JRS Educational Therapy

Tuesday, January 30, 2024 by Julie Stoner | Educational Therapy

This is perhaps the best article I have found to describe the complexity of Ed. Therapy. 

https://undivided.io/resources/educational-therapy-101-74

Thursday, January 11, 2024 by Julie Stoner | Educational Therapy

Gifted and Talented does not equal high-achieving 

The world of gifted/talented and/or twice-exceptional (2e) is nuanced. These learners, often misunderstood, misdiagnosed and miss diagnosed, challenge conventional notions, especially the prevalent misconception that being gifted equates solely to high achievement and mathematical or linguistic intelligence. 

Let's begin by dismantling these misconceptions. Giftedness is a multifaceted trait that goes beyond mere academic success. While some gifted students indeed excel academically, others may display their exceptional abilities in the realms of creativity, leadership, or specific talents such as art or music. By pigeonholing giftedness as synonymous with high achievement, we risk overlooking the diverse ways these students express their intelligence. 

Twice-exceptional students, a subgroup within the gifted community, further complicate the narrative. These students not only possess extraordinary abilities but also face learning challenges or disabilities. It’s important to recognize and address the intersectionality of their strengths and struggles. Advocating for educational equity means acknowledging of the unique needs of 2e students, a commitment to providing complete and thorough evaluations, and tailored support that nurtures their gifts and mitigates their challenges. 

 Fun Fact: Studies show more than 59% of students with ADHD have a comorbidity of Dysgraphia (or a specific learning disability of written expression).  The connection between ADHD and writing is so common that some researchers have suggested that doctors include a dysgraphia (or SLD of written expression) screening as part of testing for ADHD.

To challenge existing norms, we must redefine our measures of success. Shifting the focus from a narrow view of achievement to a holistic understanding of giftedness allows for a more inclusive approach. Schools should embrace varied forms of intelligence, valuing creativity, critical thinking, and problem-solving skills alongside traditional academic prowess.

The urgency of this shift becomes apparent when considering the consequences of the high-achievement misconception. Gifted students who don't conform to this expectation may be overlooked, their potential stifled by an education system that fails to recognize and nurture their unique strengths. This oversight perpetuates inequalities and hampers the development of a diverse pool of future leaders and innovators. 

In conclusion, the complexities of gifted and twice-exceptional students requires a critical examination of two common misconceptions 1) giftedness equals high achievement 2) giftedness only applies to mathematical and/or linguistic intelligence.  Educational equity demands a more expansive view of intelligence, including policy changes and professional development for schools, staff, and teachers. 

Monday, January 8, 2024 by Julie Stoner | Educational Therapy

Showing Up to be Affirming 

Showing up to be affirming is to actively and intentionally create an environment where individuals feel acknowledged, respected, and validated for their identities, experiences, and feelings. Affirming practices are essential in supporting the well-being and growth of students, particularly those from marginalized or underrepresented communities.

Comments collected from practicing ETs

Let's look at into the intersection of trauma-informed teaching, LGBTQIA+ support, and the unique role educational therapists can play in fostering an inclusive educational landscape.

Trauma-Informed Teaching: A Compassionate Approach

Trauma-informed teaching is not merely a methodology but a philosophy that places the well-being of students at its core. As an educational therapist, I've undergone extensive training to recognize and respond to the impact of trauma on students' learning experiences. Neurodiverse and LGBTQIA+ students experience a significant amount of educational trauma and often embark in masking, code switching, and identity shifting throughout their school day and, let's face it, school is basically a full time job. Naming and asking questions that bring awareness to educational burdens is an important part of my practice. By creating a safe and nurturing space, we empower students to overcome adversity and thrive academically and emotionally.

LGBTQIA+ Student Support: A Commitment to Inclusivity

Acknowledging the diverse identities within the LGBTQIA+ community is an integral part of my practice. According to recent statistics, there has been a significant increase in the number of students identifying as part of the queer community. My commitment is not just about awareness; it's about creating an environment where every student, regardless of their identity, feels acknowledged, respected, and supported. 

Statistics Snapshot:

Supporting Students as an Educational Therapist

1. Cultivating Inclusive Spaces

In my work, I actively cultivate inclusive spaces where LGBTQIA+ students feel seen and heard. I am a safe space for students. This means acknowledging identity and validating the lived experiences of individuals and understanding that each person's journey is unique. Inclusive environments prioritize the use of chosen names and correct pronouns and use language that is inclusive to avoid assumptions or stereotypes. 

2. Tailoring Approaches to Individual Needs

Recognizing the diversity, I tailor my approaches to meet the unique needs of each student. Not only does this involve understanding their preferred learning styles, communication methods, and any specific challenges they may face it includes understanding the added burden of navigating identity during the schooling years. There is an significant addition of cognitive load for these students that profoundly affects learning and achievement. 

3. Advocating for Policy Changes

As an advocate for educational equity, I engage in conversations, actions, and organizations aimed at policy changes within educational institutions. This includes advocating for gender-neutral facilities, updating curricula to be more representative, and ensuring comprehensive anti-discrimination policies. Affirming individuals means vocally, publicly, and actively working as an accomplice in supporting their rights, dignity, and well-being. 

Showing up to be affirming is a powerful and transformative practice. It sets the foundation for trust, openness, and positive growth, by creating an environment where every student feels valued and supported in their educational journey. By embracing inclusivity and actively supporting queer students, we contribute to a more equitable educational landscape—one that celebrates the richness of human diversity and fosters growth and empowerment.