JRS Educational Therapy

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.

Wednesday, December 27, 2023 by Julie Stoner | Neurodiversity

Neuro-affirming Individualized Education Program

Neuro-affirming Individualized Education Program (IEP) goals represent a crucial shift in the paradigm of educational equity and a stark contrast from typical (widely used) deficit based goals. Deficit based goals prioritize assimilating towards 'neurotypical' behaviors in communication, sensory processing, social interaction, behaviors, and interests. Deficit based goals fail to recognize and celebrate the diverse neurodiversity within our student populations. 

First and foremost, neuro-affirming IEP goals should focus on fostering a positive self-image and self-advocacy skills. Empowering neurodivergent students to understand and embrace their cognitive diversity lays the foundation for their academic success and overall well-being. This involves recognizing and valuing different learning styles, processing speeds, and communication preferences.

Moreover, these goals should address the development of social and emotional competencies. Building strong interpersonal skills and fostering a sense of belonging within the school community are pivotal for the holistic growth of neurodivergent learners. By promoting empathy and understanding among peers, we cultivate an inclusive atmosphere that benefits everyone.

In terms of academic objectives, neuro-affirming IEP goals should be tailored to individual learning profiles. This may involve flexible assessment methods, personalized instructional strategies, and accommodations that align with neurodivergent students' strengths. 

Critically, the implementation of neuro-affirming IEP goals necessitates ongoing professional development for educators. This includes training on neurodiversity, strategies for inclusive teaching, and creating a sensory-friendly classroom environment. By equipping teachers with the knowledge and tools to support neurodivergent students effectively, we bridge the gap between intention and implementation. 

In advocating for neuro-affirming IEP goals, it is essential to challenge existing norms and promote systemic change. This involves pushing for policies that prioritize neurodiversity in curriculum design, teacher training, and educational assessments. By embedding neuro-affirming principles into the fabric of our educational system, we move closer to a truly inclusive and equitable learning environment for all. I can help craft neuro-affirming IEPs and 504 plans. 

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.