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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.
ADHD Aha!ADHD and distraction in the military and at home (Justen’s story)
Justen Scott has had trouble focusing since high school. When others in the military started to notice, he knew it was time to get evaluated for ADHD. Justen Scott got diagnosed with ADHD this year at age 27. His ADHD “aha” moment happened while he was stationed in Qatar for military service, and work just kept piling up. Trouble with focus and time management had been a problem for Justen since high school. But when others in the military started to notice his challenges, he knew it was time to get evaluated for ADHD.Host Laura Key and Justen talk about trying to seem “cool” on the outside — even as thoughts race a mile a minute on the inside — and how one small noise can be a huge distraction. Hear Justen’s take on how the military handles ADHD. And pick up a few tips on managing ADHD along the way.Related resources9 tips to help military families navigate the systemLearning and thinking differences that cause trouble with time managementHow ADHD is diagnosed in young adult and adultsEpisode transcriptJusten: I was over in Qatar, you know, I'm the deputy for my office. And at this time I had a lot of meetings to go to. And I went to my first meeting, and when I got back, my boss was like, "What are you doing?" I'm like, "What are you talking about, sir?" He was like, "You know, you have another meeting." And I'm like, "Oh, man." So I had to rush to that meeting, and I'm already late, so, you know, I'm kind of already feeling bad. So when I get back to the office, the phone rings. I'm on the phone, and I'm supposed to be doing some more work, fixing some Excel sheets. So after that phone call, I tell my boss, "Hey, I'm gone for the day, see you tomorrow."And he's like, "Did you finish the Excel sheets?" And I'm like, "Oh, those Excel sheets." So I had to stay a little later to finish the Excel sheets. And that's kind of like the time I was like, "Wow, what's going on, like, why am I always distracted? Why can't I remember stuff?" Then I realized that, well, you really got a problem, dude.Laura: From the Understood Podcast Network, this is "ADHD Aha!" — a podcast where people share the moment when it finally clicked that they or someone they know has ADHD. My name is Laura Key. I'm the editorial director here at Understood. And as someone who's had my own ADHD "aha" moment, I'll be your host.I'm here today with Justen Scott. Justen is a student in New York City who is currently in the Army Reserve. Welcome, Justen. Thanks for being here today. Justen: Thank you for having me. Laura: I'm excited to talk with you today. And I guess I want to start, I want to say thank you for your service in the military.Justen: Thank you for your support, ma'am.Laura: Tell our listeners what you do or what you have done in the service.Justen: So I went to Bethune-Cookman University. I was in the ROTC program there. Got a commission and I went into the reserves. For like three years, I went to drill and stuff every month, then I eventually got on active duty orders. I was in Kentucky, went to Fort Bragg, and then I recently, last year, came back from Qatar. And I'm a medical service officer, but when I was in Qatar, I was doing more, uh, operation contract work.Laura: What led you to military service?Justen: Well, when I was in college, I'm a physical education/recreation major, and I wasn't doing no extracurricular activities. So somebody put a little bug in my ear, said, "Hey, you should try ROTC." Tried it, got a scholarship, and then that was it.Laura: You're in the New York area. Is that right?Justen: Yes, ma'am.Laura: Where did you grow up?Justen: Fayetteville, North Carolina. Yeah, I'm an Army brat. My dad was in the Army.Laura: OK, so was that part of your motivation for joining the military as well? No? Interesting.Justen: The whole military thing was my ex's parents' idea.Laura: Got it.Justen: That's why I said a little birdie put it in my ear.Laura: Got it. Tell me about what happened in Qatar related to ADHD.Justen: My favorite boss that I ever had, his name was Major Jonathan Ward. He's one of those people who's like very detailed, like by the book, like, "Hey, after this thing, you do this. After this thing, you do this." So at the time, I was kind of transitioning to take his position before a new person came in. So I had to go to more meetings. And there was a meeting one time, I went to it, but we had other meetings scheduled after that. And me, my ADHD, I forgot. So I got back to the office and I'm just like relaxing. And he's like, "What are you doing?" And I'm looking at him like, "What do you mean?" "You have another meeting." I'm like, "Oh, my goodness." So I have to rush to that meeting, and, you know, and the Army don't like you being late. So now I'm kinda like looking all ashamed, like, "Sorry for being late," you know, it was my fault. And then I also had work to do previously before the meetings. So when I got back from that meeting, I got a phone call, got distracted, forgot to do my work. I'm about to leave, like, "Hey, sir, have a nice day." He's looking at me like, "Did you finish your other work?" And I'm like, "Oh." And that happened a lot, but luckily I had a master sergeant who was like my partner in crime. He would kind of remind me like, "Hey LT, you have a meeting. Hey, we got to go here." My mind would just be all over the place.Laura: What's LT?Justen: Uh, lieutenant. I don't like to be calling "sir," because it just feels weird to me. I feel older. I just say "LT" or "Lieutenant."Laura: This was an "aha" moment for you. This sounds like it was some kind of breakthrough. Like it, it really stuck with you, this incident or incidents that happened in Qatar. You were struggling with focus it sounds like, distraction, time management.Justen: It's one of those things, like when it keeps happening, other people will start noticing it too. So they're kind of like trying to help out. My girlfriend, she was over there at the time, and she wasn't even in my section, but she would remind me of stuff, too, as well. Like, "Don't you have to be here? Don't you have to do this?" And I'm like, "Oh, you're right. I do have to do that." So it was just like one of the things like when people, other people start noticing, then you start thinking a little more about it.Laura: So what did you do from there?Justen: So when I was in Qatar, they couldn't really do nothing there because COVID, and where I was at, they weren't letting us go off base or get a real evaluation from an actual doctor. So when I came back, that's when I went to the actual doctor, and they did like the evaluation.Laura: You went to your primary care doctor?Justen: Well, now it's my Veteran Affairs doctor.Laura: Yeah. You're going to have to school me a little bit on the terminology around the military. I'm not as familiar as I should be.Justen: It's all good. It's like the VA, you know, that's kinda like a separate entity. They deal with the veterans and everything. Then they actually had the, like the military providers.Laura: Is ADHD something that's openly talked about in the military, just based on your experience?Justen: From my experience, no. To me personally, like military stuff, when it comes to anybody that's different or has a problem, depending on your leadership, of course, they don't like to really talk about it or help, in a way. But there's some leaders that actually help out, like my favorite boss, I told him my problems I'm having. I also have a sleep problem too. So they think it's narcolepsy type 2. They diagnose, they diagnosed it, but I already took my sleep study test and everything. Like I can go to deep sleep in less than three minutes.Laura: Wow.Justen: And so I told him that, and he didn't need no diagnosis or nothing. He understood. So if I'm in the office — and that's what's messing me up, too, I might forget, I might go to sleep. And he'd be like, "Wake up, sunshine!" And "Oh, my fault, sir." Like, I can't help it. I just go to sleep. Depending on who your leader is, they'll either really help you out or understand. But some, they just don't care.Laura: You got evaluated.Justen: Yes.Laura: You got diagnosed? How old were you at that time?Justen: Twenty-seven.Laura: Twenty-seven? So that was this year. OK. Welcome, Justen. Welcome to our club.Justen: Welcome to the club.Laura: How was school for you? Did you ever experience any ADHD symptoms that you can remember growing up?Justen: Elementary school, like K through five, I used to get in trouble a lot because I finished my work before everybody. I ain't gonna lie, like I was, to me, I feel like I was really like a little genius-type thing. Like when I was younger, stuff was just so easy to me. Like, I'll finish my work and everybody else's still doing their work. So I'd talk a lot. And I'm like, "Hey, why are you still doing your work?" So then I'd get in trouble for that. And they always put me like in advanced classes in elementary and middle school.But when I got to high school, that's when I was like, I really don't, school's really not doing it for me. Like, I never did homework. If I did do homework, it was in the morning time, five minutes before class. But I could score high on the quizzes and tests. So keep my grade at like a C or something. If I would've did homework, probably could have been making all A's, but I wanted to go home and do what I wanted to do. I didn't want to come home to do homework.Laura: That sounds like you were procrastinating a lot in high school.Justen: Yes. And it could have been from, dang, I didn't want to do it and get distracted, while you think about it.Laura: I mean, that's a, that's pretty common with ADHD, and I'm not surprised to say that this started a pop up for you in high school because in high school, there were so many more demands on our executive functioning skills, our time management, our organization, our prioritization. So obviously you're super bright, super smart, and lots of people with ADHD are. ADHD has nothing to do with intelligence, right? You are in advanced classes. You're doing well. And then it sounds like maybe you hit a wall in high school.Justen: Yeah. And it was like learning wasn't fun for me then. In high school, I don't know, it's like a switch came. Like, in elementary school and middle school, I actually liked reading books and stuff. Like now I have to listen to Audible books because at least I could still move and listen. And I know people make fun of people for doing it, but I had to read with my finger because I literally get lost so quick. And then boom, page 10 come, and I'm asleep.Laura: That's actually a good tactic for people with ADHD. It sounds like maybe you were distracted looking at all that stuff on the page.Justen: Yeah. It's like the two lines above and two lines below it. Like they start smushing that line and I'm like, "Oh no." So either like you use the ruler or you use your finger.Laura: So they also have apps for on your phone where you can just like, you're only looking at the one thing you're supposed to be looking at. I'm not surprised to hear you say that was a way that you coped, just like you came to that on your own. So what were you interested in, in high school?Justen: Video games, sports. And hanging out with my friends. I played football and baseball, never made basketball. 'Cause they cut me, you know. They weren't really that good.Laura: What position did you play in baseball? I have a theory going in my head right now. I want to test it out.Justen: I was center field and left field. I wanted to pitch, but Coach didn't let me.Laura: Did you ever get distracted out in the outfield? You're laughing.Justen: Baseball, like when I'm in an outfield, I dance. Even in Little League. Like when I was a pitcher, I dance on a mound when I used to throw it. And when I'm in the outfield, I dance. Yeah. Especially if the pitcher's just having an off game and you see him just walk everybody. And you just like, "Come on, dude, like, I'm out here bored." So I just have to do something, so I just start dancing. And you just hear Coach, "J. Scott, stop dancing!" And I'm like, "My fault, Coach."Laura: You're kind of confirming my theory here. I talked to someone recently about baseball on the show and I was asking, "Is baseball one of the hardest sports for people with ADHD to play, unless they're the pitcher or the catcher?" Because there's so much downtime. Outfield's gotta be tough when you struggle with focus. I'm glad to hear you danced your way through that.So it sounds like you weren't as interested in like typical school subjects.Justen: Oh, no. It's like, oh, I was already thinking in my head, why am I even taking this subject? What is this going to do for me? So if I really thought about it like that, then I really wasn't doing nothing for that class. Like chemistry. I was like, what am I going to do with chemistry. Like, what am I ever going to need pre-calculus? Never.Laura: It's not like people with ADHD are all interested in math or all interested in sports. It's really just like any other human, you have your interests, but you have to have that interest to focus. Whereas people without ADHD, it's much easier for them to focus on something that they are less interested in.When I talk to you, you are very calm. I get a very calming presence from you, relaxed, in like the best possible way. Like, aware, but chill. Is your brain that way too?Justen: No, not at all.Laura: What's it like in your brain?Justen: Well, I was explaining to somebody yesterday that there's so much stuff that'd be going on, sometimes I could cry. I wouldn't say it's like a painful cry. It's like a cry like, "Why can't you just focus on one thing, Justen?" Like, cause it, plus my brain is so creative. I like making skits, and I like doing music, and I'm doing acting now. So I think of like short films. And then I think about one of my bros, he makes beats. So I think about songs and stuff.And just all this stuff that like coming at once and I want to like focus on it, but then something else comes in, I'll be like, "Oh, let me do this way." I'm like, "Oh no, this is a better idea." And I did, I had like three things back, I haven't even finished that. And that's just like the creative part in wanting to do something. But the actual just, even, I got a lot of dishes in the sink. I have to wash the dishes. I'm supposed to wash a couple of dishes because she cooked. But I see it and I literally have a fight. I'm like, "Justen, do you want to do the dishes right now? I mean, we could leave them to the morning, but what is she going to say? I mean, we could worry about it in the morning. It really ain't going to matter." And then if I, my room I go in to play the game. I just leave my headphones on the bed, controller on the bed, and whatever else I had in here and she'll come in and be like, "You don't know how to put the controller back and the headphones back where it was supposed to be?I'm like, I thought at the time, that's what the headphones and the controller and stuff supposed to be. And then, on top of that, I'm supposed to wash the dishes right after that, then I'm like, "Well, I need to go listen to music in the shower and go jam out." So I forgot about all these things because I'm focusing on going to take my shower and go to bed. So it just that'd be like the Flash is, and just like, slow down.Laura: The woman you're talking about and all that, that's your girlfriend?Justen: She doesn't have ADHD at all. Trust me, I know.Laura: Does she know that you have ADHD?Justen: Yes. Even before I got diagnosed, she was thinking it already too. She was like, "Do you have, like" — that's why I say when people start noticing, like, "Why are you always forgetting to do this? Why you can't never sit down nowhere? Like you always want to do something different. Focus on this, focus on that." I'm like, oh —Laura: Yeah. We have a lot of resources on our website, for all kinds of people. But one of the tips that we give parents who have kids with ADHD is try to avoid saying, "Just focus, just try harder to focus." 'Cause it's not like you can just flick a switch.Justen: I try to tell people, I am, like, I wish I could just be like, "Hey, let me just go wash the dishes real quick." And somebody would be like, "That should be easy." It's literally not easy. Like I had to fight my brain to say, "Hey, we're not about to do this right now. 'Cause is that important right now? Let's go do what we want to go."Laura: I hate that "should" word.Justen: "You should focus." You should leave me alone.Laura: You should leave me alone. So, your brain, your brain moves, what? A hundred miles an hour, a thousand miles an hour, 5,000 miles an hour?Justen: I'd say about almost a million, just about.Laura: But your actions aren't catching up to what your brain is doing.Justen: No, they don't. I try to be more chill. So you don't see me like expressing all that, because then you're really going to be like, "Dang, what the heck's wrong with him?" 'Cause I literally be bouncing around if I'm not like relaxed.Laura: You just reminded me of something growing up. I remember like before I realized that I had ADHD, like in high school and college, I always wanted to seem really like cool and relaxed, but it was such a hoax. 'Cause I just, I'm like the opposite of that.Justen: Oh, my goodness. Like I used to hate, like, if I was chill and relaxed, "What's wrong with you?" And I'd just be like, "What do you mean what's wrong with me?" I said, I can't be chill? And if I'm really relaxed, my voice goes to like, "Yeah. OK."Laura: You just dropped like a full octave.Justen: I was like, I can't just relax and chill? This is how I feel right now. And then that makes you get back into your mold again, like the whole like hyper-type thing.Laura: But then also a lot of energy goes into that. And then like, when you need to step away, it's like, "I need to step away, leave me alone. I need to be alone."Justen: Then on top of that, with me, I have like anger problems too. Like I get irritated real quick, and that's why my psychiatrist is trying to tell me that's kind of one of those things, too, with it, your irritability 'cause it is crazy how I get mad that quick.Laura: Mm-hm. I really relate to that, too, Justen. Listen, a lot of people don't know, and maybe you do know, but trouble managing emotions is a common sign of ADHD. It's related to your executive functioning skills, which is kind of like the CEO of the brain pulling the strings. And it's like, you can go from zero to 50 really fast. That irritability, I mean, I know that feeling, too, like sometimes I'll catch a sound from across the room and I'll just start to get irritated. And then I can't shake it for like 20 minutes.Justen: Yo! Oh, my goodness. That'd be me! I don't, like, I've loved being like petty, like once, like you get me upset or something, I like harp on to it. And I just like zone in and it's like, I feel bad for my girlfriend, 'cause she just, like, "I just say one simple thing and you can just get mad." I'm like, "You might not have thought it was something big, but my brain thought it was something out of this world. Like, you got me angry like that, so." They didn't put me in anger management yet. I'm still waiting to go.Laura: Justen, it has been so nice to talk with you today. Thank you so much for coming on.Justen: Thank you for having me.Laura: You've been listening to "ADHD Aha!" from the Understood Podcast Network. You can listen and subscribe to "ADHD Aha!" on Apple, Spotify, or anywhere you get your podcasts. And if you like what you heard today, tell someone about the show. We rely on listeners like you to reach and support more people. And if you want to share your own "aha" moment, email us at ADHDAha@understood.org. I'd love to hear from you. You can go to u.org/ADHDAha to find details on each episode and related resources. That's the letter U, as in Understood, dot O R G slash ADHDAha. Understood is a nonprofit and social impact organization. We have no affiliation with pharmaceutical companies. Learn more at understood.org/mission. "ADHD Aha!" is produced by Jessamine Molli. Say hi, Jessamine. Jessamine: Hi, everyone. Laura: Justin D. Wright created our music. Seth Melnick and Briana Berry are our production directors. Scott Cocchiere is our creative director. And I'm your host, Laura Key, editorial director at Understood. Thanks so much for listening.
6 phrases to use when asking your professor for support
Do you need extra support or accommodations from a college professor, but don’t know how to ask? I’ve been there. I have dyscalculia, a math learning disability. And it’s taken me a long time to figure out what to say and when to say it.It can be intimidating to ask about accommodations — like extra time on an assignment. But getting support in college is worth it. So, I created this list of phrases you can use. 1. “Can we have a conversation about the accommodations I need for your class?”You need to ask for support to get it. Starting a new class can be a busy time, but it’s the perfect opportunity to meet with your professor. Ask to meet before or after class, or during office hours. Sending an email is also a good way to reach out if you feel anxious about asking in person.2. “Here’s an info sheet about my learning disability in case you need more information.”When I meet with my professors, I give them a copy of an info sheet that I made. It describes what my disability is and some of the areas that I struggle in.Taking the extra step to provide your professors with an info sheet shows that you’re ready to advocate for yourself. It also helps professors understand more about you and why you need support. (Check out fact sheets about ADHD and dyslexia you can use.)3. “Can you help me understand this better or explain it in a different way?”The way that professors teach a lesson or describe an assignment can be confusing. Anytime this happens to me, I ask my professor to explain it in another way.Going to your professors’ office hours can be a chance to learn at a more comfortable pace. It may take several explanations, but asking for help and guidance is always a good idea.4. “Can we create a signal to let me know when you’ll call on me in class?”I’ve always had anxiety when it comes to answering questions in class, or having to explain my work. It’s something that I’m still actively working on.Work with your professor to create a signal for when you’ll be called on, like a hand gesture. Knowing when I’ll be called on lessens my anxiety, helps me focus, and increases my confidence when it comes to speaking up.5. “Can I have more time to work on this?”Having some extra time to work on an assignment can make all the difference. It may not always be an option when it comes to group projects or assignments with hard deadlines. However, it never hurts to ask your professor about getting a deadline extended.6. “I think having another person help me explain what I need will help us come to an understanding. Can we set up a meeting with my disability advisor?”Sometimes, a professor may not be willing to provide the support or accommodations that you’re asking for. What then?You don’t have to do this alone. Set up a meeting between the school’s disability access consultant and your professor. This meeting can start a conversation about your needs and address any concerns the professor may have. Attending a meeting like this may be intimidating, but it will give you a chance to feel supported and speak up.
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.
5 tips for employee communications about disability inclusion
You got executive buy-in for your disability inclusion initiative, and your program is off to a strong start. But there’s another piece you’ll want to have in place from the beginning: good internal communications. It’s the people in your organization who will make your disability inclusion program a success, so it's important to keep them engaged and give them the tools they need. Below are strategies and examples to help you develop a successful employee communications plan for your disability inclusion initiative. 1. Check the accessibility of your internal communications.If your employees can’t access your message, the information will be lost. Conduct an audit of your current internal communications. Ask yourself who might be missing out on this information. Are videos and presentations captioned? Is information presented in a variety of formats? Are visuals accessible to people with low vision or color blindness? Offer a variety of channels and methods for people to ask questions or get more information. List these on your communications to employees. For example, you could provide a link to an internal website, contact info for the steering committee, and details of upcoming discussion groups. 2. Lay the groundwork for your employee communications plan.Your company is undertaking a disability inclusion initiative for important reasons. Make sure to communicate those reasons to your employees. When employees understand the potential benefits for all stakeholders, you’ll be more likely to have their active support and enthusiasm. You can repurpose many of the points from the case you made to leadership. Many employees may have heard myths about disability inclusion at work, particularly when it comes to reasonable accommodations. Set the right tone by sharing some facts about accommodations in the workplace. 3. Leverage existing meetings.Integrate disability inclusion discussions into meetings that are already happening. Manager meetings are a great place to start. Give your managers the tools they need to open these conversations, including FAQs and scripts. Make sure they have information about workplace accommodations, and let them know how to handle situations when they don’t have the answers right away. Executive support is critical to the success of your disability inclusion initiative. Making that support visible — for example in larger team meetings — can show the organization’s commitment. Give the executives background information and talking points to help them act as champions of the program. 4. Use visuals and take-homes.Providing information in multiple formats is another way to improve accessibility. Offer pamphlets, posters, and other visuals in common spaces like bulletin boards, break rooms, and lobbies. These pieces can be a good complement to messages delivered in emails, videos, or meetings. Items like pamphlets that can be taken home and considered later are useful for employees who might not have the time or ability to take in a message on the spot. They can also be helpful for employees who want to refer job-seeking friends with disabilities to work at your organization. Here are a few ideas for visual materials:Print our downloadable fact sheets about workplace accommodations and employee rights under the ADA and offer them to each employee. Create a series of posters around a theme, such as invisible disabilities in the workplace. Post announcements about ways to get involved on bulletin boards and TV screens. 5. Share updates on your disability inclusion initiative.Plan regular communications aimed at keeping disability inclusion front of mind for your employees. That will help to emphasize its importance to your organization. And by sending out these messages on a regular basis, you’ll have more opportunities to inspire employees to participate. These communications could include specific, transparent progress updates to show that your company is invested in the success of the initiative. For example, in your company newsletter, you could include a graph showing progress toward the initiative’s goals. To keep employees engaged, provide them with information they can put into practice. For instance, you could share tips on workplace disability etiquette. Your employees are the greatest asset in your disability inclusion initiative. By developing an accessible and proactive plan for internal communications, you’ll help them play a strong role in your program’s success.
5 Ways Kids Use Strategizing Skills to Learn
If you’ve ever had to figure out a way to get your kids to school, various afterschool activities and then home, and still manage to finish your work, pick up some groceries and get dinner on the table, you’ve used strategizing skills. Strategizing means coming up with a plan to get things done.When kids use strategizing skills for schoolwork, they usually aren’t consciously thinking about planning. They just know how to approach a problem or task in a logical, orderly way. If your child has trouble with strategizing skills, however, learning can be more chaotic. Here are five ways kids use strategizing skills to learn.1. Strategizing and Learning to ReadBeginning readers use strategizing skills to make sense of new words. To sound words out, they have to plan what rules they’re going to use. With the word shape, for instance, kids use strategizing skills to know that s and h work together to make the sh sound. They might also look at the e at the end of shape and decide if it’s silent and how that will affect what sound the a makes.They also strategize by using things like context clues (other words and pictures in the text) to learn the meaning of an unfamiliar word. If your child has trouble with strategizing skills, these reading processes may not be as automatic, and he might benefit from additional or different kinds of instruction.2. Strategizing and Reading ComprehensionAs kids move from learning to read to reading to learn, strategizing helps them figure out how to interact with what they’re reading. Kids read fiction and nonfiction in different ways. If your child struggles with strategizing, he may have difficulty figuring out what’s important information and what’s not.For example, if your child is reading a nonfiction book about sharks, his strategizing skills help him know to be on the lookout for unfamiliar facts and shark-specific vocabulary. If he’s reading Jaws, on the other hand, it’s still a book about a shark, but a fictional one. Fiction requires different reading strategies from those needed for nonfiction. With fiction he needs to pay attention to the plot, setting and characters.3. Strategizing and MathMath requires strategizing skills from the start. Kids need these skills for looking at groups of numbers (one group of four or two groups of two?) and for counting things (by ones or by fives?). Word problems require a strategy for matching up clue words to operations, such as fewer than to the minus sign.Strategy is also needed for organizing information into charts, tables and graphs and for knowing which part of a problem to solve first. If your child has weak strategizing skills, he’ll likely need help learning to plan an approach to take with a problem. One option is to create “cheat sheets” with examples of problems and common ways to solve them. You can even talk to the teacher about allowing him to refer to the sheets in class.4. Strategizing and WritingStrategy goes into writing long before kids begin writing out coherent ideas. Beginners need to plan how to form letters, put them together into words, decide where those letters go on the page and where to put spaces between words and sentences.As kids start writing to express ideas, they must strategize to decide the best way to present that information. For a story, they need to plan out the characters and plot. For an essay, they need a strategy to get the points across and add supporting details.If your child has trouble with strategizing, breaking writing down all these steps can be pretty daunting. Using graphic organizers like story maps or flowcharts can help your child organize his thoughts and writing. Creating an outline is another way to get ideas together and figure out what order to present them in before writing.5. Strategizing and StudyingKids use planning to study and take tests, too. Taking notes in class requires figuring out what’s important enough to write down and how to keep listening while writing. When studying, kids need strategizing skills to organize and review notes in time for a test.Those same skills help kids decide how to approach taking a test. For example, eliminating the wrong answers on a multiple-choice test can make it easier—and also faster—to choose the right answer. This strategy saves time by reducing the number of options to choose from. If your child struggles with planning, it may take him longer to study and take tests because he has trouble coming up with the most efficient ways to get things done.The Good News: There Are Ways to HelpIf your child isn’t skilled at planning and strategizing, it doesn’t mean he won’t be able to improve. But he’ll need more support. Your child’s teacher may be able to provide classroom accommodations, such as giving more detailed instructions and allowing the use of calculators, graphic organizers and fact sheets. You may want to ask whether your child’s school uses Strategic Instruction Model to teach children who need extra assistance with planning and organization strategies.There are also tools and techniques you can try at home to improve his planning skills and help make learning easier.
Classroom accommodations for anxiety
It’s not uncommon for students who learn and think differently to also struggle with anxiety. They might worry a lot or be withdrawn at school. They may hesitate to participate in the classroom, make frequent trips to the bathroom or the nurse’s office, or even refuse to go to school at all. All of this can get in the way of learning.What are some classroom accommodations for kids with anxiety? Here are strategies teachers can try.Providing emotional supportEncourage the student to use self-calming or anxiety-reducing techniques that were taught by a counselor or therapist.Allow the student to have a self-calming object or family pictures on hand.Build in “call home” breaks (for students with separation anxiety).Let the student seek help from a designated staff member with mental health expertise when feeling anxious.Classroom setup, schedules, and routinesProvide classroom seating where the student is most comfortable (near a door, near the front of the room, near the teacher or a friend).Let the student sit near the back of the room or by an exit during assemblies.Assign the student a designated buddy for lunchtime, recess, and/or hallways.Allow preferential grouping for field trips so the student is with a teacher or friends.Provide a “take a break pass” to let the student walk down the hallway, get a drink, or leave the classroom when needed.Create a plan for catching up after an absence or illness (for example, excusing missed homework or having a known time frame for making up work).Give advance notice of planned substitute teachers or other changes in routine.Give the student notice and extra time before upcoming transitions, like before recess and lunch, and rehearse transitions in a private or low-stress environment.Giving instructions and assignmentsClearly state and/or write down classroom expectations and consequences.Break down assignments into smaller chunks.Check in frequently for understanding and “emotional temperature.”Provide a signal before calling on the student and a signal for the student to opt out of answering.Offer written instructions in addition to spoken directions.Exempt the student from reading aloud or demonstrating work in front of the class.Let the student present projects to the teacher instead of to the entire class.Introducing new concepts/lessonsGive extended time on tests and/or separate test-taking space to reduce performance anxiety.Allow use of word banks, cheat sheets, or fact cards for tests (for students who freeze or “go blank” during in-class tests).Set time limits for homework or reduce the amount of homework.Assure that work not completed in that time won’t count against the student.Provide class notes via email or a school portal for the student to preview.Give notice of upcoming tests (no “pop quizzes”).When students are being treated for anxiety, it’s crucial for all of the people working with them to be in contact with their mental health providers about using school strategies like these. Together, you can all ensure the accommodations are a good fit for the student. You can also visit the Child Mind Institute, an Understood founding partner, to learn more about what anxiety in the classroom looks like. What's nextDoes your student have anxiety? Learn more about school anxiety. Find out how teachers can use compassionate curiosity to show students that you’re trying to better connect with them and their experiences.Does your child have anxiety? Read expert advice on when it’s time to get your child help for mental health.
Math trouble: Conversation starters to use with your child’s teacher
Is your child having trouble with math? Talking with the teacher can help you understand what’s happening and how to help. You can talk during a parent-teacher conference. Or you can set up another time to talk, either in person or by phone or email.But how do you express your concerns? When you talk to the teacher, be clear and specific. Ask questions and follow-up questions. The whole point is to find out what’s going on and what can help.Here are sample conversation starters to make the talk easier.Asking to meet or talk “Hi. I’m Olivia’s father, Joe. I’m worried about how she’s doing with math. Can we find time to talk about it?”Starting the conversation “Thanks for talking with me. I’m concerned that Olivia is having trouble with math. We practice the addition and subtraction facts on the sheets she brings home. But she quickly forgets the facts we go over. What do you see when you work with her in class?”Sharing information “She also gets upset on days when there’s going to be a math quiz. Sometimes she doesn’t want to go to school. What do you make of that?”Getting information “Can you tell me how Olivia’s doing with math overall? Is she keeping up? Is there anything specific she’s having trouble with?”Following up on answers“You mentioned she has difficulty with number sense. I’m not sure what that is. Can you give me an example?”Asking about help “What can help Olivia with math? Are there things you can do in class? What do you recommend we do at home to help her with math?”Finishing the conversation“Thanks for your help. I have a better idea of what’s happening with Olivia and math. Can we talk again after I have a chance to think about this?”Some parents and caregivers have a hard time talking about their child’s challenges. They may not be comfortable talking to teachers. Or they might feel embarrassed that their child is struggling with math. But teachers can provide information and advice that nobody else can.Do you have a parent-teacher conference coming up? Here’s a list of more questions you can ask.
Metaphors to explain ADHD
Understood collaborated with YouTube influencer Jessica McCabe of How to ADHD on a video that gives her fans ideas on how to explain ADHD to others. We asked our Facebook community to tell us what metaphors they use to describe ADHD. Here are some of the great examples they shared:“Our 7-year-old calls it his Race Car Brain. It moves fast, is well engineered, and capable of more than your average vehicle. We talk about how people can’t just jump into a race car and drive it well and safely without practice. So, all the strategies and support and medication are helping him learn how to drive and stay in control of the race car.” —Colleen Hall Marxer“A hamster wheel that you can’t ever get off.” —Diana DeVader Murray“A pinball machine with the ball constantly hitting and bouncing between all the bumpers.” —Deborah Kratovil“ADHD and executive function deficits are like a battery on a cell phone. Depending on how many apps you use and leave open, the faster your battery drains. This happens at different rates just like a make or model or age of a cell phone.” —Renee Mink Ysais“Fireworks of ideas exploding in her brain some brilliant and bright, some loud and occasionally a few duds.” —Jill Ellenson“Trying to find the upside-down mirror in a mirror maze while playing musical chairs.” —Sharen Crouch Allen“Having a computer with every window open and trying to read them all at once.” —Brittany Hattrem“A squirrel carrying something shiny to put on a pile of shiny objects until the pile toppled over on him. An accurate description of getting my kids out the door for school when we all have ADHD.” —Jeanine Lebsack“Imagine you have a monkey in your brain and he has turned on a light. Now he has left the room and started turning on all the lights and he won’t come back and turn the first one off.” —Lisa Rae Adcock“…I describe it as putting together five jigsaw puzzles at the same time and the pieces are all mixed together. And the boxes have no pictures.” —Katharine Ellis Tapley“A train without a conductor. Hard drive glitches. Speaks on full blast Indy race, with no finish line.” —Stephanie L. Sheets“A Ferrari brain with bicycle brakes. I read this in an article about ADHD, and it really was an ‘aha’ moment in understanding my son.” —Sandra Wicks Watch the How to ADHD video to see animated versions of these and other engaging ADHD metaphors. Hear more from our Facebook community. Learn about ADHD and the brain. Watch videos of kids explaining what it’s like to have ADHD.
Embracing my dyscalculia made me a better student
As I walked into the Disability Resource Center at Arizona State University, I thought about everything I ’d gone through to get there — the hours of tutoring, relearning years of math, and coming to terms with my learning differences.The building was nearly silent because it was summer and school was out of session.After checking in, I waited to be called into my advisor’s office. I looked around. There were tutoring sign-up sheets, inspirational posters, pamphlets, and flyers stacked and waiting to be taken.It felt surreal sitting there, waiting to meet with my advisor. Meeting with her would help me get the help I needed once I started college. I thought back seven years ago to a time when I wasn’t too keen on getting help.I was 12 and in the sixth grade.It was the day I had been nervously anticipating for weeks: the day I was to be tested for special education services. I had hoped with every bone in my body that I wouldn’t need help. I didn’t want to be “special ed.”To me, getting special education would have meant I was dumb, incapable — that there was no hope for me. At the time, I felt like my trouble with math wasn’t a big deal. I had struggled with math ever since kindergarten and my acceptance of failure had become second nature.When the evaluation results came back I was sitting with my mom — a teacher — and I counted my breaths: One. Two. Three.Then my school’s special education teacher said the words that would change my life:“She will need to receive services; she has a lot of challenges with math.”I looked at my mom and saw a sense of relief on her face. It would take me many years to understand why she felt that way.For the rest of middle school, I struggled to catch up on the years of math I hadn’t learned. All the while my self-esteem dropped lower and lower, and I kept telling myself I didn’t need help. But when high school started, I knew I had to change.I was tired of hating math. I was tired of thinking I was inadequate. Everyone wanted to help me succeed — my mom, my teachers, and my friends. The only person left was myself.I had to see my dyscalculia for what it was — something that made me different, but not dumb or less than. Math was hard for me, but it wasn’t impossible. There was nothing wrong with getting extra help. Every day, I told myself it was OK that I learned at a different pace and in a different way than the other students. I worked my hardest to understand math. And I started to believe in myself.High school brought a lot of challenges, both personal and academic. But I learned to accept my dyscalculia; it has become a part of me and it will always be a part of my life.Years later, as I sat waiting to meet with my college disability advisor, I felt a sense of pride.I had made it through high school. I had become a positive and confident person.With a smile on my face, I walked into my advisor’s office. We discussed the accommodations and support I needed in college. I felt a huge sense of relief — it was then that I understood what my mom had felt that day when I was evaluated for special education.In the future, I know I’ll have to work smarter and harder than others because of my learning difference. But I also know that I will continue to embrace my dyscalculia as an important part of who I am.
8 great ways to encourage your grade-schooler’s writing
If your child struggles with writing, it’s important to find new and fun ways to encourage the skill. Here are some creative strategies you can try.1. Write a “Convince me!” letter.Writing isn’t just about telling stories or reporting on books. There are many ways your child can use words, including trying to convince others to agree with a particular issue or opinion. It helps to let kids practice this type of writing by letting them argue with you — in writing! Choose a topic you don’t agree on, such as allowance or bedtime. Have your child write you a letter trying to convince you to change your mind. The catch? Your child has to use facts, quotes, and logic to back up the argument. 2. Play a game with pictures.Photos and images are great story sparkers. Do a web search and find a few interesting images. Or cut out pictures from magazines. The pictures can be realistic, such as a photo of students on a playground. Or they can be fantastical images, such as a superhero flying in space. Glue a few pictures into a notebook. Then ask your child to write about one of them. You can prompt by asking, “What do you see? What are the people thinking or doing? What will happen next?” Or, just let your child’s imagination run free.3. Play “Tell me how.”In this activity, your child pretends to be writing to a space alien who doesn’t know anything about our planet or way of life. This alien does everything exactly as it’s said or written.Your child’s job is to choose an everyday task, like brushing teeth or making a sandwich. Then, your child will write step-by-step directions for the alien, describing how to do the task. When your child is done, you get to be the alien and try to follow the steps exactly as they are written. Your child may be surprised at what was accidentally left out! And you both might end up in giggles. 4. Make an “I can” book.As kids learn to write, they also learn other new skills. Making an “I can” book will help your child practice writing skills and keep track of other accomplishments. Staple together a bunch of blank sheets of paper to make a book. When kids reach a new milestone, like learning to tie their shoes or hit a baseball, they draw a picture on a new page of the book. Younger kids can then write, “I can tie my shoes.” Older kids can write a few sentences about what they’ve accomplished and how they feel.5. Play “Fortunately/unfortunately.”This turn-taking writing game is based on a classic kids’ book, Fortunately, by Remy Charlip. In it, something lucky happens and then something unlucky happens. Each event is introduced by either the word fortunately or the word unfortunately.To play, take a piece of paper and write a “fortunately” sentence, like “Fortunately, it was a sunny day, because I wanted to play outside.” Pass the paper to the next player, who will add an “unfortunately” sentence, like “Unfortunately, I had to clean my room.” Keep going until the story is too silly to continue. 6. Write an “I remember” poem.This can be an easy, free-flowing way to allow your child time to self-reflect. Start by writing “I remember…” on several lines of notebook paper. Your child will finish the sentence. For younger kids, you might ask for five “remembers.” Older kids can handle more. Ask your child to pick a recent experience and write the sights, sounds, feels, smells, and tastes from that memory. For a day at the park, kids might write, “I remember the sound of the wind blowing,” or “I remember the smell of the grass.” Older kids might add more. How did the grass look and feel? Was the wind blowing hard? 7. Make a journal jar.A journal doesn’t have to be a diary. It can also be a book where your child writes about ideas or answers questions, like “If you could do anything next summer, what would you choose?” A journal jar is a place to keep all those ideas and questions. Wash and decorate a jar, like one that used to contain peanut butter. Then, write or print out journal prompts on slips of paper. Ask your child to pull out one prompt each day and write about it in a journal. 8. Create a family scrapbook.A family scrapbook is a great way to save memories and jump-start your child’s writing. Use an inexpensive photo album to keep souvenirs of things you do together. This can include photos, ticket stubs, and found objects, like pretty leaves.Your child can begin by writing the date and a line about where you were and what you did. Then, you can work together to write a more detailed summary of the experience. Don’t forget to include funny or even annoying moments! Watch as an expert shares more tips for encouraging your child’s writing, including using dictation (speech-to-text) technology:Try more strategies for reluctant writers. And download free graphic organizers to help your child with writing.
Learning and thinking differences that cause trouble with math
Many people struggle with math, and they can struggle with it for different reasons. When it comes to kids, some simply need more time and practice to “catch up.” But trouble with math can also be a sign of common learning and thinking differences.Some learning and thinking differences can impact math in ways that look similar on the surface. But they may require different strategies for kids to make progress and improve at math.How dyscalculia can affect mathWhat it is: Dyscalculia is a learning difference that involves trouble with number sense. This can make it hard to understand what numbers mean or how to use numbers to solve problems. It also makes it hard to compare quantities or concepts like biggest vs. smallest. You may hear dyscalculia referred to as “math dyslexia,” even though dyscalculia and dyslexia aren’t the same thing.The math connection: Some kids with dyscalculia may understand the logic behind math, but have trouble mastering basic math facts, like 2 + 4 = 6.They may struggle to recognize patterns and sort items by size, shape, and color. They can also have a hard time reading clocks, graphs, or other visual representations of math concepts. See a list of more signs of dyscalculia.Strategies to try: Boost number sense through fun activities that use math — like baking. Use multisensory techniques for teaching math. Explore software, Chrome tools, and other technology to help with math.How dyslexia can affect mathWhat it is: Dyslexia is a learning difference that makes reading hard. Kids with dyslexia may also have trouble with reading comprehension, spelling, writing, and math.The math connection: Dyslexia can make it hard to understand and solve word problems. Many number words like “eight” have irregular spellings that can’t be sounded out. Word problems also often use people’s names, which can be tricky to read.Some kids with dyslexia may reverse letters and numbers. This isn’t a problem with vision. It happens because struggling readers aren’t sure which direction the symbols should face. Poor memory can also lead to transposing or switching the order of the numbers. See a list of more signs of dyslexia.Strategies to try: Read directions and word problems out loud to your child and review key terms before starting an assignment.Encourage your child to talk through word problems. Get your child to reason out loud what the problem is asking for, then say the equation or number sentence before writing it down.Check out a fun game to prime your child for math homework.How ADHD can affect mathWhat it is: ADHD is a common condition that makes it hard to pay attention. ADHD also affects planning, organizing, working memory and other skills called executive functions.The math connection: Kids with ADHD may understand the math, but make mistakes because they have trouble staying focused.They may have a hard time remembering math rules and formulas. They may not complete math problems because they can’t remember all the steps. They may also impulsively rush through math problems without checking their work. Explore more signs of ADHD.Strategies to try: Review the times tables and other math facts often.Read through a word problem once and then circle the important details while reading it again. Highlight different operations in different colors.Ask the teacher for notes that outline every step required to complete math problems.Use graphic organizers for math to help stay organized when solving multi-step problems.How visual processing issues can affect mathWhat it is: Trouble processing visual information. This is not the same thing as vision problems. Difficulty with visual processing can’t be corrected with glasses.The math connection: Kids who struggle with visual processing may confuse similar-looking symbols and numbers. They may use the wrong ones or in the wrong order. They may have trouble lining up columns of numbers. They may also struggle to recognize patterns or make sense of graphs or charts.Strategies to try: Be explicit about the differences between numerals, like pointing out that “the circle is at the bottom of the 6 and at the top of the 9.”Reduce visual clutter by using blank sheets of paper to cover the “busy” parts of worksheets. This can help keep the focus on one problem at a time.Use graph paper to line up number columns.How trouble with motor skills can affect mathWhat they are: Developmental coordination disorder (DCD) affects motor skills like handwriting. (DCD is sometimes referred to as dyspraxia.) Dysgraphia can also make it hard for kids to write neatly.The math connection: Kids with DCD and/or dysgraphia may have slow and messy handwriting. They may have trouble writing numbers or lining them up correctly. They may also struggle to write sentences that explain their reasoning.Strategies to try: Use large-square graph paper to line up numbers in math problems. Another way to help work in columns is to turn lined notebook paper sideways.Increase the size of coordinate grids or use online graphing tools to help with math in middle school and high school.Explore free apps like ModMath that can help math students who struggle with writing.How nonverbal learning disabilities can affect mathWhat it is: Nonverbal learning disabilities (NVLD) involve trouble with social skills and abstract thinking. Visual-spatial perception is a key issue with NVLD that can affect math skills.The math connection: Visual-spatial difficulties can make it hard to recognize patterns or relationships between things. This includes trouble with generalizing. Kids with NVLD might not see what’s similar about a set of math problems.Working with fractions and geometric shapes can be especially hard for kids with NVLD. Word problems can also be a big challenge. Kids with NVLD may have the math skills they need but struggle to apply them in novel problem-solving situations.Strategies to try: Fill out a sample problem at the top of the worksheet.Get students to describe all the steps needed to solve the problem.Talk about how the next problem is similar and how it’s different.Give reminders about strategies used to solve similar problems.A note about math anxietyKids with math anxiety can get so worried about doing math that they do poorly on math tests. Learn the difference between math anxiety and dyscalculia. And read a blog post by a college student about the strategies she uses to help with dyscalculia and anxiety.Ready for more information? Explore seven ways kids who learn and think differently can get tripped up by the same math problem — and what you can do to help.
6 ways to help your child improve handwriting
Handwriting involves a complex set of skills. But there are some simple ways you can help if your child has messy handwriting. Learn how low-cost tools like pencil grips can help your child improve handwriting. And get ideas for ways to add some fun to handwriting practice for kids.1. Buy a pencil grip.Does your child’s hand get tired easily? Pencil grips are low-cost tools that can help kids learn to hold a pencil properly. These tools can help kids write more neatly without their hand muscles getting so tired.There are different kinds of pencil grips. You can find some designs at office supply stores. If you have trouble finding the right grip for your child, you may need to look in online catalogs for occupational therapists.Watch an expert show how pencil grips can give kids more control.2. Make a slant board.Does your child hunch over when writing? Poor posture can make it harder to write neatly. You can help by encouraging your child to write on a slanted surface. The right slant can improve the position of your child’s wrist and shoulder. You can buy a slant board. Or you can make one by turning a three-inch three-ring binder sideways, so the surface slopes down toward your child. Use clips or a big rubber band to keep papers from slipping off.3. Raise the lines on lined paper.Does your child have trouble staying within the lines? Use glue or puffy paint to trace the lines. When dry, the raised lines help kids learn to stay within the lines. Kids can feel it if they “bump” into the lines with their pencil. Add some fun by using sparkly glue or letting your child choose which puffy paint to use.Download free handwriting sheets your child can use for practice.4. Use a spacing tool.Does your child leave too little or too much space between words? Use a wooden craft stick as a spacing tool. After writing a word, have your child put the stick at the end, pointing straight up and down. Start the next word on the other side of the stick.Ask your child to decorate the stick, like drawing a face on the top or adding a cool sticker. Encourage your child to keep it simple so the spacing tool looks fun but not distracting. 5. Play “Sky, Grass, Dirt.”Does your child have trouble making letters the correct size? For example, does your child write hOpS instead of hops? Practice using the right letter sizes by playing a game called “Sky, Grass, Dirt.” Here are two ways you can play using a word like hops:Use hand signalsFor tall letters like h, point your thumb up to the sky. For short letters like o and s, make a fist to indicate grass. For descending letters like p, point a thumb down to the dirt.Use these hand signals to quiz your child about different letters. Use highlighters on lined paper For the sky, color in a blue row between the top and middle lines. For the grass, color in a green row between the middle and bottom lines. For the dirt, color in a brown or orange row below the bottom line. Use the striped paper to practice writing letters and words.6. Talk with your child’s teacher.When kids struggle with handwriting, it doesn’t mean they’re not smart. But messy handwriting can get in the way of learning, since it can keep kids from showing what they know.Ask the teacher if handwriting challenges are making it hard for your child to learn. If they are, you can come up with a plan together for helping your child improve.There are different things teachers can do for kids who need help with handwriting. For example, the teacher could let your child use special lined paper or have extra time to finish written work.Technology can help too, like typing instead of handwriting. And in some cases, schools provide occupational therapy, which can help kids build fine motor skills. Learn moreRead about occupational therapy. See how drawing can help with handwriting.Get tips for helping young kids learn to write.
6 ways kids use flexible thinking to learn
Imagine you’re driving somewhere, and you discover that a street you were planning to turn onto is blocked off for construction. Your initial plan for reaching your destination obviously isn’t going to work. So you instantly come up with a new way to get there. That’s what flexible thinking is about — being able to quickly switch gears and find new approaches to solve problems.Many children with learning and thinking differences struggle with flexible thinking, which plays an important role in how they learn and adapt to new information. Here are six ways kids use this skill for learning.1. Flexible thinking and real-life learningDoctors have a term to describe the ability to think about things in a different way. They call it cognitive flexibility. It uses two skills — flexible thinking and set shifting. Flexible thinking is when kids are able to think about something in a new way. Set shifting is when they can let go of the old way of doing something in order to use a new way.Here’s an example of how those skills work together. Kids often start out learning to tie shoes using the “bunny ears” method (making each lace into a loop). They then often progress to the “squirrel in the tree” method (making one loop and wrapping the other lace around it). Flexible thinking enables kids to consider this new squirrelly approach. Set shifting helps them “unlearn” the old bunny-ears way in order to use the new method.Kids who are rigid in their thinking have difficulty moving beyond the more basic ways of doing things. When kids have weak flexible thinking skills, taking on new tasks and responsibilities as they get older may be tough.2. Flexible thinking and readingKids use flexible thinking both for learning to read and for reading to learn. When they’re starting out, flexible thinking enables them to understand how the same letter combination can make different sounds (like the “ough” in words like enough and dough). It’s also the skill that helps kids understand how words can be used in more than one way (“Don’t slip on the banana peel” and “Sign the permission slip”).As kids start reading books to get information, they use flexible thinking to understand what information is important and what details are just used to add to a description. Flexible thinking is also what helps them understand the perspectives of different characters in a story. Flexible thinkers have an easier time understanding idioms (“keep your ear to the ground”) and puns (“the joke about the duck quacked me up”).When kids are rigid in their thinking, you may see them having trouble identifying the correct pronunciation for words. And they may interpret what they read much too literally.3. Flexible thinking and writingWriting is a complicated process for kids. They have to organize their thoughts and choose the words for the sentences. They have to add supporting details while keeping track of the main idea. On top of that, they need to be able to check for grammar and spelling mistakes. All of that requires the use of flexible thinking. Kids who are more rigid thinkers can have a hard time shifting among all these things.When kids have trouble thinking flexibly, their writing may not have enough supporting details. Or it might have lots of errors.4. Flexible thinking and language learningFlexible thinking is the skill kids use to learn the rules of language. It helps them to know, for instance, that the way to put most words into the past tense is to add “-ed” to the end. Flexible thinkers also understand there are exceptions to those rules. It makes sense to them that the past tense of go is went. These kids can easily use both the rules and the exceptions of language.Flexible thinking also plays a role in learning foreign languages. In other languages, letters can have different sounds. Sentences aren’t put together the way they are in English.When kids have a hard time thinking flexibly, it may be hard for them to learn the rules and the exceptions that make up languages. They may learn better by listening to how people speak the language than by sitting down and reading the rules in a textbook.5. Flexible thinking and mathFlexible thinking is a key skill in math. Kids use it to find ways to solve word problems and to understand that a phrase like “how many in all” means that addition is being used. Flexible thinking also helps kids understand that there’s more than one way to solve a math problem. They can see how a new type of problem can be solved using a formula they already know.Without strong flexible thinking skills, kids may struggle with math that requires them to do more than just solve the equation on the page. “Cheat sheets” that connect words or phrases to math operations can be helpful tools. So can checklists of the different things they need to look at to solve a problem.6. Flexible thinking and studyingDoing homework and studying for a test require flexible thinking, too. Knowing how to switch between different subjects during homework time becomes increasingly important as kids get older and have more work to juggle. Doing math problems requires a very different strategy than doing a writing assignment. Kids need to be able to change their thinking to handle both. When it comes to studying, kids use flexible thinking to figure out what kind of information they need to pay the most attention to. Do they need to memorize facts and information for a multiple-choice quiz? Or do they need to learn the basic ideas so they can retell the story for an essay test?When kids have poor flexible thinking skills, switching strategies will not come naturally. This can make homework time a source of frustration. Teaching kids note-taking strategies and providing homework planners can help ease the stress.The good news: There are ways to helpKids who have trouble with flexible thinking often have some problems with learning. There are ways to help, though. Teachers can use strategies in the classroom to teach in ways that make more sense to your child.You can also play games at home to build your child’s flexible thinking skills and come up with ways to make homework more manageable. One of the best things you can do is to help your child learn to make a list of pros and cons, first on paper and then mentally, to determine the best choice.
SAT or ACT? How to know which is best for your child
SAT or ACT? It might not seem like there’s much difference between the two college admissions tests. But these two tests really are quite different. Depending on your child’s learning and thinking differences, you may feel that one test is a better fit than the other.One thing to think about is whether your child needs accommodations. To get accommodations, kids have to show documentation of a disability. And accommodations may have to appear in their Individualized Education Program (IEP) or 504 plan. They may be required to explain in writing how specific accommodations can help address their limitations.Most students work with their school to apply for accommodations. You or your child will need to complete a consent form for the school. The school then requests accommodations on your child’s behalf. It’s important to start the applications for the test and accommodations early. SATThe SAT focuses on knowledge and skills that current research shows are most essential for college and career readiness. As of 2021, the SAT no longer has an optional essay component (though the ACT still does). In 2024, the test will move to a fully digital format. That means no more paper and pencil. It will also be one hour shorter, lasting about two hours. The new version of the test will have shorter reading passages and will allow calculators throughout.Kids might prefer the SAT if they:Work slowly.Read a lot and have a strong vocabulary. Think “outside the box.” (Questions tend to test problem-solving ability rather than factual knowledge.)The SAT’s accommodations for students with documented learning and thinking differences are generous. They include:Presentation: This includes large print, a human reader, and text magnification to name a few.Responding: Dictation, a tape recorder, and large block answer sheets can help.Timing: Extended time and frequent breaks are allowed.Setting: This can mean a small group setting, special room, and adaptive equipment.The College Board’s Services for Students With Disabilities page explains who is eligible for accommodations. It also outlines how to apply and describes the accommodations.ACTThe ACT leans toward testing what students learn in school instead of assessing ability. Kids might prefer the ACT if they:Work quickly.Excel in math and science. (The SAT only tests math; ACT tests math and science.)Prefer seeing questions like they see on school tests.Do well with essay writing. (The ACT essay is optional, but may be required by target schools.)The ACT offers two accommodations options, “Special” or “National.” Your child may choose only one:National: Extended time (Students get up to 50 percent more time, with breaks), large print, and more.Special: Testing at school or in a 1:1 setting. (Kids test with extended time and alternate formats instead of at a test center.)Kids who get time-and-a-half for tests may need to take the test over multiple days. Ask your child’s school about other ACT accommodations. You can also visit the ACT’s Services for Students With Disabilities page for an explanation of available accommodations and directions on how to apply for them. This National Versus Special Accommodations download is also helpful.If standardized testing is a real challenge for your child, it’s good to know that more and more colleges are becoming test-optional. But most still require either the SAT or ACT for admission. Knowing the basic differences between the two can help your child pick the best test.
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