Special Education; Parents' Library of Useful Information

IEP Meeting notes; a part of the IEP process that is often overlooked, or does not reflect what the IEP team agreed to.IEP meeting notes allow parties not on the IEP team to understand and effectively implement the special program program.In any dispute between parents and school districts,  the notes help mediators and others who are analyzing the IEP to, again, understand the itent of the IEP team.With this episode, I am providing a link to a writing by a prominent California law firm that represents district in disputes with parents.  Parents can use those recommendations as a guide to what should be in notes, and how they should be memorialized.Here is a link the law firm's note recommendations:Lozano Smith: essentials of note taking:https://www.lozanosmith.com/docs/resources/IEP_Note_Taking.pdfSummaryDavid Poeschl explains the critical role of accurate IEP notes in preventing confusion and conflict. He advises parents to audio record meetings, use transcripts to challenge inaccuracies, and understand their rights to add exceptions to the IEP. Key recommendations from a law firm that advises school districts are summarized, along with encouragement to hold districts accountable.Key takeawayImportance of Accurate IEP NotesEnsure IEP notes clearly explain the team’s intent regarding goals and services to avoid creating confusion and conflict.David states that IEP notes are one of the most overlooked parts of the IEP and that incomplete or inaccurate notes can create problems.Recording Meetings and Using TranscriptsAlways audio record IEP meetings and use transcription to highlight inaccuracies or omissions in the official notes.David recommends recording without exception and using an AI or non‑AI transcription app to produce a word‑for‑word transcript, enabling parents to point out errors. He notes that districts are usually reluctant to change notes, but parents can add a clarifying document to the IEP file.Parent Rights to Add ExceptionsParents can insist that their exceptions to an IEP be added with page numbers, making them an integral part of the legal document, though not all districts willingly comply.David mentions that in California parents have the right to have exceptions added with page numbers, but in his Northern California area districts are not always willing to do so. Without page numbers, added documents are not considered a legal part of the IEP.Law Firm Recommendations for IEP NotesFollow law firm guidance that IEP notes should document parent participation, summarize the FAPE offer, and avoid boilerplate language, terms of art, inconsistencies, and accusatory language.David summarizes recommendations from a prominent California firm that advises districts: document parents’ questions, concerns, agreements, disagreements, and requests; clearly summarize the offer of FAPE, especially when multiple meetings occur; and avoid boilerplate language, inconsistent content, and accusatory language. He provides a link to the full document.Accountability and Reforming PracticesHold your school district accountable by using these steps to contribute to bettering IEP practices and reforming special education.David concludes that taking the steps described is an effective way to hold the district accountable and improve special education practices.Thanks to  Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Interoception, the ability to recognize  bodily signals like heart rate, hunger, temperature..., is often a significant  source of  stress and anxiety in autistic youth.  They may struggle to control the overload their body is experiencing by being unable to recognize the physical symptoms they are experiencing, leading to a potential crisis when the build up becomes too much.Or, an autistic youth may go without eating or drinking anything for an entire school day.  A student may wear clothes that are inappropriate to the weather, seeming not to recognize heat and cold.  Or, some may experience both depending on the situation and stimulus. The study that I used for this episode explores the issue and presents effective ways to lessen to impact of interoceptive weaknesses.Here are links to resources used in the episode:file:///Users/davidpoeschl/Desktop/ASD%20and%20anxiety/Autism%20and%20Anxiety%20-%20Autism%20Research%20Institute.htmlhttps://www.google.com/search?q=Experiences+of+interoception+and+anxiety+in+autistic+adolescents+%E2%80%93+CRAE&oq=Experiences+of+interoception+and+anxiety+in+autistic+adolescents+%E2%80%93+CRAE&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRiPAjIHCAIQIRiPAtIBCDE0ODVqMGo3qAIAsAIA&sourceid=chrome&ie=UTF-8Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Positive Behavior Support. Maybe you've read all sort of definitions and descriptions, but what it actually is seems still  vague.In under 5 minutes, you will get a clear and understandable description.If you then want to learn more, I have a longer version in an earlier episode, and an hour long YouTube video of a training I do for my employer (Matrix Parents) in Marin County California. Here is a link to the YouRTube video:  https://www.youtube.com/watch?v=1WBTCmuTWD4Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)  

It has been clear for years that the school system in the United States is not welcoming to neurodivergent (ND) students.  School is an intensely intimidating and frightening place for many ND kids.As the percentage of identified ND students grow (the percentage of the total student population in California is currently 20%) the number of children damaged by the school system grows as well.Research is clear as to both the inappropriate structure of schools, and the long-term emotional damage it does to these kids.In this episode, I summarize a research article that condemns the current school structure as we know it.As the researcher/author writes, “Mainstream schools…are not currently safe spaces for ND children. Whether it is possible, with significant policy change, political will, and considerable investment, to transform mainstream schools into smaller, sensory-sensitive, nurturing, flexible, and truly inclusive places for ND children to be, is an open question.” Many thanks to the researcher/author of the study, Dr. Sinead Mullally ([email protected]: www.ncl.ac.uk/psychology/people/profile/sineadmullally.html)Research article that underpins the “popular” articlehttps://pubmed.ncbi.nlm.nih.gov/37810599/“Popular” article related to above (and used for the podcast script)https://researchfeatures.com/wp-content/uploads/2024/07/Sinead-Mullally.pdfUniversal Design for Learning (UDL)(https://podcasts.apple.com/us/podcast/special-education-parents-library-of-useful-information/id1833954970?i=1000722533052)High School Students with High Functioning Autism; Obstacles and Optimismhttps://podcasts.apple.com/us/podcast/special-education-parents-library-of-useful-information/id1833954970?i=1000727360172Autistic College Students Who Succeed at Competitive Colleges and Universities; What's the Secret?https://podcasts.apple.com/us/podcast/special-education-parents-library-of-useful-information/id1833954970?i=1000745302991Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Many autistic people are twice exceptional learners (2eASD).  This means they have an area of unique talent or intellectual strength along with an identifiable disability.The rates of high school failure are elevated for this population, but some are able to not only attend, but to succeed at highly competitive colleges and universities.  What is the secret to their success?  It probably won't come as a surprise that a lot of it depends on nurturing the special interest or interests that a large majority of 2eASD individuals have.  Supports that are provided when the concentration is on an interest area help both the student and the adults in their life to be working in a more positive environment where the student is intrinsically motivated.This extends to non-preferred classes and activities as the student knows the less interesting academic areas are needed to help meet their goal, college success.Here is a link to the article used for this episode:https://pmc.ncbi.nlm.nih.gov/articles/PMC12189878/Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Matrix Parent Network and the Marin Center for Independent Living funded and supported the production of this podcast. Pairing students with autism with neurotypical peers is proving to be a powerful tool in teaching the critical life skills of self-advocacy and self-determination.We'll define these terms and explain how they fit together before looking at the research and model programs that use mentoring as a tool.Articles used for this podcast:1.) Advanced Autism Mentorship (https://www.advancedautism.com/post/the-role-of-peer-mentorship-in-autism-support-programs)2.) Peer Support in Autism - Autism Research Institute (https://autism.org/peer-support-in-autism/)3.) That Connection With Community… it is just a positive thing - Mentoring autistic adolescents participating in community coding programs(https://pmc.ncbi.nlm.nih.gov/articles/PMC11933780/)Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

In this short episode you will learn why the "almost there" times, when a child makes progress on a behavior goal, but there is still a ways to go, those are the times they need to be recognized and reinforeced for that partial success.The episode may be short, but I have found this concept alien to many educators.  You can make sure partial successes are recongized by your child's teachers.  You can also incorporate this concept into your home immediately. It's a matter of looking at adjusting how you view behavioral success.Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Matrix Parent Network and the Marin Center for Independent Living funded and supported the production of this podcast. If you are the parent of a child with a disability you have very likely experienced a feeling that you missed something when you walk out of an IEP meeting.  Many parents report that schools seem to go through the steps of the IEP but what comes out is a muddled mix of goals, accommodations and services.Parents also report that they don't feel like they are true members of their IEP team, that the IEP document they are asked to sign was developed by school staff with little or no input from those who know the child the best.This episode explores what parent participation really means, that the definition goes beyond school to encompass the child's entire life, in and out of school. Research indicates that parents of children with disabilities have strong desires for their children to work on skills at home and in the community versus in school. Other parents report focusing on involvement outside of school as a strategy to escape the anxiety and confines of school expectations and potential feelings of judgement from their special education teams. article referred to in the episode:https://pmc.ncbi.nlm.nih.gov/articles/PMC12356156/Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Matrix Parent Network and the Marin Center for Independent Living funded and supported the production of this podcast. S.M.A.R.T. Goals (Specific, Measurable, Achievable, Reasonable, Time Bound, are the basis of a good IEP.  Everything either leads to the creation of goals or lead from it in the form or services and placement.Research indicates there is a direct relationship between parental knowledge and their satisfaction with their children’s special education programs.  In this case, knowledge truly is power.The most effective way to increase your ability to communicate with your IEP team, and thus avoid conflict, is to learn and use knowledge of the special education process to help your child succeed.Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Matrix Parent Network and the Marin Center for Independent Living funded and supported the production of this podcast. This month we look at a common barrier to successful transition from school-based programs to adulthood for students with high functioning autism. The acronym BIMS stands for burnout, inertia, meltdowns and shutdown.  These are the most common reactions many autistic people experience when facing overload from stress, anger and other negative emotions. Being able to respond to the stressors of life without using a BIMS can help autistic people live more successfully in society, and live happier and more fulfilling personal lives. Listen to the experiences and feelings of the children and teens who participated in the study to see how they deal with the stressors that lead to the use of BIMS.Link to article used for this program:https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.741421/fullThanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Matrix Parent Network and the Marin Center for Independent Living funded and supported the production of this podcast. Self-Advocacy is a phrase that is used often in special education, but often with little context as to what it means.  What does it mean for a student to be an effective self-advocate  and why it is so important?In this episode of the Matrix Parents Practical Special Education Podcast for Parents, we look at what the term really means and why it is a critical skill to learn and practice, particularly in high school.  We'll look at racial and socio-economic factors that are largely responsible for low levels of the concept of "societal shorthand", that is, the understanding how institutions work and how to access the help they are designed to provide.And we'll bring it back to the conclusion that learning the way our society works, and how to access it's benefits, is more important than wealth, education and even cognition in determining who wins and who loses out on a successful transition to adult life.Here are citations and resources related to this episode:1.   My Life: Effects of a longitudinal, randomized study of self-determination enhancement on the transition outcomes of youth in foster care and special education https://www.sciencedirect.com/science/article/abs/pii/S0190740912002927 2.   Self-Determination and the Education of Students with Disabilities Author: Michael Wehmeyer September 2002: https://transitionca.org/wp-content/uploads/2023/04/SD-Article-Wehmeyer.pdf 3.   Vanderbilt University’s IRIS Center      https://iris.peabody.vanderbilt.edu/module/tran-scp/cresource/q2/p03/#content 4.   Northwestern Journal of Law and Social Policy (JLSP)https://scholarlycommons.law.northwestern.edu/cgi/viewcontent.cgi?article=1028&context=njlsp 5.   E.D. Hirsch on ‘Cultural Literacy’https://newlearningonline.com/new-learning/chapter-7/committed-knowledge-the-modern-past/e.d.-hirsch-on-cultural-literacy Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)  

In this episode, the first in my IEP Basic Series, we’ll look at accommodations (and modifications) on an IEP. This is the first in the series due to the critical nature of accommodations to learning for students with disabilities, and also the complex nature of actually having them work in a classroom. There are many times a student would have little chance to survive in a general education setting, much less succeed without effective accommodations. Accommodations provide the scaffolding and the safety net for students with disabilities to experience the benefits of an included education. For a related episode, listen to, “Universal Design for Learning: Creating Classrooms for ALL Children”. Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

In this episode, we’ll learn how a group of  successful adults with learning disabilities became successful.  There are identifiable, teachable attributes they have in common that  are instrumental in their ability to lead successful lives.I use a study conducted by the Frostig Center, a well-known and highly regarded school and research institute serving students with learning disabilities.It followed the lives of students from the time they entered the school to 20 years after leaving.  The study identified six attributes that significantly contributed to the success of the former students who participated (see transcript for more details).And taking the data generated, guidelines and suggested activities were written for parents to help them teach their children.The study also has an implicit message for special education programs in the public school system; teaching children with learning disabilities critical life skills is at least as important to their futures as academic proficiency. Note:The last section of the program that looks at what to teach children, and suggestions on how, may be better used in conjunction with the transcript.I found it a bit hard to follow myself without using the written version.  It does contain really excellent information, however, and I didn’t want you to miss the import of it.Here are related links:LD Online (https://www.ldonline.org/ld-topics/working-families/life-success-students-learning-disabilities-parents-guide) features the study on their website.Or here: https://frostigschool.org/wp-content/uploads/2021/05/Teaching-Life-Success-2002-Raskind-et-al.pdf Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

In this episode we'll get into the most important part of a behavior plan, reinforcement.  Learn what it is and what it looks like.  Remember, the more you know about special education practice, particularly how Positive Behavior Support is supposed to work, the better off you will be at IEP meetings and in being a full member of the team.  Here are a couple of links to more information on reinforcement.  An explanation why reinforcement in a behavior plan may not be working.  (https://theresponsivecounselor.com/2022/12/your-positive-behavior-reinforcement-intervention-will-probably-fail-if.html)Sample of a reinforcement survey: https://www.lausd.org/cms/lib/CA01000043/Centricity/domain/361/positive%20behavior/tier%20ii/t2%20resources/Student%20Reinforcement%20Survey.pdfThanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)  

In this episode we explore the often times very intense personal interests of people with high functioning autism.Are they damaging or should I actually encourage my child to pursue them?We explore this question by reviewing a research article about special interests and autistic adults.  The article explores the practical and emotional side of interests that of autistic people's interests, what they are, how they affect the lives on those involved, and what are the emotional benefits and drawbacks.We use the subjects of the studies own words to describe why they do what they do and the importance of their interests in their lives.This podcast is based on the research of the team in this link: https://journals.sagepub.com/doi/10.3233/JVR-221218 Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

This episode looks at the current state of education for high school students with high functioning autism.  It is not good.  It is not good, but there is hope.The students we are discussing experience exceptionally high rates of intense anxiety in school settings.  A combination of factors including the sensory overload, behavior issues due to social skills deficits, academic struggles because of organization and focus problems are among the most common ones leading to school failure.We’ll look at factors that lead to the sometimes-debilitating mental health challenges many of these young people suffer from.  Who are they and why does the system fail them so completely?We’ll also look at a study that was conducted in the UK that describes a school for the youth we are discussing and why it has changed the lives of many of its students for the better.  What it takes to create a successful program is quite simple and involves providing the support these kids need in a safe, nurturing environment.And we’ll discuss what the school does to prepare students for adult life, and the limitations it faces.And last, what would a program look like that would provide both an education and the life skills needed to transition to a successful adult life?  Link to article used in this program:https://pmc.ncbi.nlm.nih.gov/articles/PMC10583514/Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

A commom complaint from parents of neurodivergent children is that homework is a nightmare.  The stress and anxiety it creates for everyone in the family is often far more emotionally costly than any benfit that comes from practicing academic skills.There is a better way that can include work from school, but in a way that will reduce stress, reduce anxiety, and hopefully help you get rid of that feeling of dread when homework time approaches.Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

In this, the third episode in the Positive Behavior Support (PBS) series, the importance of teaching a socially appropriate behavior to replace a maladaptive one a child has been using is discussed.As described in the initial PBS episode, there is a linear sequence to teaching a child what is acceptable behavior in social environments, of which replacement behaviors fill a central role.However, the idea of making behavior interventions more sensitive to the underlying needs many children have for using their seemingly maladaptive behaviors is becoming more evident.Autistic adults who were involved with ABA/PBS interventions as students are speaking out about what is appropriate behavior and who determines what it is?The behavior field will continue to evolve along with the social mores that influence it.Related Information:People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming (https://pubmed.ncbi.nlm.nih.gov/30818970/) “Replacing” Problem Behavior/ An Analysis of Tactical Alternatives (https://pmc.ncbi.nlm.nih.gov/articles/PMC2223178/)Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

To understand how to create an effective behavior plan* a crucial piece is to understand why a behavior occurs.  Without this piece of information, accurately determined, a behavior plan will simply not work.It is more complex than it might seem to figure out why a child does what they do, obvious answers can often be wrong.  The IEP team needs to know how and what to teach as a replacement behavior that meets the same need as the problem behavior.As a parent, your input into this process is vital because you know your child better than anyone.  It becomes very helpful to the IEP team, and to your child, to know why a behavior occurs, it can greatly reduce the emotional response that many of these behaviors can generate in caregivers.Once you know why something is happening, it's much easier to emotionally accept it.  You can start analyzing and problem solving instead of reacting.See the transcript for links to citations and resources.* Note: you may find that behavior plans can have somewhat different names such as  Positive Behavior Support Plan (PBSP), a Behavior Intervention Plan (BIP) or a Behavior Support Plan (BSP)Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

In this episode, the 4th in the High Functioning Autism and Internet Dangers series, the discussion turns to how to keep your child safe.But not only safe but knowing how to become a digital citizen with the rights and responsibilities that go with it.Online activities can be beneficial for this population, but some commonsense limits can greatly increase the chances of its appropriate use. The program looks at what the term digital citizenship means and what goes into efforts to spread the idea.Teens with high functioning autism add their ideas and concerns about internet usage.  It may be somewhat surprising but most teens want to know more about internet safety, but theirs  and their parents are not necessarily the same.Anderson, Amelia and Abigail Phillips. “Getting Basic Information Isn’t as Helpful as the Nuanced Advice We Can Give Each Other”: Teens with Autism on Digital Citizenship Education. Journal of Research on Libraries & Young Adults Vol. 10 No. 3 (2019).Regarding digital citizenship: https://pubmed.ncbi.nlm.nih.gov/37615409/Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

In this episode we continue out look into the radicalization dangers of the internet for autistic children and youth.How do kids go from being "alt right curious" to actually joining a radicalized group?  And how does the group support these young people's needs once they are involved?The article used in this episode describes a study of young people from Canada and the U.S. who are autistic and became radicalized.In a series of structured interviews the authors elicited answers that led them to the conclusion that there are common themes in the younger lives of our subjects that made their radicalization more likely.The combination of early wounds,  missed formative opportunities and finding a fit for neurodivergence were universal among the group.The reasons for staying are varied but the commonality was that these kids felt safe and supported in their groups, sometimes even while participating in violence.Citation for article:Neurodivergence and the Rabbit Hole of Extremism: Uncovering Lived Experience Sachindri Wijekoon¹; John Robison²; Christie Welch³; Alexander Westphal⁴; Rachel Loftin; Barbara Perry; Victoria Rombos; Christian Picciolini; Catherine Bosyj; Lili Senman; Patrick Jachyra; Simon Baron-Cohen; Melanie Penner Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

In this episode, we look at the right-wing radicalism that has exploded online and its effects in the real world.  Ironically, many leaders and influencers in the movement, those who are most active and extreme in their online communities, are either autistic or at least self-identify as autistic.We use the book, Black Pill, by CNN correspondent Elle Reeve, as a guide to the alt right world.  Ms. Reeve did extensive reporting leading up to and after the Unite the Right Charlottesville demonstrations in 2017.  She was at the rally, and the book covers the events. Ms. Reeve’s reporting puts into plain language what research has been showing, that although the actual number of autistic kids who become radicalized may by relatively small, the effects on their families, communities and society in general can be profound.Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

How real are the dangers online for young people with high functioning autism and who is vulnerable? How do kids get in (and out of) the life that can sometimes lead to violent extremism?  What can you do to protect your child and what resources are available to help?In this episode, we look at a research study that describes who is in danger and what types of dangers there are.  While the results are inconclusive as to some issues, it does suggest that high functioning autism can be a feature of someone who is radicalized, but it is just a component, and most times, a contributing factor.Here is a link to the study: https://pubmed.ncbi.nlm.nih.gov/35401260/ (Vulnerability to Ideologically-Motivated Violence Among Individuals with Autism Spectrum Disorder)In the next episode of the series, titled Yes, Grooming is a Real Thing.  I’ll review a portion of a book, Black Pill, that makes the need for intervention more relevant and apparent.  We’ll see there are online dangers that both exploit and provide acceptance to kids with autism, a sometimes-dangerous mix IIn the third episode, Realized Radicalization, you will hear stories of kids who got caught up and became radicalized.  A group of young people were interviewed after they were able to escape the life.  But the article concentrates on how they got in and why they stayed as long as they did. And in the fourth episode, Keeping Your Child Safe Online, we’ll look at what research says about how to respond to the dangers.Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Universal Design for Learning (UDL) is a method of teaching that embeds accommodations for all students into general education settings.  Students who are visual, or auditory, or tactile/sensory learners are taught, and the student can show mastery, in the way that uses their strengths.    UDL has been successfully implemented in thousands of classrooms around the country and its efficacy has been proven in these real settings.    Learn how students with special needs, indeed all learners, can benefit from a UDL classroom.   Here are links to resources mentioned in the episode CAST: https://www.cast.org/impact/universal-design-for-learning-udlReading pen website: https://smarterlearningguide.com/reader-pens-for-dyslexia-are-they-right-for-your-child/Speech to text website:   https://www.readingrockets.org/topics/assistive-technology/articles/dictation-speech-text-technology-what-it-and-how-it-worksThanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

Positive Behavior Support (PBS) - the Basics (Behavior Series Part 1)Over the past three decades Positive Behavior Support (PBS) has become the gold standard for school-based behavior prevention and intervention. It is based on the ethical and moral recognition that aversive responses to problematic behaviors are no longer viable. PBS emphasizes and reinforces behaviors that are pro-social and does it in a way that recognizes the need to teach, not punish. The host of this program was deeply involved in the implementation and expansion of PBS programs in the school districts he served throughout his professional career. He continues to place an emphasis of the importance of PBS in trainings for parents.I've included a transcript of this episode.  And here are a few helpful links to expand your knowledge of https://eric.ed.gov/?id=EJ80580https://en.wikipedia.org/wiki/Positive_behavior_support https://pmc.ncbi.nlm.nih.gov/articles/PMC5048254/  Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

 A study conducted in Great Britain examined potential cognitive gifts that people with dyslexia may possess.  It found, that far from being a limiting condition to life success, in fact dyslexic thinkers are our future.Dictionary.com defines dyslexic thinking as, "“…an approach to problem-solving, assessing information and learning often used by people with dyslexia that involves pattern recognition, spatial reasoning, lateral thinking and interpersonal communications”  They possess the innate ability to see the big picture, to have the big ideas that will become the most valuable commodity in our future. The idea of dyslexic thinking has become accepted by many industries and businesses as a strength and certainly not as a disabling condition.  LinkedIn has included the term as an option for people to mark as a strength.Listen to see if your child may be a dyslexic thinker.Here is a link to a report on the study: https://www.madebydyslexia.org/MBD-Intelligence-5.0-Report.pdfAnd here is information on strategies for 2e learners: https://files.eric.ed.gov/fulltext/EJ1185416.pdfThanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)