JRS Educational Therapy

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.