Thursday, December 21, 2023 by Julie Stoner | Educational Equity

Defunding The Core Principles of Justice and Inclusivity 

Defunding Diversity, Equity, and Inclusion (DEI) initiatives in public schools poses a significant threat to the progress we've made in fostering inclusive and equitable educational environments. Such a move undermines the very foundations of a just society and perpetuates systemic inequalities.

Firstly, DEI programs play a crucial role in addressing historical disparities in education. They provide a framework for acknowledging and rectifying the systemic biases that have disadvantaged certain groups. Defunding these initiatives sends a clear message that we are willing to turn a blind eye to the persistent inequities that marginalized communities face. 

Moreover, DEI initiatives contribute to creating a more comprehensive and representative curriculum. Without adequate funding, schools may revert to traditional, Eurocentric perspectives, excluding diverse voices and perspectives. This not only hampers students' understanding of the world but also perpetuates stereotypes and reinforces a narrow worldview.

Defunding DEI efforts also impacts teacher training programs. Educators need resources and professional development opportunities to effectively implement inclusive teaching practices. Cutting funds for such training hinders the ability of teachers to create classrooms that reflect the diversity of their students and fosters an environment where everyone feels valued.

In addition, DEI initiatives are integral to dismantling the school-to-prison pipeline. Adequate funding allows for the implementation of restorative justice practices, addressing disciplinary issues in a way that fosters understanding and growth instead of perpetuating a cycle of punishment.

Furthermore, slashing funds for DEI programs undermines efforts to address the mental health and well-being of students. Many DEI initiatives incorporate support systems for marginalized students who may face discrimination or microaggressions. Removing these resources exacerbates the challenges these students already confront. 

In advocating for educational equity, it's crucial to emphasize that defunding DEI initiatives is a regressive step that undermines the core principles of justice and inclusivity. Instead of dismantling these programs, we should be investing more in them, recognizing the transformative impact they can have on our education system and, by extension, society as a whole. The urgency lies in not just maintaining current levels of funding but actively pushing for increased support to drive meaningful and lasting change.

Wednesday, December 20, 2023 by Julie Stoner | Neurodiversity

The Magic of Inclusion: A Neurodiverse Classroom & Community  

Excerpt from The Power of Neurodiversity by Thomas Armstrong 

It is possible to have rich learning experiences for labeled and non-labeled kids in a single classroom. 

“Fully inclusive-neurodiverse- classrooms require a retraining of all teachers, both regular and special.  In fact, a retraining needs to take place wherein the special education world and the regular education world are essentially dissolved, and out of the dissolution arises a new foundation- a new type of education based on neurodiversity- where understanding of the brain, familiarity with diversities of all kinds, expertise in utilizing assistive technologies, employment of alternative education strategies, construction of differentiated curriculum, and implementation of other means of meeting the needs of all learners take precedence over the old “regular” versus “special” dichotomy.” (The Power of Neurodiversity, Armstrong, 2010)

1.  The neurodiverse classroom contains students with many types of diversities.  It includes students with diversities related to culture, race, gender, sexual orientation, in addition to neurodiversity such as ADHD, Autism, Intellectual Disabilities, Dyslexia, Mood Disorders, Physical Disabilities, and Gifted and talented. 

2. The neurodiverse classroom uses multiple intelligences instructional strategies and other Universal Design of learning methods.  UDL guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.  The theory of multiple intelligences offers many different approaches to learning that benefit both kids with and without labels.  They provide a foundation of differentiated instruction that allows every student to thrive based on their own unique learning styles.

3.  The neurodiverse classroom contains people who have been given various labels encompassing cognitive, educational, emotional, and behavioral, and also people who have not been given those labels.  A neurodiverse classroom is not a “regular classroom” that incorporates students with disabilities.  This implies that there is a “standard” classroom to which modifications will have to be made in order to accommodate kids who can’t learn through the “normal” method.  A neurodiverse classroom is a classroom where students with all sorts of labels and non-labels come together as equals to form a new kind of classroom, one that represents that there is no such thing as a normal student and where each and every child is identified as a unique learner. 

4.  The neurodiverse classroom celebrates and teaches about diversity of all kinds.  It teaches about diversity of culture, race, gender, ability, and sexual orientation in addition to neurological differences. 

5.  The neurodiverse classroom possess a rich collection of assistive technologies to enable individuals with diverse special needs to access information, engage in learning, and express themselves cognitively, emotionally, artistically, creatively, and spiritually. 

6.  The neurodiverse classroom pays attention to the environment, the use of space, and other ecological considerations.  Creative use of space to include “niche areas” like sensory space, quite space, green space, etc.  Naturally these spaces are available to all students regardless of labels and nonlabels. 

7.  The neurodiverse classroom contains a rich network of human relationships that support each individual’s journey of learning and development. This environment ensures that each person’s needs for belonging and self-worth are supported. 

8.  The neurodiverse classroom believes in the natural, organic development of each individual. Rather than focusing on normative progress, a neurodiverse classroom focuses on ipsative progress, which is based on child’s own past performances instead of standardized test scores. 

Thursday, December 14, 2023 by Julie Stoner | Educational Therapy

My philosophy as an Educational Therapist

Neurodiversity is naturally occurring variation in the human brain. The neurodiversity movement is the celebration and acceptance of the different ways human brains can function. This movement looks beyond accepting typical as ideal/best.  It recognizes the strengths and the evolutionary advantages of brain variations, while also acknowledging and accommodating for neuro variations that create challenges. 

Our society, and unfortunately many education programs, are deficit minded.  Students are often held to a standardized approach to teaching and evaluation. The ultimate goal is to fit within the bell curve and to assimilate.  Humans who are fully emerged in this environment seldom have the opportunity to focus on their individual strengths.  Strengths are often pushed aside in order to focus on raising lagging skills.  

Neurodivergent learners need to be seen for their unique out of the box thinking and approaches to problem solving and learning.  They can easily fall through the cracks of negativity and intervention based education practices.  Since the world outside the classroom is very different, they need to see and hear the stories of minds like theirs finding success in the real world. 

I have long held the belief that strength based practices are best.  I believe “First do no harm.”  Focusing on weaknesses and struggles is emotionally detrimental and socially isolating.  Humans are typically motivated by progress and positive reinforcement.  Humans who feel better about themselves do better.  Focusing on strengths gives opportunity for success which inevitably leads to growth and a willingness to accept challenges.  

As an educational therapist my goal for clients is self-awareness, self-acceptance, empowerment, and advocacy.  I believe in the magic of inclusion and the celebration of diversity. I spend time building relationship, trust, and a shared quality world picture with my clients. I practice compassionate curiosity and believe that every client wants to be known, seen, and accepted as a whole person. Through collaboration my students begin the process of  learner identity work. This process considers assessments, learning modalities, Gardner’s multiple intelligences, executive functioning, brain dominance traits, diagnoses, strength-based learning strategies, social emotional snapshots, and goals.  Within this process we find resources, tools, and strategies to optimize learning and success including scaffolded support in executive function areas to empower students to take more responsibility in self-advocacy. 

Through case management, I have the benefit of collaborating with allied professionals and all significant individuals involved with the client’s learning, which serves to create a carefully considered and comprehensive learning plan. Case management and educational consulting services allow me to provide oversight and direction in the crafting and implementation of appropriate 504 plans and Neuro-Affirming IEP goals. As a Special Education Advocate, I can also ensure the Special Education Law (IDEA) is followed and provide school/home liaison services. 

I have a B.S. in Elementary Education from the University of Oklahoma with a Secondary Endorsement for Math and a M. Ed in Education from Augustana University.  I have two post graduate certificates in Special Populations and Student Support. I am a certified Executive Function Coach with EF Specialists, and a Certified ADHD Educator.  My training includes extensive coursework in Trauma Informed Practices and Special Education Advocacy. I am a Professional member of the Association of Educational Therapist . I am committed to upholding and advancing the Code of Ethics and Standards for Professional Practice of the Association of Educational Therapists.