JRS Educational Therapy

Wednesday, April 10, 2024 by Julie Stoner | Neurodiversity

Rethinking Academic Rigor 

In the following blog, I'm using the term rigor in the way it is typically seen in schools (more work), not as it defined within higher academia (deeper work). More reading: 

https://www.nais.org/magazine/independent-school/summer-2021/the-dark-side-of-rigor/

https://portal.ct.gov/-/media/SDE/MBL/Documents/4-Myths-about-Rigor.pdf

Gifted and talented programs have long been associated with academic rigor claiming to challenge and nurture exceptional abilities. This is a misguided stance that makes GT synonymous with high achieving. Gifted and talented does not mean high achieving! In fact, it often means the opposite. 

High achieving kids tend to have good executive functioning skills and be externally motivated by grades, achievement, and praise. Gifted/talented kids often have significant executive dysfunction due to asynchronous development and are internally motivated by creativity and curiosity. Throw in a 'sprinkle' of PDA (Persistent Drive for Autonomy) and, clearly, the traditional emphasis on academic rigor, busyness, and productivity does not serve the diverse needs of gifted learners. 

To be clear, I don't support academic rigor for any students, but it is especially harmful to GT and other neurodiverse students. Rigor and its one-size-fits-all, pro-capitalistic approach does not nurture varied interests and talents. Many gifted learners thrive in environments that encourage exploration, creativity, and interdisciplinary learning, yet traditional rigor often focuses solely on academic achievement. This disconnect can lead to disengagement and frustration among gifted students who may feel constrained by narrow expectations. In my work I see it often result in underachievement, anxiety, depression, low self-esteem, and significant parent/student conflict. 

Instead of prioritizing academic rigor, we should focus on nurturing a holistic development of gifted learners. This involves recognizing and supporting their social, emotional, and creative growth alongside intellectual pursuits. By creating a supportive and inclusive environment that values diverse talents and passions, we can empower gifted students to explore their interests and develop their unique strengths. The world needs their strengths!  

Creativity is a vital aspect of gifted education that often gets overlooked in traditional approaches to rigor. Gifted students possess immense potential for creative thinking, problem-solving, and innovation, yet these abilities are stifled in rigid academic settings. 

Stay quiet, and keep busy doesn't cultivate curiosity. 

Providing opportunities for self-directed exploration, critical inquiry, and real-world problem-solving, cultivates a culture of creativity and innovation.

Rethinking academic rigor in gifted education means moving beyond narrow standards of achievement. Gifted education should be a dynamic and inclusive space that celebrates the unique talents and contributions of every learner. Gifted and Talented schools/programs should understand neurodiversity on the deepest level. Academic rigor is burning out our most creative, imaginative minds. 

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, March 12, 2024 by Julie Stoner | Executive Functioning

Executive Function Improvement is a Nonlinear Journey

In the realm of education and cognitive development, the notion of progress often conjures images of linear trajectories, steadily ascending from point A to point B. However, when it comes to executive function improvement, reality paints a more intricate picture. It's a journey marked not by straight lines, but by twists, turns, and unexpected detours—a journey that demands a nuanced understanding of growth and resilience. 

Executive functions, encompassing cognitive processes like decision-making, problem-solving, and impulse control, are the bedrock of academic success and personal fulfillment. Yet, the path to enhancing these functions is far from straightforward. For educators, parents, and learners alike, acknowledging the nonlinear nature of this journey is paramount.

In the classroom, students may exhibit bursts of progress followed by plateaus or even regressions. A child who once showed remarkable organizational skills may suddenly struggle with time management. Another student, who seemed to grasp complex concepts effortlessly, may encounter obstacles in applying those skills to real-world scenarios. These fluctuations can be disheartening, but they are also intrinsic to the process of growth.

Understanding the nonlinearity of executive function improvement requires a shift in perspective. Rather than viewing setbacks as indicators of failure, they should be seen as opportunities for learning and adaptation. As an educational therapist and advocate for equity, my role extends beyond merely facilitating progress; it encompasses nurturing resilience and fostering a growth mindset. 

To support students on this dynamic journey, we must embrace a holistic approach that addresses not only cognitive skills but also socio-emotional well-being and environmental factors. Cultivating self-awareness and self-advocacy empowers students to navigate challenges with confidence and resilience. Moreover, creating inclusive learning environments that celebrate diverse strengths and experiences fosters a sense of belonging essential for optimal cognitive development.