JRS Educational Therapy

Wednesday, March 27, 2024 by Julie Stoner | Neurodiversity

From Play.Learn.Chat

Imagine a life where a core part of your identity is something most people misunderstand.

Imagine a life where a core part of your identity is something that many people are afraid of, even to say the word.

Imagine a life where a core part of your identity is something people try to take away from you.

You might have guessed it - this core part of your identity I'm thinking of is being autistic

Now let's flip it and reverse it...

Imagine a life where a core part of your identity is something most people understand.

Imagine a life where a core part of your identity is something that many people are neutral, open, or welcoming about

Imagine a life where a core part of your identity is something people try to learn about - how this identity applies to you and how you relate to it.

What I'm not saying: is that autism is always wonderful, easy, delightful, and fun to experience. 

There are hard parts. 

But shame, judgment, and dismissiveness from the outside world is an unhelpful and unnecessary additional challenge for Autistic folks to experience.

What I'm trying to say: autism in and of itself is not a bad thing. 

The stigma often associated with autism (and other disabilities) is misguided. Autism is just... a fact about me. 

A complicated fact, that is connected to other parts of who I am, how I act, and how I perceive the world. 

It's a part of my identity that I experience daily, and it connects me to other neurokin (folks with similar neurotypes to me). 

There's nothing to be gained by attaching negative concepts to the entity of Autisticness. 

Things are hard enough, confusing enough, and also joyful enough without that.

This Autism Awareness (Acceptance) Day, on Tuesday 2nd April, please take a moment to pause and check in with the deepest, most honest parts of yourself. 

Your core knee-jerk beliefs. Ask yourself:

• What deep biases do you hold about autism and where did they come from?

• Do you assign stigma to the word and concept 'Autistic' and hold unfounded negative beliefs (even if you are Autistic yourself)?

• Do you have gate-keeper-y beliefs about who is 'Autistic enough' to claim the identity and what that may mean for them?

• What judgements do you hold about Autistic people with high support needs?

Identify these thoughts and beliefs, and then work to consciously challenge those outdated ones that are full of judgement, pity, ableism or stigma.

Tuesday, January 23, 2024 by Julie Stoner | Neurodiversity

Great blog post from Authentically Emily 

https://www.authenticallyemily.uk/blog/am-i-being-rude-or-is-my-autism-not-being-understood-and-accommodated-for

Friday, December 29, 2023 by Julie Stoner | Neurodiversity

Lose the Busy Work... Already 

Busy work isn't working for anyone, but it is especially problematic for our neurodiverse kiddos and (dare I say) harmful for twice-exceptional students. Twice-exceptional (2e) children, who are gifted and have a learning disability or neurodevelopmental difference, often harbor a strong aversion to busy work for several interconnected reasons. This sentiment is rooted in the unique challenges and strengths that characterize the 2e population.

1. Mismatched Challenge Level:

Twice-exceptional children typically exhibit advanced cognitive abilities alongside a specific learning challenge. Busy work, often designed for the average learner, can be frustratingly mismatched in terms of challenge level. This mismatch can lead to boredom and disengagement, hindering the intellectual growth of these students. 

2. Limited Stimulus for Intellectual Curiosity:

Busy work tends to be repetitive and lacks the depth that 2e children crave. These students are inherently curious and thrive on intellectually stimulating tasks. When faced with mundane and repetitive assignments, they may feel their curiosity stifled, leading to frustration and a negative perception of the learning environment.

3. Time-Consuming Nature:

Twice-exceptional children often grapple with time management due to their dual exceptionalities. The time-consuming nature of busy work can be overwhelming, leaving them with less time to explore subjects of interest or engage in activities that align with their strengths. This time constraint exacerbates stress and diminishes their overall educational experience. 

4. Disregard for Individual Learning Styles:

Busy work tends to adopt a one-size-fits-all approach, neglecting the diverse learning styles of 2e children. These students may require alternative methods of instruction or assessment that accommodate their specific needs. When educational tasks are not tailored to their learning styles, it can lead to frustration and a sense of being misunderstood.

5. Emotional Toll and Perfectionism:

Twice-exceptional children often experience heightened sensitivities and perfectionistic tendencies. Busy work, particularly when it doesn't align with their abilities, can contribute to feelings of inadequacy and frustration. The emotional toll of navigating these challenges can create a negative association with schoolwork in general.

While striving to create a more equitable and effective learning environment, it is essential to move away from a standardized approach to education. Providing differentiated and challenging assignments that cater to unique strengths, while also addressing specific learning challenges, crafts a more positive and inclusive classroom for all learners. 

And what about the teachers? 

Busy work not only poses challenges for students but can also have detrimental effects on teachers and the educational environment as a whole. Recognizing the negative impact of busy work on educators sheds light on the importance of fostering a more meaningful and efficient approach to teaching and learning.

1. Time-Consuming and Inefficient:

Assigning busy work can be a time-consuming practice for teachers, who must create, distribute, and then assess these tasks. This time could be better spent on planning engaging and impactful lessons, providing targeted support to students, or participating in professional development activities. The inefficiency of busy work can contribute to teacher burnout and limit their ability to focus on innovative and effective teaching strategies.

2. Reduced Teacher Satisfaction:

Teachers are passionate about fostering genuine learning experiences and seeing their students succeed. Assigning busy work that lacks educational value can be demoralizing for educators, as it contradicts their professional commitment to meaningful instruction. A lack of satisfaction in teaching impact overall morale and leads to a decline in the quality of instruction over time.

3. Missed Opportunities for Differentiation: 

Busy work often follows a one-size-fits-all model, neglecting the diverse needs and abilities of students. Teachers, who are attuned to the individual strengths and challenges of their students, may feel frustrated by the limited opportunities to differentiate instruction. A more tailored approach to assignments would allow teachers to address the unique learning styles and needs of their students effectively. 

4. Hindered Professional Growth:

Engaging in the repetitive cycle of assigning and grading busy work may limit a teacher's professional growth. Meaningful professional development often involves exploring innovative teaching methods, staying current with educational research, and collaborating with colleagues. The time spent on busy work detracts from these opportunities for growth and can hinder a teacher's ability to evolve in their profession. 

5. Impact on Classroom Climate: 

Busy work can contribute to a negative classroom climate. Students may become disengaged or develop a negative attitude toward learning when they perceive assignments as meaningless or disconnected from their educational goals. This, in turn, creates a challenging environment for teachers to foster positive relationships with their students and maintain a vibrant and stimulating classroom atmosphere.

In conclusion, the negative consequences of busy work extend beyond the students to impact teachers and the overall educational experience. By recognizing the inefficiencies and drawbacks associated with busy work, educators can advocate for more purposeful assignments that contribute to meaningful learning outcomes for students and foster a positive and fulfilling teaching environment for themselves.