JRS Educational Therapy

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. 

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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. 

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.