluado o usted puede solicitar la evaluación. Hay un artículo excelente de Understood que explica cómo solicitar una evaluación. Busque el enlace en las notas del programa. El primer paso es averiguar a quién le tiene que enviar la solicitud de la evaluación. El maestro de su hijo debe saberlo. También es un buen momento para preguntar en la oficina de la escuela si hay una persona que actúe como enlace o como apoyo familiar. Muchos distritos escolares cuentan con esa persona que puede ayudarlo a entender el sistema educativo. El próximo paso es hacer su solicitud por escrito. Escriba un correo electrónico o una carta que incluya el mes y el día en que la envió. Esa fecha es importante porque las escuelas deben, por ley, responderle en un plazo determinado. Ese plazo varía según el estado. También asegúrese de explicar por qué está solicitando una evaluación. Trate de ser lo más específico posible. Podría decir "Mi hijo tiene muchos problemas de ortografía, estudia mucho, pero no recuerda cómo se escriben ni siquiera las palabras más básicas. Me preocupa que pudiera tener algún tipo de diferencia o discapacidad del aprendizaje. Tal vez necesite más apoyo en la escuela". Si necesita ayuda para escribir la carta, en Understood.org puede encontrar modelos de cartas. En las notas del programa incluiré un enlace para ejemplos de cartas en inglés y en español. [08:22] ¿Qué pasa si la escuela quiere esperar para evaluar a mi hijo?¿Qué pasa si la escuela quiere esperar para evaluar a mi hijo? Esta podría ser una situación complicada. Sé que muchos padres no quieren ser vistos como problemáticos o piensan que no les corresponde decirle a la escuela qué tienen que hacer. Usted es quien conoce mejor a su hijo. Por lo tanto, si cree que es hora de evaluarlo, abogue por ello. Recuerde que la ley de educación especial dice que las escuelas deben buscar activamente a los niños que pudieran tener una discapacidad. Ahora, quiero ser clara. Las escuelas no tienen que decir sí a una solicitud de evaluación. Pero a veces las escuelas quieren esperar por motivos que no están permitidos. Quiero darles dos ejemplos. Si su hijo tiene dificultades, la escuela podría probar con una intervención educativa. Pero es lo que ocurre con las intervenciones. Están diseñadas para usarse durante varias semanas y así la escuela pueda ver cómo responde su hijo a este tipo de instrucción intensiva. El objetivo es brindarle al niño apoyo efectivo y tiempo para mostrar su progreso. Pero supongamos que usted está bastante seguro de que ha visto señales de dislexia, TDAH u otra condición que usted crea que tiene su hijo. Usted no tiene que esperar hasta que termine la intervención para solicitar la evaluación. Puede esperar si lo desea o puede recordarle a la escuela que implementar una intervención no es razón válida para retrasar o rechazar su solicitud para una evaluación. Otro ejemplo es si su hijo está aprendiendo inglés, o es decir, que es un estudiante multilingüe. Es común que los niños que no han adquirido el nivel de inglés académico requerido en la escuela vayan atrasados en comparación a sus compañeros. En ese caso, la escuela podría pensar que su hijo necesita más enseñanza de inglés y no de educación especial. Esto tampoco es una razón válida para retrasar una evaluación. Usted puede solicitar una evaluación para la educación especial, incluso si su hijo está aprendiendo inglés. Algo que puede ser de mucha ayuda es que usted informe a la escuela si su hijo tiene dificultad para leer o hablar en su lengua materna. Understood tiene un artículo sobre algunas razones comunes por las que la escuela podría rechazar su solicitud y qué puede hacer. Vamos a incluir un enlace en las notas del programa. [11:05] ¿Y si la escuela dice que mi hijo no califica para un IEP?¿Y si la escuela dice que mi hijo no califica para un IEP? Si esto pasara, usted tiene varios derechos importantes. Las escuelas tienen que explicar por escrito cómo llegaron a esta decisión, y si usted no está de acuerdo, puede obtener una evaluación educativa independiente. En algunos casos, la escuela está obligada a pagar esa evaluación privada. También puede solicitar una mediación con un tercero neutral, o una audiencia de debido proceso. Esto es como un pequeño juicio. Hablaremos más sobre sus opciones de resolución de disputas más adelante en la temporada. [11:50] Puntos clavesBueno, antes de terminar vamos a resumir lo que aprendimos hoy en cuatro puntos importantes. Primero, su hijo no necesita un diagnóstico médico para obtener un IEP. La escuela necesita realizar una evaluación y determinar que su hijo tiene una discapacidad que afecta negativamente su aprendizaje. Usted puede solicitar a la escuela que evalúe a su hijo, pero el equipo no puede comenzar hasta que usted dé su consentimiento. Y finalmente, usted tiene muchos derechos legales durante este proceso. Recuerde que usted es quien conoce mejor a su hijo y que puede ser un defensor muy poderoso para ayudarlo a progresar. Y con esto concluimos este episodio de "Understood Explica". En el siguiente episodio vamos a hablar de las categorías de discapacidad del IEP. Acaba de escuchar un episodio de "Understood Explica el IEP". Esta temporada fue desarrollada en colaboración con UnidosUS, que es la organización de defensa de derechos civiles hispanos más grande de todos los Estados Unidos. ¡Gracias Unidos! Si desea más información sobre los temas que cubrimos hoy, consulte las notas del programa de este episodio. Ahí encontrará más recursos, así como enlaces a los temas mencionados hoy. Understood es una organización sin fines de lucro dedicada a ayudar a las personas que piensan y aprenden de manera diferente, a descubrir su potencial y progresar. Conozca más en understood.org/mission.CréditosUnderstood Explica el IEP fue producido por Julie Rawe y Cody Nelson, con el apoyo en la edición de Daniella Tello-Garzón. Daniella y Elena Andrés estuvieron a cargo de la producción en español.El video fue producido por Calvin Knie y Christoph Manuel, con el apoyo de Denver Milord.La música y mezcla musical estuvieron a cargo de Justin D. Wright.Nuestra directora de producción fue Ilana Millner. Margie DeSantis proporcionó apoyo editorial. Whitney Reynolds estuvo a cargo de la producción en línea. La directora editorial de la Red de Podcast de Understood es Laura Key, el director creativo es Scott Cocchiere y el productor ejecutivo es Seth Melnick.Agradecemos especialmente la ayuda del equipo de expertos, cuyos consejos dieron forma a esta temporada de podcast: Shivohn García, Claudia Rinaldi y Julián Saavedra.
Dyslexia in high school: 4 signs you might see
Some teens who seem awkward or unmotivated may actually be struggling with dyslexia. It can affect a bunch of skills, from reading to understanding puns or driving a car. Here are some of the signs of dyslexia in high school.1. Trouble expressing ideas Dyslexia can make it hard to find the right words, develop ideas, and communicate them in a logical, organized way. Teens with dyslexia might stammer a lot or have trouble finding the right word to say. At school, this can look like difficulty expressing ideas — like making a point or supporting an argument. 2. Struggling with foreign language The same issues that make it hard for kids with dyslexia to read and write in their native language make it even harder to learn a foreign language. High-schoolers with dyslexia might dread the school’s foreign language requirement and feel doomed by it. Teens with dyslexia may guess at what foreign words mean and how they’re pronounced. 3. Not getting the joke Dyslexia can affect the ability to process all kinds of language. This makes it hard to understand humor and other tricky language. Teens with dyslexia might need someone to explain punch lines, especially when there are puns or hidden meanings. 4. Trouble navigatingTeens with dyslexia often struggle with spatial concepts and related things like driving and navigation. They might still confuse left and right. At school, that can look like trouble reading charts and graphs. See more ways dyslexia can affect daily life. And find out what to do if you think your child might have dyslexia.
How’d You Get THAT Job?!Dyslexia and creativity make this artist pop
Kristjana Williams is a London-based Icelandic artist with dyslexia. She wasn’t diagnosed until she was 25, and now she has her own studio. Kristjana Williams is a London-based Icelandic artist with dyslexia. She wasn’t diagnosed until she was 25 and attending Central Saint Martins, an art school with many students who learn and think differently. Now, she’s a renowned collage artist with her own studio.Growing up in Iceland with undiagnosed dyslexia was frustrating for Kristjana. She would try so hard to accomplish her work, but she just couldn’t quite get it without the support that she needed. Today, she knows that her brain works differently, and she leans into her strengths. It’s why her work is so creative and comes together naturally. Listen to this week’s episode of How’d You Get THAT Job?! to hear more about how Kristjana’s dyslexia affects her memory, and how it led her to the collage art medium.Related resourcesUndiagnosed dyslexia, and low self-esteem: Becoming a fashion designer, another How’d You Get THAT Job?! episodeFAQs about bilingualism and dyslexiaKristjana’s studio and artEpisode transcriptKristjana: I remember telling my parents, and I remember my dad saying, "Oh, yeah, I always wondered why you couldn't spell your own name." And I was like, oof. I definitely just know that my brain works differently. And I think that it just allows me to put things together. It just happens magnetically. It's very natural.Eleni: From the Understood Podcast Network, this is "How'd You Get THAT Job?," a podcast that explores the unique and often unexpected career paths of people with learning and thinking differences. My name is Eleni Matheou, and I'm a user researcher here at Understood. That means I spend a lot of time thinking about how we find jobs we love that reflect how we learn and who we are. I'll be your host.Kristjana Williams is an Icelandic artist based in London. And she has dyslexia. She studied at Central Saint Martins College and Art School, where she found a lot of others who thought differently like her. She wasn't diagnosed with dyslexia until she was 25 years old. Now she's part of the Dyslexic Design art collective and has been running her own studio since 2012. Hello. Welcome.Kristjana: Thank you so much for having me.Eleni: Well, I thought a good place to start is your studio. So tell me about the studio. What do you all do there?Kristjana: We're a studio. Kristjana Williams Studio. At the very heart of it is the fine art. And like the creations, there's always, like, a few collections that I will make personally each year. And then another half that the studio is more commercial projects that are brand related, and they also have to work really well together because anybody who's buying the art needs to be happy with the people that I'm working with. So that's like the two main sides of it.And I work in collage, a lot of digital art. So kind of XR as well as the physical 3D pieces, as well as limited-edition prints. It's interesting actually, because we started kind of on the kitchen table and as you kind of grow, probably one of the hardest bits is to get somebody else in to work with you. So it kind of slowly grew from that, from the kitchen table into a studio. From two people to four people to six, and I think we're about 10 at the moment.Eleni: Do you want to talk a little bit about your chosen medium and perhaps like how you would describe your work?Kristjana: So my role is artist, creative director. So in the very beginning, I had some — because of the nature of my work, so much of it is about research and working with all the Victorian engravings. So you might have to find three older telescopes to be able to make a new instrument. Or often I would use different scientific material to kind of create buildings and architecture.And as a young person, I used to draw things in a really intense way. And when I was at Central Saint Martins, I did this internship with a woman that had this fashion label, and I started drawing patterns for her. And she was actually the one that introduced me to silkscreen printing and Victorian engravings. And the Victorian engravings were used a lot in the fashion industry in London, because you would just have to create these huge giant clips. If we're really quick turnaround for the next season, for the next season. I did like three or four seasons with her. And that just gave me the idea of working big and working on scale. And I was always very interested in kind of animation and the digital side of things.Eleni: When did you first start doing collage and what drew you to it? What do you like about it?Kristjana: As a kid was just constant drawing, painting, and all of it. So it's interesting. When I really look back, I can see that the work is — has that like thread in it. Even when I was doing like the linocutting and stuff and I started screen printing, which I really loved, but I was using the screens as a stamp, and again, like the complete thread in that.So the collage actually came much later. It's just kind of realizing how to work digitally, and that was through the fashion of having to have to create those big fabrics very quickly.Eleni: So you mentioned you have dyslexia. Is there any link between your attraction to collage and your artistic practice to the way that your brain works and your dyslexia?Kristjana: Being dyslexic in school in Iceland, of course, because I'm in that age group, we had no idea. It was just like what probably every other dyslexic experiences: that really frustrating, knowing that you can do it, but you still you can't quite get it out there. And some things you're good at mostly, like the variation in dyslexia being so vast. So I think definitely my memory was affected in a really specific way where, you know, you remember, but then you just — you can't get to your short-term memory quick enough.So I feel like when I finally went to Central Saint Martins, which wasn't until I was 25, at Central Saint Martins, they just immediately went right for you to get you tested. And I was like, oh. And I didn't think much about it, because you do learn how to navigate it. And I remember telling my parents. And I remember my dad saying, "Oh yeah. I always wondered why you couldn't spell your own name."And I was like, oof. Being so frustrated. But they just, yeah, I think I definitely just know that my brain works differently. And because of the way that I think, that it just allows me to put things together. It just happens magnetically. It's very natural.Eleni: And you mentioned one of the challenges that you had when you were first working with the team was just being able to communicate what you were thinking over the years and like having a studio and working with a team. Like how have you learned to be able to communicate what's in your brain or externalize what's going on in your head?Kristjana: I think definitely when I look at the beginning, again, I just was just frustrated because something was so clear in my head, but I just couldn't communicate it easily. So that was definitely a journey, just a journey that you just by hammering, just doing it gets easier and just — but if you're around nice enough people that understand you and see what you can do, you can just, you just have to have faith in humanity.And I feel like with the girls in my studio now, they know me. They know now what I will remember, what I won't remember. And they know to remind me of certain things. And they know that I'm going to go to the airport without my passport, like for the 30th time. And they're just all kind of floating around and they can work together. And actually, as I'm getting older, I feel like I'm using, like — and I'm just getting more and more better at these things.Eleni: You kind of talked about when your team first came onboard, you talked to them about it. Did you mean that you talked to them specifically about having dyslexia and how that might impact your day to day? Or what did you mean when you said that?Kristjana: Not in the beginning. I think people definitely just experienced me as this person that would flip it around quite a lot. But now as I've got older and like my team were all more established, I feel like in the past four or five years, like I'm just always very vocal about it. I say, "I can't really hear. Would you say these letters out loud so I can picture them?" And like when people are talking to me really fast on the phone, like breaking down something that they're spelling, and I just always make a point of talking about it. Or it's just also with certain disruption in the studio. In fact, it took me a long time to learn that I could ask for that break.Eleni: Do you think that there are any ways that your dyslexia influences how you manage your team and manage your studio, like beyond just creating the work itself?Kristjana: I'd like to think so. It makes you have more kind of empathy with so many creative people with neurodiversity. You feel really comfortable around them. Also, like you realize when you look back with your friends that you automatically grow with people that are a little bit similar to you.Eleni: What would you say that you've learned about yourself or your dyslexia over the years? If you could go back and talk to your 20- or 30-year-old self, like what would you say?Kristjana: I think I'd mostly like to speak to my 10-year-old self. I'd just kind of give her a pat on the back to say, you know, you're not crazy. Because it was so confusing. I think when I was in my 20s, I think I just never associated dyslexia with how it affects your memory. So I still thought that was just me being me.And it was working with some dyslexic art exhibitions with Jim Rokos, my friend that was also in Central Saint Martins. Um, I completely forgot what I was going to say.Eleni: The funny thing is that you were talking about memory.Kristjana: Oh, yeah. Oh, yes. OK. So. Yes. So with my memory is all of my thoughts. They're just like floating on the top of the ocean. And even though I just heard something, the likelihood that I'll be able to get it? Quite slim. And I'm just — I think I've lived with fear of just feeling quite stupid. It really makes you doubt yourself.And I think when I got diagnosed, it's actually like at 25, 26, because you know how hectic you are just in that time. And I was always this person that was doing 100 things at the same time. And yes, so I think I didn't actually start to read about that until my 40s. Looking back, I feel like I would have educated myself a bit about the diversity of dyslexia.Eleni: Does your dyslexia manifest differently across languages?Kristjana: No, it's interesting. Icelandic is quite literal, but it's still quite wordy. So expressing myself in English, I find that really easy. Icelandic is really similar, because in Icelandic it's just — it's still the letters. It's just, it's hearing them and just the hesitation with the writing, even though it's just fantastic on computers and spellcheck and I, you know, compose things really quickly now. Though I think it's quite similar.Eleni: I have heard that, yeah, but I just wondered what that experience was like for you. Do you want to give us an example of a project that you're working on right now, and perhaps a little bit of your artistic process in that?Kristjana: I have 20 projects going on at the moment. So the Victoria and Albert Museum is one of my favorite places in the world, and it's such a big contrast with Iceland and growing up there. So it's a bit like going to these old English places that are just like — you find you're so curious in that one. So I've been working with them since 2011.And I did this installation in the British Galleries where you could sit down in the sofa. And I'd do this really intricate like junker, like collages, and you could do your own collage. So we had four corners of that. That was really, really fun, to always feel very deep that everybody has that creativity inside of them, but we just kind of leave it at the door. And that's why collage is so amazing.Like I've done so many like live collage workshops or digital ones, and it's just always brilliant and so different what people come up with. And like when I did those four pieces, everybody was like, oh, do you really want to open up your work? Ot do you want everybody just to be able to go into your work and just — nobody wants to do what you do. Everybody wants to do their own thing. So I continue to work with them throughout the years and with about —.Eleni: Over a decade. It's pretty amazing.Kristjana: Yes, I did the — they did a huge exhibition about Alice in Wonderland: Curiouser and Curiouser. And I was commissioned to do the book for that. And we did a VR experience within the exhibition. So like working digitally and being able to kind of break everything part and doing the paper theaters was just amazing.Eleni: That's so exciting. Thank you, Kristjana, for joining me from London.Kristjana: Thanks for having me.Eleni: You've been listening to "How'd You Get THAT Job?!" from the Understood Podcast Network. The show is for you. So we want to make sure you're getting what you need. Email us at thatjob@understood.org with your thoughts about the show. Or maybe you'd like to tell us how you got THAT job. We'd love to hear from you.If you want to learn more about the topics we covered today, check out the show notes for this episode. We include more resources as well as links to anything we mentioned in the episode. Also, one of our goals at Understood is to help change the workplace so everyone can thrive. Check out what we're up to at u.org/workplace. That's the letter U dot org slash workplace.Understood.org is a resource dedicated to help people who learn and think differently discover their potential and thrive. Learn more at understood.org/mission."How'd You Get THAT Job?!" is produced by Margie DeSantis and edited by Mary Matthis. Briana Berry is our production director. Our theme music was written by Justin D. Wright, who also mixes the show. For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer. And I'm your host, Eleni Matheou. Thank you for listening.
Dyslexia success stories
Kids with dyslexia can face many challenges. But knowing that others have faced the same issues — and succeeded — can be a huge source of encouragement. Share these dyslexia triumphs with your child.
How’d You Get THAT Job?!Dyslexia gave me problem-solving powers — and a career in politics
Robert Carroll grew up with resources that helped him with dyslexia. Now, he’s an Assembly member who wants to give every child that opportunity. Robert Carroll, a New York State Assembly member, has dyslexia. He was born and raised in the district he represents, the 44th Assembly District in Brooklyn. Growing up with dyslexia helped make Robert an independent, out-of-the-box thinker. Sometimes it was hard for him to read or think the “right” way, so he learned to see things differently.After law school, Robert dived into the world of politics, a field that requires a lot of technical reading and writing. But he thrives in the work through a combination of good ideas and delegation. In this week’s episode of How’d You Get THAT Job?!, Robert talks about how he had the privilege of going to schools that helped him work with his dyslexia. Now he advocates for policies that allow all kids to get that same support, even if their families don’t have the resources his family did.Related resourcesDyslexia laws: What they are and how they workVideo: Gavin Newsom opens up about his dyslexiaA day in the life of an employee with dyslexiaEpisode transcriptRobert: That, for better or for worse, is something that I think, you know, dyslexic children learn very, very quickly is to how to solve problems for themselves. And I think it's our job as adults to try to, you know, accentuate the positive and limit the negative and to make sure that, you know, those kids have, you know, the supports they need and the education they need so that they can really thrive and be unbelievably successful in whatever they choose to do. Eleni: From the Understood Podcast Network, this is "How'd You Get THAT Job?!," a podcast that explores the unique and often unexpected career paths of people with learning and thinking differences. My name is Eleni Matheou and I'm a user researcher here at Understood. That means I spend a lot of time thinking about how we find jobs we love that reflect how we learn and who we are. I'll be your host. We hear a lot about national politics, but we often don't acknowledge the impact that state and local laws have on our daily lives. My next guest is New York Assembly Member Robert Carroll. He represents the 44th District in Brooklyn at the state house in Albany, and he's co-sponsored and written several bills related to education, literacy, and dyslexia. For Assembly Member Carroll, it's personal. He was diagnosed with dyslexia at a young age. Now, he's taking his own experience to help students with dyslexia across New York State. We talk to him from his bustling office in Brooklyn in the middle of a thunderstorm, so you might hear some rain during this one. Hi, Robert. Thank you so much for talking to me today. Robert: It's great to be here. Thank you for having me. Eleni: Yeah. So, I thought a good place to start is, you know, just naming the fact that I did not grow up in the States. So, I don't really know that much about local politics, and I'm sure that people that did grow up here might even have the same issues. So, could you just tell me a little bit about what your position is in government, what your district looks like, and, you know, what a typical day might look like for you? Robert: I'm a New York State Assembly member. I represent the 44th Assembly District in the New York State Legislature, of which there are 150 members of the New York State Legislature, each coming from a different district from around the state. The districts are approximately 140,000 people. As I think people are seeing in America, more and more, so much of the important work and so many of the rights that so many hold dear in our country really are done at the state level in so many ways. And so, it's great to be able to represent a part of Brooklyn that I grew up in and that lots of my family members still live in and good friends. And so, I've been doing this for almost six years now. Eleni: What led to you becoming an assembly member? How did you kind of get here? Robert: My family was always very civically engaged. From a young age, I was very much attuned with what was going on right here in Brooklyn, as well as just kind of politically generally. And so, you know, after I graduated law school, I was very active in Brooklyn politics and civic life here in Brooklyn. And the then assembly member had decided to retire. And so, I ran against two other people in the Democratic primary and won that. And then I won the general election as well. But it's a very, very democratic area. So, it was really the Democratic primary was the main event, so to speak. Eleni: You know, in a previous conversation, we heard from you that, you know, you have dyslexia, and you also really like to talk. Do you want to talk a little bit about how that might have influenced your career exploration at all, or even your interests or hobbies?Robert: Struggling with dyslexia as a child let me know full well that not only are there many ways to skin a cat, but that those who say they know best, those who say that they are experts, are oftentimes wrong, and oftentimes, you know, don't see the full picture and that things can be deceiving. And so, it made me a little contrarian. It made me a little bit of somebody who every once in a while doubted things. And I, you know, it definitely gave me kind of a perspective on the world from a very, very young age. Eleni: How do you think that influenced, like your values and your politics and like the work that you do now and the things that you advocate for? Robert: You know, what I realized as a child was "Just because you learn differently or think differently doesn't mean that therefore you are in some way less than someone else." And so, you know, what I would say is that it made me very much a free and independent thinker, but a thinker that also is rooted deeply in facts. You know, one of the things that I think lots of young people struggle with, lots of families I see struggle with is, you know, reading and writing or these kind of initial indicators so often of a child's academic achievement and intelligence. And, you know, there's lots of folks to this day, you know, who roll their eye at dyslexia. They roll their eyes and say that, you know, they don't believe in it. They think that it's mumbo jumbo. They think that it's false and that, and of course, you know, at first blush, you might say, "Well, just a second." Of course, the most gifted children — to use a phrase that they might use — well, of course, they're going to be the kids who are the earliest readers when if you scratch a little bit deeper, if you actually look a little bit more critically, of course, life doesn't pass that out, right? Yeah. There are some people who are phenomenally, learned, read very early on and the such and are phenomenally gifted and talented people and have done amazing things for our society. But of course, just the reverse is true as well as we've had phenomenally gifted people in every walk of life who have not. Just because a young person is struggling to learn how to read when they're six or seven, doesn't mean that they don't have unbelievable amounts of talents and gifts, you know, academically and otherwise, that we should not be trying to foster and that we need to get them the education that they deserve. And stealing somebody's agency, because you don't give them that proper education, is a real crime to that person and has damaged so many people. And I was lucky not to have that happen to me. I was lucky that my parents had the resources and the means to get me an education. And so, I've dedicated a large part of my adult life to making sure that you don't have to be lucky or wealthy or privileged to get a proper education. Eleni: Yeah, 100%. And I think that's so important to think about, like, you know, like the effects of standardizing what intelligence looks like because it really does look different for every person. You've touched on a little bit about like, you know, your experience of school. Could you talk a little bit more about your experience? Like as a person with dyslexia, you know, what helped you through and how that's kind of contributed to the things that you're working towards now? Robert: Well, I mean, I think one of the big things, I think perseverance, right? And I think understanding that, you know, we're all going to face adversity and challenges. You know, dyslexic children, unfortunately, see that adversity very early on. It's not the hardest adversity anybody has ever faced, but it definitely presents itself very early on in a school setting. And I think that that can be unbelievably frustrating, but also allows for, you know, individuals to have a real grit and to become independent critical thinkers very early on. Because, of course, you know, all of us are just trying to survive. A young person, when they're faced with an obstacle and they need to figure out a way around it, well, if the more traditional way is not going to work for them, they're going to have to come up with unique ways to solve that problem. And I think one of the, you know, I'm reticent to generalize about dyslexia or neurodiversity. I think people are all very different, and my story is not the same as anybody else's story and vice versa. But I do think that, you know, when people like to talk about dyslexia being a gift, I think one of the places where you could really make that assertion is the fact that if you give a child, a young person, the proper support so that they can become a fluent and fluid reader and they don't have the kind of stigma or self-esteem issues that can then sometimes come with that if they've continually failed. They also have had to constantly approach problems in novel ways. And I think like in most things in life, I don't care what you're doing. I don't care if you're, you know, in government, in business and the arts and media, in the sciences, people are paying you or hiring you or electing you to solve novel problems, not to recite previous successes. And I do think that, you know, that for better or for worse is something that I think, you know, dyslexic children learn very, very quickly as to how to solve problems for themselves. And, you know, I think it's our job as adults to try to, you know, accentuate the positive and limit the negative and to make sure that, you know, those kids have, you know, the supports they need and the education they need so that they can really thrive and be unbelievably successful in whatever they choose to do. Eleni: Yeah. Thank you for going into all of that. I think it's, yeah, really interesting to think about, you know, how adversity impacts the way that you approach other aspects of life. And, you know, perseverance is a skill, not necessarily an innate thing. It's definitely like learned and can be taught and comes from experience. So, I totally understand where you're coming from there. For you personally, were there any particular interventions that made a big difference that helped you through that you kind of wish for other kids, like in a similar circumstance now? Robert: Oh, I mean, 100%. I mean, so, you know, I went to my local public school, P.S. 230, and I was a very chatty kid. And at the end of first grade, though, I couldn't spell my name or say the ABCs. And I was lucky enough to have a teacher who went to my parents and said, "Look, I, you know, I bet, you know, I bet my salary that he's dyslexic or he has dyslexia." And my parents had the means to go get me a neuro psych at Columbia University Medical School. And then I went to the Gateway School midway through the second grade, and I then went to the Windward School for middle school, and they saved my life. I would have never gone to law school. I would have never been able to do those things if I wasn't given those foundational skills by the time I was starting when I was seven years old. And so, you know, a lot of the work we do in the legislature is about how do we do early screening and identification of dyslexia, how do we bring in evidence-based supports, how do we start treating children as individuals? You know, so there's a lot of nonsense. You know, I lied, cheated, stole to get out of foreign language requirements, you know, I had to constantly advocate for things like, you know, extended time for, you know, the SAT or the bar exam and, you know, a bunch of the things that, you know, I think I want a school system that realizes that, "Look, there's lots of strengths and weaknesses out there." Some are much more easily identified, and some have very specific signs and symptoms and need specific remedies like dyslexia, and others are more amorphous.But what we need to do is we need to treat children like individuals. And we need to realize that, you know, it's a big, diverse world out there and we want them to interact with that big, diverse world. You know, it's an absurd thing to say, "Look, let me have a speed-reading contest with you." I do like to read. I read quite often. But yeah, if I took the bar exam and I didn't get time and a half, I don't know if I would have passed it on the first time. And look, you know, you want to take it without any time? I'm fine with that because I know the studies show that folks who are, you know, don't have dyslexia, who get extended time, their scores don't change. And folks who do have dyslexia, their scores change dramatically. And so, I definitely, I am dogmatic when it comes to that about identification and making sure that we're providing, you know, evidence-based curriculum in our schools. Eleni: Yeah, that's great. I know you just mentioned like a couple of things that could still come up for you, like, you know, reading speed and learning the language. Is there anything that you would like to share about the ways dyslexia kind of, you know, impacts your day-to-day and maybe what you do when challenges come up and how you advocate for yourself, and you share those things with like the people you work with?Robert: Look, I don't know, Spanish or Russian or Chinese or French. And I don't try to pretend that I do. I have a great team around me. I think we do things collaboratively a lot, and I think that that's really an important skill. There's not anything that I go, "Well, I don't do that." We write lots of newsletters and op-eds and bills here. I draft some of it, other people draft some of it, other people do this or that. I'm a much better persuasive writer than technical writer. You know, I would say that I probably write 80 or 90% of the op-eds that come out of our office that we publish. Some of the more technical writing, I would say, you know, gets done by staff. But, you know, all of it is very collaborative. You know, there are people in our lives who are overwhelmed by detail and are pedantic, and don't know how to get to the point. And some people would say that, you know, this is the secret strength of people who are successful dyslexics is kind of getting to the point and what are the things that matter? And, you know, I would definitely say that's something that speaks to me. Eleni: I think it's interesting to think about, you know, you mentioned, you know, one of your strengths might be like pulling out key points or like, you know, focusing in on like certain details. And I think what I love about this podcast is like everyone can kind of share where they are in personal experiences of dyslexia and other like thinking and learning differences, you know, where it does kind of like look and sound and kind of manifest differently for everyone. So, I think that's really cool that that's how it kind of shows up for you and, you know, like this idea of having a team of collaborators where everyone is able to bring to the table whatever their unique strength is. I think that is so important because, you know, we're not all geared to be good at all the same things. And that's a great way to kind of lean into what your strengths are by relying on other people to also lean into theirs. So that's a really great point. Robert: I think it does. It takes kind of all types, and I think it's surrounding yourself in environments where, you know, I also find like people do things that they're good at and that they like doing. And so like, look, I can, you know, I can talk and give interviews till I'm blue in the face, right? I'm not I'm not worried. I will get on the phone with a reporter or somebody else like, these are things that I don't find difficult or hard at all and thus am happy to do them all the time. And so, I think when people have strengths and weaknesses, it's also it's like, "OK, what's going to make your day a day that is more enjoyable or workflow that's more enjoyable?" Obviously, we all have to do things sometimes that aren't completely, you know, that we like to do or are always great at. But I think finding roles that you go and say, "I know I can hit the ball here. I know this is the kind of role player I can be." You know, will just set you up for a lot more success and then will also make it so that you're less likely to be put in a position where you feel like, "Look, those aren't my strengths." Eleni: Yeah, everyone's experience is unique. And also, the world is a more interesting place for the fact that people learn and think differently. Progress wouldn’t happen if we didn’t have some people that like, thought out of the box. And then also we need people that are really good executors and able to get things done. Robert: Totally. Eleni: Thank you so much for talking to me and for sharing your story and for all the work that you're doing in this space in terms of, you know, initiatives and, you know, state bills that help kids with dyslexia. Robert: Well, thank you so much for having me on, and thank you for this series. Eleni: You've been listening to "How'd You Get THAT Job?!" from the Understood Podcast Network. This show is for you, so we want to make sure you're getting what you need. Email us at thatjob@understood.org with your thoughts about the show or maybe you'd like to tell us how you got that job. I'd love to hear from you. If you want to learn more about the topics we covered today, check out the show notes for this episode. We include more resources as well as links to anything we mentioned in the episode. Understood is a nonprofit organization dedicated to helping people who learn and think differently discover their potential and thrive. Learn more at Understood.org/mission. "How'd You Get THAT Job?!" is produced by Grace Tatter. Brianna Berry is our production director. Our theme music was written by Justin D. Wright, who also mixes the show. For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director and Seth Melnick is our executive producer. And I'm your host, Eleni Matheou. Thanks again for listening.
Dyslexia laws: What they are and how they work
Schools may differ in how they identify and help kids with dyslexia. Some states have passed “dyslexia laws” to regularize what their schools do. Here’s what you should know about these laws.State dyslexia laws are more in-depth than IDEAThe Individuals with Disabilities in Education Act (IDEA) lists 13 conditions that can make students eligible for special education. One of these is specific learning disability, or SLD. And IDEA lists dyslexia as a type of SLD.IDEA is a national law. States can implement it in different ways. State laws do have to give students all the rights and protections that federal laws do. They can’t give less protection. But they can provide more.But IDEA isn’t always specific about everything. It doesn’t define dyslexia. It also doesn’t tell states how schools should address it.The result is that there are many differences from state to state in the special education services provided for kids with dyslexia. Even different schools in the same state may do things differently.Not all kids with dyslexia need the same type of support and intervention. But they should have the same level of support. That’s true no matter what school they go to or what state they live in.That’s what state dyslexia laws aim to manage. By providing more detail than IDEA, these laws try to give students with dyslexia added rights and protections. And they want to make sure that the schools within a state operate the same way.The purpose of dyslexia laws varies from state to stateDyslexia laws focus on different things in different states. In general, they address one or more of the following issues:Defining dyslexia and other conditions that affect language learningEarly screening and identification of students with dyslexia in grades K–3Procedures for states/schools for screening and intervention (known as “dyslexia handbooks”)Training and professional development for current teachers so they’ll understand how to teach children with dyslexiaEducation about dyslexia in teacher preparation programsAccommodations, support, and early intervention for kids identified as having dyslexia or being at riskFunding for programsDyslexia laws can take new research into accountIn the decades since IDEA passed, there’s been a lot of research into dyslexia. Researchers have learned more about the different ways kids with dyslexia struggle with reading.There’s also more information about what types of intervention and reading programs help. And we know more about how to recognize dyslexia and screen for it in the early grades.Many of these discoveries predate IDEA. But states can include current research in their guidelines. The laws can use it to outline specific ways for schools to evaluate, identify and teach students with dyslexia.Not all states have dyslexia laws. To learn if your state does, contact your school or your state’s department of education.In the states that do have dyslexia laws, parents have often spearheaded the efforts to pass those laws. Find out more about how one mom became an advocate for kids with dyslexia.
How’d You Get THAT Job?!Dyslexia and delivering the punchline: A comedian’s story
Liz Miele is a comedian with dyslexia, her hidden superpower. Quick witted, and creative, she puts dyslexia, and all it comes with, in the spotlight. Liz Miele comedian dyslexia. eye spotting comedy daily life, thousand jokes sleeve. comedian fits perfectly creative, storytelling brain. material comes straight experiences — like practicing phrase “commitmentless sperm” say smoothly stage. puts dyslexia comes spotlight. Liz diagnosed dyslexia young age. Growing up, considered “con artist” learned show teachers wanted see. wasn’t later life really understood brain works, dyslexia could superpower. Related resourcesDyslexia creativityVideo: Nina G uses stand-up speak learning thinking differencesDav Pilkey sees ADHD dyslexia superpowersThe Dyslexic Advantage, Brock Eide Fernette EideA First-Rate Madness, Nassir Ghaemi Episode transcriptLiz: everything like good friend comedian writer, really trace back anything somebody like, "Oh, Liz really good this" — trace back either trying survive school I'm dyslexic brain works differently dyslexic.Eleni: Understood Podcast Network, "How'd Get Job?!," podcast explores unique often unexpected career paths people learning thinking differences. name Eleni Matheou, I'm user researcher Understood. means spend lot time thinking find jobs love reflect learn are. I'll host.Learning thinking differences joke, sometimes right hands laughing matter. next guest professional comedian. Liz Miele often talks experience dyslexia stage. bad good. Liz regularly performs New York City across world. She's also written book, written produced web series, appeared shows like Comedy Central's "This Week Comedy Cellar" NPR's "Wait Wait...Don't Tell Me." Liz, welcome show.Liz: Yay!Eleni: talk show lot about, know, different school childhood experiences how, like, sometimes learning challenges really impact people's, like, early perception confidence, can't do. thought might nice starting point, I'm kind curious early experiences kind like impacted thought yourself.Liz: like you're like, let's start childhood trauma. Let's get right it. Let's start trigger. feel child? great. I'll tell much.Honestly, know, beginning, don't know. thought everybody faking it. No, didn't get diagnosed dyslexia third grade, don't think really started understand impacting got older like time constraints stuff. like elementary school, it's like, project. there's like leniency there's lot coloring involved. Like, know mean? Like, nobody's really getting mad you're doing. soon hit, like, middle school really kind pushed get special learning classes, feel "other" feel — didn't. felt like — oddly felt smart enough like good con artist enough didn't need special classes. worked really hard get special classes high school.But don't think realized still hadn't changed. Like still took lot longer. took way longer read books. took way longer write. took me, know, much longer take tests. memory ability retrieve stuff time-pressured way was– I'm still good that. think learned con artist. learned to, know, read CliffsNotes. learned cheat. wasn't later life really found much like learning capable smart am. wasn't mid 20s really started understand learn, like learning, actually need learn. school taught present smart, present time, way teachers needed see me.Eleni: Yeah, it's really interesting think lot people think like school learning thing — they're kind synonymous other. really refreshing hear there's distinction. you, see distinction like school learning? Like, find works you? get place figured out?Liz: Like said, like, school me, personal family, freedom. getting good grades meant could hang friends. Getting good grades meant could leave house. lived strict household dad's dyslexic. siblings dyslexic, wasn't excuse. that's whatever took get result, opposed learning. you're kid, you're like, oh, don't like math. I'm never going anything math. well, don't I'm going anything science. cares science?Like started perk really pay attention try learn literature writing. even though reading writing hard, enjoy creative person, always kind wrote stories silly area. liked history well, again, never well tests memory dates would get jumbled head.Then fast-forward, I'm older, I'm starting learn things want learn got stand-up. started different types writing. — stand-up, write stuff, nobody really sees it, doesn't matter it's spelled wrong. memorize present it, aspects like middle school high school stuff. really care now. I'm figuring tools ways memorize care. literally self-taught memorize things, edit, present ideas. self-taught.And wanted learn something, think fast-forward, I'm 30s, pandemic, learn computer stuff, get overwhelmed stuff. know learn sense I'm like, know break down. know keep notes. know once, I'm going forget everything. keep notes first time it, go back notes again. update notes. teach others I'm slow putting stuff together way basically anybody also computer literate. became, especially pandemic, person teaching people basic computer skills, know learn. know learn, know teach.So ways, learned I'm pretty good teacher I'm innate things. think people naturally comes aren't really good teachers, like like, yeah, it. look around everybody's confused. started confused taught yourself, know everybody's going get confused, know everybody going meltdown, prepare that. feel like lot ways — self-teaching really opened understanding brain.And — read "The Dyslexic Advantage," great book, actually ended meeting doctors presentation them. like, book read 25, that's really started call stupid. still am, like I'm stupid different reasons now. like, started kind see intelligence lies innately good at, places, know, especially creativity comedy, people like, oh, think way? I'm like, don't know, do. even own, know, place succeed without try hard. go, right, I'm best speller. I'm terrible grammar. greatest memory. excel looking like divergent thinking creative ideas. I'm great problem-solver, I'm fun silly comes looking solutions. I'm great aunt. I'm like really good aunt, really think give dyslexia.Eleni: list things you're good actually lot longer things struggle with. think listeners, know, that's that's easy thing able identify like, learn point out, know. get place could kind identify you're really good at, but, know, really confident like sharing even, know, bragging that?Liz: Well, also keep mind I'm bad at, society says shouldn't bad at. I'm bad spelling, I'm bad grammar. Nobody see notebook. that's half reason got it. Nobody sees, like, I'm protective notebook. Don't get wrong. Look, I'm still embarrassed. don't want lose it. nobody sees misspellings. Nobody sees poor grammar. I'm still able
Dyslexia and creativity: What you need to know
You may have heard people talk about a link between dyslexia and creativity. Research has shown that people with dyslexia do have differences in brain wiring compared to others. But do those differences make them more creative?Learn more about a possible connection between dyslexia and creativity.Research on dyslexia and creativityThe Oxford English Dictionary defines creativity as “the use of imagination or original ideas to create something.” There are many people with dyslexia, famous and not, who fit that definition. But is their creativity related to their dyslexia?So far, there’s no reliable data showing that people with dyslexia are more creative than other people. Researchers are studying this topic, however. Some of the questions they’re looking to answer include:Is there any difference between people with and without dyslexia in terms of creativity?Do the factors that make reading difficult have other effects? Do they lead to greater creative strengths?Does the experience of having dyslexia lead people toward creative activities? Do they do things that build creative thinking, whether they choose to on their own or are encouraged to?If you look at the number of artists, musicians, actors, and authors with dyslexia, it’s easy to think there’s a connection between dyslexia and creativity. So far there’s been very little research on this topic, and scientists are looking for solid evidence of a link.Entrepreneurship and dyslexiaA number of well-known entrepreneurs have dyslexia. Does that mean having dyslexia makes you more likely to start and run a successful business?Some studies suggest that dyslexia is more common among entrepreneurs than among corporate managers. But more research is needed to conclude that there’s a link between dyslexia and entrepreneurship. One area researchers need to explore is whether other factors, like ADHD, play a role. (ADHD frequently co-occurs with dyslexia.)Watch a tattoo artist and fashion vlogger describe her experiences growing up with dyslexia.Visual-spatial processing and dyslexiaSome people with reading issues report that they’re drawn to the visual arts and to fields like architecture and design. That’s led some people to speculate that people with dyslexia have better visual-spatial skills than people who don’t have it.There are studies that have looked into this issue. But a 2016 review of 36 peer-reviewed publications concluded that there’s “little evidence to support spatial advantages.”Encouraging creativity in your childAs researchers continue to study dyslexia and creativity, there are things you can do to support and nurture your child’s creativity. Encourage your child to explore and develop interests. Learn more about types of strengths in kids, and download a hands-on activity to identify your child’s strengths. And hear how a teen with dyslexia and other learning differences found confidence through art.
In ItDyslexia: More than mixing up letters
When kids have trouble learning to read, families may wonder about dyslexia. But what exactly is dyslexia? And what are the signs to look out for? When kids have trouble learning to read, families may wonder about dyslexia. But what exactly is dyslexia? And what are the signs to look out for? In this episode, hosts Gretchen Vierstra and Rachel Bozek talk about dyslexia with Dr. Gabrielle Rappolt-Schlichtmann. Gabbie is an education scientist who works to make education more inclusive to kids and adults who learn and think differently. She’s also dyslexic, and the parent of a third grader with dyslexia. Tune in to learn some of the early signs of dyslexia, and why it’s never too late to get a diagnosis. Find out how to work with your child’s school to get support, and what reading strategies work best. Plus, hear why Gabbie would never want to be “cured” of dyslexia, even if she could be. Related resources What is dyslexia?7 common myths about dyslexia How to teach kids with dyslexia to read The legit fear behind “Please don’t call on me to read”Episode transcriptGretchen: From the Understood Podcast Network, this is "In It," a podcast about the ins and outs…Rachel: …the ups and downs…Gretchen: …of supporting kids who learn and think differently. I'm Gretchen Vierstra, a former classroom teacher and an editor here at Understood.Rachel: And I'm Rachel Bozek, a writer and editor raising two kids with ADHD. Today, we're taking a deep dive into dyslexia, what it is, what it isn't, and how to support kids who have it.Gretchen: And we have the perfect guest here to help us with that. Dr. Gabrielle Rappolt-Schlichtmann is an education scientist and the executive director and chief scientist at EdTogether, an organization that works to make education more inclusive to students who learn and think differently.Rachel: Gabbie is also someone who herself has dyslexia, and she's a mom to a kid with dyslexia. She talks about all that with so much insight and clarity, we're so happy she joined us for this conversation. So, Gabbie, welcome to "In It."Gabbie: Thank you for having me. I'm excited to talk with you both today.Rachel: Well, to start off, I wonder if you could tell us a little bit about yourself and in particular your work as it relates to kids who learn and think differently.Gabbie: Sure. So, I'm an applied developmental psychologist, and I've been working with schools and teachers, education professionals, museums — basically, wherever learning happens — to help them to be inclusive to kids who, and adults, who learn and think differently in designing learning environments.And I want to start off by saying, even though I work with and think about and design environments for all kids who learn and think differently, dyslexia has a very close place in my heart because I'm dyslexic and I am also the parent of a third grader who is dyslexic and has ADHD. And so, I do think about that. I think a lot more in my personal life and my personal experience in addition to working with schools and in educational environments.Gretchen: So, as you know, we invited you here today to talk about dyslexia. So, let's start with the basics. Gabbie. I think probably the most common myth we hear when it comes to dyslexia is that it's about reading and writing letters backwards. Is that what dyslexia is?Gabbie: No, definitely not. So, when we think about dyslexia, it really doesn't have anything to do with flipping letters around or anything like that. It's a brain-based learning difference that affects reading, writing, and spelling. So, people who have dyslexia have difficulty basically working with language is how you can think about it. So, they may have difficulty isolating the sounds within words or matching letters to the sounds. Like, for example, you might have difficulty mapping the sound "to" to the letter T or the sound "tho" to the letter Th. And when you have difficulty with that, it can really affect your ability to deconstruct words as you're trying to read. And that affects reading, and it also affects your ability to spell and produce language as you're trying to write.It tends to run in families, like in my family. So, my son's dyslexic, I'm also dyslexic, and my father as well. And it really has nothing to do with intelligence. It's really important to understand that. It's just really about how your brain handles language as it relates to text, but it doesn't have any meaning to how intelligent you are.Rachel: So, were you kind of on the lookout for it, knowing that it runs in families and knowing that you yourself have it, you know, so with your kids, was that something that you kind of had an eye out for?Gabbie: Definitely. And my son is actually my second child, but we were on the lookout for it, and they popped up for us when he was in preschool. It felt like he was randomly — when we would talk about the alphabet or letters, or I would read to him — it almost felt like he was sort of guessing or randomly saying what letter went with a sound. So, I kind of had a clue that he was going to have some difficulty. And then, in fact, by the time he got to kindergarten, he was really struggling to get anything out of the reading instruction that was happening in his classroom.Rachel: You know, one common belief is the idea that you can't diagnose a child with dyslexia until they're in elementary school. Is that true?Gabbie: No, absolutely not. In fact, oftentimes we refer to that as the sort of waiting to fail approach. So, absolutely, by the time kids get into elementary school, when they're in the thick of reading instruction, you're going to see difficulty if a child is dyslexic. But way before that, when they have first exposures to anything about mapping the symbols of language, to the sounds of language, you know, doing things in a sequence, really that idea of thinking about working with language, if they're having difficulty with that, it's a clue that they might have difficulty. In fact, you can screen kids as early as preschool for difficulty with that.And with my son, because he was having difficulty, I can remember — he's in third grade now — but we went in to see his teachers for a conference and, you know, they were like "Kids develop at different rates and let's just give him time." And I thought, you know, there's no harm in having direct, explicit reading instruction, right? So, let's just do it. Why wait for him to fail, you know? And I did actually have to I don't know if this is the right word, but escalate it to the head of the preschool, because I was getting a lot of pushback from the teachers. And when I talked to her, I just said, "You know, I'm dyslexic, my dad's dyslexic. He's not responding to reading instruction. I don't think any kid gets sad or upset from getting competence with a skill. So, let's get him some, you know, instruction." And they did. They were very responsive up to that.Gretchen: I like that idea. I like to say, "You know what? No matter what, this is confidence-building, right? To get these extra skills in place." So, you know, you mentioned a few of the things that families or teachers could be looking for when kids are really young, you know, thinking about a parent at home, what would be a very like easy sign to maybe bring to the teachers and say, hey, could there be something here?Gabbie: Sure. So, I think a lot of times as parents, we do nursery rhymes with kids or maybe singing songs with kids where there's rhyming. And if you're noticing that your child's having a lot of difficulty with rhyming or sort of not picking that up or seems like they're guessing you might probe like in a fun game, you know "What rhymes with cat? I'm thinking sad," you know, sort of going back and forth. And, you know, a lot of kids have difficulty with these things. But if it's popping up along with when you're sort of introducing a letter to a child or something like that, and maybe they have difficulty following directions in a sequence or something like that, that would be a sort of constellation of things to raise to a teacher.Rachel: So, is there an optimal age for a child to be evaluated for dyslexia or, you know, I mean, we talked a little bit about it can be as young as preschool, but is there kind of like an ideal age or is it really about when you see the signs?Gabbie: Yeah, I think the answer to that is it's never too late. Absolutely not. And I'm a good example of that. I didn't have a diagnosis until I was in ninth grade.Rachel: Oh, wow.Gabbie: And I'm a very good example of, you know, a girl who's not identified because I was doing well enough. So, the teachers were sort of saying, "Well, it's fine. This is just who Gabby is. And then I had an English teacher actually in the ninth grade, who was like, "Wow, I would really.." based on our classroom discussions and, you know, how smart this teacher thought that I was, he expected more from my writing, And so, he asked to see a rough draft in my handwriting, and the spelling was so bad, he was like, "I can't read this. Let's figure out what's going on."And then I was finally evaluated and I got my diagnosis. And it made a huge difference to me in terms of the direct instruction — really remedial instruction that I had around reading specifically — but also the accommodations that I received in school, which allowed me really to excel in areas of interest like science and math. And in fact, I went on to college and majored in neuroscience and my job now it's like 80% reading and writing.Rachel: Right.Gretchen: So, then your ninth-grade teacher noticed these things. It took up until them. I'm wondering if you had a sign, if the teachers didn't have one, did you have one inside and wonder what was up?Gabbie: Oh, yeah. And my mom is actually a special education teacher.Rachel: Got it.Gabbie: And she knew, she knew what was going on and she was teaching me at home, basically. So she was, you know, reading with me. I can remember spelling tests in elementary and early middle school where we would start on Mondays and just drill through them. And I would still barely pass after hours and hours. I can remember having homework where I, you know, had to fill out a workbook, and I can remember becoming so frustrated I actually threw the book across the room in a sort of fit of anger. And I was very calm, self-regulated child. So, I think for me I just thought, "This is what learning is" until I had that teacher.And it was like this real relief for me being evaluated and having the label, because I think sometimes people worry that the label is bad or can affect you in a negative way. But for me, it was a complete relief because it was like, "Well, you know, you just learn and think differently and your teachers aren't teaching the way that you need to learn. And there are some things that we can do now that we know to make this a way easier lift." And it was absolutely true.Rachel: Wow. That is really amazing that, you know, you were able to get to that point without anybody really seeing it. But once you got there, what supports did you get, you know, and how did they help?Gabbie: Yeah, I want to say first to that, as a professional in the field, you know, when I work with middle school teachers and high school teachers and sort of helping them think about kids with dyslexia, kids with other learning and thinking differences, I'm often incredibly surprised at how little they know about their kids reading levels and that they tend to make assumptions about everybody being able to read when they're sitting in like, say, a history classroom or a math classroom, and making assignments without looking into that, especially if a child doesn't have an IEP yet.So, I think it is important to know that by the time you get past fourth grade, most teachers aren't thinking about teaching reading, they're thinking about their content area instruction. And so, they may not be aware of where your child's specific reading skills are or writing skills. So, in terms of accommodations, I would say for me it was mostly about being able to listen to my texts across the curriculum.So back then, this is a long time ago now, I used to have books on tapes, so my textbooks on tape, but now, of course, we have digital support, so you can get basically any text, any reading that you need to, including things that are on paper like worksheets. You can use accessibility, accommodations, and features even on your phone just to have things read aloud to you. And so, that's a pretty basic accommodation that was really important to me. In fact, now I still often because I'm so much more efficient at listening comprehension in my professional life, I listen to the texts that I read. Not always, but most of the time.Another accommodation that I've used through college was doing speech to text technology, so where you can speak what you want to say in text and then editing through typing. I also had a lot of executive functioning support. So, you can think about executive functioning as being that sort of control center of your brain, that sort of set of skills that helps you to self-regulate and organize and figure out how much time it will take you to do something and be able to plan to get your work done. That was a huge thing for me. So, I had really explicit instruction and supports around, you know, having a daily planner and really learning how to chart and better guesstimate how long things would take me.Rachel: Right. You know, reading instruction is such a hot topic. It was then, it is now. So, families might be hearing things like structured literacy, balance literacy or phonics versus whole language. When it comes to kids with dyslexia and really all kids who are learning to read. What does science tell us about how kids learn to read best?Gabbie: Yeah. So, they really need explicit instruction about the code of reading. English is very, actually exists across languages, but let's just talk about English here. English is a very complicated language. It involves you learning one sound and then under a different set of rules. It makes a different set of sounds, you know. So, for kids who are dyslexic and many other kids as well, really explicitly teaching that sort of phonics-based, separating out, intentionally teaching systematically, the code of language is really important. And for kids with dyslexia, really doing it in a multisensory way so that you're taking different ways to get the information into your mind.One approach that a lot of people talk about, that's evidence-based in terms of supporting kids with dyslexia to learn to read is kids actually trace letters with their finger in sand as they're doing the sound-related work and it's just a way to work on getting that idea into the brain through different channels. And then repeated practice. You know, kids with dyslexia are going to need repeated practice with a skill over and over and over again in many different ways, more times than you would ever expect that you would need that repeated practice.Rachel: That brings me to my next question, because teachers always tell us from preschool all the way up. I mean, I've had sixth, seventh, eighth grade teachers even say it, that the best thing we can do for our kids is read out loud to them. So, does a diagnosis of dyslexia reflect some sort of failure on that front?Gabbie: Definitely not.Rachel: Good.Gabbie: And it really goes back to that brain-based difference thing. You know, our brains are built for language, not for reading. And so, some kids, when they come to reading, have a brain that picks it up more easily. And other kids, you know, kids with dyslexia being one example, really need that explicit instruction to get their brain around what's happening on the reading side. So, it's nothing that you did. It's just the way I am. Exposure to text is always good because it's good for your relationship with your child. It's good for them to understand the utility of books and to be transported by stories or to understand like how they can get information from books. But whether you did that or not won't affect their ability to pick up reading, when you start getting into decoding and understanding the really, you know, the relationship between symbols and sounds.Rachel: So, as you shared, you know, there's a genetic component to dyslexia. And so, if there's a parent or caregiver out there who is dyslexic and maybe they didn't get the supports to feel confident in their reading now, or they still find reading really frustrating, how can they read to or read with their child?Gabbie: OK. So, this is a wonderful question, and you can absolutely get as much out of listening to books as you can from reading books to your child to listening to books together and then talking about the story when you're in bed together. I remember when my daughter, she was, I think, in fifth or sixth grade, I think fifth grade, and she really wanted me to read "Little Women" to her and I can read it, but oh my goodness, is my fluency slow with that. You know, the sort of older English and it was very tough. And I remember sitting in bed with her and she was like, "I can read it, Mom," you know? And I'm probably going to cry right now while I'm talking about it. It's a hard moment, you know, like, because she was, you know, beyond me in that skill. Now, I can read a very complicated neuroscience text about dyslexia published in "Science" magazine. But I read it by listening, and reading a text like that is always going to be really hard for me. So, having her do that, I was like at the same time really proud and then also a little bit ashamed. But she just made it so wonderful for me in terms of being like, you know, "I want to read it" and us doing that together. So, that's also a good opportunity, I think reading together doesn't necessarily mean you reading to your child.Rachel: And I love that you're sharing that, you know, audiobooks, listening to books. It's I feel like there's that myth out there that that's a cheat. And it's totally not.Gabbie: Definitely not. And I think one big piece of advice I could give parents, you know, when they're sitting in IEP meetings and or thinking about their kids talking to their teachers in parent-child conferences, you know, by the time kids get to fourth grade, which is really that transition from learning to read to reading to learn, now your child might still be learning to read, and that's fine, but by the time you get to fourth grade, you really don't want all of their access to the content in the subject areas to be through reading in a traditional sense if they're reading below grade level.So, it's like separating "I'm still learning how to decode the text at a certain level, and I'm learning to comprehend texts at maybe a much higher level. And so, I can do that through listening comprehension." So, that's one of the best things that can happen when you get into middle school and high school. If you have a child who's reading below grade levels and working is on that is to say, "Let's make sure that reading comprehension in subject areas is that they have access to listening to text."Rachel: So, I've seen a statistic that one in five students has a language-based disability. But you certainly don't get the sense that we have that many students getting extra reading and writing support in the classroom. So, why is that? And what are the barriers to getting a diagnosis, if that's related to the reason why there's this kind of disparity?Gabbie: I think there are lots of reasons why kids aren't identified. So, you know, resources is one thing in the schools. So, there's a kind of threshold to be screened and there are limits, a limited set of resources, amount of time in terms of the number of special educators that they have in the school. So, that sometimes plays out, you know, in terms of who gets identified, how many kids are captured in that net. You know, I think it's knowledge on the teacher's part.General education teachers, so the ones who teach the main classroom, they might not know anything about dyslexia at all, might not have had any experience in their training, might have only had one class where they learned about all disabilities from teaching kids who are deaf to teaching kids or has autistic to teaching kids who are dyslexic. And that often sets up a kind of us and them in schools where it's like kids who have difficulty reading, that's the responsibility of the special education teachers and then everybody else's I'm responsible for, just because they don't know. They just don't know. There's a knowledge gap there.And I think also sometimes parents don't necessarily know that they can have their kids evaluated or can advocate to have their kids evaluated in the school. And that testing can be free, is free in the school. You can always have a private evaluation which can be expensive and you have to wait a long time for. But you can ask to have your child evaluated and you are protected. Your child is protected under IDEA to be evaluated and to have services when they're warranted. So, there are lots of issues as to why those kids don't get services.Rachel: And so, then if, let's say a kid gets missed and then they don't get a diagnosis and they don't get the support they need, how does this impact a person's future life? How does it impact, you know, upper grades of school to beyond if they don't get these supports?Gabbie: Yeah. So, I mean, it can be really devastating. And I don't want to put it on the child because I really believe, you know, in my work we make choices, how we create schools, and the ways that we teach.Rachel: Yep.Gabbie: And there's absolutely no reason why all kids couldn't be getting direct, explicit, systematic multisensory reading instruction, because then we would capture all the kids in the general classroom. But unfortunately, that's not the way most schools are set up. And so, what ends up happening is kids fail and then they get separate, explicit reading instruction as an add-on. So, I think when you don't have that and you're not reading on grade level, it really affects your ability to participate in any aspect of the curriculum. So, being able to learn about history, learn about science, and about math, even if you might be gifted in those areas because so much of the way that we construct school is through reading. Yeah, like if you think about math, you get a math textbook, right?Rachel: Yep. You read a word problem.Gabbie: You get a word problem, you're doing a proof. You have to write the proof, right in geometry. So, we really use reading and writing as a medium for instruction and for learning. It doesn't have to be that way, but that is how we do it. So, it can be really devastating for kids. And on an emotional level, I'm doing a bunch of work around stigmatization and how it affects kids with learning differences. Their perception of themselves and literacy is so important to our culture that when a person presents as not literate, they feel almost as if they're less than human, right? Because it's like this skill that we all assume that everyone has within our culture. And it's like, "Well, why can't you do that?" You know?And so, it's like this experience of dehumanization that happens if you can't read. And so, yeah, if you feel like it's being missed, if you have a concern about your child, if you suspect, you know, get in there and ask questions and you might get pushback. But I think, you know, no child was ever harmed by having an evaluation and getting extra support, really.Rachel: To be super clear about this, can a child or anyone who's been diagnosed be cured of dyslexia?Gabbie: No.Rachel: I'm using the word cured or doing air quotes, but also, you know, can we make it go away?Gabbie: Yeah, you cannot make it go away. It is literally a brain-based difference in how your brain processes and works with language. There's some evidence that as you get intervention, your brain does change. You know, the brain is classic. It does change in response to intervention. But when we look at that, it's mostly about when dyslexic people learn to read marshaling other areas of the brain to help them to do that. So, you can change in response to intervention. But no, it's not going to be cured.And OK, I might I'm going to say something a little controversial now as an adult with dyslexia, I'm not saying that it was easy. It was really tough to be in school and to go through schools that weren't really like fit for me as a person and that I had to figure out how to navigate, you know, with support. It was really hard. And I have a lot of privilege as a white person and a person who is resourced in terms of my parents being able to get me extra support. So, I don't want to like reduce that.But I do want to say, looking at my life now and who I am, I wouldn't want to be cured of dyslexia because it makes me the person that I am. And what's interesting is if you look at the research literature, even the brain science literature around dyslexia, that there are actually lots of other differences in the brain. Everyone's focused on reading because that's the biggest challenge, because the schools aren't set up to support kids who are dyslexic. But there's actually this other really interesting research literature that's just getting going, that's looking at, "Well, do kids with dyslexia have advantages in visuospatial processing?" So, for example, people who are dyslexic when they get through school are actually overrepresented among astrophysicists.Rachel: Wow.Gabbie: And you may be like, why is that the case? Well, it turns out that people who are dyslexic tend to be better at picking up patterns from a visual field. So, like pattern recognition, like being able to look at a star chart and recognize a black hole and things like that.Rachel: Something I could never do.Gabbie: Yeah. So, I think there's lots of things about being dyslexic that are advantages that maybe make up the kind of person that you are. That also comes with negatives, you know, in terms of the reading in the way school set up. But doesn't everybody have a mix of those things?Rachel: Totally.Gabbie: So, even if it could be cured, I wouldn't want it to be because it makes me who I am.Rachel: And that's such a great thing to be able to communicate to kids who maybe find out like, "Oh, you know, I have this diagnosis now. Now what?" You know, for parents and teachers to know that, you know, these are some things that they can maybe share with those kids. You know, as a super positive.Gabbie: Absolutely.Rachel: Gabbie, thank you so much for sharing everything you know and your personal stories. It's been just such a pleasure.Rachel: I have learned so much today. And also, I really appreciate you busting these myths because some of them I really didn't understand were myths.Gabbie: Thank you both so much. It was really fun to talk with you today.Rachel: Before we go, we have a favor to ask. On this show, we talk a lot about finding joy and celebrating successes when it comes to raising kids who learn and think differently. But what about the fails.Rachel: Oh the fails!Rachel: Yes, the fails. Let's be real! We all make mistakes. So, let's bond over those kinds of moments, too.Rachel: I have no idea what you're talking about, but. OK, I do. So, I think we're talking about those days when we are so exhausted, so fed up, we find ourselves saying or doing the total opposite of what we think a good parent or caregiver would actually say or do.Rachel: Totally. Like, maybe you just lose it after your kid spills juice everywhere again.Rachel: Or maybe you set a limit, even though you know there is no way you're going to stick to it. I mean, not that I've ever done that, but it's probably something to watch out for.Rachel: Yes, you are not alone. So, let's laugh and maybe cry about these all too human fails together. If you have a story to share, send us a voice memo at InIt@understood.org. Tell us how it started, what you were thinking and feeling, and how it ended. If you'd rather send an e-mail, that's fine too. You can also send that to InIt@understood.org.Rachel: You can be anonymous or use your first name. Just know that submissions may be played or read on the podcast and thanks. We can't wait to hear from you, and we can't do this part without you.Rachel: You've been listening to" In It" from the Understood Podcast Network.Rachel: This show is for you. So, we want to make sure you're getting what you need. Email us at InIt@understood.org to share your thoughts. We love hearing from you.Rachel: If you want to learn more about the topics we covered today, check out the show notes for this episode. We include more resources as well as links to anything we mentioned in the episode.Rachel: Understood.org is a resource dedicated to helping people who learn and think differently discover their potential and thrive. Learn more at understood.org/mission.Rachel: "In It" is produced by Julie Subrin, and Briana Berry is our production director. Justin D. Wright mixes the show. Mike Errico wrote our theme music.Rachel: For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer. Thanks for listening.Rachel: And thanks for always being in it with us.
How’d You Get THAT Job?!Dyslexia is why this production manager is so good
Dyslexia helped him find his strengths — like thinking ahead. Frank Imperiale explains why he excels as a production manager for live events and concerts.As a child with dyslexia, Frank Imperiale always had to think 10 steps ahead to account for his reading challenges and anxiety. Today, thinking ahead is a skill that’s served him well in his career as a production manager for live events. His impressive list of credits includes the NYC Marathon, comedy shows, concerts, and more. Get Frank’s advice on how to turn your learning and thinking differences into strengths. And hear what Whoopi Goldberg, who also has dyslexia, once shared with Frank backstage. Listen in. Then:Watch a video about a jeweler with dyslexia who found his strengths.Check out Whoopi Goldberg and a dozen other Oscar winners with dyslexia.Episode transcriptAnnouncer: On the Understood Podcast Network, there's a podcast for everyone. Find your new favorite today at u.org/podcasts.Eleni: From the Understood Podcast Network, this is "How'd You Get THAT Job?!," a podcast that explores the unique and often unexpected career paths of people with learning and thinking differences. My name is Eleni Matheou, and I'm a user researcher here at Understood. That means I spend a lot of time thinking about how we find jobs we love that reflect how we learn and who we are. I'll be your host.Frank Imperiale is a production manager for live events. His credits include the New York City Marathon, comedy shows, political debates, and concerts with stars like Whoopi Goldberg and T-Pain. He's an expert in audio-visual technology, and he has dyslexia. Welcome to the show, Frank. Frank: Thanks for having me. Eleni: So as part of your work on live events, you're an expert in audio and sound. So was sound always your thing, or do you have a story of what you were into as a kid and where it all began? Frank: Yeah, it's kind of funny. I was the little toddler running around the theater because your teacher didn't have a babysitter. My dad, he used to do kind of high school dramas and that situation. And I was just always around theater sound and lighting, and it was something to keep me busy. And instead of me just sitting there or playing games, I was like, how does that work? And that's how my mind kind of works a lot, is I just want to know how things work and why. So I started getting involved with it and I stuck with it.Eleni: So Frank, I would love for you to describe how dyslexia shows up for you. Frank: My version of dyslexia is I definitely have issues with sounding out names. Words and spelling are just not my forte at all. And then a big problem is when I read, I just get line convergence. So I can read the same line five times and not realize it until I'm like, wait, did I read this? And it happens constantly. And still to this day it does. And you know, I learned tricks. I put a piece of paper under it to try to keep me on track. And it works, but it's still there. And it's never going away. It's just, I know how to deal with it now. Eleni: When I heard that you are an audio and sound person or that you've gravitated towards audio, that kind of made sense to me because I often imagine if you have dyslexia, perhaps like reading might be a challenge, so you might lean into other things. But I was wondering if that is a fair assumption to kind of think, oh yeah, like having dyslexia means that you're more into audio. Like, is that actually true for you? Frank: I don't think so. I mean, audio? Yes, it does help. Yes. I've listened to a million books on tape. Podcasts are the same for me. Like, I'll get a lot of information from that versus reading from a book. For me, when I have to read, it's usually manuals or instructions, that kind of thing, or something that I'm really interested in. But when I was in school reading, no, no, thank you. I'm good. Cliff Notes, please. Cliff Notes helped me so much. And most of it was, I would try to find audiobook versions of everything and listen to it. So maybe subconsciously it was built in for audio. But I think it's more of just the adventure of it. I don't think I can ever do like a nine-to-five office job. It's just something that I'm not built for. Eleni: Yeah. So as you said, it's more interesting because you don't really know what's going to come up day-to-day. What do you think it is about audio that makes a good fit for you?Frank: When I was a little kid, it came easy to me. I was very good with technology, and I have that kind of brain for technology. So it fit and then it was something I did and I enjoyed. And then I moved on farther. And then in high school they found out, oh, actually this kid knows what he's doing, so great. We'll give him even more. And then when I went to college, I was like, I'm not going to go to school for theater because I know what I need to know. So I said, let me dabble in television. And I went for broadcasting, and TV added to my toolbox we would say in the communications world. It just kept adding to that toolbox of what I know, but I kind of fell back into that live event.And maybe it's the adrenaline, maybe it's the crowd that there's kind of this feeling that you get from an audience. I kind of noticed a lot, even as a technician, it's not just being on stage, but you can just feel it from them. And it was missing in television and things like that. Eleni: What I'm hearing is that it's more about the environment and the setting and like the thrill of live events, as opposed to like day-to-day tasks that you do around audio and visual.Frank: Yeah. I think it's just like, there's an end product. There's something you can see, and every time it's different, but you're doing the same thing. You're moving levers, you're tweaking knobs, you're adjusting volume. That kind of thing. To me, that's the boring part. The fun part in the stuff that I do is it's organizing and managing and making sure that we complete our goals and get across the line. So that way we can have that performance. Eleni: I want to talk a little bit about like how dyslexia shows up for you at work. Have any challenges come up in the work that you do, or is it more so that you've found a role where you're not really impacted day to day by the challenges associated with dyslexia.Frank: I don't know. I feel like now I've grown to be able to compensate in a lot of areas. Like there's still the sending of the emails and reading it like five times and reading it out loud. And is this the right word and googling that to make sure that it's perfect and right, because I'm always thinking that it's going to be wrong. So that's a big problem. But otherwise I feel like because I have dyslexia and because I've figured out ways to compensate, maybe, it's those skills that I bring to the table that a lot of other people can't: the multitasking and the thinking, the thinking way ahead to avoid potential problems. It just happens now.Eleni: What is it about dyslexia that makes you good at thinking ahead? Frank: It came from when I was in school. I had a whole bunch of anxiety. I mean, sick every day before I go to school, because I didn't know what was going to happen. And the big thing was trying to control that feeling and making sure that I could figure out what was going to happen and anticipating that. So I think, OK, well, what are we doing in class? What could happen? Is there a potential chance for like a pop quiz? Well, what would be on that quiz? How can I study for that? And all that would process for every class. And then depending on how the day was going, it would change. And I would just think constantly about what's going to happen next in English class when you're sitting in class and we have to all read in class. Dreadful, dreadful experience. And I would be constantly monitoring and calculating. All right, well, this person's reading this paragraph. There's five people in front of me and then you count down and then of course you have the one kid that decides they want to read too. And then all of a sudden that changes and you have to reevaluate. And then it would be like, OK, one, can I say, "Hey, I got to go to the bathroom." So they skip over me. That's another opportunity to do that. So it was always that process of calculating. And I think it's more now that I do it and I don't even realize I do it.Eleni: Where you're anticipating?Frank: That I just anticipate all the problems, even like the smallest thing possible. And it's the same thing. Like people laugh at me when I'm at work, because I always say, oh, hang on, I got it in my car. And they're like, why do you have all this stuff in your car? Like, why do you have extra tools and all of this and timeline and whatever it is. And I got it in my car because I don't want to be unprepared and I don't want to be stopped.Eleni: You said that you always had to feel really prepared when you went to school. It sounds like there was a little bit of anxiety that showed up. In what ways did that anxiety show up for you day to day? Frank: School was horrible until probably about my junior year. But before that, I would literally throw up every morning to the point where I would even make sure that I had something in case I was on the bus and I got sick. It wasn't carsick. It was purely anxiety because I didn't know what was going to happen that day. Eleni: Wow. That's so intense. Frank: It was. And it sometimes comes up now, too, surprisingly, that it's still at work. Sometimes I'll get that same feeling. Eleni: It's really interesting to hear how two things that maybe you wouldn't necessarily associate as being related — I wouldn't necessarily think, oh, because you have dyslexia you're really good at thinking ahead and planning. But I can see now, like after you've explained it, how those two things can relate to each other. Frank: Yeah, it was the only way that I figured out how to survive. And that was a big thing. My mom was really a big fan of figuring out what works for you. Yes, it's a learning difference and it's true: I learn differently. So I needed to figure out the way that I was going to fit in to what I was given. And the anticipation was the only way I could figure it out. Eleni: I've heard a lot through interviews I've done with people. it actually becomes easier when you focus your energy on your strengths and maybe the things that you can change as opposed to either dwelling on challenges or like things that can't change, or like maybe accepting that there are certain things where you can't fit into that box. And that's actually OK. Frank: Oh, absolutely. My motto is "I'm not doing brain surgery." And that is what I tell everyone. I mean, I deal with clients and they think that it's the end of the world if something doesn't happen or if a cue's late or something like that. And I literally say one, no one's probably going to know. Because they don't know the show or they don't know the performance. And two, it's OK. You can't sweat the small stuff. You can't dwell on the past. And I think that's part of my anticipation. I can't dwell on the past because I got to keep going. Like, I don't have time to complain about, oh, we should have, or we could have. There's just no time for it. You've got to keep going and keep moving forward. Eleni: It's interesting that you bring up the audience won't necessarily be able to pick up on if there's a mistake a lot of the time. I often will attend concerts and events and you know, I'll be blown away by the light effects, especially if it's coordinated with sound. I'm like, how do they do that? Can you give us like a peek into how the magic happens? Frank: Honestly, how it works a lot of the times is it's just, you do the same show over and over. I ran what a lot of people term as a roadhouse. What would happen is about seven in the morning or so two tractor trailers would probably back in, and we would unload them and basically set up their sound, their lighting, their set, whatever they had for the performance. Most of the time that would bring us all the way to lunch. And we'd come back. We'd focus some lights and keep moving forward. And then we get to the showtime. And half the crew, all of my staff, which could have been anywhere from 10 to 50 people, had never seen the show, didn't know what was going on. And so they have a stage manager. And the stage manager says, OK, do that. And then we just listen to them and we're almost in a sense trained professionals that we know our operation and what we have to do. And there's some lead person that gives them the command. Now, sometimes that fails miserably and sometimes it doesn't. I can't tell you how many times you just have to fly by the seat of your pants.Eleni: Do you have any crazy stories you can share of things that have gone wrong?Frank: One of the funniest times was we were trying to load out a show because once the show is done, we then take everything and pack it back up and put it on the trucks. And they leave that night. So we had one show that someone had snuck around the truck and parked in the loading dock and it's on a college campus. So they just went to go party or wherever they want. And we couldn't get the stuff on the truck. So we finally devised like a ramp and we wheeled everything on this 53-foot tractor trailer over this little tiny ramp over this car. Got it all out. And then at the end of the night, we aired out all of its tires so that way it would be stuck there for the weekend. We had to get that truck packed. It had to be, I don't know, in Connecticut the next day. But it's like, yeah, it really got under our skin. So we're going to get a little bit back on them. And then, I mean, there's been simple things, like all of a sudden, company I worked for, their truck driver got injured and they need someone to drive their truck. And next thing you know, I'm a truck driver for the day. And I think that's why I do like the line of work I'm in. Because one day I'm a sound guy. One day I'm lighting guy, one day I do video. And the other day I'm a truck driver. Eleni: Well, it sounds like you wear many hats. But you're also in a managerial role at these live events, right?Frank: I mean, the management role is a little different and weird because I'm not a manager that is very hands off. I'm always like, no, I'm part of the team, I'm going to help you where I can. And when I have to step away, I have to step away because I have to do something. But yet also I'm not your typical manager again, because I just can't do one thing. And I'm also a big fan of teaching. So if I see someone doing the wrong thing, I'm not going to say no, you're doing the wrong thing. This is how I want you to do it. I explain to them why. And a lot of people start learning my process of my mind. They understand. They're like, well, why does it matter that we run the cable this way or that way? It's still getting point A to point B. Like, yes, but when you're loading out, it's going to be much easier if it goes this way, if it goes around this one piece that I know is going to be a problem. And they're like, why are you thinking about the load-out? And I was like, you always think about the load-out, because you want to get home. You want to get out of there. So again, it comes into that mind of anticipation and already solving those problems before anyone thinks of it. Eleni: Yeah. I see how that's related. So, I was told you see a lot of celebrities backstage and you once met Whoopi Goldberg, who also has dyslexia. Can you tell us that story?Frank: Whoopi was awesome. I mean, Whoopi literally, when we sat down, she came up to the stage and we were sitting and we were like, oh, you probably have about 15 minutes before we start. And she sat down and she just started talking to me and like, what are you doing in life? What are you this, what did that? And to the point where I was like, you have to go on stage now and she's like, they can wait. And we just continued to have a conversation. And it was, it was great. I was like, really? This is happening right now? Eleni: Earlier, you mentioned that you do think differently. And then now you just talked about how it's also important for you to kind of communicate how you're thinking or why you're thinking that particular way and for other people to understand that. Do you think that you have like a desire to be understood and for your thinking to be understood because it's different?Frank: I think so. I think that's a big thing. Like even the last gig I just finished was working the New York City Marathon. And we only do a small sliver of it, but that small sliver is still covering sound for 200 acres for all 30,000 people that came this year. But even that I was bouncing around doing 50 things, four sets of communication. I had two different radios, two cell phones, and everything was going off at the same time, but yet I was still also loading a truck. And people constantly ask me, I don't know how you do it. And I said, I really don't either, but I do it.But then I do try to convey a lot of why I do things and how I do them. And I want people to understand, like, I'm not like an advocate or like, oh yeah, I'm special and I'm different. No. But it does keep rearing its head that yeah, I'm dyslexic. And you know what? That's why I'm doing what I do. Eleni: Do people at work or colleagues and peers, do they know?Frank: Oh yeah, absolutely.Eleni: Do you talk about it in that way? Like, yeah, I think that that's because I'm dyslexic.Frank: It comes up. Like in conversation, I don't shy away from it. Why should I? It's nothing to be ashamed of. Even when I was a kid, like I remember when my mom wanted me to get tested. And I was kind of like, I don't want to be the dumb kid. Oh, you're the kid in special ed. You're going to resource. But that changed when I was like in high school, because no one thought of me as the dumb kid. And they're like, wait, you have resource? And then I would try to be an advocate in that case and explain it. And I think that's where I learned, don't be ashamed that you're dyslexic. It is who you are. You can research and you can find out so many like CEOs and amazing people have dyslexia. And I think it's because they're wired that way and that's why they're successful. And that's why they have that kind of drive because they've always had to do it to survive. Eleni: Yeah, there's like a little bit of a correlation there between dyslexia and entrepreneurship. Frank: And what's funny is I have no interest in running my own business. I mean, I've done it. I've been there, done it, but no thank you. I'm good. For me, that's too much. Eleni: You mentioned that when you were a kid, people would ask you why you were going to resource. And you know, you didn't really feel any shame around telling them why. Where do you think you learned that? Because it's not an easy thing. It's something that I hear people struggle with a lot, especially when they're younger. Frank: I think that ultimately came from my mom, because my mom was a big supporter. And she said, use your resources, use that as you need. Do want to look up that or study more. That's just time for you to figure out what you need.And I think that's a lot to do with why I am the way I am today, was during our, you know, IEP meetings and anything that was dealing with us, my mom made sure that we were at them. I was one of very few kids in my circle that I knew that actually went to their IEP meeting. Everyone else, they were like, the parents kind of hopefully went but barely. And my mom said, no, this is your educational program. Like, this is your educational plan. You should be involved, and you should know what's going on and help them make the proper decisions.And even now, like, I'll take on a job that I'm like, oh, can I do this? I don't know. And I'll just talk myself up. Yes, Frank, you can do it. It's the same concept that you've been doing. It's the same elements. And I'll talk to myself about it. And I'll just convince myself that even if you don't think you can do it, try.Eleni: How does that apply to work now, like, are you having those conversations? Is there anything that you ask for in a work setting?Frank: Not really — accommodations I don't ask for. It's more of, at this point with work, I think it's partly again, because I enjoy what I do and I took that driver's seat. So I'm in a position. I don't think I could work an office job, partly probably because for me it seems very — the same job over and over every day, that kind of thing.But it's also a lot of writing and reading if you're thinking about data processing and typing and things like that. I mean, now that I'm talking to you literally right now, I'm like, huh, maybe I haven't had an office job because of dyslexia. And I've just said, I'm staying away from it. Eleni: And again, it's about leaning into your strengths and being aware of that. And it's OK. An office setting isn't for everyone.Frank: Absolutely. I learned at a young age that I definitely have a mind for technology, and I understand how things work. And it definitely was a natural progression that I was going to go into some type of production or technical stuff, because it's just how my mind works.And now with the management stuff, I know the terms, I know what the devices do. And then I just now am understanding more and more the best way to get the players to fit. And the other thing is, I keep learning. I joke about it, but I don't stay with just one company in one job. I'll stay with my main company, but I'll always do some side jobs here and there, because I'm always wanting to learn new techniques, new ways to do things, new ways to understand what might make and what I could apply to make what I do better.Eleni: Yeah. And also it's so important to be able to reapply knowledge in like different settings. And I think that relates back to what we were talking about in terms of reapplying what you learn in school in like a work setting.Frank: Oh yeah. And pivoting. I mean, life's such a fun journey. and it's like kind of one of those things, like, you never know what you're going to get. And it's totally true. Know what you know, and try to apply it. Pivot all the time. Just constantly. Every job I've had has been some random connection. I mean, even this interview, I met one of your producers in a different way, and that's how we're connected. And we're having this conversation. You never know where anything's going to lead.Just be a happy human. Talk to people, enjoy life, and enjoy what you're doing. And if you're not, then go find something that you do enjoy. Because there's gotta be a job for whatever it is. Eleni: Thank you so much for sharing your story. Frank: Oh, thank you. It was a pleasure.Eleni: This has been "How'd You Get THAT Job?!," a part of the Understood Podcast Network. You can listen and subscribe to "How'd You Get THAT Job?!" on Apple, Spotify, or wherever you get your podcasts. And if you like what you heard today, tell someone about it. "How'd You Get THAT Job?!" is for you. So we want to make sure you're getting what you need. Go to u.org/thatjob to share your thoughts and to find resources from every episode. That's the letter U, as in Understood, dot O R G, slash that job.Do you have a learning difference and a job you're passionate about? Email us at thatjob@understood.org. If you'd like to tell us how you got THAT job, we'd love to hear from you. As a nonprofit and social impact organization, Understood relies on the help of listeners like you to create podcasts like this one, to reach and support more people in more places. We have an ambitious mission to shape the world for difference, and we welcome you to join us in achieving our goals. Learn more at understood.org/mission. "How'd You Get THAT Job?!" is produced by Andrew Lee and Justin D. Wright, who also wrote our theme song. Laura Key is our editorial director at Understood. Scott Cocchiere is our creative director. Seth Melnick and Briana Berry are our production directors. Thanks again for listening.
Dyslexia and anxiety in kids
Kids know how important reading is. They hear it from their parents and teachers starting at a very young age. For kids with dyslexia, struggling with such a vital skill can create a lot of stress. And that can lead to anxiety.Usually, these feelings are limited to situations that involve reading. But some kids with dyslexia develop a bigger problem with anxiety. They worry far in advance about having to read and may even dread it.When kids with dyslexia have anxiety, they often get caught up in “what ifs.” What if the other kids see me reading an easy book and think I'm stupid? What if the teacher calls on me to read and I trip over the words?They might be afraid of failing, or of being judged or embarrassed. There may even be moments when they fear they’ll never learn or succeed at anything because of their reading challenges. That can lead them to stop trying or avoid challenges.Getting the right type of support and reading instruction can make a big difference. Kids see that their skills improve with support and hard work. And those improvements can help reduce anxiety and build self-esteem.
How’d You Get THAT Job?!How dyslexia and ADHD helped a first-time novelist
His young adult novel is a best-seller on Amazon. Find out how dyslexia and ADHD shaped Ryan Douglass’ unique approach to writing. His young adult novel, The Taking of Jake Livingston, is a best-seller on Amazon. In this episode, find out how dyslexia and ADHD shaped author Ryan Douglass’ unique approach to writing. Ryan also shares how being Black and LGBTQ impacts his learning and thinking differences.Listen in. Then:Visit Ryan’s website to see his other workLearn about more authors with dyslexia, like Henry Winkler and Octavia SpencerEpisode transcriptEleni: Hi, I'm Eleni. And I'm a user researcher. That means I spend my days talking with people with learning and thinking differences. People with challenges like ADHD, dyslexia, and more. I listen to what they have to say and how they feel. And I make sure that their experiences shape what we do at Understood.After speaking with literally hundreds of people and hearing literally thousands of stories, we realized how easy it is to feel alone. But we also realize that when people hear stories of others who learn and think differently, it can change everything. So we started to ask a simple question. Could it be that people find fulfilling jobs and careers not in spite of their difference, but because of them? We're making this podcast, "How'd You Get THAT job?!," because we want people with learning and thinking differences to have inspiring role models in jobs and careers who are amazing at what they do. And we want to help people see how to zone in on their own unique strengths at work.Today, we're talking to Ryan Douglass, the best-selling young adult fiction writer from Atlanta. We talked about his struggles with ADHD and dyslexia early on in his career, and how that experience helped bring his story to life.Ryan Douglass is a Black, queer writer from Atlanta, Georgia, with ADHD and dyslexia. He just published his first novel, which is a horror fiction best-seller on Amazon, which is super cool. That was my introduction for you. I would love you to share how you identify and how you would introduce yourself. Ryan: I'm Ryan Douglass. I am 26 years old, and I just came out with my first YA horror novel, "The Taking of Jake Livingston," which is out now through Penguin Young Readers. So I identify as Black, queer, non-binary, and a person with ADHD and dyslexia. I think the intro you gave was pretty good. I am a writer from Atlanta and I've been writing since I was very young, did a little bit of journalism when I was in college and got into that. And after college I was writing for a few digital magazines and also working on my first book. So I got my book deal a few years ago and the reception has been awesome. And yeah, that's right.Eleni: I think that often there's an association with people with dyslexia not necessarily being drawn to like reading or writing. And in your instance, it was something that you were really drawn to. So I would love to hear what it is about ADHD and/or dyslexia that you think makes you a good writer. Ryan: So for dyslexia, it's one of those things that has always been a challenge when it comes to reading. But I just love the written word so much that it's just something that I was able to rise to and not get over, but experience books the way that I do without judging myself too harshly. Because I probably don't read books in the way that most people read them. I do a lot of mood reading, which is when I just — it's when you pick up a book and you read a few pages, because you feel like you're in the headspace of that particular book. And then you pick up other books. So I'll usually read five books at a time, and that's also the ADHD coming in. Cause it's, I can't focus on one thing at a time, but....Eleni: Did you always like books, like even when you were a kid? Ryan: So I got really into picture books after reading a few Dr. Seuss books. And I started writing my own picture books and I was just like, I think the first thing that really caught my attention was the pictures. And then the rhyming and then the stories. And as I got older, I started reading chapter books and then I always read and I always felt like it was something that helped me communicate too. Cause I wasn't very vocal as a kid. So I started writing to express myself and it just never went away. It's just always been something that I've come back to express and escape.Eleni: Mood reading. I've never heard of that term. Is that something, is that a Ryan-ism or is that a term that is out there in the world?Ryan: Uh, I think it's out there. I actually heard that on Twitter. Someone was talking about mood reading and how people with ADHD mood read and that it shouldn't be stigmatized. And I looked into that and I was like, that's totally me. Mood readings. Eleni: I love that term. Ryan: Just read for the vibe.Eleni: Yeah, that's really cool. I'm into that. OK, OK. So you mentioned reading and ADHD and dyslexia. You haven't talked about the writing side yet. Ryan: I think that when it comes to writing, it actually helps me with the word play. Like sometimes I'll write sentences that don't immediately make sense, but the structure of them is interesting. And then when I rework them, I can make them make sense. And it has like a — it almost gives it a poetic style because the words are arranged in an interesting way. So I think that's how dyslexia has helped. ADHD has really helped with the way that I focus. I ran in like nine-hour bursts at a time because I get into hyperfocus. Then it's the only thing I can focus on.Obviously there are days when I feel like I can't write anything because I just get so distracted and then days when I'm just like so in the zone that nothing can rip me out of it. And I think that's helpful for productivity, even if it is hard to schedule your life around something like that.Eleni: Yeah. Um, so you mentioned hyperfocus. I would love to hear a little bit more about how that feels for you in your brain and in your body.Ryan: So it's two sides of a coin. Sometimes I just cannot focus long enough to finish a chapter. And then sometimes I get irritable when I'm in that zone and people try to bother me. I'm just like, why are you trying to bother me? Why don't you understand that I can't focus on anything right now? And people are just kind of like, what are you talking about? You can take a break. And I'm like, no, I can't.The thing about writing a book is that there are so many things that have to be active at one time. You're focusing on the one book, but you're focusing on character, story, plot, scene work, setting. And sometimes all these things are just playing in my head. It's like when you're watching a movie, you're focused on the movie, you know. A lot of stuff is happening, but you're looking at the movie and that's what happens in my brain. And when the movie is really clear to me, I just have to put it down. And if it's coming to me, I just can't break out of that. Eleni: So, you know, you mentioned that hyperfocus really actually helps you with productivity, and you've figured out that what works for you is doing these longer nine-hour stints and just really absorbing yourself in that hyperfocus and in the writing. What led up to that realization?Ryan: Over the years, I've just learned to honor the way that I work and focus on the fact that when work is getting done, that's the main objective. Because there's a lot of advice out there about how you're supposed to work. Not just right, but how you're supposed to work. How you're supposed to organize yourself.And I think that some of that structure is really helpful for like outlining, and that's the one thing that I do have trouble with because I'm such a vibes person that like, when I have to sit down and like be meticulous, that's where I'm like, oh God, I'll never get through this. But I think just over the years, I realized that I just have to do it the way that I do it and the way that I get things done, and try to make everything else that I have to do and all my life responsibilities work around that. Eleni: I know that you've had other stints, like in other types of work. And I'm interested in how ADHD or dyslexia has come up for you in other settings, in other environments. And if that also contributed to you realizing what works for you and what doesn't. Are there any particular moments in previous jobs that you think have led you to where you are now?Ryan: When I worked in retail, it was just a mess, especially at the beginning when I had to stock shelves, which seems like a really simple thing to do, stocking shelves. But I get lost in my head a lot. So there were moments when I was moving fast, and then there were moments when I would just get in my head and just go off on tangents and like outwardly I would be putting things on the shelf in slow motion. And I wouldn't even realize that until my supervisors would come up and say "You need more urgency, Ryan, you need to move." And they had to keep telling me because I was like, oh my gosh, I'm just spaced out. And that really made me realize, OK, this like fast-paced kind of environment is maybe not for me. Not because I can't work fast, but just because my brain was just doing that.Eleni: So when your boss at the time came up to you and said "You got to work with more urgency, what are you doing?" how did that make you feel? How did you respond, and how did you come to a place that you were like, well, actually this environment isn't for me, like this isn't about me. This is just about the environment around me.Ryan: Oh, gosh, it took me so long to come to that realization. I just felt so misunderstood, and it really sucks to feel that way. Like, even if you explained it, because you might be able to explain it, but you just feel like if they're not also dealing with something like ADHD, they're just not going to get it. Or if they don't know someone, like they're not close to someone who has it to where they're exposed to it. When you say it, it might become worse because they might make fun of you for it. It's not always something where people are like, "Oh, I'm so sorry. Let me help you." You know, you don't always get the response that you want to get. So it's hard.Eleni: So Ryan, can you tell us more about the book? And also how perhaps how you wrote it is influenced by your ADHD and dyslexia, and also how you consume books yourself. Ryan: The book is called "The Taking of Jake Livingston," and it's about a teen medium, Jake Livingston, who can see the dead. And his sanity starts to unravel in his junior year because he's being followed by the ghost of a school shooter.And this ghost wants to possess his body. So it's a coming of age story about a boy going to some pretty dark places and hopefully coming out the other side with a renewed sense of self. So it's like a superhero story, but it's told through a horror format. The seeing-ghosts stuff is an allegory for being spaced out and for having ADHD, and specifically having your traumas be the things that are distracting you Eleni: Interesting.Ryan: I don't think when I went down to write it, I was thinking "I'm going to do an allegory for ADHD." I think it just came out naturally in the way that you see this character navigate the world. And you can tell that he's not plugged in to conversations, like in the classroom, at home. He's always somewhere else in his own mind. And I think that using that angle really allowed me to put the experience of a queer Black teenager who was neurodivergent on the page in a way that satisfied horror readers and added an interesting angle to it. Eleni: And it sounds like there's a little, like a few parallels with what we were talking about earlier in terms of you coming out of the other side and coming to a place where you really own all of your identities.Ryan: Yeah. So the story really is about finding the people who support you, and not allowing the people who don't support you to control your life and control what you do. And it's that journey that kind of gives Jake strength against his villain, who just kind of wants him to be so — he wants him to feel dispossessed of himself in a literal way, but also in an emotional and psychological way. So, his mission throughout the story — the villain's mission — is to basically ruin Jake's support system, bring him away from his family, bring him more anxiety as he goes into school. Cause he goes to like a mostly white prep school where he feels like he doesn't have a voice. So he's triggering that throughout the book to make Jake feel depressed, to make him feel like he shouldn't live in his own body anymore. And that's the point when the ghost can possess the vessel, according to the rules of the dead world in this story. So it was about how Jake has to fortify those things about himself and really believe in himself, because that's what unlocks his ultimate power to banish the evil. Eleni: Wow. I love that allegory. So you mentioned mood reading. Can you talk a little bit about how the way you read books influences your writing style? Ryan: Yeah. So it's very fast-paced. The chapters are pretty short, and they switch between the hero's perspective and the villain's perspective. Mostly because I can't focus on one character for too long. But it's stuff like this that's, like just ADHD, that when people read it, they're like, oh, this is intriguing. Oh, it's fast-paced. And it's just like me not being able to focus. And it's not that I — it is that I made these choices, but I just know that when I'm writing it, I know the things that I need to do to stay engaged and to finish the book.So it's fast-paced because my brain is fast-paced, you know, and that's how I read. I read fast and I write fast, and it's nonlinear because I just can't stay in one place. So I think that, yes, it's, it's craft and it's done with intention, but it's also done because that's how my brain works, and the way that my brain works is how it translates on the page. And some people read it and say, "This pacing drives me crazy. Like I'm being beat over the head with events, like every chapter." I read a review from a teacher who was like "Every chapter is over the top. Every chapter is dramatic. Something crazy happens in every chapter."You can't win everyone, but that's what I love about it. I like that it stimulates you. And I think that people with ADHD when they pick it up, they don't have to worry about reading long info dumps or reading a lot of exposition, because you're in it and you're just in it. And you can flip pages and it's not wasting any time. Eleni: You mentioned being black, queer, non-binary, someone with ADHD and dyslexia. I imagine that these identities intersect in like really interesting ways. And I wanted to share with you what I've heard through my research is that people with layered identities have like two different experiences. One of the experiences is OK, well I'm already othered. I'm already on the margins. So it actually makes it easier to embrace all of the differences. And the other side of that, which I hear a lot, particularly from Black folks, is I'm already struggling to fit in to, you know, a white-dominant work culture and like, feels like there are more things stacked up against them. And I would love to hear like how intersectionality shows up for you. You know, myself, I'm like someone in my thirties and I'm looking at the TikTok generation and I'm like, wow. Like, it feels like you really are owning all of your identities. And as you said, you just state them in a very matter-of-fact way. And like I'm a little bit envious. It took me a really long time to like embrace my queer identity. And it's really amazing to see you being like, so open about all of these identities. So, I'm particularly interested in how they intersect, you know, what it is like to be Black, queer, and someone with a learning difference. Ryan: I was able to say that I was gay in my early twenties when I went to college just because I was surrounded by a supportive environment. As for my blackness, that was a whole different thing. And I think it intersects in the sense that when you're Black and gay, you're dealing with like discrimination from your own community. I grew up in a really religious community and being gay was not something that was celebrated. I definitely think the pivotal moment was being around people who understood that we exist and that we're not going anywhere, and realizing that you don't have to be around people who make you feel like you can't be your true self. And I think that's a hard thing to let go of for Black people, especially because we're like, community is so important for us. And we have community spaces because we have to convene and we have to stick together in the face of white supremacy. But when you are gay, you know, there's like this whole language about the masculinity of Black men and how we have to be masculine. And I'm just not. And it's like, where do you belong? Do you belong in the Black community? Do you want to be in the gay community? It's that feeling of just not having anywhere to go. So I just have had to find other queer Black friends who are, maybe neurodivergent, who would just understand what it means to move through the world in the way that I do and just rely on those friendships.Eleni: Totally. So how did you come to the point where you could be so comfortable with who you are? Ryan: On my journey to accepting myself, I just had to do a lot of research, first of all, and come to understand on my own why I didn't really fit in. And find other people like online or in real life who also didn't feel like they fit in, and just figure out what to do from there.And I really do think that at the beginning of that journey, it's about accepting yourself, knowing what you can change, knowing what you can't change, not stressing over things you can't change. And just like realizing that this is also a part of me. And all of it is part of me. This might sound weird, but I think that Twitter is a really helpful resource for finding friends and like other people who are just unapologetically Black, gay, have thinking differences, have disabilities. Around 2016, when we had — that's when the big social justice wave was starting — I got on Twitter and I started following activists. And just seeing the way that they talk about their identities, that they talk about their disabilities, or just the way that they own that and the way that they claimed it and spoke about it and spoke about the movement really inspired me. So the online community, when you're isolated, can be a lifesaver. Eleni: Definitely. So what would you say to the young people listening? What advice would you give them if they were in the same situation?Ryan: It's really just about communicating, owning your own flaws and your own behaviors in a way that kind of makes people understand it. And I think that when I was in those positions where I felt like I was doing something wrong, it made me choke up and it made me feel like, oh my gosh, I'm going to be fired. Or my gosh, I'm going to get an F. And I just was like, I'm a failure. And then it went on rotation in my brain. Oh gosh, I just suck.But that's not the case. And there are ways to kind of explain what's going on. And even if they don't understand it, at least you try to explain it. And I think that's something that I wish I knew, and I wish I knew how to sort of say to myself at first — it's OK that this is happening. Just try to express it rather than just think, oh, they're right. I suck at this job. Cause that's when your mind starts going and you just become your own worst enemy. Eleni: And it's interesting if you state it in a matter-of-fact way, it leaves it open to the other person to ask more questions if they want to ask more questions and show curiosity and understand you, you know, like a two-way street. If you're feeling misunderstood, that's probably because someone hasn't made the effort to understand, right?Ryan: Yeah. It's so much easier for me, not just with ADHD, but with all of my identities, to just state them and not overexplain. Because I know that people are not going to understand necessarily. But it's really not my responsibility, because there's so much info out there and anyone can look up things if they want to know. So I just am who I am and I say who I am, and it's up to everyone else to do the research. Eleni: So you've written your first book. What do you think is next for you? Ryan: So I'm working on several different projects. I think that the ADHD kind of becomes a detriment when it comes to the drafting process or like figuring out what I'm interested in enough about the world to translate it into a book and sustain a full narrative. And I'm actually, I think I might actually be a poet. I really had these dreams of having my stories put on screen. So that's kind of why I got into writing, because it's easier to put a novel on screen than it is to put poetry on screen. But I feel like I want to be able to bounce between genres and I don't always want to write young adult horror.But I'm still kind of learning my style. And some people want me to write a sequel to Jake Livingston, but I feel like I, uh, my ADHD will not allow me to write any more of that because I was like done with it. I was like, I focused on this for too long now. I just want to, I want to be free. Eleni: Awesome. Thanks for spending this time with me, Ryan. It was so fun to have a conversation with you. Ryan: Thank you so much. I really enjoyed this.Eleni: This has been "How'd You Get THAT Job?!," a part of the Understood Podcast Network. You can listen and subscribe to "How'd You Get THAT Job?!" on Apple, Spotify, or wherever you get your podcasts. And if you like what you heard today, tell someone about it. "How'd You Get THAT Job?!" is for you. So we want to make sure you're getting what you need. Go to u.org/thatjob to share your thoughts and to find resources from every episode. That's the letter U, as in Understood, dot O R G, slash that job.Do you have a learning difference and a job you're passionate about? Email us at thatjob@understood.org. If you'd like to tell us how you got THAT job, we'd love to hear from you. As a nonprofit and social impact organization, Understood relies on the help of listeners like you to create podcasts like this one, to reach and support more people in more places. We have an ambitious mission to shape the world for difference, and we welcome you to join us in achieving our goals. Learn more at understood.org/mission. "How'd You Get THAT Job?!" is produced by Andrew Lee and Justin D. Wright, who also wrote our theme song. Laura Key is our editorial director at Understood. Scott Cocchiere is our creative director. Seth Melnick and Briana Berry are our production directors. Thanks again for listening.
Dyslexia in grade school: 4 signs you might see
Signs of dyslexia get easier to spot in grade school. That’s because kids start doing more reading and writing. Here’s what you might see in your child. 1. Trouble sounding out new words Dyslexia makes it hard for kids to sound out or “decode” words. Your child might still not be sure which letters make which sounds. Sounding out unfamiliar words may be a big struggle, too. Your child may not want to read out loud to avoid being embarrassed. 2. Being confused or bored by books Even books about favorite characters may not seem interesting to kids with dyslexia. At school, your child may read slowly and have trouble understanding sentences and longer text.3. Not remembering details in stories Kids with dyslexia might have trouble remembering what happens in a story. They can have a hard time connecting what they read to what they already know. And sometimes, they concentrate so hard on reading that they often try to just “get it done” rather than really learning from a book. 4. Mixing up the order of letters Your child may mispronounce a lot of words, like saying “mazagine” instead of “magazine.” At school, your child may still misspell common words, like writing “wuz” instead of “was.” Dyslexia doesn’t just affect reading skills. It can cause problems with spelling and writing, too.Explore signs of dyslexia at different ages and steps to take if you think your child might have dyslexia.
How’d You Get THAT Job?!“Math dyslexia” can’t stop this chef and business owner
Raquel Fleetwood says cooking is her zen, peace, and love. It’s a place where her trouble with math and anxiety fade away, and learning is natural. By the time Raquel Fleetwood was diagnosed with a learning disability at age 8, she had already discovered her passion: cooking. By 16, inspired by her Black-Latina roots, she was selling cheese flans in NYC. Each gig that followed built her confidence more and more. Now, Raquel is the owner and chef of a catering company that delivers 75,000 meals in an average year. Listen to hear how Raquel turned her love of food into a career. Learn her secret for managing challenges with math, spoken language, and organization as an adult. And get her advice on how to make your strengths shine when you have learning differences.Listen in. Then:Watch a video of a chef with learning differences who went back to college.Take a quiz to find your career superstar.Read how a skateboarder with dyslexia started his business.Episode transcriptEleni: From the Understood Podcast Network, this is "How'd You Get THAT Job?!," a podcast that explores the unique and often unexpected career paths of people with learning and thinking differences. My name is Eleni Matheou, and I'm a user researcher here at Understood. That means I spend a lot of time thinking about how we find jobs we love that reflect how we learn and who we are. I'll be your host.I absolutely love food. So I'm really excited for our next guest. Raquel Fleetwood is a chef and caterer in Los Angeles who draws culinary inspiration from her Black and Puerto Rican roots. In a typical year, her company delivers 75,000 catered meals a year. She has dyslexia and other learning differences. She also struggles with things like spoken language, math, and organization. So Raquel, welcome to the show.Raquel: Thanks for having me.Eleni: Of course. So, yeah, I'm really excited to talk about food, and I'm really looking forward to hearing how you made that your career. So tell us a little bit about your job.Raquel: I'm the owner and chef of Catered By Raquel in Long Beach, California. And I am a full-time mom.Eleni: Four kids and a business.Raquel: Four kids and a business.Eleni: So, you're a chef and a caterer. Have you always loved cooking? And what do you love about it?Raquel: I've always loved cooking. My mom worked a lot when I was growing up; she was back in school to get her PhD. And I grew up on the Upper West Side of New York with a mother that didn't cook. So she would always order in; everything was takeout, which is, I guess, good for some people, but I remember figuring out at a super early age that if I learned how to cook, I could make anything I wanted. So I remember being 4 and trying to work my way into my grandmother's kitchen. And she eventually got tired of kicking me out, and they gave me a stool so I could reach the counter.Eleni: How very New York of your mother to order takeout every day.Raquel: Oh my gosh. She's like, I'm the best chef ever. Here's my phone numbers. These are all the numbers.Eleni: Yeah. And when you snuck into the kitchen, was there anything in particular that you liked about being in the kitchen or that you liked cooking — any favorite meals?Raquel: I just, I've always been attracted to it. My mom has stories of when I was a kid; she would put on "Sesame Street" and she would come in and Julia Child would be on the TV. So I always referred to Julia Child as my Big Bird. Cooking is where I met my zen, my peace, my love. It's a place where my nervousness, my anxiety, it doesn't play a role anywhere. And you know, I have trouble with numbers and math. And math and numbers, when it comes to food, it always makes sense. I'm grateful to have honed in on my talent super young.Eleni: Yeah, super young, 3 or 4.Raquel: Super young. Yep. My whole life.Eleni: Yeah. So, Raquel, you grew up in New York City, and, you know, you were diagnosed with dyslexia when you were 8. Do you want to talk a little bit about what it was like going to school in New York? Talk a little bit about struggles in school and, you know, anything that you want to share about that.Raquel: Yeah. I grew up on the Upper West Side of Manhattan, 93rd between Central Park West and Columbus. I lived in the same building for 27 years. So, I remember vividly starting the process of being tested. And, you know, my mom's a psychologist, so I think things might've been a little bit easier for me than some, because she was super, sometimes overly understanding of the whole thing. And in school I always had one friend. I was never the popular one. I'm an only child. And I have four kids, which is kind of ironic. I was never the one to play first, and I'm still not. So I think that growing up, it translated into who I am now, where I only have a couple of, like, really close friends. I can't really deal with too many personalities at once. And I kind of flew under the radar at school.You know, I graduated high school. I did what I had to do. Bare-bones, bare minimum. I was supposed to go to culinary school and I didn't, because my mom said she didn't want me to go to culinary school because if I went and graduated and I decided I didn't want to cook, then I wouldn't have something to have like a backup as. So I actually went to school for early childhood development and failed miserably.I took a math class like four times. And then just left. I missed out on an associate's degree for one class, because I just, I couldn't do it anymore. And I've always had issues, like, if I'm not interested in something, I really don't care. It's real easy for me to just look at a sparkly thing in the room and go somewhere else. So, I think I figured out actually later in life that there was a connection between having a learning disability and still being confident. I know sometimes that's where it affects people, in their confidence. But I think through food, through cooking, it kept me confident.Eleni: You were able to find something that you were really good at and then gain your confidence through that rather than focusing on the things that maybe were a little bit more challenging in school.Raquel: Exactly.Eleni: Yeah. It's interesting. I mean, it's so rare to hear that people find their passion at the age of 3 or 4. I barely have memories from that age, you know? And you know, it sounded like you were pretty clear about what you wanted to study but then kind of pivoted into this other direction. How did you eventually find your way back to the food industry?Raquel: It took a while. I had gotten a gig at, like, 16 in New York selling my cheese flans to a restaurant that I worked for.Eleni: What is a cheese flan?Raquel: It's a traditional Puerto Rican flan dish — tastes more like a hybrid between a flan and a cheesecake. So I was pumping out cheese flans out my mom's oven. Thought I was something.And then I went to college. Didn't graduate. Wound up being in retail for, like, 10 years. I was a retail manager. I didn't like it, per se, but I was good at it because the methodical folding and making sure the stuff is perfect and square and even, and all the visual displays, that was the best part. The people were just not my thing.And even to this day with the cooking, sometimes I'm like, "You know, I wish I could just cook for nobody." Because it's always the people aspect of it all that throws me off a little. But then I wound up meeting my husband. We had our first child, and I was approached about catering our — this was 10 years ago now — catering our Christmas party for our subdivision we lived in. And I was like, "OK." She was like, "It's 160 people," and I'm, you know, "Fake it till you make it. Sure, why not?" And came in there and made it all look really pretty, and the food tasted really good. And I was able to do that for a couple of years, and I also was getting jobs. The word was kind of getting out. So I had jobs here and there.And then when I moved to California, my husband worked for a company that catered their lunch every day. So they were like, "Oh, well, does your wife cater? And does she want to cater for us once a week?" And I was like, "Sure, why not?" So it was like a mad dash to cook for 200 people.Eleni: Wow.Raquel: Pregnant at the time, with two other kids and no childcare. So it was a lot of fun.Eleni: Wow. That sounds intense.Raquel: And then from there, they gave me the full program. So I was their corporate chef for three years, before the pandemic.Eleni: Wow. So when the neighbor approached you, you had never actually done catering before. They just knew you were a good cook and they asked you to do it.Raquel: I did it when my mom's friends and stuff would have parties; I would do it for them. And again, the artistic part of me, it was always really good at making stuff look pretty. And that, definitely, it helped tailor my craft.Eleni: Yeah.Raquel: So I had experience here and there, but it was never for anyone I didn't know.Eleni: It was a little bit more of a hobby.Raquel: Yes.Eleni: And then it evolved into something a little bit more serious.Raquel: I had worked in kitchens younger, as a teenager, but it was never my thing. I definitely have a tough skin and stuff, but the demand working, you know, 15, 16 hours straight, to then double — I just, it's not me.Eleni: Yeah.Raquel: So the catering was a really great way for me to be able to cook and still have a life, essentially.Eleni: Yeah. And it's important to have balance, especially when you have four kids.Raquel: And they're little — we've got a 9, 7, 4, and 1. So, yeah, it's exciting. I just need them to get older so they can help with the company. I'm like, "Come wash these dishes."Eleni: I'm sure they will be super cute doing it. That's great. So I personally definitely prefer to cook than bake, and a big part of it is I just cannot follow a recipe. Like, I always want to change it a little bit and mix it up.Raquel: Yeah, not with baking.Eleni: Yeah. So for me, cooking is a little bit more of a creative outlet. Is it similar for you?Raquel: Yeah, I think baking is definitely more of a science. We can mess it up, but it's not my forte, baking. I still do it. And I still mess around with the recipes. And that's the biggest thing with cooking. I always tell people, "Don't be afraid to make mistakes, because it can either come out absolutely disgusting or you could make something that you really like, so why not try, you know?"Eleni: Yeah. Do you think that in terms of baking and following a recipe, do you think any struggles with reading have anything to do with that at all?Raquel: No. And again, the only numbers that make sense to me and my head are food measurements. So cups, quarters, converting grams. That just — it's so easy. But if you ask me to, like, do a simple math problem, I had to hire tutors to do homework when my second and third grader, and they learn math all kinds of different now. So I, you know, it still plays a big role. And my sense of direction is terrible. I can't go to the corner store without my GPS. My husband makes fun of me all the time. But yeah, cooking and numbers, like, I'm able to convert the recipes in my head really quick. It makes sense. I can see it in my brain, and in my brain it makes sense. Whereas with other numbers and, you know, applying math to things, when I see it in my brain, it just, there's no translation to it. It's just numbers. I can't apply it to anything.Eleni: That's so interesting. So what kind of food do you like to cook, and what influences some of the cuisine that you serve or your recipes?Raquel: Yeah. Right now we do just about anything. So we're known for doing custom menus. So, recently we had a Filipino repast, and they wanted me to do all traditional Filipino food. And I think the best thing about being a chef in 2022 is that if you know food, you can figure out how to cook the recipe. And, you know, once I'm able to look at recipes, I can make sense of it and be like, that's too much salt, or that needs more, or that's not enough garlic. So, I'm able to do basically whatever the client wants. And I am a foodie myself, growing up on the Upper West Side, being of mixed race, you know, having that Upper West Side melting pot really helped develop my palate.Eleni: And that's so cool that you can just kind of look at recipes and then bring your own —Raquel: Yeah, I can taste stuff, too, and I can tell you what's in it. So if I taste something, for the most part I can replicate the recipe.Eleni: I love it. So you just mentioned being mixed race, and we talked about it a little bit in the introduction. Do you want to share a little bit about how your ethnic background has had an influence on your cooking and your career? And then also maybe how it's played a part in other parts of your identity? And even how your learning differences have been perceived.Raquel: I love the question. I was raised by my Puerto Rican side. So, even though I am half Black, I do identify as Latina, and I'm fluent in Spanish. It's like my thing. We got married in Puerto Rico.Eleni: Oh, lovely.Raquel: And I feel like I was able to discover my Black side through food. So, yeah, when I moved to Atlanta, like, really being able to discover my roots. Their food was, like, amazing. I gained, like, 35 pounds —Eleni: Worth it!Raquel: Because I was eating mac and cheese, all the yumminess, fried chicken. But definitely felt more in touch with my dad's side through food, and have memories. Every now and then, I would go to one of his family members' house for Thanksgiving and like smelling the collard greens. So, like, even to this day, the smell of collard greens reminds me of his side. So really identifying who I am through food. There's a, such a push on my part, I feel like, to be able to expose people to what Puerto Rican food is, which is a mixture between the African slaves that they brought over, the Spanish, and then the Natives, they're called Taíno Indians. So it's more African-forward than what a Mexican dish would be.Eleni: That's amazing.Raquel: Yeah.Eleni: So, given that you love the cooking aspects but not so much the customer-client side, do you think that you'll stay in catering? Or are you thinking about other ways to incorporate cooking into your life or another business?Raquel: We're thinking about it. It's not as easy as it was pre-pandemic. I think that the food costs are astronomical. The same brisket that cost me, like, $36 before the pandemic now cost me $100. So, the increase in food prices and people just not understanding. And they're, like, "Well, this is too expensive." And I'm like, "I can't make any money to be able to pay a storefront."And you know, it's not that I don't like the client. It's more that the confrontation or the idea of confrontation and having to work my way through it, which I'm actually really good at, even though inside I'm, like, screaming, it's the anticipation and the anxiety of having to deal with people. Because they're spending a lot of money and it's warranted, but I don't want to deal with it. So I think me and my husband were talking more about possibly going more toward the TV food side.Eleni: That's interesting.Raquel: Yeah. So we'll see.Eleni: Well, earlier in the conversation, you said that while you struggled at school, you were able to have cooking as something that you were able to focus on and really enjoy. You mentioned struggle with math but it doesn't really come up in terms of recipes and things. Are there any struggles that come up that are related to your differences at work?Raquel: With cooking? Oh yeah. The organization part of it. You're supposed to be super neat. And my brain was just firing. It's firing, and I want to do like a million things at once, so then I look around and, like, the kitchen's on the floor. So, like, I've hired people specifically to clean up after me because you know, my brain’s just like, ah, like, “I can't, I can't do it.” I tried. I've done well sometimes, but it's not fun. That's a bit of a struggle, the organization part of it. You know, sometimes, you know, the ability for me to organize my thoughts definitely comes through on the cooking side.Eleni: Yeah. How do you think that relates to your differences, or do you think it relates to your differences?Raquel: Oh, I totally think it does. I think now, you know, at 40 years old, I know myself, so it doesn't bother me. It used to bother me. My saying was "I get on my own nerves." But now I know to step back. And I also think that it's really important, if you have a learning disability or not, owning a business, to surround yourself with people that balance you out, that can take up for your weakness. So, I tell people, "I don't need a five-star chef. I just need somebody that's organized, that can clean, that doesn't mind doing dishes, all that stuff." I've been able to kind of balance myself out with my staff. And I tell them the organization on my end is shot, and I'll have to sit there with a pen and paper because even the phone gets annoying. And I write everything down so that I can see my list of things, because if I leave it up to my brain, it's going to jumble it all up and mess it up. But again, you know, I also think that being learning disabled, when you immerse yourself in a day-to-day activity that causes you to have those issues and figure it out, the more it happens, the less it bothers you, the less anxiety there is behind it. Because you know that you fixed it before, and you fix it every time, so this time shouldn't be any different.Eleni: And, you know, you've mentioned being a mother and having four kids. Are there any challenges that come up related to learning differences when you're parenting?Raquel: Sometimes my patience. That's why I had to hire a tutor for my second and third grader, because I couldn't do it. And then my oldest daughter, who's 9, just got diagnosed with dyslexia.Eleni: Oh, wow.Raquel: So we have her in a special program to get her caught up. And I do think that me having it and letting her know — I'm being very vocal about it. I can't stress enough, especially being in the Black and Latino community, how that was seen as, like, a handicap. And it's not.The main thing as a parent with a child that has a learning disability is to make sure that you figure out what they were put here for. Hone in on it and run with it because it's about building that confidence as a kid.My daughter, she's super into science and drawing and art. She wants to be an animal scientist. So stuff like that, just really trying to make sure they're doing something on a daily basis that makes them feel good about themselves. And I feel like it counteracts the other stuff.Eleni: And you mentioned in the Black and Latinx community, there are some perceptions of differences being handicaps, I think is the word that you used. Do you want to talk a little bit more about what your view is on that? How stigma comes up, and how you have handled that within your own community or family?Raquel: I think it's just kind of embedded in who we are, because we're coming from generations where there was no exposure to this. People didn't know; you were just special. You know what I mean? So now that they're able to actually break it down and specifically tell you, it's kind of lightening the load. But I think that again, within the Black and Latino community, because there's so much more exposure to this stuff, I do feel like it's getting better. But it takes people to talk about it to see that you can still be super successful and be OK.Eleni: That's great. Do you have any advice for people that are thinking about starting a business that perhaps was previously a hobby or a passion, especially if they have some sort of learning difference?Raquel: You know, I think that if you have someone — I got lucky enough, my husband is in marketing. So I guess I did it with my marriage too. So I kind of filled in where I lacked. And just really making sure that you have someone that backs you that maybe knows more about business than you do, if you don't know anything about it, and to do it. Because if you don't try, you already failed. You know what I mean? Like, the worst that happens is you fall on your behind and you're still better off. You're more experienced than had you not tried at all. I have my days here with four kids and I want to pull my hair out, and I get in my car and I go to my kitchen and I blast my music and I mind my business, and it's the best feeling ever. I really appreciate it, because I know that a lot of chefs don't get to experience that. And I always used to say growing up, that, when I died, I would go to Heaven and be in the kitchen by myself with music playing.Eleni: And you can do it while you're alive.Raquel: And I didn't have to die to do it!Eleni: Thanks so much for being on the show, Raquel. It was so great having you.Raquel: Thank you so much for having me.Eleni: This has been "How'd You Get THAT Job?!," a part of the Understood Podcast Network. You can listen and subscribe to "How'd You Get THAT Job?!" on Apple, Spotify, or wherever you get your podcasts. And if you like what you heard today, tell someone about it. "How'd You Get THAT Job?!" is for you. So we want to make sure you're getting what you need. Go to u.org/thatjob to share your thoughts and to find resources from every episode. That's the letter U, as in Understood, dot O R G, slash that job.Do you have a learning difference and a job you're passionate about? Email us at thatjob@understood.org. If you'd like to tell us how you got THAT job, we'd love to hear from you. As a nonprofit and social impact organization, Understood relies on the help of listeners like you to create podcasts like this one, to reach and support more people in more places. We have an ambitious mission to shape the world for difference, and we welcome you to join us in achieving our goals. Learn more at understood.org/mission. "How'd You Get THAT Job?!" was created by Andrew Lee and is produced by Gretchen Vierstra and Justin D. Wright, who also wrote our theme song. Laura Key is our editorial director at Understood. Scott Cocchiere is our creative director. Seth Melnick and Briana Berry are our production directors. Thanks again for listening.
Dyslexia and depression
Kids with dyslexia are more likely than other kids to have depression, especially as they reach their teen years. (Depression is also common in kids with ADHD.) Why do dyslexia and depression often co-occur in young people, as well as in adults? Researchers point to a few reasons:Stress: Dyslexia makes going to school stressful because nearly every class involves at least some reading. And chronic stress makes people more likely to develop depression. Low self-esteem: Trouble keeping up with schoolwork can wear down kids’ self-esteem. They may start to think they aren’t smart or that they need to hide who they are.Social isolation: Some struggling students would rather skip school or get sent to the principal than be embarrassed in front of their peers. This can lead to feeling isolated.Co-occurring conditions: Many people with dyslexia have co-occurring conditions, like anxiety or ADHD. These other conditions can raise the risk for depression. With the right support, young people with dyslexia and depression can manage these conditions and thrive. Keep reading to learn what depression looks like in kids — and find out how to help.
How’d You Get THAT Job?!Undiagnosed dyslexia and low self-esteem: Becoming a fashion designer
Rohan Chhabra found out he had dyslexia in grad school. Then he understood his insecurity around his intelligence — and why he was drawn to the arts. Rohan Chhabra found out he had dyslexia during graduate school by tagging along with a friend to her evaluation. He went in knowing nothing about dyslexia — and came out with a diagnosis. After learning more about it, so many things about how his brain worked finally made sense. Dyslexia had been guiding his life and his career choices, and he hadn’t even realized it.Growing up in India, Rohan was a quiet kid who worried about keeping up with academic classes. He gravitated toward creative fields that relied on drawing instead of writing. After getting his master’s degree in industrial design, Rohan worked for fashion titans like Nike and Ralph Lauren. But his passion for animals and the environment pulled him in another direction. Now, he creates digital fashion sold as NFTs.Related resourcesDyslexia and anxiety in kidsHow dyslexia is diagnosed after high schoolNike’s chief of design shares how dyslexia made him see the world differentlyEpisode transcriptRohan: So we went ahead with the tests and then came out and were like, "Oh, you're dyslexic. Do you you — were you ever diagnosed with this?" And I was like, "No, I have no idea what it even means." And so then I went home, researched more about it, and everything started falling into place. Like why things felt the way they felt.Eleni: From the Understood Podcast Network, this is "How'd You Get THAT Job?!," a podcast that explores the unique and often unexpected career paths of people with learning and thinking differences. My name is Eleni Matheou and I'm a user researcher here at Understood. That means I spend a lot of time thinking about how we find jobs we love that reflect how we learn and who we are. I'll be your host.School settings often aren't tailor-made for people with learning and thinking differences. My guest, Rohan Chhabra, often felt insecure in school in India. It wasn't until he was in graduate school for industrial design that he learned that he had dyslexia. That diagnosis unlocked resources that helped him succeed at his master's and launch a career in design. He's worked for brands like Ralph Lauren and Nike and is now working in the realm of digital fashion that is sold as NFTs. We'll get to that.Rohan considers dyslexia a big piece of who he is as a creator. His work is also informed by his commitment to social issues like endangered animals and the environment. Rohan, welcome to the show.Rohan: Hey, Eleni.Eleni: So I know that you weren't diagnosed with dyslexia until you were in college, so I thought that might be a nice place to start. Could you tell me a little bit about how your late diagnosis came about?Rohan: Yeah, it was interesting. I was, you know, this is back in London when I was doing my master's. It was just the beginning of my course. And I was hanging out with one of my classmates and she knew she was dyslexic. And I didn't even know what dyslexic means at that point. So she said, like, "Hey, you know what? Maybe I'm going for a test. Do you want to hang around? And then we can go get some drinks afterwards?" I was like, "Yeah, that sounds like a great plan." I was just excited by the drinks.So then we go ahead and since I was at the center, they asked me like, "Hey, are you here for the test too?" So I was like, "Not really, but what is this test?" And they were like, "Oh, it's a dyslexia test. Like, do you want to, you know, partake in it?" My friend is like, "Yeah, do it. Like, What the hell?" The exciting part for me was that it was going to be a few extra days for submissions if you're dyslexic, right? And you get a free computer and you get like a voice recorder and a few other freebies. So I was like, "OK, that sounds amazing. I don't know what this is, but let me try."Eleni: You're in it for the perks.Rohan: Yeah. So I went ahead with the test and they came out and were like, "Oh, you're dyslexic. Were you ever diagnosed with this?" And I was like, "No, I have no idea what it even means." And so then I went home, researched more about it, and then realized, like my whole life I was kind of, you know, just — it kind of started — everything started falling into place. Like, why things felt the way they felt.Eleni: Yeah. So it's so interesting because it sounds like you were just at the right place at the right time, and it was kind of completely random that that opportunity came about. Do you think that your friend had some sense that maybe you had dyslexia and she was kind of nudging you in the right direction?Rohan: Kinda. I think she she kind of sensed it just because whenever I was in the classroom, I can never make notes because I can never write that fast, you know. Or, you know, follow too many instructions at one point. So I'm always like the guy who's asking after the class, "Hey, what happened? Like, what was that about, what was this about?" You know, trying to catch up? So she kind of sensed it, I think.I feel much more confident now than I what I used to, just because, you know, growing up was, you know, with a lot of insecurities and with a lot of fear of, you know, not being smart enough.Eleni: Yeah, and I know that you mentioned that a lot of things fell into place for you. And, you know, we often hear that a lot with people that get diagnosed later in life that they start to piece things together. So, do you have like any standout memories of things that make a lot more sense now that are related to your dyslexia that you've reflected upon?Rohan: Definitely. I think what I realized as being dyslexic, I was always focusing more on the bigger picture, you know, because if I go too much in details, it used to like get me rounded out with too many intricacies. And what I always excelled in was the big-picture thinking — thinking out like out of the box, like thinking about the bigger concept. And that was a thing which always was kind of working for me, you know, like stepping out and looking at it from from the top rather than being from the point of view, you know?Eleni: Yeah, definitely. And yeah, it's so important to be able to identify what your strengths are and really lean into that in your work. Before we get to that, I know that you mentioned feeling, like, really insecure and anxious as a child. And I'm curious, like, what kind of made a difference to you and how did you build that confidence? How did you get to that place?Rohan: Actually, I didn't get to that place till I entered college. My whole childhood, it was kind of very traumatizing just because, first of all, I was growing up in small towns in India. And the education system wasn't very modern, so there was no really focus on the art outside of stuff, music or painting or whatever. So it was very academic centric.And while growing up, you know, there was a lot of fear because the era I grew up in, which is surprising because I'm not that old. But there was an era where teachers were, you know, kind of not very nice. They would hit you and stuff like that. So I had a very timid personality growing up just because I was so insecure about what I can do. I always felt pretty dumb just because I was not able to cope up with everyone else until I entered college. And I was studying fashion design at that point. That was a space where I felt, you know, for the first time in my life, I felt like, oh, this feels comfortable. Like I felt like I could, you know, communicate my thoughts through sketches. I didn't have to rely on writing stuff or reading stuff. I had more time to articulate my thoughts, to put things together.And I was never in a, you know, a test phase where, you know, I had to complete an exam in like two hours or something. I always had a little more time where I could plan and execute. So at that point — and I had a really great mentor who actually really encouraged me and actually got me out of my shell. And that's when I actually really flourished in terms of my personality and also in my work.Eleni: Yeah. We hear that a lot, that mentors can have a really big influence. Like, in what way did that, you know, help you? What did you what did you learn from that mentor?Rohan: I think it was a few things. One of the things was there is no bad idea. You just need to take it to the next level. So, you know, stuff like that where nobody was kind of basically shooting down ideas, but there was a really openness to how we ideate stuff and how creative we can get. I really felt like during my bachelor's when I was studying fashion, I really felt like there was a space where I could do pretty much anything I wanted to.So part of me, growing up in India I actually wanted to study industrial design. There are only a very few colleges in India who actually do that course. So I ended up doing fashion, but part of me actually wanted to do more industrial design. So with my mentor, she kind of understood that. And she allowed me to kind of treat fashion in that way, which was really interesting for me. So I was not kind of designing for trends, but I was designing more for lifestyle, you know, more for functionality, more for storytelling, which was something I really enjoyed. So, you know, I had that open space even when I was doing my bachelor's.One thing led to the other that I actually got a full scholarship to study at Central Saint Martins and pursue my master's in industrial design, which was my dream. So that's when I found out about dyslexia, when I was in London. And I really used it more like a superpower then, more than anything I was always so worried about. So because now that I understood that part of my brain works in that way, I was actually I was able to push it to another limit.Eleni: I know that you mentioned that you got into your dream course. And I know last time we spoke, you also mentioned getting into your dream job after you graduated. Do you want to talk a little bit about that experience?Rohan: So, you know, growing up in India, Nike is such a big brand that has such a big presence, you know, emotionally, and the way it kind of impacts culture. So even though I didn't have a Nike sneaker till I was in high school or college, I believe, I was obsessed with it. So I used to like, you know, sketch shoes day in, day out, like in my notebooks and everywhere I could draw. Like there were just sneakers everywhere. So that was kind of a dream growing up that I wanted to work at Nike and be a sneaker designer and do, you know, clothing, whatever. So after I graduated from Central Saint Martins, I was lucky. And I got a job at the European headquarters in Amsterdam to work as a product designer for Nike, which was really cool.Eleni: I always get in trouble for saying "nike" in America. They're very funny about saying "Nike" in Australia. We just say "nike." But yeah. What kind of surprised you about working at Nike? You know, what kind of led to you moving on and doing something different?Rohan: Yeah, I guess once I entered, you know, the beast. I call it the beast because you're — it's such a big mechanism, right? It's a big, big organization that's working and it's so many thousands of people inside. I very quickly realized that this is not what I wanted to do. And what I wanted to do was to save endangered wildlife. And so my childhood dream kind of shifted from designing sneakers to actually designing for saving wildlife. Because I realized that's something I was more passionate about than anything else. And it was a realization that happened over a period of time and through exposure.So after two years of working in Nike, I quit and I started, you know, I moved back to India, to my parents' basement, and I started making these garments. So a lot of my jackets were an archetype of a hunting jacket. And these hunting jackets became into the hunted animal trophy. So the hunter becomes the hunted. So it was metaphorically talking about, you know, the garment being a second skin for one's personality. And you yourself didn't see yourself as a hunted, poached animal. Which kind of took me to another route in my career. And part of what I did was to inform people about the issue that how so many species are getting endangered and, you know, because of hunting, poaching, and habitat loss, etc.It took me about a year to complete the project. And since then I did like a batch production, which means basically like five to six jackets of each animal. And I had chosen five of the keystone species like the tiger, the elephant, and the gorillas, and the rhino. You know, during my master's, I had a realization that the most important thing and the most important definition of good design is to embody ethics. And that kind of stuck with me for even till now. And I hope to do more for this cause going into the future in any different ways I can, in multiple different directions and applications.Eleni: I know that you also ended up working at Ralph Lauren at some point. And, you know, he's considered a fairly iconic American designer. How has your experience living in different countries perhaps shaped how you showed up in that role?Rohan: Ralph Lauren was interesting. It was kind of going more fashion and something that was slightly outside my realm, you know, because I was always focused on the art side of things or the functionality side of things or, you know, kind of more on the social commentary of stuff. And this was like a really commercial space, you know, where you're talking about a very iconic American brand creating a timeless design. So I had to like switch cogs in my brain about how I think about this thing.And I think that's the thing about being a designer. Sometimes you have to maybe just, you know, how you react to a brief. Sometimes you have to switch around your your thought process. You know, the same thought process cannot work for everything. So, yeah, I had to, you know, focus more on being more commercial and, you know, kind of bringing a similar thought process into that world, which often had a lot of backlash because, you know, from my merchants and from from my planners. They would be like, oh, this, you know, this is too ambitious or like this is too crazy. I always like pushing, pushing everyone to the limit to see what can be done and what cannot be done.So for me, it was like a super-interesting time because I learned a lot. I definitely learned a lot. Like how to actually make business sense of things, which was really important. Also to, you know, work with different people. And dyslexia was kind of always a thing that used to, you know, come in my way of like sometimes executing certain tasks. So I had to work with my team members to make them understand what this is and you know, how my brain works and how maybe we can work together to make this work. I had to kind of figure out, you know, that I was a guy who was definitely not making any notes because in a meeting, because nobody would understand my notes. The team was super, super helpful and supportive in letting me kind of function in that way.Eleni: Again, it's like really important to acknowledge, like, you know, where you need support and where your strengths are and where where you need a little bit of extra help. And that's OK.I know that you're still designing, not necessarily like physical clothing. Do you want to talk a little bit about what you're designing now and, you know, maybe explain it in the most simple way, like pretend I'm 5?Rohan: Yeah, absolutely. So what happened is that, you know, I've been in the fashion industry for so long now and — or you can see it like the whole textile industry. And what I realize is that the fashion industry is actually really bad for the environment, right? Because of the amount of waste we create, the amount of water we use, the amount of land we encroach from natural habitat for growing cotton or growing whatever. And it's just a very, very harmful industry for the planet. Ethics was always a big part of my life growing up and for me, as personally as a creator. And this was not falling into place.And so I was definitely looking for different outlets to be creative. And for a very long time I kept searching and I had few answers. One was that I do not produce so much stuff, right, and I do something on my own, which is kind of creating more like art objects, right? The other option was blockchain technology. So when I got to know more about blockchain technology, which is which is a mind-blowing technology, because it's basically you can you can track everything who creates an asset to where it goes. You can actually see the chain of transaction. So it's basically like an open ledger, right? Which is really interesting because it changes everything. It basically decentralizes the whole system, how creative work, how artists work, and who gets the credit for what, right?So for the first time, you can actually create something digitally and still own that piece of artwork and be able to sell it further. But unlike how art galleries used to do it — they used to buy it at a cheaper price from you and then sell it at a fortune rate and you would not get any of the returns. But what happens if it's an NFT, you actually get royalty for every seal that happens onward. So as a creative, you're still getting paid. I got into it because of the sustainability part of it, just because I felt like I was able to do something really crazy and creative but not have that big a carbon footprint.So I got more into it. And now I work with a company called Space Runners. And Space Runners is a fashion metaverse brand. And what that means is that we have created a metaverse, a virtual space. You can just log in from the website or from the app, and you'll have a digital avatar of your own self. And you can select whatever you want to be — male, female, robot, creature, anything you want to be, right? And what you can do is in that space, you can, of course, try clothing like digital clothing for your avatar. You can purchase them, you can upgrade them, you can sell them, you can make money out of them. You know, it's a space where you can interact with your friends. So now what we're trying to create is digital fashion for a digital space for your digital avatar.Eleni: Given that you've mentioned like the environmental impact a couple times, I feel like I have to ask how you feel about the environmental impact of crypto.Rohan: Yeah, that's a big question that always comes around as as I talk about this. Yes, there are two ways, two ways to look at it, right? So the fashion industry has been trying to get sustainable for the last 20, 30 years, right? Or let's say 10 years more aggressively. And we haven't made much progress, right? It's a very slow progress to what we were all expecting. And, you know, with crypto and with blockchain, there's always been this question of like, yes, there has been, you know, a lot of electricity that is actually required to run these nodes, as they call it.But, you know, already, if you see there has been a lot of advancement done in it already, where they're trying to fix it. So we have new kind of tokens, new kinds of coins or currencies, which actually are more sustainable, that take less energy to run, which are already like steps taken in in less than a year or two, you know. Compared to what fashion has done in the last 15 years. So at the rate at which we are going, even in terms of sustainability and technology advancement in the next five years, you know, only time will tell what happens. So let's see.Eleni: Yeah, it's really interesting. Yeah. And thank you for sharing that perspective. I know, you know, this isn't the first time that you've worked with sneakers, obviously, at Nike and now at Space Runners. Do you want to talk a little bit about some of the similarities and differences between designing for a physical sneaker versus a digital one? And, you know, some of the things that you've learned from those experiences.Rohan: Absolutely. I think that's been a good discovery, honestly, because when you actually design a physical sneaker, you are thinking about, of course, the design part of it, like how it looks esthetically. But you're also thinking about like, oh, is this a winter boot or is this a summer boot? Right? You're thinking about what kind of climate you're going to wear it and what kind of conditions you're going to have. Is it going to be raining? Is it going to be, you know, all these different functionality that you think about when you design a sneaker, right?And and none of those factors exist in the metaverse. Like there's no climate, you know, so you do not have a problem to solve. And when you do not have a problem to solve, it kind of becomes more and more tricky for a designer. So yeah, so it is kind of interesting because we at Space Runners, what we do is we first think of what the problem is going to be, so we create our own problems.So for example, in our new collection, it's kind of based around the idea of science fiction, right? So you're in space and you're in a different world, so you have different problems. For example, no gravity, for example. You know, you might need to fly around or you might need to levitate around just because there are different atmospheric conditions. So we take into those considerations and you call that, OK, those are interesting problems to solve.And then as as designers, then we start resolving them by coming up with crazy solutions because we don't have to create them physically. So we can basically create anything that we think could be interesting fictionally too. So a lot of the products we design are actually references to science fiction. So a lot of the Space Runners sneakers you can actually fly and — or kind of levitate in the metaverse. And they kind of give you different utilities and different functionalities that real products in real life cannot give you.Eleni: Well, thank you so much for sharing your story.Rohan: And thank you for the opportunity.Eleni: You've been listening to "How'd You Get THAT Job?!" from the Understood Podcast Network. This shows is for you. So we want to make sure you're getting what you need. Email us at thatjob@understood.org with your thoughts about the show. Or maybe you'd like to tell us how you got THAT job. I'd love to hear from you. If you want to learn more about the topics we covered today, check out the show notes for this episode. We include more resources, as well as links to anything we mentioned in the episode.Understood.org is a resource dedicated to helping people who learn and think differently discover their potential and thrive. Learn more at understood.org/mission. "How'd You Get THAT Job?!" is produced by Grace Tatter. Briana Berry is our production director. Our theme music was written by Justin D. Wright, who also mixes the show. Margie DeSantis provides editorial support. For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer. And I'm your host, Eleni Matheou. Thanks again for listening.
Dyslexia in middle school: 4 signs you might see
It’s not uncommon to start noticing signs of dyslexia in middle school. Workloads increase, which makes it hard for kids to hide their trouble with reading. Here’s what dyslexia can look like in middle school.1. Reading very slowly Sounding out or decoding words is really hard with dyslexia. And this can slow down the reading process. Your child may take a very long time to finish homework that involves reading. At school, your child may escape to the bathroom to avoid reading out loud in class. (See more reasons kids might read slowly.)2. Trouble finding the right word to sayDyslexia can make it hard to find the right word or to pronounce it correctly. Your child may stammer and say “um” and other filler words a lot. At school, your child may use a word that sounds similar to the right word but has a different meaning (like saying “distinct” instead of “extinct”). 3. Struggling with writing assignments Dyslexia can affect spelling, which can make it hard for kids to proofread their own work. Your child may spell the same word differently in the same essay. Or your child may have trouble sharing ideas in an organized way and with the right spelling, grammar, and punctuation. 4. Struggling to fit in Dyslexia affects communication in lots of ways, including social skills. Your child may not pick up on body language or learn from social blunders. At school, your child may struggle to “fit in” or work in groups. Explore more signs of dyslexia at different ages. And find out what steps to take if you think your middle-schooler has dyslexia.
ADHD Aha!ADHD and dyslexia, and the reading anxiety that comes with both (Carol’s story)
Carol Blumenstein was called an unteachable student. Now, she knows she has ADHD and dyslexia, and supports her five kids who learn differently, too. Growing up, Carol Blumenstein was labeled an unteachable student. She was terrified to read during class, and school only brought huge anxiety. Luckily, her mom believed in her in a way teachers didn’t. She put Carol in community college courses and pushed her to turn her frustration into motivation.Carol didn’t know she had ADHD and dyslexia until she saw her own children — all five of them — struggle with the same things she did when she was little. But this time the issues were addressed and they were understood by their teachers.Now, Carol’s kids have founded their own organization, KidsRead2Kids, which provides free video audiobooks read by kids for kids and other helpful resources.Related resourcesVideo: Why do ADHD and dyslexia co-occur so often?Dyslexia and anxiety in kidsADHD and anxietyCarol’s family’s organization, KidsRead2KidsEpisode transcriptCarol: I remember I had a math teacher who was convinced that math was my worst subject. And my mother thought about it, and she's like, "That's ridiculous!" And so, she actually put me in computer programming when I was about 12 years old. And lo and behold, I was the best in the class. And I was a little kid and I was with college students. Laura: From the Understood Podcast Network, this is "ADHD Aha!," a podcast where people share the moment when it finally clicked that they or someone they know has ADHD. My name is Laura Key. I'm the editorial director here at Understood, and as someone who's had my own ADHD "aha" moment, I'll be your host. I am here today with Carol Blumenstein. Carol is the executive director of KidsRead2Kids. KidsRead2Kids is an organization that provides free video audiobooks read by kids for kids, along with lesson plans and other helpful resources. You can find more information at KidsRead2Kids.com. I also need to mention that Carol is the mother of five kids. Five kids who have learning differences — like dyslexia and ADHD — and her kids are the founders of the organization, which is so cool. Carol, welcome. Thank you for being here with me today. Carol: Laura, thank you. I am so happy and honored to be here with you. Laura: I'm amazed that you even have time to talk to me today, Carol. Carol: You know what? Very good time management. Laura: Carol. So, like your kids, you also have learning and thinking differences. You yourself have ADHD and dyslexia. And I have to say that, this is actually the first time on our show that we're going to specifically talk about ADHD and dyslexia, that co-occurrence, which really surprises me because it's so common for the two to co-occur. Carol: Right.Laura: I know you love to talk about your kids, Carol — which I think is so gorgeous — I'm first going to ask you about you, and what's it like for you to have both ADHD and dyslexia. Maybe through a specific example of how it impacts your daily life. Carol: OK so, you have to remember stepping back when I was growing up, there really wasn't testing for any learning differences. So, growing up I did not have a formal diagnosis. It just simply wasn't done. You are pretty much branded as somebody that was too slow, was distracted, didn't seem to care in school. I was considered a poor student, unteachable. All of these sort of labels that are never helpful and most likely are usually very wrong. Fortunately, I had a mother that understood my strengths, my gifts, and she was really able to help me become the person that I am today. School was very difficult for me. I couldn't read. I remember being the kid where — I don't know if they still do this today — but you would sit in a circle and the teacher would pull out a section that we were going to read in class. And paragraph by paragraph, you'd go around the room and each person would read the next paragraph. So, what would happen is, I would count up frantically, "OK, I am the ninth paragraph." And I would frantically look and all I would do is focus on the ninth paragraph. I didn't hear a word that anyone ever said. I was so terrified and so afraid of humiliating myself when it would come to my turn, that all I could do was focus that whole time on my paragraph, and then pray that nobody would get up to go to the bathroom. Laura: Oh my gosh, that sounds really stressful, and there's so much anxiety for such a young person. Carol: So much anxiety. Laura: I've heard a lot from our listeners who talk about having ADHD, and as far as I know — well they may or may not have also had dyslexia. It wasn't a topic of specific discussion for us for those interviews — but what comes up a lot in relation to ADHD is difficulty focusing on the reading. So, I can only imagine when you have both dyslexia and ADHD, how doubly difficult and the immense reading anxiety that can come with that. Carol: It's not only is it anxiety, but the reality is there is no fun. It is exhausting. It is challenging. It is stressful. When you're reading that slowly, oftentimes it's actually really hard to even comprehend what you're reading, because by the time you've got to the end of that page, you've completely forgot what you read at the beginning. And so, listening comprehension, reading comprehension is really important to help children with dyslexia and ADHD. And one of the ways that really helped me is — when I was growing up, I did not like to read at all — but my mother used to read to me all the time. And what she did was something absolutely brilliant, and back then there was not a lot of resources. But instead of picking a book she thought I should hear, she would pick books that I wanted to hear. She understood that learning should always come from within, and she knew that if she could motivate me and get excited about learning, I would want to learn. And if I wanted to learn, nobody was going to stop me. But if I didn't — if I felt discouraged, if I felt frustrated — if I felt like where I was to where I wanted to be so far that it was "What was the point? I'm not even going to try." My mother knew. No, she had to turn my frustration into motivation. Laura: Your mom is, she just sounds so incredible. And of course, not all kids have that same kind of — what's the word I'm looking for? — like parents who understand how to cope. But often by no fault of their own, don't know how to cope with their kids' challenges.Carol: Right, and my two older sisters, they just flew through school. They were straight-A students. They were incredibly smart. And my teachers would look at me and say, "What is wrong with you?" And I remember I had a math teacher who was convinced that math was my worst subject, because I couldn't regurgitate the multiplications, divisions really fast. I just couldn't spit them up fast enough. And my mother thought about it and she's like, "That's ridiculous!" And so, she actually put me in computer programming because she said, "You know, you really think like a computer. You're very logical. And I think that math and physics is actually going to be your best subjects." So, I enrolled in at a community college and I started studying, and lo and behold, I was the best in the class. And I was a little kid and I was with college students. Laura: How old were you in these classes with college students? Carol: I was 12. Laura: Oh my gosh. Carol: Yes, it's shocking. But the thing is, that's how my mind works. I'm a very logical person and I also am an extremely creative person. And what my mother realized is that oftentimes you're like one or the other, but I always actually both. I was just as comfortable in the art classes and the dance classes as I was in science, physics, math. And she started putting me in these classes. She started reading to me books that I was so fascinated with, and she started showing me careers that I had never thought about, that I never dreamed I could do. And all of a sudden I was like, "Oh my gosh, I want to do that." And then when I came back to classes, I was more motivated. I understood what I learned, what I did well in, and where I needed help. Laura: So, you didn't have a name for what you knew what you were strong at. You knew what was harder for you. Carol: Right. Laura: When did you...? I guess what I'm asking about is... Carol: My "aha" moment for me? Laura: What was your "ADHD Aha" moment, right? When did you — and we can talk about dyslexia too — when and how did you learn what was the root of your amazing brain? Carol: It wasn't until, full circle, I had five children and it started all over again with them. The same thing. Getting those notes back from the teachers. "Your child is a disaster. They don't pay attention. They don't care. They're not trying." And meanwhile, I knew they were running a marathon every day. They were working their hearts off, and everything took every ounce of energy for them. And I couldn't understand. And they were so smart and so intelligent. But then they would get, like, zeros on a math test, and I'm like, "How did you get a zero on a math test? I know you know this." But they were timed. And so, by the time my son would literally write his name, he would get a zero and then the teacher would be like, "You're bad at math." And I was like, "Oh my God, that's what happened to me!" And it turns out math is one of his best subjects. But again, they were using the wrong parameters to judge my children's strengths and weaknesses. And I didn't know much, but I fortunately had this wonderful teacher who said to me, she's like, "You know, Carol. I think your children should be tested." And I'm like, "Tested for what?" Because back then again, I didn't know. Laura: Right, right. Carol: I didn't have a support system. I didn't have moms coming to me and saying, "Oh, hey, here's all these resources. Let me help you." I didn't have anyone help me. I had moved to a new city to get married. I wasn't from the area. I wasn't, you know, in with everybody. And I was very much alone trying to figure this out on my own. My mom was sick. She had Parkinson's. So, I was taking care of her. And I had five kids to try to take care of and take care of my mom, which, thank God, I loved every second with my mom, believe me. But, when my kids started getting tested and we started realizing — because I would get dyslexic, ADHD, borderline autism, a selective mutism, anxiety, dysgraphia — all of these things have flooding in. And I was like, "Oh my gosh." And you start reading the reports and you're like, "Oh, that's me. Oh that's that, oh that's me. Oh, that's really me." Laura: What did you do when you discovered there might be a name for what your experience was? Carol: I was actually really excited about it. Believe it or not, I think that when I realized what it was, it wasn't so scary anymore. Because at first, I just thought something was wrong with me. I was always like, "Why is it so easy for my sisters? Why was everything so hard?" But after I was diagnosed and I realized that I was like, "Wow, I'm actually really grateful." Because, see there's one thing that I have that a lot of very intelligent people who do not have learning challenges don't have, is that I have this ability to keep working and not expecting everything to just go smoothly. I expect It's going to be hard. I expect it's going to take a long time. I expect I'm going to have to go through many, many, many iterations before I get it right. And so, I'm not as frustrated anymore. Because I kind of realize, for me to get from here to here, it's going to be a bumpy road with a lot of potholes. And I'm going to go slow. And I don't care what race car I'm driving, I got to go slow. And so, and I'm OK with that. In fact, my kids and everyone calls me "the turtle." And I say proudly, "I am a turtle." I go slow and steady and I love to learn. Laura: I do want to ask. You have five kids. Which of your kids' symptomology, challenges, strengths, do you feel like spoke to you the most in terms of like, what you are strong at and what you struggle with? Carol: So Alana, my second older, had selective mutism as a child. So, selective mutism is basically a fear of even speaking in public. In other words, you just hide. Your anxiety is so great, that the head is down and you just pray "Please don't talk to me. Please, just don't even notice that I exist." It's just such an unbelievable fear. I was very much the same way. I did not speak. So many of my parents' friends really didn't think I did speak. And yet at home, I never stopped speaking because I felt very safe and very secure at home. But it was just such a fear. And I remember my mother put me specifically in Russian ballet. She put me in theater because she realized that when I got out of thinking about myself and just got a part of a repertoire, a part of a group, I could become one. My confidence would build. And we did the same thing for Alana, and the same thing was so powerful. Because when you think about a theater troupe, it's very warm, it's very open and it's very family-like, it's a very safe environment. And so, what you're trying to recreate that sort of home life in other environments out of the home to help your child step up, to become comfortable in being themselves. And maybe for a child, it's a soccer team. It could be many things. And then my son Jacob was very much like me growing up. Severely dyslexic, very slow to read. His teachers would tell him math was his worst subject. You know, "Why are you even going for that?" You know. And yet, his brain was literally just like mine. You know, I put him in a computer program, which he just soars. His math is outstanding. You know, he uses all electronics now, you know, audiobooks, all of those sorts of things that are available to help him. And he went from a kid where they thought that he was never going to amount to anything. He's now in his final year at Ross, at the University of Michigan, and he's doing exceptionally well. Laura: Tell me about KidsRead2Kids and the inspiration and what you do at KidsRead2Kids. Carol: So, KidsRead2Kids is a 501(c)(3), Parents' Choice Award-winning nonprofit that my kids started back in 2016 because we saw that there was like this cycle that keeps continuing. Where I grew up and felt like there was something wrong with me, that I was broken, that I wasn't smart, that I was never going to account to anything based on what school was. And had I not had my mother, I don't know what I would be. Instead of having an MBA from Wharton, an electrical engineering degree, I could be who knows where. But I am who I am because I had somebody in my corner who really believed in me and understood that I had amazing strengths, and also realized that the weaknesses that I had, we could figure out how to work around them so that I could learn and be an independent learner for life. And then my kids came along and I felt like it was like deja vu. It was happening all over again. And my kids one day I said, "You know, we've got to do something, because there are kids around the world, there are parents around the world that don't have a resource to help. What can we do to help these kids so that they can become independent learners? They don't need to have a credit card. They don't need to have money. We need to teach kids that they can be independent, that they are in control of their learning, and we're going to teach them how." And so my kids decided they were going to start KidsRead2Kids, and they started by taking some of the greatest classic books that most children with learning challenges don't even read. They took abridged versions, which were less scary and easier to understand, but very important characters. These were all young characters that had struggles that they had to overcome. And they got their friends from theater and choir — many of which who had learning challenges themselves — and they filmed these books as a video-audiobook, chapter by chapter. Laura: So fun.Carol: Which took, each book, is months and months. You have no idea. Laura: I can't, I can't imagine, actually. I mean, that's incredible. Carol: You know? And then my kids would edit it and get it all set. And we wanted it so that a child could go on to our website or go on to our KidsRead2Kids YouTube channel. They could listen to these books completely free. They didn't have to ask for permission. They didn't have to ask for money. And they're listening to other kids just like them. And all of a sudden, kids in over 60 countries started using it. It was amazing. And then Covid hit, and teachers were like, "Ahhh! what do we do?" You know, "How do we teach kids online?" And so my kids created two complete free lesson plans to "Anne of Green Gables," that my daughter Alana Read and "Peter Pan" that her friend Steven reads. And this has creative writing prompts, active listening questions, vocabulary games to really help kids learn how to actively listen. You know, we were born hearing, but we have to learn how to actively listen. Laura: Well, it's just such an amazing organization, Carol. I mean, the fact that your kids founded it, and just the entrepreneurship, the scrappiness, the creativity, the empathy that it takes to do something like that. I really commend you and your kids. Your story is just phenomenal. The website for everyone who's listening again is kidsread2kids.com. That two is the number two, not the word two. So, kidsread2kids.com. So Carol, thank you so much for being here today. It's just been a pleasure. I really appreciate it. Carol: Oh, it is an honor. And on our website, there's always a way of contacting us if you have a question or a concern. When I was raising my kids, I didn't have anyone to help me, and it's a really scary process to try to figure out what to do. And I don't want any parent to ever feel that way. So, same thing for kids. We are here as a resource. This is our passion. We love it, we believe in it, and we really, really want to make sure that no child, no adult feels like they're broken or something is wrong with them. You are perfect the way that you are. Find your strengths, and then let us help you to improve the areas that are hard for you. And it will make life so much easier and way more fun. Laura: You've been listening to "ADHD Aha!" from the Understood Podcast Network. If you want to share your own "aha" moment, email us at ADHDAha@understood.org. I'd love to hear from you. If you want to learn more about the topics we covered today, check out the show notes for this episode. We include more resources as well as links to anything we mentioned in the episode. Understood is a nonprofit organization dedicated to helping people who learn and think differently, discover their potential and thrive. We have no affiliation with pharmaceutical companies. Learn more at understood.org/mission. "ADHD Aha!" is produced by Jessamine Molli. Say hi, Jessamine! Jessamine: Hi everyone. Laura: Briana Berry is our production director. Our theme music was written by Justin D. Wright, who also mixes the show. For the Understood Podcast Network, Scott Cocchiere is our creative director, Seth Melnick is our executive producer, and I'm your host, Laura Key. Thanks so much for listening.
The Opportunity GapBringing awareness to dyslexia
Dyslexia is a common learning difference that impacts many kids of color. Hear from an expert and learn ways to support kids in the classroom. The signs of dyslexia are often overlooked. And there’s so much parents of kids of color can do to advocate for the right support for this learning difference. Our guest is Dyslexia Mom Boss host Lauren McClenney-Rosenstein, EdD. Listen as Dr. Lauren explains:Her own personal experience with learning and thinking differencesWhat parents need to know about Orton–GillinghamWays parents and schools can work together to help kids of color thriveRelated resourcesDr. Lauren’s podcast, Dyslexia Mom BossDyslexia basicsWhat is Orton–Gillingham?Episode transcript Julian: From the Understood Podcast Network, this is "The Opportunity Gap." Kids of color who have ADHD and other common learning differences often face a double stigma, and there's a lot that families can do to address the opportunity gap in our communities. This podcast explains key issues and offers tips to help you advocate for your child. My name is Julian Saavedra. I'm a father of two and an assistant principal in Philadelphia, where I've spent nearly 20 years working in public schools. I'll be your host. Welcome to Season 3. Welcome back, listeners. So, on today's episode, we're talking about a learning difference that impacts many people, dyslexia. October is National Dyslexia Awareness Month. Joining us for today's conversation is Dr. Lauren McClenney-Rosenstein. Dr. Lauren has been a certified special educator for ten years. She's also the CEO and founder of Think Dyslexia, and she's also the host of "Dyslexia Mom Boss" podcast, a podcast that explores mom guilt and understanding the special education journey. Please help me welcome Dr. Lauren to the show. Woohoo! Welcome. Lauren: Thank you, Julian. And it's exciting, first of all, to be on this podcast. And I love Understood. I always use Understood as a resource. So, this is just like such an honor to be here. So, thank you.Julian: Dr. Lauren, I really appreciate you being here. One of the things that we always try to start off with is, you know, just kind of talking with each other, get to know each other, because we're going to dig deep into some more issues. But this morning, I got up and I'm in the bathroom brushing my teeth and I hear my daughter at 5:45 a.m., and this little girl, Amalia, eight years old, she is fully dressed. She has her hair done. She has her shoes or socks on. And she has her yoga mat. And she says, "Dad, I just had to get my yoga in before school. I'm ready.". Lauren: I love that. Julian: And I looked at her like, "Girl, why are you awake at 5:30 in the morning doing yoga?" And so, when I think about what's giving me life right now, the fact that my daughter understands how important it is to center herself before school starts. I mean, I say all that to ask, for me, that's giving me life. I want to know about you. What's giving you life right now? Lauren: That's a really good one. You know, I might have to continue on the parenting train. So, my youngest daughter is five and a half and just day two of kindergarten sending her off and all my little sweet girls growing up, and she's wanting to get on the bus and just doing her thing. And my daughter actually has a little meditation mat where she will sometimes pull it out and... Julian: Oh wow! Lauren: ...before bed and say, "Mommy, I just need to take a minute to breathe." Yeah, I think that probably is giving me some life today because that's fresh in my mind. Julian: That's what's up. That's what's up. So, let's get into it. You received a late ADHD diagnosis, is that correct? Lauren: I did. Julian: Would you be open to telling our listeners a little bit more about that journey of how to get diagnosis and how that happened? Lauren: It's funny because I'm always an open book, but I think there was a lot of shame around this, and it really wasn't until this summer was when I started sharing my story. But I was a psychology major undergrad, and I think the reason I was so attracted to psychology was I wanted to understand the human brain. I wanted to understand human interactions, like why are people the way they are as in nature versus nurture? Like, what's behind all of that? And I always struggled in school and I didn't really know why. I was always in trouble. I was always the social butterfly, you know, all these things. And, you know, it wasn't until I was in this abnormal psychology class and I saw like all the signs and symptoms of ADHD, and I was like, "This sounds like me. I wonder if I have this.". And so, I'm the kind of person where I just want you to tell it to me straight. So, I marched down to the local psych center on campus, you know those grad students doing all the testing for the college kids, and I got that diagnosis, right? I was just like, "Oh, this is great and I know what it is. And then I was like, 'Wait, what is this? Why didn't I know this?'" Like, all this. And, you know, there was a lot of shame around it. Like, I had to get some feedback from my parents because there was stuff they needed to have input on when I was a kid. And I think that they were kind of like, "What are you doing? Like, Why is this happening? Like, what's going on here?" So, I went and I did what most people do, which is get on medication. And it was awful for me. So, I was a Division one athlete at Syracuse. I ran track and that was my job to run track because I was a scholarship athlete. Well, this medication I was on was awful. I was losing weight, I was eating like a football player, I lost my personality. But I got to tell you, the only good thing was I made honor roll for the first time ever in college. And I was like, "This isn't worth it." So, I got off the medication. And then I just thought it disappeared. Then I explored education, and that was when I went into my master's program — I wanted to explore elementary ed, but special ed was really what grabbed me. And I think it was because I struggled. And so, when I was in these special ed placements, or even really any placement, any kid that struggled, I was like, "I'm there. Like I know it, I can help you." And that was what drew me in to the neurodiversity, but I didn't know that. I literally stumbled into dyslexia, the world of dyslexia. I'm not dyslexic. Most people that follow my work are like, "What's your dyslexia story?" I'm like, "Don't have one." I was like, "I don't have one. My kids aren't dyslexic, as far as I know. I don't have any family members that have admitted that they're dyslexic. I just was trained in Orton Gillingham and to know how to work with the dyslexic brain.". And so, for years I would coach parents and kids and teachers into this like mindset of like, "Well, this is how you have to differentiate. This is how you need to understand that we all learn differently." And all the while, I wasn't really serving myself. That's when I really had to look at myself in the mirror and say, "All right, I got to do something with this ADHD, because when it goes 15 years without treating it, there are repercussions to that." That's kind of my story in a nutshell. Julian: I'd love to know more just in general about how Think Dyslexia came about. Like, tell us more about that. Lauren: So, it was January of 2020. I was working at a nonprofit whose mission was focused on inclusive education, and really we provided technical assistance to districts, schools. And I just remember sitting in this office just bored, you know, because I have ADHD and I'm like, "I'm so used to bouncing around and going to different classrooms and I'm supposed to sit at a desk and do research." So I said, "I need to do something." So, I started an Instagram account and, but my vision was, "I'm just going to put out all this information that's in my head on social media. Who knows where it's going to go". And so, I started with the old school whiteboard posts with like fun facts about dyslexics and, you know, that really picked up. And then later on, I started doing cam reposts and then lives, and then it turned into this whole kind of research project where I was finding people around the world, sharing their dyslexia story, talking about dyslexia in Egypt, in Oman, in India, in Norway. And Think Dyslexia was really just a resource. It was a place where parents would find the resources. I mean, I had moms who were in my coaching program that were like, "You were the first account that saved my life." And I'm like, "I saved your life? It's like, What do you mean?". Julian: Got it.Julian: And so a podcast came out of this, correct?Lauren: It did. So, my vision was, well, actually I should say this, my account was shut down twice. And, you know, for whatever reasons, Instagram's issues are with that. I needed a platform where I was my content and it couldn't be taken down or taken away. So, that's when I said, "Well, how do I do that? I'm going to create a podcast." Julian: I'm just fascinated that you were able to take this social need, like society needed more information about dyslexia and you've been able to transform it into multiple platforms. And so, I think it's just really cool that you've been able to do that. I want to pivot to the idea of students and children and their rights. We're both parents and we can confidently say that nobody fights harder for a child than their parent or their parenting adult. These adults that are in children's lives, they really just want to see the kids thrive in whatever they choose to do. You know, whatever they decide, they just want to see them do well. And so, I'd like to ask specifically for those parenting adults of children of color, because we really focus on the opportunity gap of children of color and their experience. Why is it so important for them specifically to advocate for their children? Lauren: If you go back to the start of this country, OK? And this is a little quick history lesson. Like it wasn't a right or it wasn't a law for kids to go to school. And so, I think if you think back to the beginning of time where it really wasn't a law for kids to go to school because of agriculture and farming and all of that, it was more of a luxury then, of course, it's not going to be honored for people of color. And so, I just feel like this is a systemic issue. Also in the Black community, I think it's twofold. We don't always talk about disabilities, and when we do, there's a lot of shame and guilt around it and there's a lot of, "Oh, well, that's just so and so on and he figured it out when he was ten." And it's like, no. But the other issue is that there's resources that just aren't accessible. There are things in just the brown and Black community, we just don't know what we don't know. So, it's a lot easier to put that energy somewhere else or to come off if you come to the school as the angry Black mom, because you know there's something wrong with your kid, but you don't know how to advocate, right? Because you don't have the words or the resources to say, "I think this is what's happening." So, you have to take a look at who's teaching our children and whether they realize it or not. There's the biases that they have, the microaggressions, the, whatever it is, where it's ingrained in us. Julian: I'm interested in knowing some of the experiences you have with the families you work with. I'm curious, like, what are you seeing about our experiences? And I say "our" as in those of us that are people of color. Lauren: That's another great question. So, in terms of my personal private practice business, most of my clients are white. Julian: Interesting. Lauren: Yeah, and I think it is...how do I word this? It's an economic issue and it's also a lack of knowledge. Julian: And can you explain what that is for the reader? And you had mentioned that earlier. You know, those of us that are not in the business. Explain what that is. Lauren: Orton Gillingham is a buzzword now. Orton Gillingham, two people. Samuel Orton, was a neuropsychologist, and Anna Gillingham, I believe, was a speech-language pathologist. And they, this was like over 100 years ago, OK? And they understood the neurodiverse brain, the dyslexic brain. They understood that there had to be a multi-sensory approach to teaching these children to read. Most people think that kids just know how to read, and that is not the case. There's so much brain science behind it and there have to be wires connecting. And if you have dyslexia and other language-based learning differences, things aren't firing and you have to do it a different way. So, I was classically trained through the Orton Gillingham Academy. And what that means is you have a fellow, you do a certain hour of coursework practicum and you have to apply to get into the academy. So, there are many levels of what Orton Gillingham can look like. And so, if you're a parent out there and you're like, "Oh yeah, I got an Orton Gillingham tutor," you need to vet them. You need to say, "Did you go through the academy? Who was your fellow?". Now there are other certifications that are just as credentialed. But I think the thing is, is that when you have a true dyslexia therapist or an Orton Gillingham-trained practitioner, it's very expensive. And it's expensive because — and you'll understand this, Julian, because you're an assistant principal — there's no curriculum, OK? This literally requires you to know the child and take your skill set of being — because I'm also an educational therapist — of bringing that sound approach. So, if, like, I've worked with middle schoolers that can't really read, I'm not going to start off with Shakespeare because it's eighth-grade content. We're going to get to the nitty gritty, roll up the sleeves, and if you don't A apple, that's where we're starting. Obviously, you have to make it, you know, appropriate and protect their ego. But Orton Gillingham or as I said, other dyslexia therapists like we do the work and we know that we individualize what that child needs. And so, I think when you bring that to our community, there's just not a lot of knowledge around that. And then I think in general when a parent is like, "Oh, well, I need what you have and my kid can't read and, you know, I don't know what to do," but then you hit him with the ticket of "Here's how much this costs," then that can, that sometimes presents to be a problem and it turns into an economic issue. Like, are you middle, upper middle class? Can you afford, you know, X amount of hours? Because let's be honest here, you're not going to see progress unless you have a set amount of hours put in. Julian: Yeah, that's I mean, that's true across the board. And again, I see it at the administrative level where, you know, there's supports that are in place based on what people can afford and what they can't afford. And, you know, we do know that there are definitely schools that have fantastic reading intervention programs and early intervention programs. Lauren: Exactly. Julian: Where there's a process called MTSS, where people are able to figure out and diagnose and intervene immediately, whereas other schools and other school districts. For some of our listeners, you may be in a school or a school district that doesn't have a strong reading intervention program, and so your child might not get identified early on, or you might just have that gut feeling like "My baby just can't read as well as everybody else." And there's so much info out there so you don't know, "What should I pick? What should I do?" All I'm seeing are these things that cost tons and tons of money to do tutoring. And so, my question to you is, if I'm a parent in a situation like that, where I recognize there's not a really solid reading intervention program at my child's school, but I also, I can't really swing paying $300 a month for extra tutoring, right? What are some other ways that you would advocate as a coach, as somebody that's been in this a lot, how would you advocate for parents to represent their children and find a way to solve that situation? Lauren: First things first, you're listening to this podcast. That's a great place to start. I would definitely say check out my podcast "Dyslexia Mom Boss" and what is really important for a parent — and this is what I say all the time to parents — you need to educate yourself on what dyslexia is, you need to educate yourself on what language-based learning disabilities or differences are. And then the next thing I always tell parents is once you have an understanding of that, then you need to understand your child in that context. You can't just say, "Oh, this is what dyslexia is and this is my kid," because it's a spectrum. So, you need to understand the diagnosis or the suspected diagnosis. So, what I always recommend is if you think your child has dyslexia, go to the Mayo Clinic and type in signs and symptoms of dyslexia. Julian: The Mayo Mayo Clinic, OK good. Lauren: And what I love about it — I always reference this —what I love about it is it gives you stages. So, it gives you, what is it like... not birth, I think it's like two. They call it before school age. So, it's probably like right around the time where kids are starting to develop language to about four or five, and then they have school-aged, which is kindergarten to fifth grade, and then they have teens and adults. And so, if you are an educator, you're looking at this and you see the developmental stages of like, oh yeah, by the time they're in middle school, they should be doing this. By the time they're in high school, they should be doing this. Well, it gives you an extensive signs and symptoms and that is a great way for you to do an informal screener online to be like, "Oh, tick, tick. I think this might be an issue." Now, getting the actual diagnosis now that can be challenging. You know, if you're in public school, you have to have a reason to bring this to the table for your child to even get supports. Now, Julian, you touched on MTSS, and that's a whole different episode and a whole different conversation. But if your school is doing things in the right manner, your child should be receiving Tier one and then Tier two and then Tier three, and then if they're still aren't getting the results they need, that's when they can possibly be up for special ed, which means that's when they can possibly be tested. Problem is, is that takes time. And so, this is where money comes into the situation where "I'm going to go get a private psych evaluation. I'm going to go find somebody because I know there's something wrong with my kid. And my kid needs that support." So there's so many different things where eventually money does come into play. But I think the free tips are the podcast, the Mayo Clinic, go to the International Dyslexia Association. There are a lot of resources there. I would say start with that with the, you know, low-cost things. Julian: Great, great. I mean, everything that you said is to access like, that's the most important thing is really understanding that it's not incredibly difficult to access, it's taking the time to do it. Now, I will say, you know, parents or parenting adults, if you feel like your student or your child is not getting the interventions that they need, then ask for a list of interventions that are being used in school. It's as simple as that. Just make sure to ask, "Hey, what's happening in school in terms of interventions? I feel like I have concerns about my child's reading ability. Can you tell me some things that you've tried?" That's a really easy first step, and then you can ask about MTSS, like we mentioned. And then you can ask the school "What are some other suggestions or resources you might have for supporting our child with their reading because we really want to help them. Can you give us or provide us with information?". And I will say that nine times out of ten you'll be able to at least get something from that. And from the administrator lens, if a parent comes in and is asking that, then I know "All right. We got to make sure that we're providing, because they've done their research, they've done their homework, they're ready. Let's make sure that we get that going for them."Lauren: Yeah. I would agree. Julian: One last question. Just thinking about similar conversations with schools. And again, I'm going to take the administrator hat off and I want to hear from you as a mom. Lauren: Sure. Julian: What are some ways that you think parents or parenting adults can build stronger relationships with schools? Lauren: So, I'm going to give a quick answer, but then I'm going to explain why. I think being vulnerable is a really huge part to building a strong relationship. Julian: Say more about that. Being vulnerable. Say more about that. Lauren: Yeah, we're all human, right? Julian, You wear that administrative hat, but you're also a dad. You're also a man. You're also a husband. You also get sick. You also get sad, like we're human. I strongly believe and I'm speaking from personal experience. You cannot communicate effectively or have healthy, positive relationships if your nervous system is not regulated. So, when you are all the time stressed all the time worrying about this anxiety-filled and coming from a place of like, my kid needs this, like you're irritable, you're not easy to talk to you, you're not listening. And I think that parents need to understand, "If I can regulate myself and just say I'm really lost, I don't know how to help my child, can we do this together?" I think that's where you have that like, that's where the rubber meets the road. That's where teachers are not defensive because teachers will come to the table if a parent is, because I've seen it, a parent is yelling at them like, "You didn't do this, you didn't fill out the IEP. My kid is behind." And the teachers are like, "Whoa, I got 35 kids in here. I don't even have time to pee." And it's like, this is not productive. Julian: You're right, it's too much. And I think really making sure you try to put your self in the eyes or the perspective of the other party is really important. As the teacher, try to understand where the parent is coming from, and as the parent try to understand where the teacher's coming from. That helps things go a really long way. Well, Dr. Lauren, we could talk all day long, and I really, I appreciate it. I love your energy. I love your story. I love the work that you're doing. Lauren: Thank you. Julian: The fact that you're putting yourself out there. It's been a fun conversation. It's been very insightful, especially for me just on dyslexia and some of the work that you've done. Listeners, before we go, as always, I have some really helpful resources to share. I'm going to share them in a second. I just want to one more time, say thank you so much to Dr. Lauren. Come back again at some point. We have some more conversation to have. Lauren: Definitely. Julian: So, listeners, some resources. One, check out Dr. Lauren's podcast. I've listened, is pretty solid. "Dyslexia Mom Boss." "Dyslexia Mom Boss." Also, she gave us a really good tip to type in Mayoclinic.org. Check out The Mayo Clinic. If you have any questions about dyslexia, you can get some levels around or what you're seeing and symptoms and it's really informative. You can also, obviously, learn ways you can help your child with dyslexia from Understood.org. That's right. Understood.org. It is top of the town. We do it right over at Understood. Then also hear why this doctor says she would never want to be cured of dyslexia, even if she could be, in an episode of "In It," one of our sister podcasts on Understood. Listeners, we will talk and listen soon. Thank you for joining "The Opportunity Gap." Ciao! "The Opportunity Gap" is produced by Tara Drinks, edited by Cin Pim. Ilana Millner is our production director. Our theme music was written by Justin D. Wright, who also mixes the show for the Understood Podcast Network. Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer. Thanks for listening. See you next time.
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