32 results for: "assistive technology basics"
Assistive technology platforms: The basics
Assistive technology (AT) comes in different shapes and sizes. You may encounter assistive technology without realizing it, like built-in tools on your mobile device. Understanding the different platforms can make it easier to figure out which tools will work for you.Here’s what you need to know about platforms for AT.Basics about platformsA platform is a foundation of technology that AT tools can operate on. It’s typically a hardware device controlled by built-in software called an operating system. There are two main platforms to use AT on:Desktop and laptop computersMobile devices (includes smartphones and tablets)Anyone can use AT tools like text-to-speech, dictation (speech-to-text), word prediction, calculators, and more on each of these platforms. Some tools are built into the operating systems.You can also add tools to each platform:You can add new tools to computers with software.You can add new tools to mobile devices with apps.Using AT on one of these platforms is different from using a single-purpose AT device, like an audio recorder. A single-purpose device can do only a fixed number of things, such as record and play sound. It can’t add new functions.Desktop and laptop computersMany AT tools were first developed for desktops and laptop computers. Here are some of the benefits of using computers for people with learning and thinking differences:Operating systems such as Windows and macOS come with built-in AT tools, like text-to-speech and dictation.They have plenty of storage space for documents, videos, photos, and other files.They have built-in microphones and speakers to run different AT features and offer the ability to add on more powerful external microphones and speakers as well.They typically have built-in physical keyboards, which is helpful for people who prefer touch typing.Desktop and laptop computers also have some drawbacks:Desktop computers aren’t portable, and laptops aren’t as portable as mobile devices like smartphones and most tablets.They can be expensive.Mobile devicesIn recent years, many people have started using AT on mobile devices. Here are some of the benefits:Like desktops and laptops, mobile devices come with built-in AT tools. For example, iOS and Android have basic text-to-speech.AT tools can be downloaded through apps onto mobile devices from the iTunes App Store (iOS) and Google Play Store (Android).These apps are often more affordable than software designed for desktops or standalone AT devices.Smartphones and tablets are portable.Smartphones and tablets have touch screens, which some people prefer.Apps can take advantage of the camera on mobile devices to scan documents and add photos to projects.Some mobile devices are less expensive than desktop and laptop computers.There are some drawbacks, too:Mobile devices generally have less storage space than desktops and laptops, and it can fill up quickly.Mobile devices have smaller screens than most laptops and desktops, sometimes making it difficult to see an entire page or project. When using the device’s on-screen keyboard, even less of a page or project is visible.Understanding these different platforms can help you choose the right AT tool. Use this list of questions to ask when choosing AT tools. Learn more about the assistive technology that’s built into mobile devices. Get tips for learning to use an AT tool if you’re just starting.
Understood Explains Season 3IEPs: Does my child need an IEP?
Get tips from a special education teacher on how to tell if your child needs an Individualized Education Program (IEP) — or if you may want to wait.If your child has been struggling in school, you might be wondering if they need special education. And once you start exploring special education, you’re going to run into the term IEP, which stands for Individualized Education Program.But what exactly is an IEP, anyway? On this episode of Understood Explains, host Juliana Urtubey will cover IEP basics and how to figure out if your child needs this kind of support. Timestamps[00:57] What is the purpose of an IEP?[03:27] What’s in an IEP?[05:42] Does my child need an IEP?[07:42] Should I wait to get my child an IEP?[10:05] What if my child is learning English? [11:36] Key takeawaysRelated resourcesUnderstanding IEPsAre my child’s struggles serious enough for an evaluation?How to help if English language learners are struggling in schoolSeason 1 of Understood Explains: Evaluations for Special EducationEpisode transcriptJuliana: So, your child is having some struggles in school and you're wondering if they might need an IEP. But what does this mean? On this episode of "Understood Explains," we'll cover IEP basics and how to figure out if your child needs this kind of support. From the Understood Podcast Network, this is "Understood Explains IEPs." My name is Juliana Urtubey and I'm the 2021 National Teacher of the Year. I'm also an expert in special education for multilingual learners, and I'm so excited to be your host for this season of "Understood Explains."Quick note about how we're going to structure the season: Most of the episodes focus on information that's important for all parents or guardians to know. But we also have a few episodes that are tailored for different groups of families: families with younger kids, older kids, and multilingual learners. And all the episodes are available in English y en español. OK, let's get started. [00:57] What is the purpose of an IEP?So, what's the purpose of an IEP? Before we answer that question, I want to quickly explain what an IEP is. IEP stands for Individualized Education Program. It's a formal plan that details the special education instruction, supports, and services that are designed to help a student with a disability make progress in school. IEPs are covered by a federal law called the Individuals with Disabilities Education Act, or IDEA. This law applies to all public schools in the U.S., including charter schools. If your child qualifies for an IEP, you'll work with the school to develop annual goals and monitor your child's progress throughout the year. So the purpose of an IEP is basically to be a road map, showing how the school will help your child catch up with their peers. It might surprise you to know that IEPs are very common. Nearly 1 in 6 public school students has an IEP. That means millions and millions of kids have Individualized Education Programs. And each IEP is customized to a student's needs. So if your child has dyslexia, the IEP might specify an hour of special reading instruction a few times a week. Or let's say your child has ADHD and autism. Maybe you and the school think your child needs to be in a smaller classroom to get more individualized instruction throughout the day. These are the kinds of details that get spelled out in an IEP. And it's important to know that most kids who have IEPs spend most of their day in general education classrooms. By law, IEPs need to keep kids with their peers as much as possible. There's one other really important thing that all parents need to know. Having an IEP is not a sign of low intelligence. I've taught many, many kids, and all of my students have unique strengths and needs. But sometimes, people's strengths can be overlooked if they have a learning difference. For example, during my first year of teaching, I had a student named Abelardo, who really struggled with reading and writing. The most I had ever seen him write was "Yes," "No," and his name. But one day, we discovered that Abelardo was selling candy and fun school supplies out of his backpack. And he was so good at it. He even had charts to keep track of his inventory and charts to show what was the most popular. And his charts were even color-coded. It was clear to me that Abelardo had incredible math, reasoning, and entrepreneurial skills. But he needed formal supports to help him with reading and writing. So remember, kids can do really well in some areas and still need an IEP to help them thrive in school. [03:27] What's in an IEP?Let's get into a bit more detail and talk about what's in an IEP. There are lots of important parts, but I want to give you an overview of four key things in an IEP. First, there will be a section detailing your child's present level of educational performance. This is the jargony term for how your child is doing in school. You might hear the school use acronyms for this, like "PLOP," or "PLP," or "PLAAFP," which is short for "Present Level of Academic Achievement and Functional Performance." This part of the IEP outlines the student's strengths, challenges, and how their classroom scores compare to their peers. This section may also mention some of your child's behaviors or interests, like the subjects they enjoy and how they get along with other kids. Next, there will be an "Annual Goals" section. This describes what progress the IEP team is hoping to accomplish. It will list each goal and break down shorter-term objectives to reach along the way. And later this season, we'll have a whole episode on how you can help the school come up with these goals. The third main part of an IEP is the "Services" section. This part details how the IEP will help your child meet the annual goals. This section lists any services your child will get and for how long, such as 30 minutes of speech therapy twice a week. There are also a gazillion different kinds of services that can go into an IEP. Anything from mental health counseling to physical therapy to training in things like social skills or time management. Remember that “I” in IEP is short for "Individualized," which means the IEP can include whatever special services your child needs to make progress in school. And last but not least, is the section that details the accommodations, which are changes in how your child does things at school. This section of the IEP is often called "Supplementary Aids and Services." It could include things like more time on tests and a seat at the front of the classroom to help your child pay attention. It could also include assistive technology like text-to-speech software or audiobooks. The other important thing to note is that an IEP is a legal document. And later this season, we'll have an episode about your rights during the special education process. [05:42] Does my child need an IEP?All right, here we go. One of the biggest questions: Does my child need an IEP? Sometimes the answer to this question is very clear: "My child is blind and needs to be taught how to read Braille." But sometimes the question is harder to answer. Here's an example: "My child has ADHD and needs a lot of support to get organized and follow directions. Will classroom accommodations be enough to help my child make progress in school? Or does my child need specialized instruction?" Schools look at a bunch of different kinds of data to figure out which kids qualify for an IEP. And to help you understand this process, I recommend you listen to the first season of "Understood Explains," which is all about evaluations for special education. We'll include a link in the show notes. But the school cannot evaluate your child for special education unless you give permission first. So you play a very important role here. If your child is struggling in school and you're wondering if these struggles are serious enough to need an IEP, I want you to ask yourself a few questions:Why an IEP now? What got you thinking about this? Was it something a teacher said or that your child brought up? Are your concerns new or have you been worried for a while? Thinking about what prompted your concerns can help you talk about them with your child's school or health care provider. How are your child's struggles getting in the way at school? Is your child having trouble with a certain subject like reading or math? Is your child struggling socially or with things like concentrating in class? Try to write down a few examples, even if you don't know the root cause. What are you observing at home? Does homework take hours and hours and often end in tears? How often is your child worried about school? How intense are these worries? Is your child wanting to stay home from school because it's too hard? These are the kinds of questions that can help you get ready to talk to the school about giving your child more support. [07:42] Should I wait to get my child an IEP?Should I wait to get my child an IEP? OK, so you've noticed your child is struggling and you think school supports might help. There's a very common question that parents ask themselves next: Is now the right time, or should I wait? I've worked with a lot of parents who wanted to wait because they were hoping their child would grow out of their challenges. But I found that the sooner we meet children's needs, the better. Being proactive can help kids in many different ways: academically, socially, emotionally. So if you're wondering if your child needs an IEP now or if you can wait, I want you to do three key things:First, ask the school what kind of interventions they've tried with your child and for how long. Interventions are much more formal than simply giving a student some extra help. They typically take place over several weeks, and during that time the school keeps track of your child's progress. If you think your child's skills are improving with the intervention, you may decide to wait to ask for a special education evaluation. But you don't have to wait. You can ask for an evaluation at any time. The second thing I want you to do is find an ally at your child's school, whether it's a teacher or an aide or another staff member. Sometimes schools have family liaisons. You can ask the front office to guide you to one. Having a relationship with someone you trust at the school will help you understand the process, ask questions, and get help for your child. And the last thing I want you to think about is time of year. Remember, you have the right to request an evaluation at any time, but practically speaking, it's better to avoid asking during the first few weeks of the school year unless you had concerns from the previous year. And likewise, it's better to avoid asking for an IEP at the very end of the school year, when school's winding down for the summer. So, those are a few concrete things you can do to help you think about whether now is the right time to talk about an IEP, or if you want to wait. As a general note, I know many families may be reluctant to speak up or be seen as the squeaky wheel at school. And in particular, I know some Latino families may not feel like it's their place to tell the school how to educate their child. But I want to be really clear here. Schools in the U.S. want families to tell teachers when they're worried about their child's progress. And teachers want to partner with families. So I encourage you to talk with your child's teacher and share your concerns — whether you're asking for an IEP or not. [10:05] What if my child is learning English? So, this next question is near and dear to my heart: What if my child is learning English? Before we dig into this, I want to note that schools use different terms to describe students who speak languages at home, in addition to, or other than English. Many educators use the term "English language learners." I prefer the term "multilingual," and better yet, "linguistically gifted."The important thing to keep in mind is that all children learn languages at different rates, and that's OK. It can be hard to become fluent in English while also learning to read, write, and do math in that new language. But there are ways to tell if a child's struggles are due to a language barrier or something else, like a learning difference, such as dyslexia. We're going to talk more about this later this season, but for now, I'm going to put a link in the show notes to an Understood article to read if your multilingual learner is struggling in school. It includes lots of good questions to help think about whether your child might need an IEP. And there's one more thing I want to mention while we're on this topic. Learning more than one language cannot cause a learning difference or disability. All children, even children with learning and thinking differences, can be multilingual. Families often ask me if they should stop speaking to their child in their native language because they worry it's causing harm. That's just not true. In fact, educational experts recommend that families keep using their home languages. Speaking multiple languages is good for a child's learning and brain development. [11:36] Key takeaways OK, we've covered a lot of information in this episode, so I want to wrap up with a few key takeaways to help you think about whether your child needs an IEP:Think about how much or how often your child is struggling. Being proactive can help your child in the long run, not just academically, but also socially and emotionally. Kids can do really well in some areas and still need an IEP to thrive in school. All right. That's it for this episode of "Understood Explains." Tune in for the next episode to learn the difference between IEPs and 504 plans, which is another common type of school support. You've been listening to "Understood Explains IEPs." This season was developed in partnership with UnidosUS, which is the nation's largest Hispanic civil rights and advocacy organization. Gracias, Unidos! 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've 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. Credits Understood Explains IEPs was produced by Julie Rawe and Cody Nelson, with editing support by Daniella Tello-Garzon.Video was produced by Calvin Knie and Christoph Manuel with support from Denver Milord.Mixing and music by Justin D. Wright.Ilana Millner was our production director. Margie DeSantis provided editorial support, and Whitney Reynolds was our web producer. For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer.Special thanks to the team of expert advisors who helped shape this season: Shivohn García, Claudia Rinaldi, and Julian Saavedra.
Signs of learning and thinking differences in adults
Some people think learning and thinking differences only affect children. But adults can have them too. That’s because learning and thinking differences are lifelong issues.Maybe there are certain tasks and situations you’ve struggled with since childhood. Things like staying focused and organized, writing down information or changing routines may be hard for you. You may even see your own child coping with the same difficulties and wonder if it’s related to what you’re experiencing.Learning and thinking differences aren’t something you outgrow. And some conditions run in families, like ADHD. For instance, you might not be as hyperactive as your child with ADHD, but you may show other signs, like frequently losing track of things.If you suspect you may have a learning or thinking difference, your health care provider can refer you to a professional who evaluates adults.Keep in mind that having learning and thinking differences doesn’t mean a person isn’t intelligent. The key is to recognize the signs and seek out supports that can help.Trouble with reading and writingStruggling with reading and writing can be a sign of learning differences like dyslexia. As a child, maybe it took you a very long time to complete reading assignments. (Explore other signs of dyslexia in kids.)Now as an adult, you may notice you avoid reading and writing whenever possible. Or you might hesitate to return an email because you’re worried you’ll misspell too many words.Read 6 surprising ways dyslexia can affect adults.Find out how dyslexia is diagnosed in adults. There are many resources that can help you find specialists in your area. That includes local chapters of the Learning Disabilities Association of America (LDA), an Understood founding partner.You can also learn about tools like assistive technology (AT) for reading and writing. AT is very common today, and many tools, like text-to-speech, are built into mobile devices. Trouble with mathLots of people aren’t good at math. But maybe you’ve noticed that figuring out tips and balancing your checkbook have always seemed extra hard for you. Cooking might even be tricky if you struggle with quantities and measurements.These can be signs of dyscalculia, a common learning difference that impacts the ability to do math. Many experts say dyscalculia is just as common as dyslexia, even though dyslexia is diagnosed more often. If you’d like to be evaluated for dyscalculia, explore these resources for low-cost private evaluations, and learn about types of tests for dyscalculia.There are many tools that can help people with dyscalculia cope with everyday challenges. That includes basic tools like calculators. Learn about math software and other assistive technology for math. And explore more ways dyscalculia can affect adults.Trouble with focus and organizationDo you struggle to focus when you’re working on something or following a conversation? Maybe you “tune out” or have trouble sitting still for long periods of time. Or maybe you’re generally forgetful and absent-minded, and often run late.These can be common signs of ADHD (also known as ADD). It’s common for people not to be diagnosed with ADHD until adulthood. ADHD also tends to run in families. So if you have a child or other family member with ADHD, there’s a greater chance you could have it, too.Find out how ADHD is diagnosed in adulthood, including where to find specialists.There are many well-researched ways to treat ADHD. You can also learn about alternatives like exercise and mindfulness meditation.Simple tricks can help reduce signs of ADHD, too. You can minimize distractions around you, like having your desk face a wall instead of the window. Use earphones if there’s outside noise that distracts you. You could also try using fidgets.If you struggle with organization, technology like apps can be a big help. You could also try color-coding and breaking projects down into smaller, more manageable steps.Read more about everyday challenges for adults who struggle with organization, and how to help.You may also want to read about the connection between ADHD and emotions.Difficulty with social interactionMaybe you’ve noticed you’re not comfortable in social settings, and it’s not because you’re shy. You might find it hard to keep up with a conversation. Or maybe you tend to miss social cues and find yourself interrupting often.There are many possible reasons for struggling with social skills, including nonverbal learning disabilities (NVLD). (See how NVLD plays out in everyday life for one young adult.)If you’re struggling with social skills, there are lots of ways to improve. Learn basics about social rules. And try specific strategies. For instance, if you know there’s a school event for parents or something for work, prepare for it. Make a list of general topics you’re comfortable talking about and questions to ask.Search online for local resources that can help. You can look for social skills groups for adults in your area. You may also find local professionals, like speech therapists, who can help you get better at social interactions.Most importantly, remember that having a learning or thinking difference doesn’t mean you’re not intelligent. Learning and thinking differences are very common, and finding support is a key to finding success. Read about famous people with learning and thinking differences. See lists of entrepreneurs, musicians, political figures, and game-changers in history. And consider connecting with other adults with learning and thinking differences on the Wunder app.
The Opportunity GapAre IEPs different in wealthy schools?
Does special education differ for the rich and the poor? Listen as the hosts take on tough questions about IEPs, race, and money.Choosing a school is a huge decision for families with kids who learn and think differently. One concern is whether special education is better in high-income schools. Another is how IEPs serve kids in racially diverse or low-income schools. Hosts Julian Saavedra and Marissa Wallace take on tough questions from Understood users about how IEPs differ between schools based on income. They discuss how race, diversity, and wealth play a role in the special education services that kids get. Related resourcesLearn about school options like neighborhood and charter schools. Avoid 5 common mistakes that families make when choosing a school.We want your feedback! Email your thoughts about the show to opportunitygap@understood.org.Episode transcriptJulian: Welcome to "The Opportunity Gap," a podcast for families of kids of color who learn and think differently. We explore issues of privilege, race, and identity. And our goal is to help you advocate for your child. I'm Julian Saavedra.Marissa: And I'm Marissa Wallace. Julian and I worked together for years as teachers in a public charter school in Philadelphia, where we saw opportunity gaps firsthand.Julian: And we're both parents of kids of color. So this is personal to us. Marissa: Hey, Julian, how are you? Julian: I'm chillin', chillin', chillin', what's going on? Marissa: I'm sure you're chillin', and then I heard you had a day off today. That must be nice. A nice Thursday off?Julian: Yes! It was the first day off without children in I don't know how long and, you know, I like to cook and dabble. So I made a tomato soup. Four different types of tomatoes and some basil from the garden. See, Marissa, you didn't know I got down like that, did you?Marissa: Oh, my goodness. I guess it's just the jealousy of the time that you had to make that delicious tomato soup when I put chicken nuggets in the air fryer for my family.Julian: Well, to each his own.Marissa: That sounds amazing. If you freeze any of that tomato soup, you know, I'll try it out next time.Julian: It'll be gone by the time you get here — it's probably gone right now. The kids probably eating it while we're recording, so — Marissa: Man.Julian: I'm excited for today! Andrew's in the building. What's up, Andrew?Andrew: Julian, I'm always here. By the way, the air fryer is probably the best kitchen appliance ever invented. I use it all the time.Marissa: Absolutely! Most valuable player. Like, it literally got us through the pandemic. So thank you, air fryer. Julian: So going into today and our conversation, Andrew, what are we talking about? Andrew: Yeah. So this is the topic that you all have asked that we take on. And it's the question of whether special education differs in wealthy schools versus so-called low-income schools. I've been with Understood for a bunch of years, and we answer a ton of emails, and, let's be real, most of the emails are from white, affluent parents. Not all of them. And for this show, I pulled some of the hardest parent questions about this topic. I just have to warn you, uh, these are pretty uncomfortable questions, but I think they will be really interesting and important to get your perspective on.Julian: Excellent, excellent. And it's OK to have uncomfortable conversations. We're not asking those questions? Then we're not going to really find any solutions. Marissa: And I think it becomes more comfortable when you talk about it. When we explain what special education is, when we explain what an IEP is, an Individualized Education Program, like, there's so much power in having something individualized to meet the needs of students.Julian: Right. So what's our first question? Andrew: OK. So here's the first question. If my family is in a wealthier school district, a more suburban school district, will the services in the IEP for my child be better than if my family is in a low-income school district?Marissa: I guess the starting point is to understand that a student will receive services through an IEP, which is an Individualized Education Program, once they have an evaluation. So that's the first piece of it. And that's all under federal law. So it's not an option under that law. They are required to have a free appropriate public education. So that's the first thing to think about with this question, right? If you're a public wealthy school or a public low-income school, it doesn't change what you're held accountable to, like, the law stays the same no matter where you are. Does that mean, though, the harder part to talk through and unpack is, does that mean that doesn't influence where you're located and what services you get? Julian: Here's where I want to open up some thoughts for a second. Number one, there's a lot of misconceptions about what happens in a quote-unquote low-income district. A lot of people that are not in the education world normally only have their exposure to schools through friends and family and by word of mouth, or by what the media tells them. A lot of times people will base where they choose to buy a home, the biggest purchase of your life, they choose that based on what certain scores are for certain schools or what the reputation of that district is. But that does not necessarily equate to the quality of teaching happening in those schools. If anything, I would argue the teachers that are in the most high-needs, underprivileged areas are, in many cases, some of the best teachers that we have in the business because income and financial things and poverty and systemic racism and oppression, all of those things are not a product of the schools, necessarily. There are things that the schools have to deal with and manage that wealthier schools might not have as much of. When it comes to what's happening in the building, we can't just blanketly say that there's going to be a vast difference in the quality of teaching and the quality of the experience of a typical student in a wealthy versus low-income school.Marissa: And I agree with the statement, as far as, like, the quality of your educators. I think an area to talk about, though, is access to certain actual opportunities depending upon the district. I just had a conversation with a parent and she explained to me, like, her rationale for doing exactly what you said, Julian. She chose to move to a wealthier school district in the thought that her child would be better served because of the access to supplies and the access to technology and computers and things of that nature that she knows her kiddo needs, assistive technology. And she was fearful that the school where she was currently living in a lower-income district, wouldn't provide that.And I do think about certain things, like, I lived in — we all obviously lived through this pandemic, right? And I currently, and my child right now is going to the lower-income district school. And kids at the district that was wealthier, they already all had laptops. So when everything went virtual, they didn't miss a beat.Kids had their laptops, they picked them up. That's it. My kiddo's school district that he's in now, when this all happened, it was months before kids had laptops. Months. Because they had to actually physically get money and funding to have laptops. So I think there's access issues. And that's the hard part, because I think there are fantastic educators, especially working in a city school for the majority of my career, I agree that, like, the best humans and the best educators, I 100 percent believe were in the schools that I worked in. I've never worked in a wealthy school district. Julian: Then let me ask you this one. So, Lincoln, your son, he's multiracial. So if you had the option, would you keep him in the place you're in, where there's not as much access to technology or those types of resources as quickly as the wealthier district, but he might be in an environment that's more diverse, that might be more reflective of his culture? More often than not, wealthy districts are also very white districts.The way this country is, there's not many majority minority districts that are also wealthy. Like, it just doesn't exist. Like, there's not that many out there. So, if you had a choice, would you put him in a situation where he might be one of two people of color in a class of 25, but they have all the resources in the world, they have everything they need? Or would you keep them in the spot that he's in, where it's more diverse, but he might not have the fancy new laptop or the MacBooks and all that?Marissa: Jules. This is so — you and I have been having this conversation since our kids were babies, about school. And so I can honestly, now that it's happened, right, and I'm really happy with the choice that we made of keeping him at what again is termed the "low-income" district in our area. And one of those reasons absolutely is that idea of diversity. Like he's one of 20 kids, and he has every race, truthfully, in his class and his, like in the overall kindergarten, in general. He does not have a laptop yet. So, I know that his cousin who goes to the wealthier school already has theirs and brings it home and all that jazz. But I'm really happy with our choice because, one, he's already talking very openly about others and different cultures. And two, like, there is something to say, he has an amazing teacher, and it's like, that's the hard part, right? You never know who your kid's teacher is going to be. And we both know, as educators, the relationships and the ability of your teachers to have strong classroom management, all of those other things are really more important. A lot of times, for me, anyway, as a parent, I want to see that more than any item. Because you can give my kid a computer and be like, "OK, now go ahead and teach yourself." Or you can have an amazing teacher like Lincoln has, who each day is actively there, like, putting on a show, teaching these kids to read and in two languages, right? They're a multilingual classroom. So I am, I'm very happy with our decision. And, being fully transparent, he went to preschool in the wealthier district and, two years in a row, both of his years of preschool. And he was the only child of color in his entire preschool for two years, and both years, his teachers made comments about his behaviors and how much energy and how it was hard for him to sit still and keep his hands to himself and all that. To the point that last year, his teacher suggested that I have, she was like, "I know you're in education, so I'm sure you'll have a conversation, but you might want to hurry and get him evaluated as a kindergartner." And I just was like, "Oh, OK, thank you." But this year, none of that, the teacher has never mentioned — she hasn't passed any judgment about his ability. And of course, if that's something he needs, we'd be onboard and we would do it. But it's just ironic to me how, like, two teachers in a predominantly white, very suburban, wealthy district were very quick to tell us that our 3- and 4-year-old was potentially going to need services, right? And now he's school-aged in a school that is more diverse and low-income. However, I feel like he's thriving.Julian: So that's a conversation that every parent and every family has at some point when you're deciding, like, when, where are you going to settle? And the school environment usually is one of the bigger drivers of that decision. When you're out there thinking about, where are you going to set some roots? Really think strategically about your own values as a family. What is important to you? And to dig deeper into that question of, like, the IEP, will it be better in a wealthy district, will it be better in a low-income district?Marissa: It depends. Julian: What does that word "better" mean? For some people, having the resources and having the technology is going to be really important. So, maybe that's better to you. And for some people of color, being around people who are diverse and, for some people that are not of color that choose to actively put their kids in a situation where they might grow up differently than they did. That's something that's also really important too. So it's really about deciding as a family what's important.Marissa: As you were talking, just, a thought popped into my head, though, that I think is extremely important. We, you and I, are talking because we have choice. We have to keep in mind that not all families have choice. Not all families can sit there and make this decision to move to a wealthier district. And that shouldn't be what we're telling families. I mean, I'm pushing back a little bit because my bigger answer for this, or the bigger issue is, because it is federal law it shouldn't matter where your child is going to school. They have the right to receive those services based on this legal document, the Individualized Education Program, and that is federal law. So, like, we have, you and I have privilege by making that choice, where we do have to think about our families, that they don't have that; they're going to go to school wherever they live. And so I think we have to push that back on the schools. It's gotta be the school responsibility to provide those services. And I think it's gotta be us talking to our parents and our families that they have the right to ask for those services, and they have the right to no matter where their kid goes to school to get those services.Julian: Right. Agreed, and appreciate the push and the perspective. But I would still say it always goes back to what is most important within that IEP? What are the particular aspects of that IEP that you want to make sure are happening? How are you going to communicate that to the school and to the IEP team during meetings? How are you going to communicate that to your child? How are you going to make sure that your child is very clear on what they deserve and what kind of services they should be receiving?Marissa: Absolutely.Julian: And so it's really about thinking deeply amongst yourselves as a family about what's important. And then having those pre-conversations before you walk into any sort of meetings or before you have any interaction with the school, have you talked together first so that you're ready to jump in and demand that you get what the law has dictated you deserve. All right, Andrew, what do we got next? Andrew: Yeah, that was, that was really real, Marissa. At some point, I think you and Julian should do a show for parents of color with learning and thinking differences about how they choose or what are your tips or thoughts about choosing a school district? If they have that option. Maybe they don't. But if they do have that option, it would be great show. So the next question is, and I can remember this one very early when I was working at Understood. And I recently spoke to a speech-language pathologist about this issue. Here's the question: Is it true that sometimes kids are on IEPs when they don't actually have a learning disability or a problem with speech and language; it's just that they never got taught the basics? And if I feel like my child is in this situation, should I be OK with the IEP? Now I know from reading this email that this comment did not come from someone who is wealthy, upper-class, white, and suburban. That's just my sense of the email. Julian: I mean, I'm going to be honest, just listening to the question, it already seems to me that this person might need to do a little bit of a mindset shift. For example, they said they don't actually have a learning disability or a problem with speech and language. Anytime we talk about learning and thinking differences, it's about differences, not necessarily deficit. So when I think about this person, I'm thinking that they need to think about, what do they think special education is? How do they feel about IEPs in general? And that's a journey for everybody. I know for a fact that there's many parents that think about the words or the acronym IEP, and they automatically go to "Something's wrong with my kid." They automatically go to, "I don't even want that; don't label them this, because that means they're going to get tracked or they're going to get put in a different place." And that's a societal thing that, for many years, there's always been a negative connotation when it comes to special education.I mean, so, if I'm a person that is wondering, "Should my child be identified? And what was the process for them to be identified?" I might be asking myself, well, "How well do I know my child's abilities? What part did I play in the initial evaluation process? Like, was I there and present for all of that? And then have I been tracking their progress as clearly as the school has been tracking it?"So it really puts it back on the parent to figure out, how well do I know my kid, and how well do I know their learning style, and how well do I know their abilities? And what is it that's making me question whether or not they should have this IEP or not? Marissa, thoughts? Marissa: You did an excellent job speaking on what gets lost in this whole process a lot of times, which is, like, what's the cause — what's the cause, what's the why behind my kid needs this? And I think my short answer is yeah, you should be OK with it, because, again, like, an individualized education plan cannot be a bad thing. So, like, I think there's a lot of different ways in which this can feel worrisome and troublesome for families who are, like, "Well, maybe it's just they're just missing some fundamental skills or maybe their kindergarten and first-grade teacher was not that great and they didn't teach them things. And now they're fifth graders and they still don't know how to do math computation." And there's a lot to unpack, but I think that it shouldn't be a bad thing. Like they shouldn't be something that people shy away from. If it's something that's going to help your child to learn and if it's something that's going to help them to make progress, which is exactly the purpose, right? Like, we want our kids to make progress in the educational system. We want them to learn. I do feel like this question needs a mindset shift. But at the same time, there's so much variability, and there's also subjectivity in doing the evaluation process. So we don't — I don't know, you're right, your kid might've just been labeled because of an actual need or they might've been labeled because maybe they had a bad teacher, and I hate to say bad teacher because I was like, there's no bad teachers, but I'm not —Julian: It's a good movie, it was definitely a good movie, but — an effective teacher, that's the word, effective.Marissa: Thank you. It's like, I don't like using the word "bad" teacher. It just sounded wrong because I know everyone's out there trying their best to be amazing teachers. Andrew: OK, wow, that was a pretty tough one. So this next question, based on the email, it seems like this person was at a, I don't want to say no-excuses charter school, but I don't know what the right word is for the charter schools that are a little bit tougher or have more rules or discipline. So the question is, if my child is at a public charter school and they get identified for special education or an IEP, will something happen? Will they lose their spot? What's the downside here, or is there a downside? Marissa: Yeah. What stood out to me with this particular question is the word "public charter school." So just to be very clear with families and parents, if it is a public charter that is receiving any federal funding, they cannot kick your kid out for having an IEP. That is part of the law. So, like, if it's a public charter school and, like, this kiddo would get identified and they would try to exit them or kick them out of the school or, or lose their spot, as a parent, I would know my rights about that.If it's a public charter getting federal funding, then, like, you really should feel confident that your child has a spot. And if they try to do something shady, then, I don't know, call me, I'll help you out. Andrew: Yeah. Typically we refer people to the local parent training information centers in their state. One reason is because a lot of this stuff is very local, as you know, and there's nothing more valuable than having a local advocate.There are a lot of volunteers actually out there, and, you know, I'm in the process right now, even of trying to become a volunteer, a volunteer advocate in the local school district near me. Julian: Here's the thing. Every charter network is different, and the way that charters are built and how their charters are written vary from city to city, from region to region. And so to say that a public charter school, like, you could make blanket statements about that. It's just not possible because they're all very different. But if you dig into some of the research, you'll find that many of the no-excuse model charter schools in their earlier days definitely had a harsher approach to discipline and management. And in many cases, especially in the earlier days, the population of students with special education services was much lower in charter schools than in traditional public schools. So, you might have a typical public school with 25 percent of the students having IEPs. Whereas in a charter school down the street, maybe 10 percent or 7 percent of the students have IEPs.And it wouldn't necessarily mean that they were forced out. But I've heard of stories and I've heard of situations where students were strongly encouraged to find a school that might better serve their child. That was a real thing. So I can understand where this question is coming from. But on the flip side, the school that Marissa and I worked at was a very high-performing charter school, and we had a high number of students with special services, and we encouraged them to come to our school. We encouraged them to stay with us; we encouraged them, in many cases, if they weren't receiving services at their public schools, we would go and say, "Hey, we're a great option. Come to us. We have what you need." And so there's some schools that also seek out students with learning differences to come to their schools because they pride themselves on doing really well with offering services. So what I would say to this person is really do more research. There's records out there that you can find online for every school.So you can go back and look and see, how have they done with their students in the past? How many students start with them, and how many students end up going through their whole program? So that you get a better idea of what your child might experience if they go there. Andrew: Moving on to the last question. The question in a bluntest way is, do IEPs differ for the rich and for the poor? Are IEPs different for wealthy versus marginalized kids? Do you have any thoughts about that? I feel like this is a big philosophical question that's underlying a lot of the parent and family questions that we get, and I'd love to hear your thoughts.Julian: It's like, obvi, but no. Yes and no, right?Marissa: It's not, yes. There's this connection between all of these things. As a parent, for all of our families, for anyone who has children in the school system, right? You can't deny, because school is an institution, it's where we send our babies to spend the majority of their day, you can't not address that wealth and class and race isn't going to all come together as far as what a child's experience is going to be in the classroom. So whether it's intentional in some places or not intentional, that there is going to be impact. I was talking to a parent, and her daughter has Down syndrome and they were very aware and involved and, you know, in her process of, like, making these decisions and choosing to go to the wealthier school district for her, it was about that assistive technology piece. Like, her kiddo did need computers. She couldn't handle working with a school district that was going to tell her no, you know, and that happens a lot. She was struggling with, well, "We just, we don't have that. We can't do that." And she was honest, though, she was transparent with me and said even now in the school that she is in, which is a wealthier school, she's having different types — she's not having nos when it comes to, like, materials or supplies. But now she's getting no to, like, inclusion, which to me is scary. Now they're, like, "Well, we have all this money and we have all this material, so we can actually create this classroom that looks this way, where she can get pulled out and put into," which, and maybe that works, maybe there's families or children where that type of environment might be what the family wants for their kid. But for her, she wants her daughter to be fully included. So now she's five years in, and they made this choice because she's got the coolest keyboard and she's got the best headphones and she's got all the things, but she is fighting and battling because they tried to, like, sneak on this document that she was only going to be included for 20 percent of her day. And they're, like, "No, we want her included for 80 percent of the day." So now they're, like, really grappling with did we make the right choice of sending her to this wealthier school where she's yes, she's had all the things, but now, like, fundamentally, in mindset, that doesn't jibe with what we want, which is for her to be included. Julian: Be careful what you wish for. Marissa: Yeah. It's so situational. It's so, like, need-based, and that's the thing — it's gotta be based on your kid, your circumstances, what you want. And so, yes, wealth is involved, and those things you have to think about, but Julian, you said it perfect before. It's like, what is, what are your values?Julian: So, to answer the question, Andrew, it really is about what is the purpose of school and how is it going to play a role in that family's life. But really figuring out: What are your values, what do you care about, what's important to you, and how are we conversing about it? Even when it's uncomfortable, even when this is a hard decision to make, and all of us are going through it. And it's not a stagnant decision, right? Like, just because you make a decision in kindergarten, that decision might change in third or fourth grade. And then that decision might change again in high school, right? It's a constant reevaluation of, like, is this working for us or not? And it might be hard to get out of it, but we have to do what's best for our family. And, ultimately, everybody out there, you do what's best for your family. That's what's most important.Well, it has been a really great conversation. Thank you so much for joining us and listening. If you have any more questions, we'd love for you to send them our way. And so this is Julian and Marissa signing off "Opportunity Gap." Thank you so much, Marissa. Good night.This has been "The Opportunity Gap," a part of the Understood Podcast Network. You can listen and subscribe to "The Opportunity Gap" on Apple, Spotify, or wherever you get your podcasts.Marissa: If you found what you hear today valuable, please share the podcast. "The Opportunity Gap" is for you. We want to hear your voice.Go to u.org/opportunitygap to find resources from every episode. That's the letter U, as in Understood, dot O R G slash opportunity gap.Julian: Do you have something you'd like to say about the issues we discussed on this podcast? Email us at opportunitygap@understood.org. We'd love to share and react to your thoughts about "The Opportunity Gap."Marissa: 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. "The Opportunity Gap" 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.Julian: Thanks again for listening.
Understanding developmental coordination disorder (DCD)
Developmental coordination disorder (DCD) is a lifelong condition that makes it hard to learn motor skills and coordination. It’s not a learning disorder, but it can impact learning. Kids with DCD struggle with physical tasks and activities they need to do both in and out of school.Learning how to support your child with developmental coordination disorder (DCD) is a journey. Along the way, you’ll learn about symptoms, treatment options and what schools and professionals can do to help. But there’s so much else to know about DCD, which you may have heard referred to as dyspraxia.This overview gives you the basics, so you can start helping your child. It also leads to more in-depth information on DCD.Snapshot: What DCD isDCD is a condition that makes it hard to learn coordination and motor skills (including motor planning). At least 5 percent of kids have it. DCD is more common in boys than in girls. Kids don’t outgrow it, but they can improve their motor skills.DCD isn’t a specific learning disability like dyslexia or dyscalculia. It’s considered a neurodevelopmental disorder, like ADHD. But it can make it hard for kids to do schoolwork and keep up with classroom lessons. It can also make it difficult for them to participate in gym class. DCD often co-occurs with other conditions, and the symptoms may overlap.Kids with DCD struggle with many of the tasks needed for learning in school. These include writing, copying from the board and organizing their things.DCD can create challenges outside of school, too. Motor planning problems can make it hard to figure out the steps of self-care routines, like brushing teeth and getting dressed. Kids may have trouble preparing a bowl of cereal with milk for themselves. Trouble with balance may make it hard for them to sit still and eat properly.DCD is an impairment in movement skills, including:Fine motor skillsGross motor skillsMotor planningCoordinationWeakness in these skills can impact other motor abilities that people use every day. These include:Maintaining balanceBeing able to quickly change their movement in new situationsMoving their body in the right wayLearning new movementsPredicting the outcome of their movementsFinding and using solutions to motor task problemsKids with DCD may have trouble using feedback from earlier experiences to adjust their movements. For instance, if they position their fork the wrong way, they don’t automatically learn from that and do it right the next time.They may also have trouble sequencing. So, planning the movements needed to do a task in the right order can be difficult. Trouble with balance can make kids with DCD appear clumsy. They often bump into other people by accident and drop things they’re holding.Dive deeperTry these fine motor skills activities for younger kids.Explore ideas for improving gross motor skills in younger kids.Discover fun ways to help older kids improve motor skills.DCD signs and symptomsKids develop movement skills at different rates. So, when they’re young, it may be hard to know if their difficulties will pass on their own. But even in preschool (or before), there can be signs that a child has weaknesses and needs intervention to improve.Below are some signs of DCD at specific ages.PreschoolHas trouble holding and using utensilsHas trouble throwing a ballPlays too roughly or often bumps into other kids by accidentHas difficulty sitting upright or stillGrades K–2Has trouble holding and using a crayon, a pencil, or scissorsDoesn’t form or space letters correctlyStruggles with going up and down stairsFrequently bumps into people by accidentHas trouble with self-care, like brushing teethGrades 3–7Takes a long time to writeHas trouble cutting foodsHas difficulty with basic routines like getting dressedStruggles to line up columns when doing math problemsTweens and teensAvoids or struggles with typing and textingStruggles with visual-spatial aspects of math, like working with shapes in geometryStruggles with opening the latch on a lockerHas difficulty learning to driveIf you’re concerned your child might have DCD, reach out to your child’s doctor. You can use this checklist to walk through signs you’re seeing.Dive deeperSee a list of coordination and motor skills developmental milestones.Read an expert’s explanation of whether clumsiness is a sign of motor skills issues.Learn how motor skills and other issues can impact driving.Other issues that can co-occur with DCDMost kids with DCD have at least one learning or thinking difference, too. ADHD is one of the most common conditions that co-occur with DCD. In fact, half of all kids with DCD also have ADHD.But DCD can just look like other issues. For example, because of balance problems, kids with DCD often have trouble sitting upright or sitting still. They may move around a lot to keep their bodies up.Some people might see that behavior and assume it’s fidgeting due to ADHD, even if it’s not. Or they might wrongly attribute it to sensory processing issues, which can also cause kids to fidget and squirm.Here are some of the issues that often co-occur or share symptoms with DCD.ADHDExecutive functioning issuesDysgraphiaMental health issues, like anxietySlow processing speedAutismSensory processing issuesAn assessment for DCD isn’t the same as an evaluation for learning and thinking differences. So if you or your child’s doctor suspect that other issues might also be at play, it’s important to seek a full evaluation to find out.Dive deeperLearn how sensory processing issues can affect motor skills.Find out how various learning and thinking differences can cause trouble with writing.Follow these steps to request a free school evaluation for your child.Possible causes of DCDResearchers don’t know the cause of DCD, but there are some risk factors. These include:Being a maleBeing small for gestational ageBeing born prematurely or with a low birth weightGenetics, or a history of DCD in the familyIf you have questions about these risk factors, reach out to your child’s doctor for more information.How DCD is diagnosedThere are a number of professionals who can either diagnose or identify DCD. Ideally, they’ll work as a group to evaluate a child.Certain types of medical doctor can diagnose DCD. They include:PediatriciansDevelopmental-behavioral pediatriciansPediatric neuropsychologistsChild psychiatristsBefore your child is evaluated for DCD, these doctors should rule out any other medical causes for your child’s coordination difficulties.There are other professionals who may assess for and identify DCD. But they can’t make a diagnosis. These include:Physical therapists and occupational therapistsEducational evaluatorsPsychologistsResearchersThe most common ages to evaluate for DCD are 5 and 6. Evaluators will look at motor and cognitive skills. They’ll ask questions about other factors that could be having an impact, too, in school and home life. They’ll also want to know whether your child has hit certain milestones in development and when symptoms began.Evaluators use certain tests to assess movement skills. These skills include:StrengthBalanceCoordinationRange of motionMotor planningFine motor controlEvaluators might look at dexterity by having kids do things like trace and string beads. They might assess visual-perception skills by looking at how well kids can draw a progression of shapes and stay in the lines when drawing.Dive deeperRead about types of tests for motor skills issues.Find out what happens in an occupational therapy evaluation.How professionals can help with DCDA key treatment for DCD is occupational therapy (OT). There are many examples of how occupational therapists can work on challenging motor tasks. They might have kids trace letters on sandpaper to build handwriting skills, for example. Or use a lacing board with different colored laces to practice shoe tying.A child might get OT for free at school through an IEP or a 504 plan. There are also OTs you can hire privately. Some insurance plans may cover these services.Kids with DCD may also work with physical therapists on balance and muscle tone.There are other ways the school can help. It might provide accommodations like extra time on tests and written classwork. Assistive technology, such as dictation (speech-to-text), might also be an option.Your child will need an IEP or a 504 plan to get formal accommodations. But the teacher might be willing to give your child informal supports to make classroom learning easier.Dive deeperDiscover classroom accommodations for kids with movement issues.Try this teacher tip to improve your child’s handwriting.Explore multisensory teaching techniques to help with handwriting.How you can help your child with DCDOne of the most important things you can do is be an advocate for your child with DCD. That starts with understanding the challenges and letting your child know you’re going to be there every step of the way.An evaluation will determine if your child is eligible for special education. If so, you’ll be part of the IEP team that puts together the plan of services and supports. You’ll also be able to monitor your child’s progress and make sure the services are working.There are many ways you can help at home, too. You’re your child’s biggest champion and can help build up your child’s self-esteem. Share success stories of people with motor skills challenges, including actress Cara Delevingne.Also, with intervention and practice, motor skills often improve. You can help your child build skills.Download free tools to help with handwriting.Learn about chores for kids who struggle with balance and coordination.Read about fun sports for kids with motor skills issues.Discover musical instruments and the motor skills they require.As you help your child along the journey, it’s important for you to have support, too. Join the Understood Community for advice, insight and inspiration from other parents like you.
Understood Explains Season 3IEPs: The difference between IEPs and 504 plans
Learn the key differences between two common plans for school support, and which one might be right for your child. The terms IEP and 504 plan may come up a lot when you’re looking into special education for your child. These school supports do some of the same things, but one can provide more services and the other is easier to get. And it’s important to know the differences in order to get your child the support they need. On this episode of Understood Explains, host Juliana Urtubey will break down the differences between IEPs and 504 plans, and which one might be right for your child. Timestamps [00:53] What is a 504 plan?[02:16] What’s the difference between an IEP and a 504 plan?[08:15] Can my child have an IEP and a 504 plan at the same time?[09:36] Should my child switch from an IEP to a 504 plan?[10:45] What do multilingual learners need to know about IEPs and 504 plans? [11:58] Key takeawaysRelated resources504 plans and your child: A guide for familiesThe difference between IEPs and 504 plans (comparison chart)10 smart responses for when the school cuts or denies servicesUnderstood Explains, Season 1: Evaluations for Special EducationEpisode transcriptJuliana: As you look into getting your child more support at school, you're likely to run into the terms IEP and 504 plan. They do some of those same things, but one has a lot more stuff and the other is a lot easier to get. On this episode of "Understood Explains," we explore how these plans are similar and how they're different, and which one might be right for your child. From the Understood Podcast Network, this is "Understood Explains IEPs." Today we're going to learn about the differences between IEPs and 504 plans. My name is Juliana Urtubey, and I'm your host. I'm the 2021 National Teacher of the Year and I'm an expert in special education for multilingual learners. And speaking of languages, I want to make sure everyone knows all the episodes this season are available in English y en español. Let's get started. [00:53] What is a 504 plan?OK. So, what's a 504 plan? Before we get into the difference between an IEP and a 504 plan, I want to quickly explain what a 504 plan is. This is a tailored plan that removes barriers to learning for a student with disabilities. The goal is to give the student equal access to learning. To do this, a 504 plan often includes assistive technology, meaning things like screen readers, noise-canceling headphones, or speech-to-text software. Many 504s also include accommodations, which are changes in the way things get done. A common example is getting extended time on tests or getting to leave the classroom to take short breaks. And the other thing I want to mention is that some 504 plans include services like speech therapy or study skill classes. This doesn't happen all that often, but services can be part of a 504. So, the basic components of a 504: Assistive technology AccommodationsServicesRight about now, you may be thinking that 504s sound a lot like IEPs, Individualized Education Programs. And you're right. These two plans have a lot in common and can provide a lot of the same supports. But there are some key differences. And that's what the whole next section is about. [02:16] What’s the difference between an IEP and a 504 plan?OK, so what's the difference between an IEP and a 504 plan? I'm going to focus on three key differences: First, IEPs provide special education services. Students with IEPs may spend a lot of time in general education classrooms, but the heart of an IEP is the specially designed instruction to help a student catch up with their peers. For example, a student with dyslexia might get specialized reading instruction a few times a week. The IEP also sets annual goals and monitors the student's progress towards reaching those goals. So the key thing here is that IEPs provide special education. 504s on the other hand, do not provide special education. There are no annual reports or progress monitoring with 504s. What 504s do is remove barriers to the general education curriculum. So 504s can be good options for, say, a student with ADHD or written expression disorder, who doesn't need specialized instruction but does need accommodations, like sitting in a less distracting part of the classroom, or showing what you know in a different way, like giving an oral report instead of taking a written test. To give you a more detailed example, I want to talk about a student of mine named Brian. He had a 504 plan to help accommodate his vision impairment. To make the plan, I talked to Brian about what he needed, and I worked with the school's assistive technology department to find some helpful tools. We learned that Brian had an easier time reading and writing when he used a slant board to help raise up the paper. He also benefited from having what's called "augmented worksheets." Rather than having a bunch of math problems on one sheet of paper, Brian would get several sheets, so the problems were spread out and enlarged and he could see them better. With these supports, Brian could do all the work on his own. And to create his 504, a school staff member wrote up the plan and included my suggestions for accommodations and assistive technology. And the only thing we needed to get started was his parents' consent. And this brings me to the second big difference between IEPs and 504s. They're covered by different laws, and IEPs come with a lot more rights and protections than 504s do. So, for example, IEPs are covered by the federal special education law, which is called the Individuals with Disabilities Education Act, or IDEA. This law is very focused on education and one really important detail about IDEA is that it says parents are an equal member of the team that develops the IEP. But that's not true for 504s. 504 plans are covered by an important civil rights law called The Rehabilitation Act of 1973. This law bans discrimination against people with disabilities in several key areas. It has a big section about employment. It has a big section about technology, and it also has a big section about education. This is where the name "Section 504" comes from. So, IEPs and 504 laws are covered by different laws. And one difference between these laws is how much schools are required to involve parents. With a 504 plan, parents don't have to be equal members of the team. Schools don't have to involve parents in creating this kind of plan. They just need a parent's consent before starting to use it. Although I want to mention that many schools encourage families to help create the 504 plan, schools aren't required to involve them. There are also different rules about what schools need to do to make changes to these plans. With 504s, schools have to let parents know if a significant change is being made to the student's 504 plan. But the school doesn't have to send a written notice about this. With an IEP, schools have to send parents a letter and have a meeting with the full IEP team before they can change the IEP. And if parents want to dispute the changes, the school has to keep the current plan in place while the dispute gets resolved. With either of these plans, families can ask to make changes, but families have more rights and protections with IEPs. We'll talk more about IEP rights and dispute resolution later this season. There's a third big difference I want to mention. IEPs are harder to get than 504s. The process for determining who is eligible for an IEP takes more time and it involves more steps. Students need to have a disability to qualify for either plan, but to get an IEP, kids need to go through the school's comprehensive evaluation process. You can learn all about this process in season 1 of "Understood Explains."OK, so kids need to be evaluated by the school to get an IEP. By contrast, kids don't need to get evaluated by the school to get a 504. This kind of plan is easier to get, but it's less likely to include specialized instruction. So for example, let's look at students with ADHD. The main thing they'd need to qualify for a 504 is a diagnosis from their health care provider. But to qualify for an IEP, those same students would still need to go through the full evaluation process through their school. It's the same thing with dyslexia or depression or a hearing impairment or any type of disability. It's pretty quick to start getting accommodations and assistive technology through a 504. It takes longer to see if a child qualifies for an IEP. We're going to talk more about this later this season, but for now, I want to briefly mention the two eligibility requirements to qualify for an IEP. The evaluation team has to determine that you have a disability and that the disability impacts your education enough to need specially designed instruction. OK, that's a lot of info, let's summarize quickly before we move on. 504 plans are meant to remove barriers in general education classrooms. IEPs provide specialized instruction. They take longer to get, but they come with more supports, including legal protections and annual goals. [08:15] Can my child have an IEP and a 504 plan at the same time?Can my child have an IEP and a 504 plan at the same time? Yes, it's technically possible to have both an IEP and a 504 plan, but it's unlikely your child would actually need both. That's because an IEP can include everything that's in a 504 plan and more. For example, if your child has speech impairment and ADHD, the IEP can include speech therapy as well as accommodations related to that ADHD, like reducing distractions in the classroom and helping your child get started on tasks. There are, however, some situations where it might make sense to have both kinds of plans. For example, if a child has an IEP and gets a temporary injury, like a broken hand and needs some writing accommodations until it heals. Rather than going through the hassle of adding and removing those accommodations from an IEP, the school might choose to add them via a 504 plan. Another example of when a school might use both an IEP and a 504 plan, is if the student has a medical condition that doesn't directly impact academics, like a peanut allergy. So, there are some special cases where both plans might be OK, but in general, if your child has an IEP, keep it to that single plan. It's easier for you and for teachers to manage just one plan instead of two. [09:36] Should my child switch from an IEP to a 504 plan?Should my child switch from an IEP to a 504? So, this happens a lot, and it's not necessarily a bad thing. Maybe your child has made a lot of progress and no longer needs specialized instruction. For example, let's say your child has dyslexia and their reading skills have improved, and now all they need are tools or accommodations. This can include extra time on tests and digital textbooks that can highlight the text as it's being read out loud. Both of the supports could be covered in a 504, but if you think your child still needs specialized instruction, you can advocate to keep the IEP. We'll get into more specifics about this later in the season, but for now, I'll just put a link in the show notes to Understood's article on what to do if the school wants to reduce or remove your child's IEP services. The other thing I want to mention is that it's possible to move from a 504 plan to an IEP, but your child will need to be evaluated by the school and it takes longer to qualify for an IEP. We have a whole episode coming up about deciding who qualifies for an IEP. [10:45] What do multilingual learners need to know about IEPs and 504 plans?There are two really important things that multilingual families need to know about IEPs and 504s: First, getting your child an IEP or 504 plan does not put you or your family members at any greater risk of immigration enforcement. It's completely understandable that families with mixed immigration status might have concerns about getting formal supports at school, especially if it involves filling out paperwork with personal information. But all students in the United States have a right to a free, appropriate public education, no matter their immigration status. Plus, schools are considered sensitive locations, which means immigration enforcement cannot take place there. I'm going to talk more about this in a later episode that is all about multilingual learners. But for now, the one thing I want to mention is that formal supports in school, whether they're part of an IEP or a 504, should happen in addition to being taught English as an additional language. It's not an either or situation. You don't have to choose between disability support and language instruction. If your child needs both, your child can and should get both. [11:58] Key takeawaysAll right. That's all for this episode. But before we go, let's wrap up with some key takeaways. 504 plans are covered by a civil rights law that bans discrimination against people with disabilities. 504s remove barriers to general education. IEPs are covered by special education law and provide specially designed instruction and services for kids with a qualifying disability. Both plans can provide accommodations and assistive technology. And last but not least, specialized instruction is a core feature of IEPs, but it's not very common in 504 plans. That's it for this episode of "Understood Explains," tune in for the next episode on IEP myths. You've been listening to "Understood Explains IEPs." This season was developed in partnership with UnidosUS, which is the nation's largest Hispanic civil rights and advocacy organization. Gracias, Unidos! 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've 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. Credits Understood Explains IEPs was produced by Julie Rawe and Cody Nelson, with editing support by Daniella Tello-Garzon. Video was produced by Calvin Knie and Christoph Manuel, with support from Denver Milord.Mixing and music by Justin D. Wright.Ilana Millner was our production director. Margie DeSantis provided editorial support, and Whitney Reynolds was our web producer. For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer.Special thanks to the team of expert advisors who helped shape this season: Shivohn Garcia, Claudia Rinaldi, and Julian Saavedra.
9 examples of assistive technology and adaptive tools in school
Assistive technology is one of the core strategies to help with learning and thinking differences in the classroom. Some adaptive tools are low-tech and some are pretty fancy. Here are some common examples.1. Audio players and recordersKids may find it helpful to listen to the words while reading them on the page. Smartphones and tablet computers come with text-to-speech software that can read aloud anything on the screen. And many e-books have audio files. If a student has trouble with writing or taking notes, an audio recorder can capture what the teacher says in class. Then the student can listen to it again at home. Devices like laptops, tablets, and smartpens also have a recording feature.2. TimersWristwatches, hourglass timers, and apps can help kids who have trouble with pacing. If kids have a hard time transitioning from task to task, timers can help them mentally prepare to make the switch. Timers can be used as visual aids to show how much time is left to complete an activity.3. Reading guidesReading guides are helpful tools for kids who have trouble with visual tracking or who need help staying focused on the page. These plastic strips highlight one line of text while blocking out surrounding words that might be distracting. The strip is also easy to move down the page as kids read. There are even free Google Chrome extensions with this same accessibility feature for reading on screen.4. Seat cushionsKids who have trouble with sensory processing or attention may find inflatable seat cushions helpful. These cushions give kids enough movement and stimulation to help maximize their focus without having to get up and walk around. A standing desk, slanted cushion, or balance ball chair are other helpful options. 5. FM listening systemsFrequency modulation (FM) systems can reduce background noise in the classroom and amplify what the teacher says. This can help with auditory processing as well as with focus. The teacher wears a microphone that broadcasts either to speakers around the room or to a personal receiver worn by the student. FM systems are also used to help kids with hearing impairment, autism spectrum disorder, and language processing challenges. 6. CalculatorsIf a child is having trouble with math, a calculator may help. There are even large-display calculators and talking calculators. A talking calculator has built-in speech output to read the numbers, symbols, and operation keys aloud. This can help kids confirm that they pressed the correct keys.7. Writing supportsIf a child has trouble with writing, try using plastic pencil grips, a slant board, or a computer. Basic word processing programs come with features that can help with spelling and grammar issues. For kids whose thoughts race ahead of their ability to write them down, different kinds of software can help. With word prediction software, kids type the first few letters and then the software gives word choices that begin with that letter. Speech recognition software allows kids to speak and have the text appear on the screen. These kinds of software are built-in features on many smartphones and tablet computers.8. Graphic organizersGraphic organizers can be low-tech. There are many different designs you can print out that can help kids organize thoughts for a writing assignment. There are also more sophisticated tools, like organizing programs that can help kids map out their thoughts. 9. Enlarged paper/workspaceIf a child has trouble with writing or organizing their ideas, writing their answer in smaller spaces may be tricky. Worksheets with larger paper or more space between questions is a low-tech way to help kids show their thinking. It’s also a way to help kids get as much credit for their work as possible.High-tech or low-tech, there are plenty of assistive technology tools to help kids. Learn more about finding the right assistive technology in school.
How’d You Get THAT Job?!ADHD, invisible disabilities, and making the digital world accessible
Albert Kim is passionate about digital accessibility because of his ADHD, dyslexia, and invisible disabilities. He wants you to join him. Albert Kim first got interested in digital accessibility because of his ADHD, dyslexia, and invisible disabilities. He wanted to make websites and apps usable for everyone, including himself. After all, he uses a screen reader and text-to-speech to read text online. But when Albert started to explore a career in digital accessibility, friends discouraged him. They said it wasn’t a good career path. Albert decided to try anyway. Within a few years, demand for his expertise exploded. People who had discouraged him before were now asking about jobs. In this episode, Albert shares how to start a career in digital accessibility, and why he wants others with learning differences to join the field. He also talks about the challenges of being a first-generation college student and immigrant from South Korea. Related resourcesConnect with Albert on LinkedIn or Twitter to learn more about digital accessibility.Read about our commitment to accessibility.Check out free assistive technology tools online. Episode transcriptAlbert: So I started talking to different people around me who are working in tech industry, but then most people were discouraging. Most people actually didn't even know about this field. Most people didn't really recommend it. But growing up in such a hardship raised by a single mom and everything, yeah, it is challenging. I get it. But I went through a lot of challenges already.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.If you have a learning or thinking difference or a disability, you might've heard of the word "accessibility." This means making things as usable as possible by as many people as possible. Well, our next guest, Albert Kim, is an accessibility expert. He also has ADHD, dyslexia, and other invisible disabilities, which is part of the reason he feels like he found his calling.Hi, Albert, welcome to the show.Albert: Yeah, thank you for having me.Eleni: So, I thought a nice place to start would be just like, kind of explain it, what it means to be an accessibility expert. I'm on the product team at Understood. And so I work really closely with the experience and design team, and I've actually worked on a few accessibility projects, so I'm pretty familiar. But for our listeners, I thought it might be valuable for you to explain what it might mean to be an accessibility expert and just describe it to them as simple as possible.Albert: Basically, the work that I'm doing, accessibility specialist role, it actually focuses on digital accessibility. So just like buildings, there's a law to make it accessible for people with disabilities or anyone to be able to access for wheelchair users and things like that. Digital space, same thing for digital products, whether that is like an app or a website, it needs to be accessible for everyone. So I basically help companies make these digital products accessible to everyone. And it's not just people with disabilities, because disability has three different categories, like permanent, temporary, situational. For example, my mother, as she gets older, her vision is lower, and so her text size has to be bigger, and things like that. So it's a really interdisciplinary subject. It involves human/computer interaction, design, computer science, and psychology. So yeah, it's a very fascinating subject area.Eleni: I think one thing that we talk about UX is really I'm trying to understand the state of the person using the technology, whether that's like an emotional state or a physical state, and designing with that in mind.Albert: Yeah, of course, mm-hm.Eleni: I would love to hear why accessibility is so important to you and why you chose to dedicate your career to accessibility.Albert: For me, accessibility is really important because I deeply empathize with the struggles. I myself have disabilities. I was born with some disabilities and also attained some growing up. And so for me, the representation and advocacy for people with disabilities is really important.Growing up, I was born in a South Korean family. And South Korea has a lot of stigma toward disability, especially invisible disabilities, like mental health and things like that. And my parents have never gone to any school. They never got any formal education. So, for me, growing up, I've never really seeked out for any medical help or any diagnosis for my disabilities. And even when I became adult and tried to seek for medical help by myself, my parents were against it. Because they just simply didn't want their child having a diagnosis of a certain disability and things like that.So having gone through such a struggle, even within my family, in my environment, in my society, wanting to be accepted as who I am, I deeply empathize with such struggle for anyone, honestly, not just people with disabilities. When I came across this subject, this field, for me, it was like a calling. It was like a life mission. And especially, even within digital accessibility, these invisible disabilities that cognitive and learning disabilities, as well as mental health, have not been traditionally covered much. Which it was very absurd to me because if not accessibility area talks about these issues, then where else can we talk about it, right?Eleni: Definitely.Albert: So, kind of felt like a calling, and I feel like I had to jump in and really bring more representation of people with disabilities, similar disabilities that I have, in this field.Eleni: That's definitely something that I've heard in my research too. When we talk more broadly about diversity and inclusion, often disability is left out. And then even within the disability spaces, invisible disabilities are left out of that conversation too. So there's, like, a number of layers. And as you said, learning disabilities in particular are often, you know, not considered. I would love to hear some examples of where you've noticed perhaps digital platforms not being as accessible as they could be for learning disabilities and, like, a common mistake or gap that you see on these platforms.Albert: I think one of the challenges I have is the reading comprehension difficulty due to my dyslexia. And because of that, I use screen readers a lot. And a lot of websites, actually majority of websites, are inaccessible. And one of the most common thing is these screen readers are assistive technology that requires specific technical compatibility.But many websites are not designed and developed with these assistive technologies in mind. So for example, if I'm trying to use a screen reader to read the content, sometimes it might skip, like there is no, for example, alt text for images, or there is no coherent orders, and it's just really not the pleasant experience.So those are one of the biggest challenges. And also in terms of, from the mental health aspect, a lot of contents that might trigger mental health traumas, there is no trigger warning or the contents might be just dangerous subjects, right? Dangerous things. And being able to write contents in plain language rather than overcomplicating things. And a lot of it is design content. Those are the biggest parts that I find a lot of issues.Eleni: And I know you mentioned that you didn't necessarily see some of your diagnoses considered, so I thought it might be helpful for the audience, if you feel comfortable, to share the learning differences that you have.Albert: Yeah, thank you for asking, because I know there's a lot of stigma toward disabilities, and I know many times people tend to not to disclose. And I was advised not to disclose if I don't feel comfortable to, but I try to disclose as much information as possible, because I want to break that stigma a lot. And I have cognitive and learning disabilities, such as ADHD, dyslexia, OCD. I also have anxiety and depression, as well as PTSD. So, it's quite a lot, but these are the diagnoses that I got and been on medication for them. And I'm really fortunate to be able to find a good medical team who was able to help me out in this journey.Eleni: Yeah. I'm happy to hear that for you too. And thank you for being vulnerable and sharing all of those diagnoses. It is really important sometimes to be more open because that's setting an example for other people that might feel a little bit more shame, and it really reduces stigma around it, just talking about it.So you mentioned that when you discovered the accessibility space, you felt like it was truly your calling. I want to hear more about how you discovered it, you know, set you on that path.Albert: Actually, to share that story, I do need to share a little bit about my background because I think it's all connected.I was born in a family with domestic violence. So my mother, my sister, and I all escaped from my father. So, I was mostly raised by a single mom. I'm a first-generation college student, and we couldn't afford the cost. So I had to take a pause in my college. And at that point, I was trying to find out what can I do in terms of my career?And while I was going to college, I actually tried three different startups. I thought business success to be my fastest route to become financially independent and free so that I can support my family. So I tried different startups.And then I went to South Korean military because of the compulsory military service. And in the military, I served as a telecommunications specialist. And that was, like, the first time I kind of interacted with these more of a computer and technical things. And then after I came out, I was doing more of a digital consultant work. But then because of my startup experience previously, I got recruited by my friend and I was brought in as a business development manager. And while I was working for this tech startup, I realized, oh, like, in order for me to really get into this field, I do really need to understand more about computer science and coding and web development. So I started doing a UCLA Extension certificate in web development applications programming.And while I was studying that subject, I came across digital accessibility. At first, I was very fascinated by the subject because I never, ever imagined there is an existing field for this specific digital accessibility. And when I came across, I felt like, like, this is super cool. To me, it was kind of like looking at robots or AI, so I automatically got drawn to it and I started looking up, oh, so what are the digital accessibility guidelines for people with invisible disabilities or people like me? And I couldn't really find much resources. Oh, that's strange. Maybe I did a poor research. So I started reaching out to different people on LinkedIn and also attending different events and conferences to see maybe if I attend these professional events, I'll be able to hear more about that subject. But I still couldn't find much information. And then I realized, oh, wow, so most of the digital accessibility conversations were focused on physical disabilities, blind, deaf, and motor. But invisible disabilities have not been covered much. So, that's when I felt like, oh, it's my calling. And I need to really get into this field and try to bring more representation.Eleni: Yeah. And that's something that we also hear a lot, where people identify, like, an opportunity or a gap and for people that are more risk-averse, it's like, oh, but like that's uncharted territory. Whereas for others, it's like, well, that's actually really exciting. You can be the pioneer in that space if no one is doing it. And as you said, there's definitely a need for it. Like, you identified a personal need for it. So, there must be others feeling the same way, right?Albert: First, I didn't know how to start. So I started talking to different people around me who are working in tech industry. But then most people were giving me advice that was discouraging. Then most people actually didn't even know about this field existing. And second, most people didn't really recommend it. Like, it's an unclear career path, and the companies that have accessibility teams are only the large companies. So, I heard a lot of discouragement. But growing up in such a hardship, raised by a single mom and everything, yeah, it is challenging. I get it. But I went through a lot of challenges already, but I still overcame. So why not try? And what an interesting life because after I got into this field, shortly after, the demand has soared extremely a lot. So compared to two years ago, there was an article talking about the job increase in this field was 70 percent in one year.And because of the COVID and how the digital transformation is occurring, and a lot of government services and public services are also transitioning to digital, there is this soaring demand for making websites and apps accessible for everyone so that public services are available for everyone. So now the people who were discouraged at me before are now coming to me and saying —Eleni: Congratulating you.Albert: Congratulating me and also asking for help. They want to learn more about it.Eleni: Yeah. And I think that takes a lot of courage to block out societal pressure and other people's opinions. And just really look inward in terms of what you want and being guided by that.Albert: And I think that neurodiverse people are actually very strong at that because we've overcome that kind of stigma, always resisting.Eleni: Definitely. Yeah. We talk about that a lot. You know, if you already feel othered in whatever way, then it's actually a lot easier to go against the status quo and go against the grain because you already are. And I think it's really important to point out some of the strengths and positivity around neurodiversity.Albert: Yeah, thank you. I really hope that more and more neurodiverse people pursue this field because there's a huge demand for neurodiversity representation in this field. And it's a really, really fascinating subject that I think a lot of people will find very meaningful because you get all the benefits of working in the tech industry, like flexible location. And most companies are nowadays remote and flexible hours. But at the same time, you do work that actually benefits people with disabilities and humanity. So, it just gives me a lot of life fulfillment and meaning in my work and everything.Eleni: Oh, that's so beautiful to hear. You know, you mentioned flexibility in the tech industry and how perhaps working in tech could be a little bit more inclusive or more accessible. Do you want to talk a little bit more about that and why that's important to you?Albert: If I were to work at a traditional company where the business practice and work environment is very traditional, it would be very challenging. Because of my disability, sometimes I need to have flexible work hours. Also being able to work remotely at my home where I feel comfortable gives me a lot of room for accommodating my disabilities. And another thing is I feel like the tech industry, the culture and the community itself, is very supportive. It's all about, like, supporting each other, open-source projects, and we're all trying to help each other, so that is a huge plus for people like me, who is a foreigner, in a foreign country, without a college degree. And then being a first-generation college student with a lack of guidance, it means so much to have that kind of support, especially digital accessibility community. Because a lot of people in digital accessibility resonate and empathize with people with disabilities and actually having disability is a huge, huge strength, because you have a deep insight and understanding of users with disabilities. And that is very precious and highly appreciated skill and experience in this field. So I think that was one of the biggest part was the people in this field were just very welcoming, loving, and supportive, and that is really hard to find in other fields, I feel like.Eleni: And you also mentioned not finishing college and some of the challenges that you had from a financial perspective. But I would love to hear perhaps some other challenges that might've been related to, like, your learning and thinking differences or your other mental health challenges.Albert: A lot of challenges are so subtle and embedded in my life that I don't even know it exists. For example, I have a hard time with estimating time. So my doctor was telling me because of my low executive functioning in my brain, if I'm estimating a time for a certain work or certain task, I can pretty much assume that it is going to be wrong. And another thing is balancing my focus. It's very hard to balance my focus.For example, I have ADHD and I get distracted to a lot of environmental stimuli. So when I'm working, I turn off a lot of other noises in my room and try to be able to focus so that I don't get distracted. But at the same time, I have OCD as well. So for me, there's no middle ground. And it's, like, either I'm very distracted or I'm very, very, very focused, maybe too focused, to the point that I'm not prioritizing certain tasks and moving forward. It's kind of like a bicycle when you're riding a bicycle on a downhill, it's hard to stop for me. It's very hard to stop when I'm going down already into the path of ADHD. So learning coping mechanism to help me balance that has been very challenging.Also another thing is, because of my anxiety, new environment, where it's my first-time experience, for example, let's say that I'm trying to go to medical school. I've never been to medical school before. Then there's lots of new information out there that I don't know. To me, that is a huge uncertainty, and that overwhelms me a lot. So it gives me anxiety and it triggers my OCD a lot. So I get obsessed about like reading things and learning things because I'm so anxious that I feel like if I miss one word, I might miss a huge chunk of information.So it took me a long time to really learn the coping mechanism that it's OK to fail. It's OK to try. And whether or not you fail, you will learn something, and it'll be good for you. So, just there was constant struggle but definitely I think as first step was getting medical help, and it helped me tremendously.Eleni: That was super interesting to hear how your different diagnoses interact and how they show up for you, and how one can actually then trigger the other. And since you started talking about advice, I thought that would be a really good segue to ask you about other advice you have for young people with thinking and learning differences, particularly those that might be interested in getting into the accessibility space.Albert: The main thing that I really want to convey to people who are going through a similar struggle as I am is that you are not alone. I'm here, there are ton of other friends around me who have similar struggles. We are here. And you are heard, you are accepted, you are loved. So I think finding community is really powerful.I started this community called Accessibility NextGen, because I wanted to build a supportive community for anyone who wants to learn about digital accessibility, to be able to help each other and make more friends, literally, like, that was the main reason why. Because when I was trying to get into this field, it was so challenging, and there are people, a ton of people, who are more than happy to help you.I and tons of my friends want to help people with disabilities and especially neurodiversity to get into this field. So please let me, let us, help you by reaching out to us, or connecting with us, or just shooting a DM anytime. The name of the community is Accessibility NextGen, and it's on Meetup.Also, you can find me on LinkedIn, Albert Kim, or my Twitter handle is djkalbert, but the Slack channel is actually invitation-only, so once you actually message me, I can send the invitation and then go from there.Eleni: Thank you so much for joining, Albert. And thank you for all of the work that you do in the accessibility space.Albert: Well, thank you so much, Eleni, for having me today. And I hope that my story will at least help someone feel that they are not alone. So, thank you.Eleni: I hope so too.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.
8 ways to use virtual assistants as assistive technology
Virtual assistants are designed to make it easier to do everyday tasks, like playing music and controlling the lights. They can also serve as assistive technology (AT) and be a big help for people with learning and thinking differences.Assistants are voice-activated and hands-free, and they can respond to questions and commands. They’re built into devices like smartphones, tablets, and smart speakers, like Amazon Echo and Google Home. Here are eight ways virtual assistants can help if you have a learning and thinking difference.1. Help with spellingYou can ask a virtual assistant how to spell a word you’re having trouble with. It's a little trickier if the word has more than one spelling, like beat vs. beet. The assistant may give you options for multiple spellings. You can also clarify which spelling you want. For example, to spell the vegetable beet, you can say “Alexa, how do you spell beet root?”2. Give definitions and synonymsYou can ask virtual assistants for the meaning of words you don’t recognize. You could say “OK Google, what does dyslexia mean?” You can also ask for synonyms if you want to change particular words in your writing. You could ask “OK Google, what’s another word for happy?”3. Help with sounding out wordsYou can ask how to pronounce a word by spelling it out. For example, you could say “OK Google, how do you pronounce p-h-o-n-e?” 4. Read books aloudSome virtual assistants can read aloud books that are text-to-speech compatible. For Amazon Echo, you just have to say something like “Alexa, read Fish in a Tree from my Kindle.” If you have an Audible account, you could ask Alexa to play a particular audiobook just by saying “Wuthering Heights.”5. Help with mathVirtual assistants can be a big help for people who have trouble with math. You can ask for basic calculations by saying “Alexa, what is the square root of 25?” or “OK Google, what is 32 percent of 500 dollars?” If you need help with unit conversions, you can say something like “OK Google, how many degrees Fahrenheit is 25 degrees Celsius?”6. Set timers and alarmsIf you have trouble staying on task for a certain amount of time, you can say “Alexa, set a timer for three minutes.” If you have difficulty getting started on tasks, you can set alarms to prompt you to begin. For example, you can say “OK Google, set an alarm for 4:30 p.m. called take out the trash.” 7. Create to-do listsIf you have trouble keeping track of appointments, assignments, or chores, you can use a virtual assistant to create a to-do list. You can add tasks to your list with a command like “Alexa, put clean the bathroom on my to-do list.” To access the list, you can say “Alexa, what’s on my to-do list?”8. Manage calendar eventsKeeping track of due dates and events can be tricky for people with executive function challenges. Virtual assistants let you manage calendars by voice. You can add events with a command like “Alexa, add calendar event.” To hear what’s coming up, you can simply say “OK Google, what’s on my calendar for Sunday?”Devices that use virtual assistants can be a game-changer for people who learn and think differently. They provide easy access to support at home, at work, and at school. Learn more about assistive technology and how speech-to-text features work on devices.
Understood Explains Season 3IEPs: How do kids qualify for IEPs?
Host Juliana Urtubey explains the school evaluation process for special education. Kids don’t just get an IEP all of a sudden.Schools have an evaluation process to decide if a child qualifies for special education services. This includes getting an IEP. On this episode of Understood Explains, join host Juliana Urtubey as she discusses the evaluation process and requirements for getting an IEP. She’ll also share what to do if the school says your child doesn’t qualify for an IEP and more. Timestamps[00:37] How do kids qualify for IEPs?[03:14] Does my child need a diagnosis to get an IEP?[04:45] How do I request an evaluation?[06:12] What if the school wants to wait to evaluate my child?[08:10] What if the school says my child doesn’t qualify for an IEP?[08:49] Key takeaways Related resources Understood Explains Season 1 on special education evaluationsDownload: Sample letters for requesting evaluations and reportsWhy your child’s school may deny your evaluation requestEpisode transcriptJuliana: Kids don't get an IEP all of a sudden. The school needs to do an evaluation and decide if your child qualifies for special education. I'm going to explain how this process works. From the Understood Podcast Network, this is "Understood Explains IEPs." On this episode, we'll talk about how to get an IEP and what to do if the school says your child isn't eligible. My name is Juliana Urtubey and I'm the 2021 National Teacher of the Year. I'm also an expert in special education for multilingual learners, and I'm your host for this season of "Understood Explains," which is available in English y en español. Let's get started.[00:37] How do kids qualify for IEPs?How do kids qualify for IEPs? There are two big things that need to happen to qualify for an Individualized Education Program, or IEP. The first thing is, your child needs to get an evaluation. Public schools have a whole process for evaluating kids using a team of professionals. It's free for families, and I'm going to talk more about this in a minute. The second big thing is called eligibility determination. This is what happens at the end of the evaluation process. To qualify for an IEP, the school needs to determine that your child has a disability and that the disability negatively impacts how your child is doing in school. There's a jargony phrase that schools use for this. "The disability needs to adversely affect your child's educational performance." And by the way, educational performance can be viewed very broadly. It's not limited to academics. Kids can qualify for IEPs because they have a disability that affects their attention, behavior, social skills, etc. So to recap, to get an IEP, your child needs to get evaluated by the school and the evaluation team needs to find that your child has a disability that adversely affects your child's education. OK, so where did these requirements come from? They're part of a federal law called the Individuals with Disabilities Education Act. or IDEA. And there are three things that I want to highlight about this part of the law. First, public schools have a big responsibility. They must identify and evaluate any kids who may need special education. This is called Child Find, and it's the first step towards getting kids the support they need to thrive in school. Second, not all kids with disabilities will qualify for IEPs. Maybe your child doesn't need specially designed instruction or services. Maybe all your child needs is some assistive technology or classroom accommodations. If so, the school may recommend a 504 plan, which we talked a little bit about in Episode 2. Third, to qualify for an IEP, the school needs to determine that your child has a disability that falls into one of the 13 categories in IDEA. Now, this doesn't mean the law only covers 13 disabilities. It means that there are 13 really big buckets of disabilities. For example, ADHD is covered under the category called Other Health Impairments. This season we're going to have a whole episode about disability categories. But, for now I'll just say that even if your child has a really rare disability, they can still qualify for an IEP. The key thing is that the disability needs to adversely impact your child's education. [03:14] Does my child need a diagnosis to get an IEP?Does my child need a diagnosis to get an IEP? This is a very common question, and the official answer is no, or at least no in the way most families think about having to go to a doctor to get a medical diagnosis. Schools don't diagnose kids. They do something a little different, which is identify a child as having a disability. So no, you don't need to get a diagnosis from your health care provider. But if you want to, you can share a diagnosis with the school evaluation team. OK, so what does an evaluation look like? Schools do special education evaluations for free. And they have to complete them within a certain time frame, usually within 60 days. But this can vary a bit from state to state. The team will use this time to gather data from a bunch of sources to help decide if your child qualifies for an IEP. Evaluations often include special tests, observations in your child's classroom, and interviews with family members and teachers. And if your child is learning English, their language instructor will help with the evaluation too. As a parent or guardian, your participation is really important. The team cannot evaluate your child without your permission. And the more you work together, the more you can help keep the evaluation centered on your child's strengths as well as your child's needs. If you want to learn more about evaluations, check out the first season of "Understood Explains," which is all about getting evaluated for special education. [04:45] How do I request an evaluation?How do I request an evaluation? So, before we get into this, I want to mention that there are two ways to start the evaluation process. Either the school can reach out to you in what's called a referral, or you can request an evaluation. Season 1 of "Understood Explains" has a whole episode about this exact topic. Here are some highlights. The first step in requesting an evaluation is finding out who you should send the request to. Your child's teacher should know. But this is also a good time to ask the school's front office if there's a community liaison or a family support provider. Lots of school districts have this type of person who can help you navigate the system. The next step is to put your request in writing. Write an email or a letter that includes the month and day you sent it, because that date is important. By law, schools must respond within a certain time frame, which varies from state to state. As you're writing your letter, be sure to describe why you're requesting an evaluation. Try to be as specific as possible. You can say things like, "My child has a lot of trouble with spelling. He studies hard, but he can't remember how to spell even the most basic words. And I'm concerned he may have a learning difference or disability. He may need more support at school." If you need help getting started on your letter, we have some templates on Understood.org. I'll put a link in the show notes. [06:12] What if the school wants to wait to evaluate my child?What if the school wants to wait to evaluate my child? This can be a tough situation to be in. I know a lot of parents don't want to be seen as the squeaky wheel, or maybe feel like it's not their role to tell the school what to do. But you know your child best. So, if you think it's time to evaluate your child, advocate for it. And remember, special education law says that schools need to be actively looking for kids who may have a disability. Now, I want to be clear. Schools don't have to say yes to every request for an evaluation. But sometimes schools want to wait for reasons that aren't allowed. And I want to give you two examples. If your child is struggling, the school may try an instructional intervention. But here's the thing about interventions. They're designed to take several weeks so the school can see how your child responds to this kind of intensive instruction. The goal is to give the child effective support and time to show progress. But let's say you're pretty confident that you're seeing signs of dyslexia or ADHD or whatever you think might be going on with your child. You don't have to wait until the end of the intervention to ask for an evaluation. You can wait if you want to. Or you can remind the school that an intervention is not a valid reason to delay or deny your evaluation request. Another example is if your child is an English language learner, or what I prefer to call a multilingual learner. It's not uncommon for multilingual kids to fall behind their peers while they learn formal academic English skills. So, the school might just think your child needs more language instruction and not special education. But that's not a valid reason for delaying an evaluation. You can request an evaluation for special education even if your child is still learning English. One thing that can be a big help is to let the school know if your child is struggling with things like reading or speaking in your home language. Understood has an article about some common reasons why a school might deny your request and how you can respond. We'll put a link in the show notes. [08:10] What if the school says my child doesn’t qualify for an IEP?What if the school says my child doesn't qualify for an IEP? So, if this happens, you have some important rights. Schools have to explain in writing how they made their decision. If you disagree, you can get something called an independent educational evaluation. And in some cases, the school may even be required to pay for this private evaluation for you. You can also ask for mediation with a neutral third party or a due process hearing, which is kind of like a mini trial. And we're going to talk more about your dispute resolution options later in the season. [08:49] Key takeaways OK, before we go, let's sum up what we've learned with a few key takeaways. First, your child doesn't need a medical diagnosis to get an IEP. The school needs to do an evaluation and find that your child has a disability that negatively impacts their learning. You can ask the school to evaluate your child, but the team cannot get started until you give your consent. And lastly, you have a lot of legal rights in this process. Remember, you know your child best. And you can be a powerful advocate to help your child thrive. All right. That's it for this episode of "Understood Explains." Next time we're talking about IEP disability categories. You've been listening to "Understood Explains IEPs." This season was developed in partnership with UnidosUS, which is the nation's largest Hispanic civil rights and advocacy organization. Gracias, Unidos! 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've 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. CreditsUnderstood Explains IEPs was produced by Julie Rawe and Cody Nelson, with editing support by Daniella Tello-Garzón. Video was produced by Calvin Knie and Christoph Manuel, with support from Denver Milord.Mixing and music by Justin D. Wright.Ilana Millner was our production director. Margie DeSantis provided editorial support, and Whitney Reynolds was our web producer.For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer.Special thanks to the team of expert advisors who helped shape this season: Shivohn Garcia, Claudia Rinaldi, and Julian Saavedra.
In ItHomework battles: What really matters
Homework. It’s a source of battles in many families. But does it have to be? How can we make homework less stressful for everyone? Homework. It’s a source of battles in many families. But does it have to be? How can we approach homework so that it doesn’t cause so much stress for our kids — and ourselves? In this episode, hosts Rachel Bozek and Gretchen Vierstra talk all things homework with special education teacher Shira Moskovitz. Hear Shira bust common homework myths, like why the best time to do homework isn’t always right after school. And why it’s OK if your child’s homework station is a bit messy. Plus, get tips on how to give kids homework support while fostering their independence. Related resources FAQs about homework for kids6 steps for breaking down assignmentsPlus, check out Wunder to get expert support around homework challenges and connect with other parents. 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 talking about homework.Gretchen: Oh, homework. It's the source of many afterschool battles in my household. And I know I'm not alone here.Rachel: No, you're not. So what can we do to make homework time more productive and less of a struggle?Gretchen: To answer this, we're delighted to be talking today with Shira Moskovitz.Rachel: Shira is a special education teacher in New York City, with expertise in technology and dyslexia.Gretchen: Shira, welcome to "In It."Shira: Thank you.Gretchen: So homework. I'm guessing as a fifth-grade teacher, this is something some of your students struggle with.Shira: Most definitely.Gretchen: Oh, most definitely. OK. So what do you hear from your parents and caregivers who come to you with questions or concerns about homework? What are their main concerns?Shira: I think that most parents are worried that if they don't get it all done, a catastrophe will happen. And I think my biggest perspective as a teacher is to debunk that myth. There is no catastrophe.Gretchen: There is no catastrophe. Great.Rachel: So what would you say are the overarching issues that get in the way of kids doing their homework? I mean, if you can just lay out kind of the top few that come to mind, and then we can tackle them one at a time or however it works for you.Shira: Sure. Well, I'll start with probably the biggest one that applies to every child is that they are tired after a long day of school. And they come home and there's more work. That's the biggest issue.The second issue, maybe they didn't understand the skill exactly in class, or they don't totally understand the instructions. So they come home and there's an adult at home and they say, "Help me with this." With what? Not exactly sure. I don't totally get it. I need help. And if the child is struggling, the parent is definitely going to be struggling, because the parent wasn't with me in class.Gretchen: Mm hmm. So we have a few areas we love to tackle when it comes to homework challenges. And I'm going to start with the first one that we mentioned already, which is that hurdle of getting kids to actually sit down, maybe not sit down, but do their homework, right? Especially after that long day of school when they're tired and maybe they went straight from school to other activities. And so now it's even later and they're hungry. You know, especially kids who have trouble focusing. Kids with ADHD might have a hard time getting going on this. So what is the advice that you tend to give students and families about the first hurdle: getting on the homework?Shira: Definitely. So I would say kind of like what you said is that it's not necessarily that they need to sit down. A lot of parents talk about setting up a homework space, and that is definitely something that you want to do with your child. But make sure it's a space that your child is comfortable with. Your child should be driving that decision of where homework is done, what materials they use. At the end of the day, if they're lying down on the floor or they're sitting on a cozy cushion and they feel more comfortable that way, or they're standing and they can get their work done, that's what's best. So ask them. Let them make that choice of where's the best place to do their homework.The other thing is really helpful is consistency. So having that consistent space and that consistent time. If I know from this time to this time I'm doing homework, my expectation becomes part of this routine. So setting up a set space and a set time, even if it's not the most conventional space or not the most conventional materials, whatever your child feels most comfortable with, that'll be the — produce the best homework results.Gretchen: So what about the most conventional time? Because I know, you know, when I was a classroom teacher, families were like, well, I want them to get it done right away so that I know we have dinner, that we get ready to bed and it's over. But not all kids want to do it right away.Shira: I definitely agree. And I think that as a child, I didn't want to do it right away. And there's two things I want to address there. One is basic needs being met. If your child is hungry, they are not going to do homework. I know that if I'm hungry, I'm not going to be productive. So maybe it's not a full dinner, maybe it's a snack. Maybe that's part of their homework space is that there's a snack there. And if that's what your child needs, that's OK.And other than that, knowing that if your child does best with homework after dinner or after a shower, that's OK. The homework still gets done. And if you create that routine for them with that expectation that, OK, we're going to eat dinner and then do our homework, or going to eat dinner, change, shower, and then do homework, whatever that may be. As long as they know that that's going to happen Monday, Tuesday, Wednesday, and Thursday, they'll be ready for that.Gretchen: Rachel, I know you had a perspective on time, right?Rachel: I do. And my question — I'll give you a spoiler alert — is about getting your homework done in the morning. And one scenario that I've seen in my own house is if there's an activity like right after school or within an hour or so of getting home from school, there's not really time to make homework happen in a, you know, kind of calm the way it should be done way. But then at the same time, if they come home from, you know, softball practice or basketball practice or something and then go straight into dinner, then they're tired and like kind of done.And for me, I'm sometimes for myself after like a full day of work or sitting at my computer, if I need to like take care of something else, I'm like, you know what? I'm going to do that first thing in the morning. So when my daughter, who's in fourth grade, is like, "I'm going to do my homework in the morning," I'm kind of like, "Yeah, I get it." What do you think about that? Because mornings are not always really set up for getting homework done. But also like sometimes her brain is in a better place to do it at that time.Shira: Right. I want to challenge what you said that mornings aren't set up to do homework. They would be set up if you made it set up. If that's your routine, if mornings are the best for you, why is that not the best time to do homework? It very well could be with a nice, you know, you know, you could have your cereal and homework, especially when some of the homework is a little more passive, like reading a chapter from a book. There's no reason you can't do that with breakfast. You most definitely can.Gretchen: What do you think, Rachel?Rachel: I like it. I like it. I think the answer to my own question there is getting everybody up earlier, but maybe that is the answer.Shira: I definitely think it takes some flexibility on the parent's part, but also knowing each individual kid. Maybe one child needs homework in the evenings and one child needs homework in the mornings, and that is a lot of extra work for us. But if it's a pressure point at home, setting up differentiated routines for our different children is something we're doing anyway in other areas of life. And homework can just be one of those things.Rachel: OK. So we've talked about when and how to get our kids to actually sit down and do their homework. But once you get over that hurdle, what do you do about a kid whose tendency is to just rush to get it over with as fast as they possibly can?Shira: I think this happens more when children have a lot of homework to do. That's a big reaction — I have seven assignments to do tonight, so I'm going to try to get through them as quickly as possible because TV is waiting. My friend is waiting. Dinner's waiting, whatever it may be.I definitely recommend framing at home. The emotions around homework in general are very tense — and often very tense for the parents as well. So if we frame homework for our children in a way that it's not a race to the finish line. There's not this pressure to get everything done, but just to practice the skills you learned at school that day. Our perspective is different. Our child's perspective is different. Hopefully the quality is different, even if they don't get through every single math problem. They do three and they do them really well. At the end of the day, they practice that skill more than rushing through 17 problems or whatever it may be.Gretchen: That makes total sense. I love the framing idea. Let's say that we've, you know, set up this tone that, you know, while we want you to practice your skills and if you're not going to get through all of them, that's fine. But you'll need to at least, you know, accomplish like maybe three or focus on this for 10 minutes. Are we supposed to hover and make sure they get that done? Or what are we supposed to do as parents in that situation?Shira: I would really say ultimately it depends on the child. But no, the goal is independence. This is not your homework. I always tell my students, "Your mom and dad went to fifth grade already. I know they know this stuff."So I ask parents to be as hands-off as possible in this situation. If you know your child is not yet independent and they do need more frequent check-ins, then do that for them. But I would explain to them the goal is "I'm checking in because I know this is hard for you, and this is something that we've discussed is a way that will help you. But one day the goal is that you can do this on your own."But check-ins are only one way to make sure that they're getting done. You can also do things that help foster independence, like having them set a timer for themselves. And they say, "OK, in those 10 minutes, I'm going to get through two problems," and then they have to self-reflect after the 10-minute timer rings. Now, granted, does that take a certain level of independence when the timer rings to reflect on that goal? Yes. But maybe that's something that the first couple of times you can do with them and then they can do on their own.Rachel: I have a question on the organization front — or really the disorganization front. You know, sometimes for us in my house, the biggest hurdle to getting the homework going is the organization factor. You know, it starts with like, "Hey, how much homework do you have?" Or "Do you have homework?" And it's like, "No, I don't." Or "I just have this one quick thing." And then later you find out that it's actually like not one thing and they're not quick things. But regardless of how much there is, sometimes it's also just like, where's your pencil? You know, like the most basic thing leads to, like, the meltdown. And I mean, do you have any suggestions for just being set up, especially if they're not doing the work in a conventional workspace? Like if we're at the kitchen table or we're, you know, kind of just somewhere else in the house besides a desk — that "having it all together" piece of it.Shira: Yes. So I think this is another thing that you want to let your child drive. My favorite activity is going to Dollar Tree and letting my child pick out the pens and pencils and highlighters and the caddy, because that's for me, the conventional learning space is not going to work for homework, you know. So if you have a caddy and it sits on the floor, or if you've a lap desk with materials, and if your child owns that, this is mine. I picked out my Superman pencils. You want all those different pencils to go back in the container at the end of the night because you want them there tomorrow.Will it solve everything? No. Because that still comes down to organization at school, which as a parent can be frustrating, but you can't really control. Because if there is no system in place or the system in place doesn't work for your child, yeah, you're not going to know. But that's a conversation you can have with your teacher. "Hey, you know, my child struggles with knowing the homework. What are some tools we can set up so that my child comes home with an agenda or with a list" — whatever that may be that works for your child. And it's OK to ask for that type of thing, even if it's not what works for the rest of the class, so that you do come home with the most positive potential outcome.Rachel: I think that the caddy suggestion is actually really great because who doesn't love a good caddy for their markers and pens and pencils? And, you know, one thing that came to mind as you were talking about that, though, was the executive function piece, right? So what I've seen is we'll get, you know, the most kind of amazing setup for that kind of thing. And then it's still like everything's on the floor next to it. And so, you know, maybe that's just, you know, the executive function, you know, challenges for some kids, I think, will still probably come into play. But I think it is a great start for them to have something like that to work with so they can kind of carry it around.Shira: Right. I think that if you're talking about executive function, really, is it a problem if all the materials are on the floor or does it just look messy so it bothers us? I would say that if their zone of doing homework includes papers and pencils on the floor next to them, maybe that's their done pile. As long as it gets put away at the end, that's OK.Rachel: I like it.Shira: Teaching into, you know, where to get your materials, how to put them away at the end. What it looks like in the middle may look like a mess to us. And if that's what works best for our child, that's the best mess that they can have.Rachel: That's great. Done pile. I need that.Gretchen: You know, speaking of executive function, let's talk a little bit about time management. I know that sometimes kids may look at an assignment and it's overwhelming, right? And they don't know — they think it might take too long or too little time or they don't plan for it. And I know lots of teachers recommend chunking assignments, breaking it down. Can you maybe talk to us about how you help kids manage their time when it comes to assignments at home?Shira: Yes. And that's actually the first thing I wanted to say is that I wouldn't ask parents to chunk an assignment for a child if they don't totally know the background of the assignment. So let's say we do have a bigger project for a whole end-of-unit assignment. And if you're a parent in that situation and this seems overwhelming to your child and you're not sure, don't feel that pressure to come up with a timeline on your own. Reach out to the teacher. Because what I do is I will give an outline to the whole assignment.And sometimes I'll even give a heads-up to the parent. I haven't told your child about X, Y, and Z, but this is what's coming. So in week one, I recommend doing this. In week two, I recommend doing that. So I wouldn't ask a parent on their own to figure all that out, but I'm very happy to collaborate with a parent. Or maybe I send home a timeline, and the parent's like "This is still overwhelming." Great. Let's break it down further.But don't as a parent feel that overwhelming sensation that your child feels and then drown in it. Because like I said in the beginning, our attitude towards homework and this space that we have at home will be mirrored in our child. So we have this positive outlook. Our child can have that positive outlook. So we say, "That's OK, we'll figure this out. Let's get the teacher's help." That's what your child is going to do the next day. They're going to say, "It's OK. I'm going to go to my teacher and get help." As opposed to spiraling.Gretchen: Yeah. Yeah. And, you know, I have found at home as a parent, sometimes when I — at first there's some overwhelm, right. They say, oh, my gosh, it's so big and I have so much to do, blah, blah, blah. And I will give space for a little bit of venting. And then I say, "Did your teacher kind of break it out into smaller assignments? Is there anywhere where you have an outline?" "Oh, oh, yeah. I have it here somewhere."And sometimes I think that as parents, we need to — we might have to dig a little with our kids to ask for this chunking information because it's there. But they're — maybe their feelings are in the way, right? And they're forgetting that it's there, because they're just so stressed about the big assignment.Shira: Right. And definitely validate. And I want to say in general that sometimes the assignment is not very big. But for some reason it feels very big for our child. Maybe it's just that one worksheet and today that's feeling really big. And I do encourage families to set a time limit or a question limit, whatever that may be, even if you're not going to get anywhere near finishing it. We don't want our child —I don't — and as teachers, we don't want our students to go home and feel this just overwhelmed or negative feelings about learning. Then the homework wasn't productive. Maybe they got it all right. But if that negative emotion comes back to school the next day surrounding this work, we still have a lot to deal with.So I would rather, "OK. You only got two done. That's fine. That's what felt like your max for that day. OK. Maybe another day won't feel as overwhelming." But I really want parents to cut off. Homework should not be that stressor, should not be the thing that's spiraling. We know the concept of homework may be overwhelming. But when it comes down to doing it, if it really is getting overwhelming, that's where as a parent you can say, "OK, we've had enough for today."Gretchen: Sounds good to me. I just wanted to check in on one particular area. So if you know your kid has dyslexia and so they have trouble with reading, or they have dyscalculia, so math is more difficult. When you're home working with your child, first of all, I wonder, do you do those things first because they're hardest? Do you save them for later because they're hardest? And what kinds of supports do we suggest to families? I mean, I'm sure there's some that they already know of from meetings with teachers and such. But I'm just wondering what your advice is around that.Shira: Well, I would say about which comes first. That's your child. Your child is driving this homework scenario, right? So your child's going to pick whether that comes first or that, you know, because the least favorite thing for last or smack in the middle. But I would also say about tools: Mimic whatever is going on in school. If your child's able to read in school because they have assistive technology, you should have those same resources at home. And specifically with assistive technology, because you mentioned dyslexia, but really it applies to lots of disabilities, lots of times on a child's IEP, they'll say this works best for them with the support of X, Y, and Z technology. And oftentimes the school itself will provide that technology. And what a lot of parents don't realize is that that technology is not just for school learning, it is for learning, which means that your child can bring that device home every single day as long as they bring it back the next day.Gretchen: That is such a good tip.Shira: Build on to that. Are there virtual math manipulatives that we can use? All these things that are free and available — use them. But especially please, please, if they're using them in school and being successful with them in school, use them at home. You don't want to reinvent the wheel. If this is working for them, make sure it's continuing to work. And specifically about assistive technology, parents can ask the school to get trained in the apps or tools that your child is using so that you know how to use it the best way, just like your child's teacher did. So that it shouldn't be any different than what they're doing in school.Not to say that it's going to be easy. Any of these tools, assistive technology or these manipulatives, don't suddenly erase a learning or thinking difference. But if it's a support that was determined to be necessary, then don't take that away from your child at home. Then you're signing yourself up for some challenges.Gretchen: I love that advice of make sure you're getting those tools at home, ask for them, and ask for the training. I think the training is key. So thank you, Shira, for mentioning that.Rachel: Yeah, because nobody wants to be like sitting on YouTube trying to figure out how to use this thing that, you know, the teacher probably could have shared.Shira: Especially during a homework crisis.Gretchen: Yes. Especially when you're hungry, when you're...Rachel: "Hold on a minute. Let me — let me check YouTube for 15 minutes. Just hang tight. Hang tight."Rachel: So this might be our last question, but I think it's a really important one. What is your biggest piece of advice regarding homework? Like, what do you find yourself telling families the most?Shira: I think it comes back to the emotions. There's a lot of stress for parents about homework, and we inadvertently pass that on to our children. And that stress comes from so many different things. I'm worried that my child isn't doing well. I'm worried that I don't know the skill well enough to help my child. I'm worried that it's not all going to get done. All the things we discussed.So when we change our perspective on homework, that it all needs to be right, that it all needs to be done, that it needs to be perfect — any of that — and we're just having a more positive outlook on homework, we're more likely to let our child drive those conversations, pick the space, pick the time, pick all of those things. And if we're relaxed, they'll be relaxed. And will it all get done? Not necessarily. Will it all be perfect? Not necessarily. And all those things are OK. And if we accept that as parents, our children will accept that as students.Rachel: That's so helpful.Gretchen: That's great advice. Thank you so much for joining us today, Shira.Shira: It's been my pleasure. It's been great to talk to you.Gretchen: By the way, you can find more great tips and insights from Shira on Understood's Wunder app.Rachel: Should we explain what that is for anybody who doesn't know?Gretchen: Yeah. Good idea. Wunder is a free community app for parents and caregivers raising kids who learn and think differently. So it's a place to connect with other parents who get what you're going through.Rachel: There's all these different groups there on topics like ADHD or dyslexia. The one that Shira leads is called "Ask an Expert: Dyslexia, Tech, and Learning," where she gets into some of that stuff that we talked about today, like how parents can get comfortable with the assistive technology their kids are using at school. So if that sounds interesting to you, go check it out.Gretchen: You've been listening to "In It," from the Understood Podcast Network.Rachel: This show is for you. So we want to make sure that you're getting what you need. Email us at InIt@understood.org to share your thoughts. We love hearing from you.Gretchen: 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.Gretchen: "In It" is produced by Julie Subrin. 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.Gretchen: And thanks for always being in it with us.
6 Chrome Tools for Kids With Math Issues
If your child has trouble with math, there’s assistive technology that can help. Here are six Chrome apps and extensions to check out. (Extensions add functions to the Chrome browser.) They can be used on Chromebooks or on any device with a Chrome browser. The best part? They’re all free.Price and availability may vary but were accurate at the time of publication, on October 3, 2016. Understood does not endorse or receive financial compensation for the sale of any of these products.CalculatorThis simple calculator opens in a pop-up window in Chrome. It can do basic arithmetic, but it also has many advanced functions, like exponents, logarithms, and sine, cosine and tangent. It requires kids to use a mouse or trackpad to click on buttons—they can’t type in math problems. If your child prefers to type in math problems rather than click, she may want to try the official Chrome calculator tool.Price: FreeCloudy CalculatorCloudy Calculator also opens in a pop-up window. It’s a flexible tool that kids can use for many different math problems. If they type in words (“five times five”) the answer will be in numeral form. Kids can create their own variables and even get basic facts like the population of a city.Search engines like Google can also do these things. But this tool gives simple one-line answers that are stored in the tool’s history. This way kids can access them for further calculations. Kids can also enlarge text and change fonts. To learn how to get the most out of this tool, kids should review available commands by clicking “Help.”Price: FreeEquatIOWith EquatIO, kids can type or handwrite virtually any mathematical expression directly on the keyboard or touchscreen. They can create mathematical equations, formulas, graphs, and more—all without needing to use complicated code or programming languages. Kids can even dictate a formula aloud. Price: Free to try (Premium version is $100/year)Graspable MathGraspable Math opens in a sidebar window in Chrome. It lets kids manipulate math equations. Kids can pull equations from websites, or type in their own. Then with special click commands, they can move, combine and separate the numbers and variables. (This can be especially helpful for kids who struggle with handwriting.)The tool can also do basic math like adding and subtracting. That includes math problems with fractions. It can also be used with equations that have powers and exponents. Each command has an accompanying video on the Graspable Math website that shows how it’s used.Price: FreeMath Learning CenterThe Math Learning Center has 10 stand-alone Chrome apps for math manipulatives. These are virtual objects like number lines and blocks that kids can manipulate to understand math concepts. Each of these apps opens in a separate Chrome window. The apps include fractions, money pieces, number lines and more. Another resource for manipulatives is the National Library of Math Manipulatives.Price: FreeWolfram AlphaWolfram Alpha is a powerful computation engine. Kids can type in math problems, definitions and equations. The tool will do the computation and give detailed answers in a new tab. For example, if kids type “calculate the area of a circle," the tool will bring up a formula where they can input the radius and get an answer. The Pro version will show a step-by-step solution for the problem.Search engines like Google can also compute answers and give formulas. But this tool does it without giving all the search results, which can be distracting.Price: Free (Pro version for students is $4.95/month)
How’d You Get THAT Job?!Lessons from a chief marketing officer with ADHD and dyslexia
Nathan Friedman is the co-president and chief marketing officer of Understood.org. And he has dyslexia and ADHD. Learn how he got into the C-suite. It’s the last interview for How’d You Get THAT Job?! For this special episode, our guest is Nathan Friedman, co-president and chief marketing officer at Understood.org. Nathan was diagnosed with ADHD and dyslexia as a child. Early in his career, he didn’t openly discuss his learning and thinking differences. But now he recognizes the value of being vulnerable and embracing them. Today, Nathan is helping shape the world so people with learning and thinking differences can thrive. Nathan went from a political science degree at Washington University in St. Louis to the world of marketing. He started as an assistant account executive at Ogilvy and at 27 became their youngest managing director. He went on to start his own company before joining Understood, where he oversees marketing and provides operational and strategic support. Listen to Nathan’s insights into the power of advocacy, finding relatable role models, and creating a supportive network. Related resourcesWhat is an inclusive workplace?What is self-advocacy?Nathan’s Adweek article: How learning to navigate dyslexia landed me in the C-suiteEpisode transcriptNathan: How do you build advocacy? It starts with people having others to look up to in this space. It's somebody that you can relate to. So, how do you find those everyday heroes, people that are inspirational to you and understand how they got there?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.This will be our last episode with a guest before our final summary episode. I'll be chatting with Understood's co-president and chief of marketing Nathan Friedman. Nathan was diagnosed with ADHD and dyslexia as a child. He's since learned what coping skills work for him, how to self-advocate, and how to advocate for others. He started with a political science degree from Washington University in Saint Louis and then leaped into the world of marketing. Starting as an assistant account executive at Ogilvy, he worked his way up from there to be the youngest managing director when he was only 27. Nathan stayed Ogilvy for over 15 years before moving on to create his own company and then coming to Understood to be our CMO. He's passionate about our mission to shape the world so that those that learn and think differently can thrive. I'm so happy to have him on the show today. Welcome, Nathan.Nathan: Thank you for having me, Eleni, and honored to be your last guest on the penultimate episode.Eleni: So, why don't we start with who you are and what you do here at Understood.Nathan: Sure. Nathan Friedman, co-president and chief marketing officer of Understood. And my role really spans not only marketing but a lot of the operational and strategic support for the organization. So, it starts with brand and strategy all the way down to creative production. How do we engage and reach and deliver impact to audiences, both on platform and off?Eleni: So, taking a step back, rumor has it that you are a poli sci major. I did my research internally.Nathan: Is that a rumor or is that what you looked at on my resume?Eleni: Actually, I just asked around what things that I should know about you. So, what made you go down the marketing route? What was interesting to you about marketing, communications, advertising, whatever it was? What piqued your interest?Nathan: You know, it's an interesting journey that I had to get that first job. I, as you mentioned, was a political science major at WashU in St Louis. I wanted more of a liberal arts background, and I thought I was going to go into law or something of that nature. I did not come from a long line of lawyers and decided that was not the right path for me.Eleni: Do you think there was anything about your experience with dyslexia and ADHD that kind of shaped or influenced your decision to go down that path?Nathan: Back then, it was more about how do you get that first job. You know, whatever you need to pay the bills. I worked two jobs at first. I worked at a retail store, and I worked at a large goal agency because large goal agencies at that point didn't pay any money. So, in order for me to pay rent and go out and, which was going to be more important than just eating, you know, I had to work two jobs.Eleni: So, it sounds like you casted a wide net at the beginning. But then, was that first job in marketing or advertising?Nathan: Yes, it was in marketing communications. So, I really focused on that area at first because it was one of the more interesting areas at the time. And I think it was really about how do you get that first meeting with somebody and perseverance and then kind of just trial and error. I was picky about the type of areas I knew the first job would not necessarily be my last job, so, how do I get a job and then I can learn on that job and get transferable skills so I could do what I wanted to do?Little did I know that I would be in that first job for 17 years, and so, that was a huge growth opportunity clearly for me. And I think I leveraged the abilities that I had gleaned from my differences to my benefit within that role. But it didn't come until I was actually in the role that I could understand how they could be of importance.Eleni: It sounds like you weren't as intentional about where you wanted to start off, but once you got there, there were things about that role that made you stick around for a really long time. So, what was it that led to you kind of sticking with that, that made you realize that it was actually for you and worth pursuing and like continuing down that path?Nathan: So, there were a few reasons. Let's put a couple of things into context at that time, right? I think as I got that job, one year into it is when everything started to fall apart in the economy, followed by the terrible and tragic events of September 11th. So, there were no jobs for a while. So, I held on to the job that I could, and that was a very difficult time personally because you saw every single one of your friends get laid off and try and find new jobs.And a lot of people were out of work for a while, I think what it enabled me to do, though, is leverage my skill sets and innate curiosity to grow, raising my hand for new challenges, working around and through the opportunities I had to gain skills and knowledge and my abilities or superpowers to able to digest complex problems and sort them and in my own mind, to sort of get it out as quickly as I want to, was a benefit in a client-driven organization. I think my upbringing combined with my differences, allowed me to engage and build trust in people that were well above my tenure.Eleni: Do you want to talk a little bit about how you feel your upbringing influenced that?Nathan: Everybody's upbringing plays a role in where they are, what they do. I think, you know, my parents encouraged me to work at a young age, so it was always about, what do you want to do? How do you want to live your life? And so, you know, I got a first job at 15 at a hardware store, and I always worked. One could say it was an avoidance and one could say it was more of an opportunity for me to keep me busy. I needed multiple things. I couldn't focus on one thing or another.So, I had four jobs during the summer, three internships, or it was just a drive that I had. And I think that led me to have a variation and understanding of what different types of roles would be. So, I worked at a record store, and back when record stores were a thing. I worked at a hardware store being a cashier, I worked at Banana Republic, I worked at Sony Music. I thought I wanted to do music for a while, and then I sat around at 14 concerts in one week with earplugs in, and I'm like, "This is the worst thing ever for me." So, I decided that wasn't for me.So, you know, it's trial and error and then finding out what in listening to yourself and being like, "This actually doesn't excite me. This doesn't interest me." And that's why I've always encouraged people to try internships because then you actually get a little inside peek into what people are doing on a day-to-day basis, because what people say they do and what people actually do are two different things.Eleni: You mentioned that it wasn't until you were in that first job that you recognized how your differences and your upbringing could play into strengths for that role. Was there anything else that kind of stands out to you that were big like "aha" moments in terms of how your differences could be strengths in the agency world?Nathan: Yeah, I mean, and an agency world, I think back then is very different. So, I want to preface it with that, right? I still had a, I mean, ironically a typewriter on my desk as well as a computer. So, like there are differences in the way things work now than then. And there's a lot of differences in awareness of things like ADHD, dyslexia, etc. I think I knew my writing wasn't as strong as it could because I didn't quite grasp, or I didn't see structure and sentences and things like that. So, I had people review my writing a lot and that helped me get better.But also I explained, "Hey, I need help. I need someone to proof this for me because I'm not as strong in this area." Not everybody's as vulnerable as that. And especially in work environments where it's more competitive. I think that helped. I think I also had an innate ability to understand what people were saying when they really weren't saying it. So, they said they want bananas, and I'm like, "No, they actually want peaches. Like that's not what they want. They don't want bananas." And it's like, "You don't know what you're talking about." And we go in there and they'd be like, "Where are my peaches?" And I'd be like, "Told you!" So, I think those are a couple of examples.Eleni: That's interesting.Nathan: Yeah. And also, finding the right rhythm helped me because, you know, in agency environment, you're tracked by the hour. So, there's a lot of pressure to deliver things on time, which then leads to a whole bunch of complications. And when I found I did not have the deadlines, I found I would just like wander off in my mind and not necessarily be able to complete a task.Eleni: It's interesting because, you know, you always hear about agency environments being incredibly fast-paced and pressure. There's a lot of pressure to deliver. But for you, actually, the deadlines is what made it work. I've heard you mentioned like you have really high bandwidth, great output than like the average person. You're the youngest managing director at Ogilvy at 27, which is impressing that you've won a bunch of awards. Like, how did you become aware that you have a faster processing speed or don't think similarly to other people? And like, how were you able to adapt your working environment and your communication style and your differences to others?Nathan: It takes a while, and it took a while. It wasn't great off the bat. It's still a work in progress. I've always been able to process quickly and understand things differently and that my ability to do that in front of senior people earned me the trust that I knew more than my tenure, or I was able to do things differently. And I was lucky enough to have mentors who saw that and believed in me and gave me the opportunities.Eleni: So, you said that they were aware that you thought differently. Did they know why?Nathan: They're aware I was different.Eleni: Yeah.Nathan: And I think I talked about the outcomes of it, not the ADHD or dyslexia. I talked about, "Hey, I need X" or "I need some more time to think about this," or "Let me come back to you." Like, it wasn't like, "Hey, I have ADHD, let me do it." That wasn't the case. And again, a very different work environment. You could still smoke in offices. There was no generation above me to look up to whether it was LGBTQI, so there was no one really who had talked about it because you kept that stuff to yourself.Eleni: It's interesting to think about how visibility has made such a big difference. And yeah, as you said, having older mentors.Nathan: Well, we talk about that a lot here at Understood, right? With ADHD or dyslexia, whatever the difference is, the first step is awareness and issue awareness when you know about it and you can relate it to somebody, you know, that reduces stigma and then drives advocacy.Eleni: So, you mentioned that you would talk more about like the outcome of what your need was as opposed to naming the difference. I'm curious how things have changed for you now compared to then.Nathan: I think being at Understood gives you an opportunity to be more vulnerable with those things and those things being like having differences. In the past, I haven't had the space to do so because it was more of a yes or no environment in a lot of different companies. I truly believe that if you have a difference or no matter who you are, you need to find a job that suits you and then work to be the best you can in that role.I think I need to be more aware of myself and self-awareness of, "OK, I've already answered the question that you're asking me in two seconds in my mind, but you're going to continue to go on for three minutes. And I and I just like I'm lost, and I have no idea what you're saying anymore." Like, that's where I have to catch myself. And so, a lot of it was more around self-awareness and I think understanding that people do have differences, and then me adjusting my style to the individual has been another important element.And nothing's perfect. I'm not perfect. I'm far from perfect. And I think I'm lucky enough to have direct reports and the team that give me direct feedback that I can incorporate into how I work with them.Eleni: How do you lead by example on your team? Like in terms of appreciating different working styles, accommodating for different working styles, whether officially or not, like in the way that you mentioned, where it's talking more about like outcome than like specific diagnosis.Nathan: So, I think that goes back to understanding what motivates people and how people work and having that conversation directly. I think it's all grounded in what the role is and what the role needs to do. Shared expectations. And maybe this is a unique point of view, but it's important not to use your learning difference as a crutch or an excuse, because for me that invalidates the actual importance of having a difference. So, this has not happened, it's just an example, somebody is like, "Well, I can't do that because I've ADHD," that's just to me seems like, "Well, if you can't do part of your job because you have ADHD, why are you in that job? Let's talk about what supports you need."So around this day I can't do that, the conversation would be "Hey, can I talk about how I can get this done? Because I have a difference." And I want to see people thrive and advance and work. But nor do they have to lean in to figure out what your strengths are, what accommodations you need, or even what assistive technology or anything. I've shifted people's work schedules, we changed people's hours, we've moved people's desks, we've given people technology, we've given a whole bunch of things that aren't necessarily technically accommodations, and some of them are, but some are really easy and, you know, they need to work in a brighter area near you, whatever it is.Eleni: Yeah.Nathan: You know, and I think that's....Eleni: It's like being creative.Nathan: It's being creative about it, but it's also having the person have the ability to say, "This is what I need to get the job done."Eleni: What would you say to individuals that are struggling to find like the right place to work for them given their differences and you know, how they might kind of discover and also leverage their unique strengths and skills to be successful?Nathan: There's a few things people can do in order to find the right environment for them. One is understanding what it is, what environment are they looking for, and then doing research. Research, both looking maybe there's some lists about most inclusive employers or talking with people who potentially work at some of the places that they're considering. It's really hard because a lot of times what you see is not what you get.And so, you know, how do you feel comfortable if you see other people more comfortable talking about that? Generally, it means that there's a more accepting and more belonging effort in the culture. Look at their, do they have a DEI&B program? Do they have initiatives regarding groups and inclusive environments? Those are telltale signs of people who are putting that in the forefront of the business and making sure that the people feel like they belong.Eleni: I've heard you talk about how, like your differences have shaped your leadership and decision-making approach and have helped you succeed as a leader and also in your role as a co-president and Understood. Could you give some specific examples of skills or strategies that you've developed specifically around leadership that you can relate back to your differences?Nathan: Sure. So, I think, you know, carving out time, very distilled, quiet time for me, I carve out an hour every day. I kind of have an idea of what I want to focus on, and I just kind of let myself go within that space. How I structure the meetings, what I put in the afternoon versus the morning is also another ability for me to structure and oriented the day that is more beneficial to me and my personal style. And then making sure that there's enough time to digest materials beforehand.Eleni: I'm curious to hear what you have to say to leaders that have differences themselves and you know, how they can kind of leverage their positions to further the goals around like awareness and advocacy.Nathan: I think what you're really asking is like, how do you build advocacy? And it starts with people having others to look up to in the space. It's somebody that you can relate to. So, how do you find those everyday heroes and everyday people that are inspirational to you and understand how they got there? And I think that also relates to your own personal growth and organization, knowing what your strengths and opportunities are. How do you make sure that you have people around you that can do some of the work that you're not great at? Whether it's subject matter or skill, that is another thing to realize is it's not just about you, but it's like, how do you form part of a team to get the work done?I think, you know, I've never done anything traditional in my life. I think it's important to show that there are people who have different backgrounds, different skills. I mean, I have two beautiful kids with a lesbian couple that is not traditional, right? And so, talking about that has opened the door to other people asking about that. So, if I opened the door to people talking about it, they can come up to me and talk about my experience as well. And from there they can drive what will help them in the working world.Eleni: I know we talked a little bit about intersectionality. Like, is there anything else that you'd like to talk about from your experience as someone who is again, neurodiverse, how that's kind of fed into your experience? Nathan: Yeah, it's fascinating. I think I've become more aware of this now than I have been before. It never really factored in in the past, and I didn't even think about it in that construct until recently. And I think there's a lot of different struggles and differences between having a learning thinking difference and being LGBTQI+. But I think the similarities are around coming out and disclosure is a coming out and people don't realize that it can be traumatic for people if it's not handled correctly.And it just starts with that driving issue awareness. Being gay 15, 20 years ago was a lot different than it is today. I am aware that people who do have ADHD or dyslexia in way more severe cases that I do, struggle in different ways. And so, it's important to realize that not everything is the same. If you have an invisible disability, some people can do things and not other people with the same disability can or cannot do. So, it's incredibly complex, it's incredibly personal, and there's a lot more that we all can do as individuals, family members, friends, co-workers to help people.Eleni: I think this was a great conversation. Thank you.Nathan: Thank you, Eleni, for having me on your podcast, and congratulations. I appreciate you having me. Thank you so much.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. 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 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 Mathis. 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.
How software and apps can help with math challenges
Math can be a lifelong struggle for many people, and they may have trouble with more than one skill. But there are assistive technology (AT) apps and software that can help with different math challenges.Here are some common difficulties people have:Remembering and being able to use math facts such as times tables (math fluency)Writing or keying numbers, symbols, equations, and other math expressions (math notation), as well as graphing and drawing mathUnderstanding abstract math concepts Solving multi-step equationsUnderstanding and working through word problemsFind out how AT apps and software can help with these math challenges for both kids and adults.Trouble with math fluency Math fluency is the ability to recall math facts quickly and accurately. That includes basic addition and subtraction. People who struggle with this skill may have a hard time doing even simple calculations.Calculators have long been the most common AT that helps with math fluency. Smartphones, tablets, and computers make it easier than ever to access this support. Most come pre-loaded with calculator apps or software. Features may include:Four-function calculators. The standard calculator app on most phones is a four-function calculator. These tools can help with basic math but also help students bypass math fluency problems as they learn more complex math.Advanced calculators (like scientific financial calculators). They can be used to do things like graph data, calculate interest, or convert currency. On the iPhone, the basic calculator becomes a scientific calculator if you rotate your device from portrait to landscape. Free or low-cost iOS and Android advanced calculator apps. These calculators often have special functions such as working with fractions or with money.Virtual assistant tools like Siri and Alexa. These tools let you speak sentences like “What is 12 times 14?” into your device. Then the calculator does the math, and the virtual assistant tells you the answer. Speaking the question can help you avoid pitfalls of entering the information by hand, like double taps or missed taps. There are also talking calculators, like the ones in Macs.Trouble with math notation, graphing, and drawing Some people struggle with math notation. They have trouble writing out equations and symbols or keeping numbers in a column lined up. They often have trouble writing quickly and legibly, especially kids. Math notation apps and software let you key in numbers and symbols. That can keep calculations organized.Tools that can help with this trouble spot include:Math grid apps that allow you to key numbers into virtual graph paperMath equation editor apps that support typing symbols and equations for math, physics, and chemistryGraphing tools to plot the path of an equationDrawing apps for drawing lines, shapes, and other geometric objectsSpeech-to-math apps or software, a special kind of dictation (speech recognition) technology that types out math expressions and equations that you speakMath handwriting recognition software that converts what you write on a touchpad or touchscreen into a typed version (this tends to work better with clearer handwriting)Trouble understanding math concepts Some people struggle with basic math concepts like amounts or more or less. Manipulatives can help. These are objects you can use to make concepts more concrete. These can be physical objects, like an abacus or small blocks. But there are also many digital ones available online or as apps.Trouble with math problem-solving processes If the challenge is problem-solving, equation-solving apps can be a huge help. They can help you figure out how to solve a problem, such as how to solve for x. Most show the steps you took to solve the problem, which means they also show the answer.How to find featuresReady to look for an AT tool to help with math challenges? Many of these features are built into devices like computers, tablets, and mobile devices. There are also many free and low-cost apps. In some cases, one tool may have multiple features that help with math.Want to learn more about AT?Read about AT software and apps for reading challenges and for writing challenges. Learn where to find free assistive technology tools.
In ItBusting myths about learning differences and ADHD
There are plenty of myths and misconceptions about learning differences. Let’s get the facts to debunk them. There are plenty of myths and misconceptions about learning differences. Is ADHD just about hyperactivity? Is dyslexia a vision problem? And do kids outgrow learning differences? In this episode, host Gretchen Vierstra shares common myths about learning and thinking differences for co-host Amanda Morin to bust. Listen to Amanda debunk these myths with the facts. Learn why these myths persist and how you can help fight against them. Plus, hear the misconceptions that Amanda, Gretchen, and their producer believed before they learned the truth about learning differences.Related resources6 common myths about learning and thinking differencesWhat are learning and thinking differences?When gifted kids need accommodations, tooEpisode transcriptAmanda: From the Understood Podcast Network, this is "In It." On this podcast, we offer perspectives, stories, and advice for and from people who have challenges with reading, math, focus, and other types of learning differences. We talk to parents, caregivers, teachers, experts, and sometimes even kids. I'm Amanda Morin. I'm the director of thought leadership for Understood. And I'm a parent to kids who learn differently.Gretchen: And I'm Gretchen Vierstra, a former classroom teacher and an editor here at Understood. And today, we want to do some myth busting. There's lots of misconceptions out there about learning and thinking differences.Amanda: And it's totally understandable that there are misconceptions, because a lot of what we've learned over the years about these differences is complicated. It's counterintuitive, and we are still learning, too.Gretchen: Exactly. I don't know about you, Amanda, but I can still remember some of the ideas I had way back when, when I started teaching at a mere 23 years old, that I now know were totally not true.Amanda: Me, too, Gretchen. I think I started teaching when I was 21, and I don't know about you. Do you have, like, examples that stick in your mind of your misconceptions?Gretchen: Yes, totally. You know, as a general education teacher, one of the things I thought I knew about ADHD was that I would be looking for kids and probably mostly boys who were hyperactive. I wasn't thinking about the fact that it could be a student who was quietly not able to focus, right? Couldn't finish the book, perhaps couldn't get through a whole test. I really wasn't thinking about that. I only thought about hyperactivity.Amanda: I think me too. And I wonder how much of that is about when we started teaching and how much of that is about just sort of that expectation that, you know, you see it, you see ADHD in that — that it's like the boys who are running around and bouncing off the walls and jumping off the top of the playground and all of those kinds of things. But we now know that's not true. ADHD, the "H" is hyperactive, but there's also attention deficit in that, right? So that inattention matters as well. There are kids in classrooms, there are kids all over who maybe don't show those hyperactive or impulsivity kinds of things. That's a common one, right?Gretchen: It is. And also, what about the fact that I, going into teaching, thought it would mostly be boys and that the boys would definitely be the hyper ones? I mean, I will admit that is what I thought. And I know that's not true.Amanda: Yeah. And I think, like, I can take that as an early intervention specialist, we often saw boys first, you know, because boys tend to have hyperactive-type ADHD a little bit more often than girls. And that's the first thing people notice. But the truth of the matter is inattentive-type ADHD, that distraction, that daydreaming, that kind of thing, it's also really common. And it's not just girls who have that. So you see it in girls and boys, but it's not the kind of thing, like in a classroom, it's not the kind of thing that like jumps out at you. Because when you're trying to manage all of these kids, the things that are like literally popping up are the things that you're paying attention to more.Gretchen: That's right. What about you, Amanda? Is there any particular idea you had about learning differences that tripped you up as a teacher or maybe as a parent?Amanda: Oh, my gosh. Yes. So as our listeners know, I have kids who have learning differences, too. When I first started this with my own kids, you'd think because I had experience in the classroom that I'd notice it and I'd not have these myths. But I remember thinking with one of my children. I remember thinking like, "Why doesn't he just try harder? He can do all of these amazing things." And it's like what teachers would say to me: "He's just not trying hard enough."I didn't do a real good job at first of pushing back on that and saying, you know, this stuff he needs to learn and has trouble with. I think I may have accepted it more than I should have. And I — that's a whole other thing. But as a teacher — gosh, you know, you have that one kid you remember, you know? I remember from maybe my fifth year of teaching, right? So more years ago than I'm willing to say. But I will say that this child is now probably has her own family, let's just say, right? Had a really hard time learning how to read and do letter sounds and stuff like that, but was also kind of like balky about it. Wouldn't do it and was sort of tuned out a lot of the time. And and I kind of chalked it up to she was being stubborn. And as I look back at it, I realize like she was telling me with her behavior that she was having trouble. And I think that now I would definitely have a conversation with that child's parents and say, "I think we're seeing some signs of reading issues. I think we're seeing some signs of inattentive, maybe ADHD, maybe...." You know, I wish I'd had that conversation and like, I still think about that. And I wonder, you know, how is she doing? What did her rest of her school career look like?Gretchen: I know. It's hard not to focus and blame ourselves for things that we may have missed. The word "blame," though, right? Also reminds me of something else that I think comes up, which is hearing people blame parents for their kids' behaviors. Actually, not just behaviors, but the learning differences themselves. I've heard things like, "Hmm, maybe you just didn't read enough to your child," for a student who has dyslexia. Or "Hmm, are you setting boundaries? Maybe that's why your child has ADHD." I've even heard things about like, "Maybe you're feeding your kids too much sugar." These are all myths, right? This blame that we're placing? These are all myths, aren't they?Amanda: They totally are. And the sugar one, I don't know how many times I've heard that. You know, "If you change his diet a little bit, you know, he'd be calmer." And I kind of have this like maybe if I change his diet, I'd be calmer, but I don't know if he would be calm, right? But I think you're right. Like, I think a lot of times people are looking for a place to put blame and they don't do it deliberately. I think they do it weirdly. They're trying to be helpful. They're trying to say, like, well, if you just tried this, probably it would get better. But what it comes out to, like parents like me, what it is, is like you're not doing it right. And that's really hard. I am going to do the thing where I put our producer Julie on the spot and ask her to chime in. Because Julie, you've worked with us for a few years now, and I'm wondering, what didn't you understand at first or maybe still don't understand about learning differences?Julie: Yeah, I think there's a lot of things that I didn't understand and that I'm still learning. I'm a little embarrassed to tell you this one, but it is true that a lot of times when people ask me when I'm working on it, I'm telling them about this podcast, I'll say it's, you know, for families who have kids with learning and thinking differences. And then I say, like, you know, ADHD or dyslexia, and then I sort of trail off.Gretchen: You mumble and....Julie: I feel like I know there are others and some of them we have actually done episodes on. But I wonder, can you spell out for me, what do we mean when we say learning and thinking differences? Amanda: I can do that. OK. So at Understood in particular, we have sort of what we call core issues, right? Issues that we specifically focus on. And the word "learning differences" encompasses a lot of things. But when we talk about some of our core issues, they're actually learning disabilities. And so dyslexia is a language-based learning disability. So that's one of them. There's written expression disorder, which is sometimes known as dysgraphia as well, another learning disability. And then dys-cal-cu-luh — or dyscalculia or however people say it — is a third learning disability that we also focus on. And then we also focus on ADHD, which is not a learning disability, but it can get in the way of learning. And that's another myth. A lot of people think ADHD itself is a learning disability. And then the last thing that we focus on as a core issue and Understood is language disorder. So receptive language, the ability to make sense of what other people are saying to you. And expressive language disorder is the ability to take your thoughts and put them out verbally and have other people understand you. There are other differences. Those are just the ones that we particularly focus on. So now you can go answer that question differently or have people listen to this podcast.Julie: Exactly.Gretchen: No more trailing off.All right, so we've just learned a lot and we're ready to learn more. Because there are actually quite a few misconceptions that we've come across. And I'm so happy that Amanda is here to help us sort through some more of them. So, Amanda, are you ready to tackle another one?Amanda: Indeed.Gretchen: So here's one we hear a lot. It's the belief that a child who is diagnosed with a learning disability will grow out of it. Does that actually happen?Amanda: Oh, that's a really common one, right? It doesn't happen. If you have a learning disability, you have a learning disability because your brain is just processing information differently. What may happen is kids, as they grow older, have more strategies. So they've learned how to accommodate for themselves. So it looks like they maybe they've outgrown some of the things you saw when they were younger. But it's not that they're outgrowing a learning disability. I think that does a disservice to all of the adults out there who have learning disabilities. Because at 18, you're not like, oh, no learning disability anymore. It may change what it looks like and how it shows up, but it's not that it doesn't exist anymore.Gretchen: And what about ADHD, though? I've heard different things about this.Amanda: There is a very small percentage of people, and this is not my expertise, so I want to be really cautious in saying. There's a very small percentage of people who do sort of outgrow the symptomology of ADHD, but it's a very small percentage.Gretchen: All right. Well, here's another one. And I think this is something I held on to for a while when I was a kid. When I first heard about dyslexia, I thought dyslexia was either a vision problem or I thought it was just seeing letters backward and that's it. But we know that's not the case, so please explain, Amanda.Amanda: I think we think that because you see it a lot like in TV and stuff like that, when somebody has dyslexia, you see like the words are swimming on the page or in front of them or that kind of a thing. It's not. I think we're just going to say that. It's not just that. It's not a vision problem. You know, people with dyslexia may have vision problems, but I'm sitting here with my glasses on. I also have vision problems and no dyslexia. I think one of the best things I heard is somebody that we work with who has dyslexia. She said to me, "It's not that I can't read, it's that I had trouble learning how to read, right? I had trouble with the sounds and putting the sounds together in the language." So that was really helpful to me to realize what dyslexia is, is more about that language learning and the being able to decode the sounds and being able to get the vocabulary and get all of that put together. And people who have dyslexia may often have difficulty with sort of their spoken language as well, like retrieving language when they're talking. So that's why it's called a language-based learning disability.Gretchen: Got it. All right. Well, here's another point of confusion, I think, that has to do with kids who are what we call twice exceptional, or 2e. Can you explain what 2e means and how does it throw people off?Amanda: I'll do a quick one and then I will also put a plug in for the fact that we did an episode on twice exceptionality that people can go back to and listen more about. 2e or twice exceptional means that you have a child or adult who is intellectually gifted and also has a disability. It doesn't have to be a learning disability, and I think that's important to note, too. But when we talk about it, we're often talking about kids who have learning disabilities and are also intellectually gifted. And what throws people off there is this myth that, like, you know what, you can't be gifted and also have a learning disability. And it's just not true. One of the things that I think people — and I probably held this misconception as a teacher when I first started, too — is that it sort of cancels each other out, right? But you can have a learning disability and also be in like AP classes. And you can have accommodations in all of those gifted classes. And we all have things that are difficult for us and are not difficult for us. So I think it's just a magnitude thing to think about it that way, too.Gretchen: That's a good way to explain it. All right. Here's the one that people have trouble pronouncing: dys-cal-cu-li-a or dys-cal-cu-luh? I know, I think I say dyscalculia. In any case, this is often described as just math dyslexia. But that's not really how we should be describing it, is it?Amanda: No, no. I've heard people say it's also just like significant math anxiety, which it is also not. Again, I'm going to go back to the brain part of this. It's the way your brain is wired and the way it processes information around math. I actually like the word "dyscalculia" because I can remember it sounds like calculator, so it makes me remember that it's math, right?But you know, it impacts sort of the ability to learn numeracy, which is kind of a fancy way of saying like all of those underlying concepts about numbers — you know, counting, one-to-one correspondence, knowing that a numeral matches a group of numbers, knowing patterns and shapes, estimating, proportionality, all of those kinds of things that are math concepts that we actually use in everyday life. So it's not just about being anxious about math. It's about those everyday skills. You know, people may also have trouble with, like, calculating the tip, you know?Gretchen: Yeah. I never thought how helpful those tip calculators on the end of a receipt. I always thought they were just trying to push me to give more money. But really, maybe it's an accommodation. I should think about it that way.So speaking of accommodations and things like calculators, a lot of people have confusion around this. They see some of the tools that some people might use as accommodations as cheating. So, for example, I'm thinking of assistive technology, things like dictation apps, or audiobooks, or even the calculator. Are those things cheating? Are we stopping people from learning or doing things in the way that they should? I'm using air quotes right now. Or are those things just accommodations? What's the what's the deal here, Amanda?Amanda: It's not cheating. Like, I'm just going to say that flat out. It's not cheating. I've heard that, you know, with kids with a written expression disorder, people say, like, my kid refuses to write, and I think they just want to use the computer. Or, you know, this kid will only read comic books and that's not really reading. And like, those things just aren't actually true, right? These adaptations, these accommodations are actually helping us learn. And what's really interesting is that everybody uses accommodations in their daily life, right? The example I often talk about is way back when, when you used to go to crowded restaurants or whatever, right? And there was a lot of noise going on, and if there was a game on the TV or whatever, oftentimes you have the closed captions on because you can't hear over the crowds, right? My Mr. 12 — we talk about Mr. 12 sometimes, right? He uses closed captions all the time on the TV, not because he needs the closed captions, but because it helps him process the language. He uses the closed captions as an accommodation. But you know what? It helps everybody. Those kinds of things help everybody.Gretchen: Yeah, exactly. And as a former English teacher who filled my classroom with books, I would like to just point out that graphic novels, comics, magazines, all those things counted as reading is my classroom.Amanda: Reading is reading.Gretchen: Reading is reading. Exactly.Amanda: Well, and I would add to that audiobooks, right?Gretchen: Yes. Audiobooks, too. Exactly. Yep. All right. I think one last thing here. A pet peeve, Amanda, that we were talking about just the other day. We were saying how we are not fans of hearing things like, "Oh, I'm so ADHD today," or "You'll have to excuse me, I'm a little OCD." Explain. Why don't we like that so much?Amanda: Gretchen is watching my face do a whole thing right now. I actually have OCD, so that one is very personal to me. It's just like I get frustrated when people use it as a shorthand for explaining what they're having trouble with, right? I have OCD, and I will always have OCD. And so I don't get to put it to the side. "I'm OCD today and I'm not OCD tomorrow and I'm not," you know, like — and so when people use those phrases like, "Oh, I just, you know, I'm so ADHD today" or, you know, "I'm a little OCD," it feels like it sort of diminishes the experience that people have on a daily basis. You know, you don't get to put it away. You don't get to have days when you're not ADHD. It doesn't acknowledge that there are people that this is their whole experience all the time.Gretchen: Yeah, exactly. All right. I think we've covered a lot. Is there anything else, Amanda, that you think we should address?Amanda: I think maybe just that these are just a few of the myths that are right there, right? There are tons of myths and misconceptions which are — that's very hard to say. So the more we bust them, the less we have to say "myths and misconceptions." So just, you know, take a moment to think through. And if you don't know, ask. And if you don't have someone to ask....Gretchen: Write in or ask us.Amanda: Right? I know!Gretchen: Write in or ask us, or go to Understood.org, where we have a ton of articles on many of these myths. We've got articles that are called like "7 Myths About ADHD," for example. I don't know if it's seven, but you know what I mean. We've got lists. And so if you go to a Understood.org, you can find some of these lists and they can explain things. And, you know, if you have someone in your family who maybe is questioning some of the things that perhaps like your child is is learning, they have a diagnosis and a family member saying "that's not true" or "that's not real," send them these facts. We've got fact sheets and we've got myth-busting sheets. And you can send those along to people to help, you know, better educate them and give them the tools so that they can talk about it.Amanda: Send the tools. And I think that what that does is take some pressure off you for having to be the one who feels like you're always educating other people. And we will put links to — I wouldn't — probably not all of them, because we have so many of them. But we'll put links to a lot of them along with other resources in our show notes for this episode, so that you out there can start educating other people and be a myth buster on your own.Gretchen: That's right.Amanda: You've been listening to "In It" from the Understood Podcast Network.Gretchen: 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.Amanda: And if you liked today's episode, please share it with the folks around you — other parents, your child's teacher, or other people who may want to know more about learning differences and debunk some myths of their own.Gretchen: 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.Amanda: "In It" is produced by Julie Subrin. Briana Berry is our production director. Andrew Lee is our editorial lead. Justin D. Wright mixes the show, and Mike Errico wrote our theme music. For the Understood Podcast Network, Laura Key is our editorial director. Scott Cocchiere is our creative director. And Seth Melnick is our executive producer. Gretchen: Thanks for listening and for always being in it with us.
Treatment for kids with dysgraphia
If your child has dysgraphia, or if you think your child may have dysgraphia, you may be wondering what can help.There are no medications for dysgraphia. But there are therapies and teaching strategies that can address your child’s difficulties with writing. Assistive technology (AT) can also help. And there are many things you can do at home to improve writing-related skills and encourage your child to write.Learn about the strategies and supports that can help kids with dysgraphia.Instruction and support for dysgraphiaWriting is a complicated process that involves many skills. There are no specific teaching approaches or programs just for dysgraphia. That doesn’t mean teachers can’t help kids with writing issues, however.There are specific teaching techniques to help kids with dysgraphia. (They can help other struggling writers, too.) Teachers will choose the strategies they use based on a student’s specific challenges.Writing challenges are often related to reading issues. Many kids with dysgraphia also have dyslexia. They may need to work on basic reading skills like decoding in order to write well.Decoding is especially important for spelling. So to help with this skill, teachers might focus on:Letter-sound relationshipsSyllable patternsRelations between meanings and letter groupingsKids with dysgraphia don’t naturally pick up on the rules of writing. Teachers use explicit instruction to help them learn these rules. They might teach kids where to put verbs and nouns in a sentence, for example, and how and where to use punctuation.They also might teach students a prompt or cue to help them recall the unique parts of a particular kind of writing, like a story. (This is called a mnemonic.) And teachers might give students a graphic organizer to help them plan a paper.One area kids with dysgraphia often struggle with is transcription. This broad skill covers handwriting, keyboarding, and spelling.Teachers may use multisensory techniques to help kids improve in this area. Assistive technology for writing can also help kids build skills and work around weak spots.There are also a number of classroom accommodations for dysgraphia. These include extended time, teacher-made outlines for taking notes, and being able to answer test questions orally instead of in writing.Therapies for dysgraphiaSome kids with dysgraphia struggle with the physical act of writing. Occupational therapy can often help with this. Therapists can work to improve the hand strength and fine motor coordination needed to type and write by hand. They might also help kids learn the correct arm position and body posture for writing.Educational therapy can help kids with other aspects of writing. Therapists can teach kids strategies to work around their weak spots.They might help kids use positive self-talk to manage writing challenges. Therapists may also help kids with setting reasonable and relevant goals for writing. And they might show them how to track goal progress with visual tools. These strategies help kids approach writing assignments in ways that reduce frustration.Treatment for co-occurring challengesKids with learning and thinking differences often have more than one condition at the same time. It’s common for kids with dysgraphia to also have ADHD, anxiety, and/or depression. Dyslexia also often co-occurs with dysgraphia.ADHD treatment like medication doesn’t directly help with dysgraphia. But treating the symptoms of ADHD, like inattention, can help to reduce some of the trouble kids have with writing. The same is true of anti-anxiety medication and antidepressants.Therapy for these conditions may also help. That includes cognitive behavioral therapy and behavior therapy.Dyslexia and dysgraphia are different. But there’s some overlap between them. Working on reading problems can also help with writing challenges. (Working on writing issues can do the same for reading problems.) There are a number of approaches and programs for teaching kids with dyslexia to read.Ways to help with dysgraphia at homeThere are many ways you can help your child build writing skills at home. Try out pencil grips and other tools that may make writing easier. Download tools to help with handwriting and graphic organizers to help with writing assignments.Have your child try strategies for self-regulation in writing. You can also look into apps, software, and Chrome tools that help with writing.
6 skills kids need for written expression
Writing is one of the most difficult tasks for kids to learn. That's because a lot goes into expressing thoughts in writing, or written expression.Here are six skills kids need for written expression, and what can help struggling writers.1. Reading comprehensionOne of the most basic skills for writing is reading comprehension — the ability to read and understand text. To write, kids first need to be able to sound out unfamiliar words (decoding) and instantly recognize many other words. Then they need to understand the meaning of strings of words, in sentences and in paragraphs.Having a good vocabulary helps with this. But new vocabulary words are mostly learned through reading.Without these skills, it’s difficult for kids to even start writing. They will likely struggle with spelling and with creating text that’s meaningful. And they’ll have trouble revising and editing their work. Those tasks require re-reading closely to catch and fix mistakes or weak spots.What can help: Technology can help kids who have reading challenges. For instance, if they struggle with sounding out words, text-to-speech can read aloud the words they’ve written. Some text-to-speech tools read aloud words as they type them, which can be really helpful when editing.2. TranscriptionTranscription is the physical act of producing words. This skill covers handwriting, typing, and spelling.Kids can struggle with transcription in lots of ways. Some have messy or illegible handwriting, even after being taught. Others write very slowly by hand. And others might write legibly or type quickly and accurately enough, but they struggle to spell words without help.Using a keyboard can often help speed up transcription. But for some kids, the very act of typing is a struggle and gets in the way of writing.What can help: Multisensory instruction, or teaching in a way that uses more than one sense at a time, can sometimes improve handwriting. (Explore techniques to try.) So can tools like pencil grips. Assistive technology like a keyboard may help kids work around handwriting challenges. For kids who struggle to type or spell, tech tools like dictation (speech-to-text) and word prediction can make transcription easier. Spellcheck is also a common tool students use in school.3. Sentence constructionTo write, kids have to know how to construct sentences that make sense. But kids often have a hard time understanding and using correct sentence structure.They may not understand the placement of verbs or how verb tenses work. They may also use sentences that are too simple or incomplete. Or they may string a lot of ideas together into long run-on sentences.Using correct punctuation (like commas and apostrophes) can be a challenge, too. So can knowing when to use capital letters.What can help: One way to help kids who struggle with this skill is by teaching them basic, practical knowledge. Things like the difference between a statement and a question, and the difference between a subject and a verb.Kids need a lot of practice using this knowledge to write sentences. They might work on splitting and combining sentences, for example, and using sentence connectors like and or but.4. Genre and content knowledgeGenre knowledge means knowing how to use different types of writing. If the assignment is to write a story, kids need to know what goes into the genre of narrative writing. It has to include setting (who, where, when) and plot (what and why).Another example of a genre is the persuasive essay. To write one, kids need to use a position statement, reasons, facts to support reasons, and a conclusion that summarizes the main reasons.Content knowledge means knowing something about the subject you're writing about. If asked to write a letter to a politician about pollution, kids need to understand what pollution is. They’ll also need to know how it affects people, animals, and the environment. And they may need to know what causes pollution.What can help: Many kids pick up knowledge about genre just by being exposed to it in school through reading. Others may need more explicit instruction. For example, they may need to be taught about the difference between biography and memoir, or fiction versus nonfiction.To do that, find good examples of each genre. Then compare and contrast them with weak examples or examples not in that genre. You can also come up with a list of common elements that all the good examples share.Many kids have holes in their general knowledge about the world. That can hurt their writing. You can help kids build background knowledge through reading, field trips, and family outings. Talk about what kids are learning before, during, and after the outing. Just meeting new people and trying new things improves background knowledge, too.5. Planning, revising, and editingThere’s a process to writing. You have to plan, revise, and edit work to express yourself well in writing. Researchers have found that good writers plan what to write in their heads or through brief notes before they write a first draft. That requires strong executive function skills, like working memory and focus.To write, kids have to juggle lots of ideas. Then they have to decide how to organize those ideas into paragraphs and an overall structure. This requires pulling the right knowledge from memory, like genre and content knowledge.Kids also need to go back through what they’ve written to fix errors and make improvements so the message is clear. That requires understanding why and how to make changes to the text to make it better.What can help: Kids can learn specific strategies about the writing process. For instance, the “hamburger” strategy helps kids plan a paragraph. A paragraph needs a topic sentence (top bun), main idea (patty), supporting details (condiments), and a conclusion (bottom bun).A “spider map” encourages kids to think of a topic with supporting details. A “T table” helps them brainstorm reasons for and against a certain issue. And a timeline can help kids map out a sequence of events for a story.Graphic organizers use many of these strategies. These tools help kids visualize how to plan their papers. They also help kids generate content in an organized way.Checklists can also help kids revise and edit their work. A checklist could include:Content (the quality and accuracy of ideas)Organization (how information is structured and flows from beginning to end)Language (the variety and precision of vocabulary and sentences)Appearance (spelling, capitalization, and punctuation)6. Self-regulationThe ability to self-regulate plays a big role in writing. When you set a goal for how many words a paper should be and then check the word count as you write, that’s self-regulation. If you get to the end of a sentence, realize it doesn't make sense, and decide to rewrite it, that’s self-regulation.Here's another example. When kids get frustrated, they might give up on writing. But if they remind themselves that they’re making progress and can do it, that’s also self-regulation. Experienced writers do this naturally.How kids view themselves as writers can impact their ability to self-regulate. Do they value writing? Do they feel competent? How motivated are they to write?Self-regulation is hard for some kids. That’s especially true of kids with ADHD. Trouble with self-regulation can affect many of the other writing skills.What can help: There are lots of strategies to teach self-regulated writing. You can teach kids to check each sentence of a paragraph once they’ve finished the paragraph. You can also encourage them to take breaks after writing a certain number of words.Kids can also be taught to use positive self-talk to help with motivation. When writing, they could say to themselves, “It’s OK that this is hard because I know my effort will pay off.” The key to all these strategies is repetition and practice.Read more about why kids can struggle with writing. And explore strategies to help reluctant writers.
Tools and tips to help your teen get organized
When teens are disorganized, they can get overwhelmed by school. Multiple classes, deadlines, and projects in middle and high school can be tough to manage. Organization strategies can help teens be more efficient and boost their confidence. Try these solutions and tools to help your teen get organized — and stay organized.Use a planner.As your teen’s academic and social schedules get busier, a planner can help keep things organized. A planner is basically a calendar combined with an assignment notebook. A good planner usually has a weekly view, a column for each day, and a list of classes on the side.A planner with a monthly view gives teens a broader look at events and assignments. This is especially helpful when planning how to break down longer projects and goals. You can even put up a big wall calendar at home to make it easier to see the whole month.Some teens may prefer digital planners and calendars, which are built into devices they may already use. Most of these programs have features like reminders with notifications, which can help your child remember tasks and deadlines.Use a multi-compartment backpack.A sturdy backpack can help teens keep school supplies in order. Try to find a multi-compartment backpack with two to three large pockets — one for books, one for notebooks, and one for personal items. The zippered pockets can hold smaller school supplies.It’s also helpful to use a backpack checklist to keep track of what’s inside.Try a watch or timer.Watches and timers are simple but powerful organization tools. Teens can use them not just to keep track of time in general, but to keep track of how much time they have to do a specific task. Timing activities helps them learn how much time to budget the next time around. Teens can use a timer app on a smartphone. Or if you want to go low-tech, try an egg timer.Color-code belongings.Color-coding can help teens stay organized, especially at school. Assigning a color to each class or subject is a quick way to organize things visually. Have your child choose a different color for each class. (Try matching the color of the textbook covers, if possible.)You can also use color-coding to get organized at home. For example, if your teen has a sibling and they get their belongings mixed up, assign a color to each child. Then stick to one color for each child’s everyday items like toothbrushes, laundry bags, and towels. You can also use color-coded bags to store different gear, like a yellow bag for basketball and a red one for dance.You can even color-code labels and bins. Read how one parent made a docking station to help her son keep track of winter gear.Declutter messy rooms with office supplies.Show your teen how basic supplies can help keep stuff organized and easy to find. Here are some ideas:Use accordion files to store and transport mail, electronics chargers, and other small household items.Rely on binder clips or folders to keep stacks of papers together, like homework materials or recent birthday cards.Take advantage of pencil boxes to store the pens, pencils, and highlighters kids need for taking notes.Use a locker organization system.For many teens, school lockers are a mess of crumpled papers and piled-up folders. Avoid this by working with your teen on a locker organization system.Help teens figure out when they’ll visit their locker during the day. Have a map of where things go in the locker — you can even use shelves. It’s also important to schedule regular locker cleanup days.There are lots of ways to set up your teen to get more organized. Start small, then branch out as you get more comfortable. Remember that it can take time for teens to learn organization skills. Get more tips to help your high-schooler get organized. Find out why some kids struggle so much with organization. And learn more about assistive technology tools that can help your child with organization in school.
Terms you may hear from speech-language pathologists
When you meet with a speech-language pathologist (SLP, or sometimes called a speech-language specialist) about your child’s learning differences, you may not know some of the terms you’re hearing. This printable mini-glossary can get you up to speed quickly.Accommodations are changes in how something is taught or in the materials used to teach it. The goal is to make it possible for a student to work around learning challenges. A student with language difficulties might not have to answer questions out loud, for instance. But the student would still have to learn the same material as other students.Assistive technology is any tool that helps students work around their issues. These could include a laptop, voice recognition software, or electronic math worksheets.Audiologists are health care professionals who test for hearing and balance issues. An audiologist can rule out hearing loss as a medical reason for a child’s language and listening comprehension issues.Auditory memory refers to the brain’s ability to remember what it hears. That might include a teacher’s lecture or a line in a play. Weak auditory memory makes it hard to follow directions.Auditory processing is the brain’s ability to process and interpret sound correctly. Trouble with auditory processing is not related to hearing loss.Average range is a term therapists use when testing a child for learning differences. If the results fall below the average range for reading or listening comprehension, for instance, it may mean a child has a reading disability or language disorder.Decoding is the ability to recognize basic sounds and sound blends within a word. It can involve sounding out an unfamiliar word and being able to read it out loud.DSM-5 stands for The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. (It is also called DSM-V.) This is the guide doctors and specialists use to diagnose learning, attention, and behavior disorders.Expressive language allows people to put their thoughts into words, both speaking and writing.Listening comprehension refers to the ability to understand speech. Kids with poor listening comprehension may have trouble interpreting what others say.Modification refers to a change in what’s being taught to or what’s expected from the student. An example of a modification is having shorter assignments. Multidisciplinary evaluation is an evaluation of a student by at least two professionals. The purpose is to see whether the student can get special education services.Oral language difficulties can involve a number of language skills. These include vocabulary, grammar and listening comprehension. They can also contribute to writing and reading issues.Phonemic awareness is the ability to notice, think about and break down the individual sounds in spoken words. It’s a key skill for learning to read.Phonological processing refers to the ways children simplify speech as they’re learning to talk. Phonemic awareness is just one example of phonological processing.Receptive language means comprehending what’s said or read. Kids with weak receptive language skills may struggle with concepts, vocabulary, directions, and questions.Screening is often the first step in determining whether a child has a learning difference. It may include observation, interviews, a brief written test, and a review of school and health records.Speech impaired (SI) is a type of special education services for students who have difficulty with speech sounds in their native language. Impairments include difficulties with articulation, fluency, and voice.Understanding these terms can help you talk about your child’s issues with speech-language pathologists. For more information, find out what you need to know about speech therapy.
Treatment for kids with developmental coordination disorder
Whether you suspect that your child has developmental coordination disorder (DCD) or you know for sure, it’s important to get treatment as early as possible. But what does that involve?There is no medication or “cure” for DCD (sometimes known as dyspraxia). There are therapies that can help improve motor skills, however. Different types of specialists may work with kids who have DCD.Occupational therapists focus on coordination. Physical therapists may work on muscle strength. And other professionals may treat challenges that often co-occur with DCD. Learn more about treatment for kids with DCD.Therapies for DCDOccupational therapy is the primary treatment for DCD. It helps kids gain motor skills and learn to do basic tasks that are needed for school and everyday living. These tasks include things like writing, typing, tying shoes, and getting dressed.An occupational therapist (OT) may work on multiple aspects of motor control. These include:Fine motor skillsGross motor skillsMotor planningAn OT may start by doing an evaluation to determine where a child has weaknesses. (There are other professionals who can also evaluate for movement issues.) From there, the therapist will come up with techniques and activities to address those weak spots. There are a number of ways OTs can help kids with DCD learn specific tasks and improve skills.Your child’s school may provide occupational therapy for free through an IEP. There are also private OTs who work with kids for a fee. (Some insurance companies may cover OT for DCD.)Kids with DCD may also get physical therapy (PT) to help improve weak muscles that are needed for motor activities. PT can help improve balance and coordination, too. That can make it easier for kids with DCD to do some basic daily living and school tasks.Treatment for co-occurring issuesDCD rarely occurs on its own, so kids with this condition may get treatment for other issues as well. Many kids with DCD also have ADHD, for example. To treat ADHD symptoms, they may take medication or do behavior therapy. Other issues that commonly co-occur include:Learning differences like dyslexiaSpeech and language issuesSlow processing speedSensory processing issuesMental health issues like anxietyAutismKids with DCD have unique sets of difficulties. So it’s important that they get treatment for all of the issues and challenges they have.Support in school for DCDKids with DCD might get supports at school to help keep their trouble with motor skills from impacting learning. These supports might include assistive technology, such as:Dictation (text-to-speech) softwareTouchscreensKeyboardsPaper with wide, colored, or raised linesKids might also get accommodations in class. These might include worksheets that have the problems already written on them. Students might also get verbal and visual demonstrations to help with directions.Ways to help with DCD at homeThere are several things you can do to support your child with DCD. Try activities that can help improve fine motor skills and gross motor skills. And if you recently found out your child has DCD, learn about some steps you can take to start getting the right help.
IEP and special education terms
When it comes to special education, you may run into terms and jargon that you’re not familiar with. Here are key IEP and special education terms and abbreviations you may see and hear.504 plan: A blueprint for supporting a student with a disability by removing barriers. It gives the student equal access to learning in the general education classroom. Students with 504 plans tend not to need specialized instruction (special education).accommodation: This is a change to or in a student’s learning environment. Accommodations help students learn and show what they’ve learned by removing barriers. For instance, students who take longer to answer questions because of learning differences might be allowed extra time to take a test. Even with accommodations, students are expected to learn the same content as their peers.annual goals: The IEP document lists the academic and functional (everyday) skills the IEP team thinks a student can achieve by the end of a school year. These goals are geared toward helping students take part in the general education curriculum. IEP goals need to be realistic and measurable. Many schools write SMART goals. (SMART stands for Specific, Measurable, Attainable, Results-oriented and Time-bound.)assistive technology (AT): Any device, equipment, or software that helps students learn, communicate, and function better in school. AT ranges from simple tools (like highlighters) to high-tech software (like apps that read text aloud).behavior intervention plan (BIP): A plan designed to proactively teach and reinforce positive behavior. Typically, the plan uses strategies to prevent and address behavior that gets in the way of learning. It may also have supports and aids for the student. A BIP is often included as part of an IEP. To get a BIP, a student must have a functional behavioral assessment.disability: A condition recognized by the law. To qualify for an IEP, students must have a disability that falls under one of the 13 categories listed in the Individuals with Disabilities Education Act. Many students who learn and think differently are eligible in one of three categories: (1) specific learning disability; (2) other health impairment; and (3) speech or language impairment.due process: A formal process for resolving disputes about special education and IEPs. Due process isn’t the only way to resolve a dispute. There are other options, like mediation and filing a state complaint.extended school year services (ESY): Special education services provided outside of the regular school year, such as during the summer or, less commonly, during extended breaks like winter break.general education curriculum: This is the knowledge and skills that all students throughout a state are expected to master. The curriculum varies from state to state.Individualized Education Program (IEP): An IEP outlines the program of special education instruction, supports, and services kids need to make progress and thrive in school. Some people refer to the written document that outlines this as the IEP (in which case p can stand for plan).Individuals with Disabilities Education Act (IDEA): The nation’s special education law. IDEA is a federal law that guarantees all students with disabilities access to a free, appropriate public education.least restrictive environment (LRE): Students with documented disabilities must be taught in the least restrictive environment. This means they must be taught as much as possible in the same setting as peers who don’t have disabilities. In most circumstances, schools must offer services and supports to help students with an IEP thrive in a general education classroom.modification: A modification is a change in what a student is expected to learn and demonstrate. For example, a teacher might ask the class to write an essay that analyzes three major battles during a war. A student with a modification may only be asked to write about the basic facts of those battles. Modifications are different from accommodations.parent report: This is a letter families write to document their child’s strengths, struggles, and success at school, at home, and in the community. Sharing the report with the IEP team gives a more complete view of the student.positive behavior interventions and supports (PBIS): PBIS is a proactive, schoolwide approach used to promote positive behavior and improve school safety. PBIS creates a school culture in which all students learn about behavior and use a common language to talk about it.progress reporting: How a school reports on student progress on annual goals. This is specified in the IEP. Progress reporting needs to be provided as often as a school reports on progress in general education for all students.present level of performance (PLOP, PLP, PLAFF, PLAAFP): A description of a student’s current abilities, skills, challenges, and strengths at the time the IEP is written. PLOP describes academic skills (like reading level) and functional skills (like making conversation or writing with a pencil). This is the starting point for setting annual IEP goals.standards-based IEP: A standards-based IEP measures a student’s academic performance against what the state expects of other students in the same grade.special education: Specially designed instruction to meet the unique needs of a student. It should be designed to give access to the general education curriculum. The instruction is provided at no cost to families.supplementary aids and services: These are supports to help students learn in the general education classroom. They can include equipment or assistive technology, like audiobooks or highlighted classroom notes. They may also include training for staff members to help them learn how to work with students based on their specific needs.related services: Any support services a student needs to benefit from special education. One possible example is transportation. Another is occupational therapy.response to intervention (RTI): RTI is a systematic way of identifying struggling students and providing extra help. Teachers assess the skills of everyone in the class to see which students need evidence-based instructional interventions. Progress is monitored frequently to make sure students are getting the right support and intervention.transition plan: This part of the IEP lays out what a teen will learn and do in high school in order to thrive as a young adult. The IEP team and the student develop the plan together before it kicks in at age 16. The transition plan includes goals and activities that are academic and functional. But they extend beyond school to practical life skills and job training.Keep this list of terms handy for future reference. You may also want to learn key terms that describe special education rights.
Terms teachers use when kids struggle in school
If your child is struggling with learning, you may want to talk to the school about getting her extra support. When you meet, you may hear some unfamiliar educational terms. This mini-glossary can help you stay on top of the discussion.504 plan is a blueprint or plan for how a child will have access to education at school. Typically, it has accommodations the school has agreed to provide to the student under civil rights law. A 504 plan may also have services and supports for a student, but typically not as many as an IEP. Learn more about 504 plans, and see a sample 504 plan for a child with ADHD.Accommodation is a change in classroom techniques, materials, or environment. Accommodations help students work around their challenges. But even when they use accommodations, students still have to learn the same content as other kids. See examples of accommodations for kids with learning and thinking differences.Age equivalent score is a student’s raw test score expressed as the age of kids with the same typical score. For instance, if a student scored 30 on a test, and that’s the typical score of an 8-year-old, then the student’s age equivalent score is 8.0.Assistive technology (AT) is any kind of device, equipment, or software that helps a student work around her difficulties. Learn about AT that can help with reading, writing, and math.Behavior intervention plan (BIP) is a plan for how the school will address a student’s behavior issues. It describes the target behavior, goals, and interventions to help the student. Read more about how BIPs work.Common Core State Standards (CCSS) are a set of standards for what students are expected to know in reading and math at the end of each grade. Many states now use CCSS and have standardized tests aligned to them.Differentiated instruction is when teachers tailor instruction to meet individual students’ needs. Learn more about differentiated instruction.Functional behavioral assessment (FBA) is a process to identify what causes a student’s behavior issues. It’s a team effort that includes parents, teachers, and professionals. The FBA process includes creating a BIP with strategies that can help with behavior. Read about what to expect during an FBA.Grade equivalent scores is a student’s raw test score expressed as the grade level of kids with similar scores. For instance, if a student scored 75 on a test, and that’s the average score of a fourth grader, then the student’s grade equivalent score is 4.0.Individualized Education Program (IEP) is a blueprint or plan for a student’s special education services experience at school. Learn more about IEPs, the difference between an IEP and a 504 plan, and how a student can qualify for an IEP.IEP goals are what a child may be expected to achieve by the end of the year. They’re listed in the IEP. See how to tell if IEP goals are SMART.IEP team is a group of people who work together to create a student’s IEP. There are several required members. These include a regular education teacher, a special education teacher, a school representative, an expert who can interpret evaluation results, and parents. Find out who else is on the IEP team.Modifications are changes in what’s taught to or expected from a student. The student may have a shorter or simpler assignment or may not be expected to learn as much as her peers. Learn about the difference between accommodations and modifications.Multisensory instruction is teaching that engages more than one sense at a time. For example, a teacher may have a child use his finger to trace spelling words in sand or shaving cream. Multisensory instruction can be more effective than instruction that only uses one sense. Check out examples of multisensory techniques for reading and math.Percentile rank (percentiles) refers to the percentage of students of the same age or grade that perform lower than the student. For example, if a student scores at the 5th percentile, that means that 5 percent of students score lower than him and 95 percent score higher.Portfolio assessment is when a student is evaluated on a collection of his work, such as projects and writing samples. This can be an alternative to traditional grading or standardized testing.Progress monitoring is a method for teachers to track and measure a student’s progress. One common approach, called curriculum-based measurement, focuses on periodic tests in basic skill areas like reading, spelling or math. Learn how progress monitoring works.Psycho-educational evaluation is a process schools use for making decisions about a child’s eligibility for special education. This is sometimes called a comprehensive educational evaluation. Teachers may refer to it as an “evaluation” for short. You can also choose to have a private evaluation outside of school.Remedial education or instruction is an approach that addresses a student’s weaknesses in basic, foundational skills. Remedial programs try to help kids catch up in reading, writing, math and other subjects. Learn how remedial education differs from other educational approaches.Response to intervention (RTI) is a process that provides extra help to struggling students. It involves adjusting instruction to meet a child’s needs and then monitoring the child’s progress. Read more about RTI.Screening is a way to determine if a child has possible signs of a learning or thinking difference. It may include observation, interviews, a brief written test and a review of school and health records. But it’s typically not as extensive as a full evaluation. See how early screening relates to evaluation.Specific learning disability (SLD) is a condition that causes difficulty with certain areas of learning, like reading, writing or math. Learning differences like dyslexia, dysgraphia, and dyscalculia are SLDs. See common myths about learning differences.Standardized norm-referenced tests are a type of standardized test used in evaluations. These tests compare a student’s performance with that of students of the same age or grade who have also taken the tests. Standards-based education describes what children should know or be able to perform each year of their education. This approach is reflected in federal education law. Learn why today most IEPs are standards-based.Understanding terms educators use can make it easier to communicate with your child’s school. Getting to know legal jargon can be helpful, too. Explore terms lawyers use, as well as terms to know about your child’s legal rights. You can also take a look at IEP terms to know.
7 steps to make teacher videos more accessible and engaging during distance learning
Making videos during distance learning can be a great way to support your students, especially the 1 in 5 who learn and think differently. There are many benefits to making your own videos. And the more you record, the better you’ll get at it. Watch this teacher-made video to see how to use seven steps for making asynchronous videos that are engaging and accessible to all learners. You can also scroll down to read about the seven steps. 1. Decide which type of video to make.Teacher-made videos usually fit into one of two categories: “talking head” videos or screencast videos. Knowing your end goal will help you decide what type of video to make. “Talking head” videosA “talking head” video is when you record yourself talking to the camera. Make this video if it’s important that your students focus on you during the lesson. Good reasons for choosing this type of video: To connect personally with your students To model how to do something that involves physical objects, like a science experiment Screencast videos A screencast video is when you record your voice and your computer screen. Make a screencast video if showing something close-up — like slides, a document, or an interactive whiteboard — best supports your learning goal. Good reasons for choosing this type of video: To explain the directions for an assignment To show how to solve a math problem To demonstrate how to use an assistive technology tool There are many screencast tools to choose from. Depending on the tool, a screencast video may show a small image of your talking head in the corner. This feature can help personalize the video. You can also use a videoconference tool like Zoom to make a screencast video. Start a meeting with just yourself (or with another teacher if you are co-teaching), share your screen, and record the meeting. 2. Plan a short video focused on one topic.A good plan will save you time — and frustration. Depending on how often you want to refer to notes as you record, write a simple outline or a detailed script for your video. You’ll also need to prepare any images or slides. Remember that many of the best practices for online lessons apply to videos: Keep it short (6 minutes maximum) and focused on one topic. This is especially important for students who struggle with attention or who have trouble with working memory. Read your script aloud and time it. Break the video up into more than one video if it’s too long. Plan to share the learning goal at the beginning of the video to take the guesswork out of why your students should watch the video. Plan to use explicit instruction when showing or teaching a skill or concept. Prepare questions to engage students, guide their learning, and check for understanding. Plan for wait time after asking questions and between topics. These pauses are especially important for students with slow processing speed. At the end, include takeaways and next steps so students know what to do. 3. Gather your equipment and check your lighting.You don’t need fancy equipment to make videos for your classroom. Here are the basic tools you need to get started. Camera For “talking head” videos, you can use the built-in camera on your laptop, tablet, or smartphone.For phone videos: You’ll need to decide to record vertically or horizontally. If you’re embedding the video on a website, you probably want to record horizontally. If you think your students may be watching on a phone, you may want to record vertically.For screencast videos: You don’t need a camera to record your screen. But if you want your screencast video to also include your talking head, use the built-in camera on your laptop or tablet. (A touchscreen device works well for screencasts of interactive whiteboards.) TripodA shaky video can be hard to follow. Don’t have a tripod? There are many easy DIY ways to make one with household items. MicrophoneYou can use the built-in microphone on your phone, tablet, or laptop if you record within arm’s length of the camera. To lessen the chances of capturing background noise, plug in earbuds or headphones with a microphone. If you’re going to be moving around as you record, try to stay as close to the microphone as possible. LightingMake sure you have enough light so your students can see you. This is especially important for “talking head” videos. Turn on the lights and open up the curtains. But don’t record with a window behind you. If you’re outside, keep the sun in front of you. Experiment with different lighting setups to find what works best for you. 4. Keep your background simple.Keep things simple so that making videos is easy and fun — and so that your video is not filled with too many distractions: Keep your wardrobe simple. Avoid clothes with textures, busy patterns, or stripes. Choose a location with the least background noise. Let the people around you know you are recording. But also know that with so many people working at home, no one expects a perfectly quiet location. Keep your background simple. Scan the area to make sure everything that is in the camera’s view is something you want to be recorded. For screencast videos, tidy up your computer’s desktop and turn off any pop-up notifications. Keep the items you need — including a glass of water — within reach.Do a test. Film for a few seconds to check the lighting, sound, and background. Make sure your whole face is in the shot. Check that any props you’re using, especially ones with text, are visible on camera. 5. Record in one take — even if you make a mistake.Try to record everything in one take. Even if you make a mistake in the middle, don’t hit stop. Just start that part over and keep going. This will save you editing time and avoid making your video look choppy. Here are a few other pointers: Check your camera settings. Avoid auto settings to prevent the look changing mid-shot. If you’re using a phone, record at the highest resolution, and activate the HDR function (if you have it). Use “do not disturb” mode to make sure you don’t get calls or alerts while recording. When you start, press the record button and wait a few seconds before speaking. The same goes for the end — wait a few seconds after your last action to press stop. Look directly into the camera lens to make eye contact with your students. Be yourself. Talk directly to your students as if you were in your classroom. Remember to use wait time. Use cues. In “talking head” videos, use gestures, like pointing to something important. In screencast videos, use highlighting, underlining, and circling to guide students’ attention, but don’t overdo it. Too much of this can be distracting. 6. Do a little editing.You don’t need to have a perfectly polished video, but you may want to trim the beginning, the end, or a mistake in the middle. Your phone, tablet, or computer usually has basic editing software to make simple trims and add titles. For example, Apple products have iMovie and Windows products have Microsoft Photo. If you have the time, you can also use an interactive video editor to add engagement elements like questions with answers, polls, and short quizzes. But don’t add too many. You only need a few elements to engage your students. If you don’t have access to an interactive editor, try using your basic editing software like iMovie or Microsoft Photo to add a text card to the beginning or end of your video. This text card could have a link to a Google Form to check for understanding or to a Padlet where students can share ideas or questions. 7. Use tools to make your video accessible.You may need to include transcripts and closed captions as accommodations during distance learning for students who have an Individualized Education Program (IEP). But these tools can help all students access the content. For example, these tools can support English language learners, students who have trouble with focus, and students who benefit from reading content. TranscriptsWhen you make a transcript, students will be able to read the entire text of your video. To make a transcript, all you need to do is play your final video while using voice typing in Google Docs, Microsoft’s Dictation, or OneNote to capture in writing what you said in the video. Then edit the transcript as needed, using these tips for formatting. Another option is to use Otter to create a “conversation” you can edit and download. Closed captionsClosed captions allow students to read the words a speaker is saying, as they’re saying them. Many video hosting services come with auto-generated captions that use speech recognition technology. Others don’t. Here are two ways to add captions to videos: YouTube:Upload your video to YouTube. Turn on automatic captioning.Captions won’t be perfect. Use the caption editor to make changes to your captions. From there, create a transcript by clicking the “more” menu (three dots) next to your video and then selecting “open transcript.” Copy and paste this text into a blank document to make your own transcript. Google Drive:Make a transcript first. Upload your video. Click on the top right menu and select “manage caption tracks.” You will be prompted to add a transcript file to create the captions. These extra steps might seem overwhelming at first, but once you see how easy it is to add captions and transcripts — and how much they help students and their families — you’ll be glad you figured out how to do it. Ready to dive deeper?Get tips on how to check in with families to understand how students are doing with distance learning. Read about best practices for online assignments. Explore strategies to keep students engaged during distance learning.
How to use accommodations and modifications in the classroom
In a busy classroom, it can be daunting to meet the varied learning needs of all your students. Knowing you’re also responsible for implementing instructional accommodations and modifications in students’ IEPs and 504 plans can make it feel even more challenging. But with the right information, you can provide these important supports to help all students thrive.Here are key concepts to keep in mind and steps you can take to implement accommodations and modifications for your students.Accommodations and modifications: Key concepts These important ideas can help you implement accommodations and modifications effectively. Accommodations and modifications are not the same thing. An accommodation changes how students access and learn the same material as their peers — without lowering the academic expectations. A modification changes what students are taught or expected to learn. Fair does not mean equal. Students and some teachers may worry that having extra supports in place for some students gives them an unfair advantage. But it’s important to remember that all students have individual strengths and needs. Accommodations and modifications are designed to level the playing field. Focusing on equity can help give everyone a chance to thrive in the classroom.Collaboration is critical. Partnering with special education staff and related service providers can help you understand the purpose of the accommodations and modifications. It also gives you the chance to work through challenges you’re having in implementing these supports. Some accommodations may be easy to use in the classroom. Others might require more time to learn to use — for both you and your students. Don’t be afraid to ask your colleagues for help if you’re not sure how to implement an accommodation, modify a lesson, or use a specific type of assistive technology. Students and their families are key partners. Ongoing communication and trusting relationships can help you learn more about how students are doing with the supports they’re receiving. At first, some students might not feel confident coming to you to talk if they have concerns about using their accommodations. You can check in with parents to ask: Do the students feel comfortable using the accommodations? Do they find the accommodations easy to access? How could you work together to make the supports even more helpful? Planning with Universal Design for Learning (UDL) can eliminate extra work. Applying UDL principles in your lessons can meet the needs of the whole range of students in your classroom. By proactively anticipating barriers to learning, you can build in supports that help all students access the material. And by making these supports available to all students, you’re recognizing that students who have IEPs and 504 plans aren’t the only ones who have challenges. Students may not need to use an accommodation for every lesson. Most students who learn and think differently spend the majority of their school day in the general education classroom. But these students vary in the amount of support they need. Some need accommodations in just one or two classes or subjects. Others might need them across the board. If students are successful during a lesson, they may choose not to use their accommodations for that lesson. If your students’ work is up to the same standards as their peers’ work, you don’t need to insist that they use accommodations. You just need to provide these supports as an option. Ready, set, implementOnce you know the basic concepts, there are practical steps you can take to implement accommodations and modifications for your students. 1. Read your students’ IEPs and 504 plans. Each student’s plan should make it clear which accommodations or modifications are needed and in what context. As you read, highlight any questions you have about how to implement each accommodation or modification and what it should look like in the classroom. Write down the accommodations and modifications. 2. Learn to use the materials yourself. Familiarize yourself with the accommodation if you don't know enough about it. After all, it’s hard to help a student learn to use a support if you aren’t sure how to use it yourself. Draw on the power of collaboration. The technologist or occupational therapist should provide you and the student with training on how and when to use specific tools. 3. Plan how to set up your classroom to use these tools most effectively. If a student’s accommodation or assistive device means they need to be close to a power outlet, how can you arrange classroom seating so the student doesn’t have to sit away from peers? Other questions to consider:Do you need a dedicated space to store equipment when it’s not in use? Where can you place physical accommodations, like slant boards or fidgets, so students can access them discreetly and without disrupting your lesson? 4. Give students time to practice using new accommodations. Introduce the use of a new tool or support when students are working with content they know well. That way they’re not trying a new way to approach work and trying to learn new information at the same time. 5. Anticipate and address any questions other students might ask. Some students may be very aware that a classmate is getting extra support, while other students may not even notice. Whether students raise questions or not, it’s important to establish a classroom culture that prioritizes inclusion and belonging. Begin by setting a standard in your classroom that everyone has different strengths and challenges, and that it’s OK to ask for and receive what you need to thrive. If the question of “fair” comes up, point out that some disabilities aren’t visible. Remind your students that everyone learns and processes information differently. With this information, your class can come to understand that students receive accommodations so they can learn the way they need to.6. Keep track of when students use their accommodations. Take notes about when students use their accommodations independently, when you need to suggest using the supports, when students choose not to use them, and the outcomes. This is quick and easy to do with a customizable tracker.You can use this tool in many ways. You can use it to remind yourself which supports each student needs. This can be helpful as you plan lessons and as you teach. The tracker can also help you keep a record of how often students use supports. This information can be valuable to the IEP team if they want to learn whether supports are working or need to be changed. The team may also want to know if students can use the supports without prompting. A third way you can use the tracker is with an instructional coach or mentor. If you want to improve how you use accommodations and modifications, your coach can be a third-party observer and use the tracker to give you feedback about how you use the supports.7. Evaluate the use of the accommodation or modification. Reflecting on notes from your tracker can help you find patterns. You may realize that a student won’t use an accommodation if they have to self-advocate for it. You may also learn that a student doesn’t need the support in a certain subject area. Or you may find that you can provide the most commonly used accommodations and modifications to your whole class with some tweaks to the classroom environment. 8. Suggest adjustments as necessary. Both IEPs and 504 plans are legally binding documents. As a result, you can’t make the decision to change or discontinue accommodations and modifications. But you can ask the student support team to revisit them if the data you’ve collected shows that something else might be more effective. Talk with the IEP case manager or 504 coordinator about setting up a meeting to discuss whether to make changes.Giving all students what they needProviding accommodations and modifications for students who learn and think differently can be challenging — but it’s entirely doable. With careful planning, collaboration with the student support team, and a way to track your efforts, you can make your classroom a place where all students have what they need to learn.
Disability inclusion glossary
ableism: Prejudice and/or discrimination against people with disabilities. accessibility: The quality of being easily used, entered, or reached by people with disabilities; refers to the design of products, devices, services, curricula, or environments. accessible technology: A technology that’s been designed with the needs of a lot of different users in mind and with built-in customization features so that users can individualize their experience to meet their needs. accommodation: See reasonable accommodation adaptive technology: Adjusted versions of existing technologies or tools so people with disabilities can more easily use them; helps individuals with disabilities accomplish a specific task. ADHD: Short for attention-deficit hyperactivity disorder, a condition characterized by symptoms that include inattention, hyperactivity, and impulsivity. But not all of these need to be present for a person to be diagnosed with ADHD. Americans with Disabilities Act (ADA): A 1990 law that prohibits discrimination against people with disabilities in several areas, including employment, transportation, public accommodations, communications, and access to state and local government programs and services. Americans with Disabilities Act Amendments Act (ADAAA): A 2008 law that made a significant number of changes to the definition of “disability” under the ADA and made it easier for individuals seeking protection under the ADA to establish that they have a disability within the meaning of the statute. aphasia: A brain-based disorder that can affect language learning, speaking, listening, comprehension, reading and/or writing. Asperger’s syndrome: A condition characterized by difficulty with social interactions, unusual or repetitive behaviors, a narrow range of interests, awkward or clumsy movements, and trouble with some aspects of communication, such as understanding sarcasm or body language. In 2013, doctors changed the way they diagnose this disorder. It is now one of several conditions included under the category “autism spectrum disorder.” assistive technology: Any item, piece of equipment, or product system used to increase, maintain, or improve functional capacities of individuals with disabilities. autism spectrum disorder: A developmental disorder characterized by significant difficulty with social interactions and communication. Often referred to as autism or ASD, it includes symptoms such as poor eye contact, repetitive body movements, and difficulty adapting to social situations and responding to sensory input such as certain tastes or textures. blindness: Total blindness refers to not being able to see anything at all. business resource group (BRG): Internal organizations at companies where groups of employees with common needs, interests, backgrounds, demographic factors, or life experiences can receive professional development and support as part of the company’s business plan. captioning: Process of narrating all significant audio content in presentations, video, and other visual formats by using words or symbols to transcribe spoken dialogue, identify speakers, and describe music and sound effects. deafness: Hearing loss so severe that there’s little or no functional hearing, even when sound is amplified. developmental coordination disorder (DCD): People with DCD may have difficulty planning and performing tasks that require fine motor skills, such as writing, tying shoelaces, or using buttons or zippers; sometimes called dyspraxia. developmental disability: A severe, long-term disability due to an impairment in a physical, learning, language, or behavior area. It can affect cognitive ability, physical functioning, or both. disability: Defined by the Americans with Disabilities Act as a physical or mental impairment that substantially limits a major life activity, a record of such an impairment, or being regarded as having such an impairment. A disability can be visible or invisible. disability inclusion: The process of creating a workplace where all individuals, including people with disabilities, are not only employed but are full members of the work community. disclosure: When an employee with a disability shares information about their disability with others, often their employer, supervisor, prospective employer, or co-worker. discrimination: Treating people differently, or less favorably, on the basis of identity, such as disability, race, religion, gender, or sexual orientation. dyscalculia: A specific learning disability in math. Some people with dyscalculia have difficulty performing calculations and solving problems. Others struggle with basic math operations like multiplication and division. dysgraphia: A specific learning disability in writing. People with dysgraphia struggle with handwriting, typing, and spelling. Some people have difficulty with other aspects of writing, like grammar, punctuation, and organizing and expressing their ideas in writing. dyslexia: A specific learning disability in reading. People with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling, and writing. dyspraxia: Sometimes called developmental coordination disorder. People with dyspraxia may have difficulty planning and performing tasks that require fine motor skills, such as writing, tying shoelaces, or using buttons or zippers. employee resource group (ERG): Voluntary, internal, employee-led groups at companies where groups of employees with common needs, interests, backgrounds, demographic factors, or life experiences can connect for purposes of professional development and support. employment gap: The lower rate of employment that people with disabilities experience compared to people without disabilities. employment-population ratio: The proportion of the population that is employed. Equal Employment Opportunity Commission (EEOC): The government agency responsible for enforcing federal laws that make it illegal to discriminate against a job applicant or an employee because of the person’s race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age (40 or older), disability, or genetic information. essential job function: Fundamental duties of a job. federal contractor: Companies or individuals who enter into a contract with the United States to do a certain job, sell services or products, or provide materials and labor. federal subcontractor: A company that does business with another company that has contracts with the federal government. hard of hearing: Hearing loss where there may be enough residual hearing that a device like a hearing aid provides enough assistance for the person to process speech. hearing loss: A general term that describes a broad range of hearing function, including deaf or hard of hearing. It’s the total or partial inability to hear sounds and can affect one or both ears. identity-first language: A term that describes how individuals with disabilities prefer to refer to themselves. Those who see their disability as an important part of their self-identity may prefer to use language that refers to their disability, such as “a blind person.” Only refer to someone this way if you know that’s their preference. Otherwise, use person-first language. inclusion: See disability inclusion intellectual disability: A disability characterized by limitations in a person’s ability to learn at an expected level. A person with an intellectual disability may process information more slowly and have difficulty with abstract concepts and everyday behaviors and activities. Often referred to as a cognitive disability. invisible disability: A disability that is not immediately apparent; sometimes called a hidden disability. job coach: An individual who supports a person with a disability throughout their professional journey, with the ultimate goal of helping them work independently. They provide one-on-one training, tailored to a particular person’s needs, for a particular job. learning disability: A condition that results in learning challenges or difficulties in particular skill areas, such as reading or math. People with learning disabilities receive, store, process, retrieve, or communicate certain information in different and less-effective ways. Often referred to as LD, these difficulties are not connected to intelligence and are not caused by problems with hearing or vision or by lack of educational opportunity. low vision: Permanently reduced and uncorrectable vision loss that interferes with daily activities. natural supports: Social supports that already exist in the workplace, including people and personal relationships; often provided by professional colleagues, such as mentoring, feedback on job performance, friendship, or socializing outside of work. neurodiversity: The idea that brain differences such as autism are normal variations in the human population, rather than deficits or disorders; neurodiversity can also refer to embracing such differences. Office of Federal Contract Compliance Programs (OFCCP): Part of the Department of Labor; responsible for enforcing nondiscrimination laws related to federal contractors and subcontractors and compliance with legal requirement to take affirmative action. person-first language: A term that describes how individuals with disabilities prefer to refer to themselves. It’s best practice to put people first, not their disability. Unless a person specifically prefers identity-first language, always use person-first language, such as “a person who is blind.” physical accessibility: A form of accessibility that focuses on making physical spaces, such as elevators, reserved parking spots, and restroom stalls, accessible to people who use wheelchairs or who have other physical impairments. physical disability: A wide range of conditions, both visible and invisible, that affect a person’s movement. Also referred to as a mobility challenge. reasonable accommodation: An adjustment or modification to a job or work environment that allows an individual with a disability to apply for a job, perform the essential functions of the job, or enjoy benefits equal to those offered to employees who do not have a disability. Rehabilitation Act of 1973 (Rehab Act): Prohibits discrimination on the basis of disability in programs conducted by federal agencies, in programs receiving federal financial assistance, in federal employment, and in the employment practices of federal contractors and subcontractors. Section 503: Section of the Rehabilitation Act of 1973 that prohibits federal contractors and subcontractors from discriminating in employment against people with disabilities and requires these employers to take affirmative action to recruit, hire, promote, and retain people with disabilities. Section 504: Section of the Rehabilitation Act of 1973 that prohibits discrimination against qualified individuals with disabilities by any program or activity receiving federal financial assistance or by any program or activity conducted by a federal executive agency or the U.S. Postal Service. Section 508: Section of the Rehabilitation Act of 1973 that requires federal agencies to make their electronic and information technology accessible to people with disabilities. self-identification: An employee telling their employer or potential employer, as part of an affirmative action initiative or goals set as part of a disability inclusion initiative, that they have or ever had a disability. sensory processing issues: Difficulties in organizing information from the senses, such as over- or under-responding to sights, sounds, smells, touch, and sensory input related to balance and movement; often co-occurs with ADHD or autism. supplier diversity: The practice of encouraging the procurement of supplies from minority-owned, women-owned, veteran-owned, LGBT-owned, and disability-owned vendors, both as primary contractors and subcontractors. turnover rate: Percentage of a company’s employees who stop working there within a given amount of time. unemployment rate: Percentage of unemployed workers in the total labor force. universal design: The process of creating objects or environments such as workplaces that can be used by the widest possible range of people. Vietnam Era Veterans’ Readjustment Assistance Act of 1974 (VEVRAA): Prohibits federal contractors and subcontractors from discriminating in employment against protected veterans and requires employers with federal contracts or subcontracts of $100,000 or more to take affirmative action to recruit, hire, promote, and retain these veterans. visual impairment: A general term that describes a broad range of visual function, from low vision through total blindness. vocational rehabilitation (VR): A state-supported division of services that assists individuals with disabilities in preparing for, securing, regaining, or retaining meaningful employment. Work Opportunity Tax Credit (WOTC): A federal tax credit that is available to employers for hiring individuals from certain target groups who have consistently faced significant barriers to employment.workplace flexibility: Adjustments to where, when, and how an employee works to better accommodate their personal needs. Examples include part-time or flexible hours and the ability to work remotely. Learn more about disability inclusion in the workplace: Read about what makes a workplace inclusive. Explore an employee guide for workplace supports.Find ways to help make your workplace more inclusive.
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