Dec
07

Never Give Up

This week I have invited a Guest Blogger to share with us. His name is Collin Clarke. Before I share his story in his own words, allow me to tell you how I came across Collin.

I was first introduced to Collin through an A&E TV Special entitled “Born This Way” earlier this year. 

The things I learned about Collin after watching that TV special are:
  • Collin is a fit young man
  • Collin is a bodybuilder. (Men’s Health Magazine sought him out to be featured on this Health and Fitness episode)
  • Collin is from Evansville, IN
  • Collin has Down Syndrome. In Collin’s words: “God made me like this for a reason”
  • Collin has a supportive family and set of friends. Father Carter Clarke said the family has always pushed Collin to succeed. Sometimes that has meant pushing those around him to accept his “no limits” attitude. “We are very blessed with Collin. He doesn’t see any barriers in life. We’ve always tried to avoid putting limits on him. If he wanted to do something, we were always all for it”.
  • Collin’s personality drew me in, kept me glued to the TV and inspired me to never give up on anything I want to do, want to be, want to accomplish.
Now, here’s Collin himself to tell you his story. Enjoy the read and remember to …

Never Give Up.

My name is Collin Clarke, I am 25 years old and I am a bodybuilder. I became a bodybuilder in 2015 after watching John Cena and other bodybuilders like Arnold Schwarzenegger. I was over 200 pounds. I competed at 137 pounds after 7 months of hard training and diet.

Collin Before and After Bodybuilding in 2015. Bodybuilding changed my life emotionally and physically. It feels so good to be healthy and to make good changes in my diet and be more active.


I try to inspire others to make changes to become healthier. I have many friends and family who support me and help me when the diet gets hard or I am tired or need a reminder that I am strong.
Collin's Family and Friend 2016. I believe in never giving up and listening to my heart and give it everything I got.


I am inspired by many people. People with disabilities, people in the military, family and friends who want me to be my best.

I love being a role model for young kids, to let them know they can do anything or be anything with heart and passion and believing in themselves. I love when parents come up to me and say because of you my child wants to be like you.

I want to keep bodybuilding and getting better. I look for positive in every day and want others to do the same - believe in their ability and to not get distracted by a disability (label).

I have an extra chromosome, a big heart and will keep dreaming and believing and I will never give up!


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Recent Comments
Sandy Stabenfeldt
What a fantastic guest speaker and blog entry. We are very proud of Collin here in Evansville! Thank you so much for sharing wit... Read More
Friday, 07 December 2018 11:16
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Nov
29

This Blog Post is Full of Curse Words

This Blog Post is Full Of Curse Words Icon for various forms of AAC with the large black font reading
About once a month I have to answer a really important question:

“Why is that word on his talker?”

“That word,” is our euphemism for any number of words: body parts (slang and clinical), fart sounds, curse words, words that are culturally irrelevant, childish, or inappropriate for a child [of his age/place where he is/supposed cognitive level]. And someone, somewhere, decided to program it on this child’s Augmentative and Alternative Communication (AAC) device as if encouraging the child to use inappropriate language.

I get it. When I imagined the magical moment of helping a student find her voice with the fancy new Sound Generating Device, I wasn’t expecting her first two-word phrase on her device to be “poop butt” repeated over and over again for the next three days, either.

I get it, I really do! We’re professionals trying to create engaging and enriching environments for our learners and the literacy activity has been derailed because we taught him how to make plurals on his talker and now he loves pluralizing the word “as.”

We admit we’re impressed, but we can’t let that slide.

In moments of “enriched language” that flusters me I take a deep breath and remember:

I am not the language police.

A larger-than-anticipated part of my job has been talking about cuss words. And promoting cuss words. And explaining the functional importance of having access to cuss words. And listening to and programming cuss words into communication devices. And explaining why adults can't delete cuss words and "adult vocabulary" from a kid's voice. And listing all culturally relevant cuss words. And finding good visuals for cuss words.

If my professors could see me now.

So what happens if she talks out of turn, pressing the buttons on her communication app? The same thing that happens to all the other students talking out, of course.

What happens when she won’t stop saying “poop butt”? The same thing you would do for any other child who says it. We don’t duct tape kids mouths, and we don’t take talkers away.

What happens when she uses swear words in class? The same thing that you do for any other student who cusses in class. We can’t forcibly remove words from a speaking child’s vocabulary. We teach, we consider the variables, and we provide natural consequences. We don’t delete words from the communication device.

It is work worth doing, with clear expectations, communication between school and family (and sometimes with the office door closed and the volume down really low as you check to make sure “#$!@” is pronounced correctly). The communication device is a voice, not a school textbook or a representation of just the words you hope or anticipate they’ll use today. It’s their access to their human right to communicate, and sometimes communication is colorful, shocking, or uncomfortable.

Do you agree or disagree with me? Let me know in the comments below, with any language you like.*

*natural consequences apply

The icon AAC in my title image is from ARASAAC, a no-cost Creative Commons license resource for symbols and icons to represent all words (even “those words”).
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Recent Comments
Jessica Conrad
Thank you Alyssa! I agree it can be so hard to change minds. We need to have patience, compassion, humor, and allies in all corner... Read More
Thursday, 29 November 2018 21:47
Jessica Conrad
haha, I think we could compile a small autobiography/dictionary at this point!
Monday, 03 December 2018 11:26
Jessica Conrad
I'm glad! I hope he enjoys the expanded and functional vocabulary!
Monday, 03 December 2018 11:27
  6 Comments
Nov
26

Fantastical Beasts

This weekend I went to see Fantastic Beasts: The Crimes of Grindelwald with my daughter and husband. I freely admit to being a Harry Potter fan and was eager to share this experience with them. The trailer says, “Gellert Grindelwald has escaped imprisonment and has begun gathering followers to his cause of elevating wizards above all non-magical beings. The only one capable of putting a stop to him is the wizard he once called his closest friend, Albus Dumbledore. However, Dumbledore will need to seek help from the wizard who had thwarted Grindelwald once before, his former student Newt Scamander.”

What a statement of our interconnectedness! In our work, I can see Grindelwald as a person having low expectations for students who struggle to learn the same content as peers or who have limited ways to communicate what they know. Dumbledore is the supportive person who looks at the strengths of others, even if that person is a bit misled. Scamander is the one who can and did break through the barriers and go on to demonstrate his value to a society that sees him differently. The shows of strength were spectacular. Each of us can be imprisoned when another person wants to stop our contribution to society. Each of us can be supported by both friend and foe. The way support shows up is dependent on one’s reaction and resolution to either giving or getting the support.

So having said that, we as a group, are our best support system. Even if we disagree, have a different perspective, we can all see the merit of high expectations. This system of support is what works. I can do more work with another person than I can alone and I can succeed in unexpected ways when presented with options I have not considered.

Aren’t we all Fantastical Beasts?
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Nov
15

Everyday UDL

When I heard we could invite a guest blogger, I knew who mine would be from the get-go. Introducing my former college study buddy, roommate for many years, and always my professional/life guide, Sammi Bowyer.

Currently, there are two preschools in Indiana lucky to have her as their Speech-Language Pathologist. Her incredible optimism and #AvidReader* status lend well to providing the highest quality services for our students.

Sammi & Jen standing next to the

*
#AvidReader is someone who loves reading, reads a lot, and isn’t ashamed to flaunt it.  

Now, when you hear Universal design for learning (UDL), do you think, “Great, one more thing I have to do...?” It’s okay if you do. But, before you click out of the page, keep reading. I think you’ll find Sammi’s take a common-sense way to look at the importance of incorporating UDL in the classroom as we empower and show care for all our students.

--

When I think about UDL, I think about the unique interests of my students, how I can teach a concept in multiple formats, and the many ways in which my students share with me what they know. By utilizing UDL, I work to remove barriers so all my students are able to use their unique skill sets as learners and people. My targets for what I need to teach them doesn’t shift, but rather the ways in which they can go about learning and demonstrating their knowledge can.

We use the three principles of UDL, representation, expression, and engagement, all the time in our everyday lives. For example, think about the expression principle the next time you are completing a task at work, researching something new, or offering help to a friend in need. Then, think about all the different ways you might be able to reach your end goal. Chances are that one of those ways will stick out as making the most sense for you, but it might not be the same way that your spouse, your child, your co-worker, or your friend would approach the same task.

When we utilize UDL in the classroom, we are modeling for our students that their ideas are valued.

--

If you want to learn more about how to put UDL into practice in your classroom, I highly recommend registering for Access to Education 2018 by Nov. 21st. Dr. Nancy Holsapple, Indiana Director of Special Education, and Dr. Kelly J. Grillo, 2018 Florida Council for Exceptional Children (CEC) Marjorie Crick Teacher of the Year, lead the way with inspiring keynotes followed by great breakout sessions!   

PATINS Project Access to Education 2018

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Nov
01

Hopscotch Moments

I wrote a blog post last year titled, Happy Birthday to… Me? There I described my difficulty in answering on the spot questions about myself…to the funny (not funny) moment of actually making up my birthday date after going numb from a simple question, “Kelli, when is your birthday?” You’ll have to read it to believe it.

This past summer, I had the professional development opportunity to spend a week at Camp Yes And at Indiana University learning the art, skill and the power of improv to support social and emotional learning for students on the autism spectrum. This is on the spot responding at it’s finest, which the idea made my heart race. Jim Ansaldo, Ph.D. from the Center on Education and Lifelong Learning and heads Camp Yes And states: “Improv is not about being funny, it’s about being you.” It was intensive, meaningful instruction in the morning and then immediate implementation with students with autism in the afternoon.

3 people sitting on chairs on stage

This type of professional development was out of my comfort zone knowing that I once succumbed to making up my own birthday from fear of being judged of my slow processing. However, I also know that we cannot grow as educators if we remain in our comfort zone. Students deserve the best us and they deserve to know and have the skills to be the best them. Modeling plays a considerable part. Their success often begins with our support so count me in with zero hesitation!

What if you don’t know where to start? Start with finding your tribe. Your tribe does not mean like-minded people. It’s about finding fellow educators who will push your thinking and at the same time support you. Besides your colleagues, PATINS staff is always ready to gently get you out of that comfort zone. Join Twitter and develop your personal learning network. Joining Twitter may even be out of your comfort zone…which means 
do it!
iPad with question mark on screen.

Register for Access to Education 2018 and attend sessions that are geared toward the integration of methods, tools and equitable education for your students. When you come to barriers in education, don’t stop and stare…find solutions. When you are not sure how to do something or working with a student you cannot seem to find that breakthrough, ask for help. All of this will not only impact you but also your students!

As I was typing this blog, I received an out of the blue message from a young lady on Facebook who I have not actively spoken with in probably 21 years. She was in elementary/junior high school at that time. She was one of my “little sisters” from the Big Brothers/Big Sisters program where I volunteered. Her message states this: “My aunt sent me pictures after cleaning out my grandmother’s place. There was an article about you being the Big Sister of the Year. Thank you so much for helping me at some of the hardest times of my life. My childhood was extremely rough, but you have no idea how you inspired me to have a better life. You helped me break the cycle.”

I had no idea that I had that impact on her after all of these years until 10 minutes into writing this blog. Here I was trying to break my own cycle of my painful childhood by supporting those who were struggling. I was out of my comfort zone then but realized that no change can be made by staying there…just like taking that improv class. We may never hear of the stories of how we have changed a student’s life; however, push your own thinking and remain that expert learner and seek those out of box moments to be the best you…because you indeed can help students be the best them. I was told that we can’t control the lives of our students…but we do have influence.

I LOVE this video and have watched it more than a dozen times. It is worth the few minutes to watch. What would you do? Would you be able to release all inhibitions and play? Get uncomfortable and find your hopscotch moments…and let’s model for our students that it’s ok to be “you.” #KidsDeserveIt

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Oct
26

Our Strongest Parts

orange leaf that has changed color from green with a heart shape missing from it's center
For many educators, it’s about the time of year when the adrenaline of the school-start may begin to wane, the fatigue of many early mornings/late nights is no longer remedied with six cups of coffee, and the compassion poured into every single learner each day has left the drain plug pulled and the tank nearly depleted. 

By this time, you’ve solved many “puzzles,” endeavored WITH kids through all kinds of issues not related to the curriculum, maneuvered strategically to improve access to materials and instruction, skipped lunches, stayed late with struggling learners, and work-dreamt repeatedly about the one or two you just cannot seem to reach YET! 

You’ve probably also noticed that this is the time of year in Indiana when the summer foliage of teeming green has started to convert to vibrant reds, yellows, and oranges! Have you wondered why this happens? In parts of the country, like Indiana, where trees are to withstand rigorous and grueling freezing temperatures over winter, they cleverly reduce themselves to their strongest parts!  

The leaves of a deciduous or broadleaf tree contain thin fluids that are susceptible to freezing, making them relatively delicate, weak, and unprotected by the coating of wax that evergreen trees exhibit. These shrewd trees conserve energy, thus preserving themselves, by shedding their leaves! This begins to occur when their chemical light receptors start to detect the change in daylight hours, which can happen with as little as a 30 minute reduction in daily sunshine!

As downcast as the long winters here can tend to be at times, I do find a genuine appeal in how and why our trees transform themselves in order to focus on their strongest parts! Trees slowly let go of their leaves through the magnificent display of Fall color that we are beginning to see, in order to direct their energy to their trunks, stems, branches, and bark to weather the cold winter! Brilliant! 

I wonder if we might take a lesson from our Indiana trees? I wonder about my own “toughest parts” and which parts of myself I might be able to temporarily let go of in order to conserve the energy that is available and focus on my foundational structures. What parts of yourself are your strongest and most resilient? What might you be able to let go of, in order to grow those strongest parts of yourself? What about your students…what could be set aside temporarily, in order to focus time, energy, and resources on the strengths of each student? 

As educators, we tend to also be perfectionists and we strive to address so many things with our students all at once, that we sometimes create our own greatest barriers. Perhaps, letting some "leaves" fall off that continually distract from the more important tasks at hand could lead to more of the outcomes we seek. What if we let go of a student’s phonetic decoding skills temporarily in order to feed his intense interest in science or history and we let the student drop his phonics “leaves” temporarily in order to focus on his strength of reading with his ears? What if we permitted a student to drop her handwriting “leaves” and begin to use text to speech or a keyboard, instead of continuously losing points on writing assignments? When we introduce a new piece of assistive technology or a new format of specialized educational materials; what if we allowed the student to temporarily drop the “leaves” of the content itself, while familiarization occurred with the tool? Focusing on learning the tool at the same time as learning the content is often just too much! 

Sometimes, it’s simply too much! There’s just too much that requires ours and our students’ finite energy and in order to continue to thrive (or begin to thrive) we have to let go of some “leaves” and focus our resources on strengths and we have to facilitate a means for our students to do the same! What are your “leaves” that you can drop temporarily? What are the things in your classroom, your school building, your district, that might add beauty, but could be dropped for a little while in the interest of refocusing your resources? 

Recently, the PATINS staff made a little time to focus on our creativity through some mindful breathing, stretching, and purposeful discussion around the concept of “sacred rituals” in our daily lives. I dropped the leaf of feeling like I never have a spare 5 minutes in the mornings, regardless of what time I got up. I decided I’d spend 3-5 minutes every morning, making coffee by hand…from grinding the beans, to heating water, and pouring it slowly in a four-step process over the delicious and aromatic ground up beans. That “leaf” of feeling like I needed to get to my emails 5 minutes earlier each morning was a seemingly small one to drop, but it allowed me five minutes to focus on deliberately being slow, intentional, aware, and creative. It was a small but important "leaf" to let go of.  

Perhaps, when you identify a “leaf” of your own to let go of, you can feed more energy into finding some colleagues who share your passions, frustrations, and struggles… your personal learning network! While there are so many ways to go about this, I want to make sure you’re aware of two great ones!

Tuesday evenings, at 8:30pm EST, PATINS hosts a Twitter chat where we post questions and have a discussion around them for a half-hour! In fact, last week’s chat was all about “Preventing Teacher Burnout!” Join us this next Tuesday evening, we’d love to have you. Simply search Twitter for the hashtag, #PatinsIcam! You can also reach out to any of us and we’d love to help you get set up to participate! 

I also want to make sure you’re aware of the rapidly approaching PATINS Access to Education 2018 State Conference! This is a GREAT opportunity to connect with others! We have over 40 concurrent sessions and two great keynotes! The full schedule is posted and registration is open! Drop a few “leaves” and allow yourself the time and opportunity to focus your energy into growth with us on November 28 and 29!
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Oct
18

Time Machine Moments in Education

The setting was an educational psychology class at Ball State University, the time was sometime in the early 1990s. I eagerly anticipated my masterpiece, a million-page research paper on the brand new fundamentals of why including kids with special needs in the general education was so important. I had been working on the paper for months. I can still hear the click clack click of the Brother Electric Typewriter I borrowed from my roommate to complete the task. I knew it was an incredible paper. I could feel it in my bones. No matter what some professors or teachers from the past might say about my multiple choice test taking skills, I have always prided myself in being able to convey information through writing.

The moment of truth arrived, and my paper was passed back. The score, written on the cover page in a slash of red, was less than enthralling. My mind raced. I had been so confident that my message was clear, my content so developed, my avant-garde approach to education so stunning that my teacher would be showcasing my paper in front of the class...not slipping it to me as he walked by.

red pen markups on a typed paper


I flipped furiously through the pages to find the culprit. On the first seven thousand pages, only a hint of the red color came in the form of agreement, encouragement or an occasional probing question designed to make my preservice mind churn. The last page, however, was a sea of red - waves crashing all over the bibliography I had to include per the rubric. MLA style was absolutely not my friend. All of my innovative ideas and passion took a back burner to something I had been taught but had not learned.

As a person who has been in the field of education for a long time, I feel like part of the overall job is never to stop learning. Ever. It is part of what we preach, and part of what we should do. However, continuing to learn new things and expanding horizons often comes with a price. A price I like to call, “Time Machine Moments,” or TMM for those of us who love acronyms.

To be specific, Time Machine Moments refer to when directly after learning something new or better one thinks, “I wish I had a time machine so I could go back and teach that again.” This does not mean that there is anything wrong with what I taught, especially taking into consideration what I knew then. I did what I did at the time, because it was what I knew and I always tried my best for students.

I also do not want anyone to confuse these moments with regret. I refuse to beat myself up for not knowing about or having the resources to do something. I can be aware of the fact that I always got marked down in college for MLA or APA citing style issues, and as a result I could spend time being furious that I did not have a tool like Snap&Read Universal that actually generates the citing mistake free. I could react by either shaking my fists to the sky, screaming, “WHY?!” OR teach students to use the tool, sparing them from the defeat of turning in a fabulous paper marked down by something ambiguous to most students.

When I speak to teachers across the state about writing tools and devices, a frequent reaction held by the attendees is one of frustration. The response to the Livescribe Note-Taking pen is almost always, “Where was that when I was in college?’’ The response to APA, MLA or Chicago style citing tools is one of disbelief. Is it possible that so many people with so many good ideas might have missed an opportunity to shine due to a technicality? My philosophy on when we introduce text readers or word prediction software with auditory feedback to children is in the same vein. How many years did I drill decoding into a student who wanted to read Harry Potter? A text reader with a highlighting tool would have allowed the student to be reinforced of the words and text while auditorily reading on a level of extreme interest. The way to get better at reading is to...you guessed it...READ. Bring me that time machine now!

How many students would I have helped if I had been figuring out a way to get original ideas out of them instead of asking them to do something technical that was not the point? Traditional teaching models I used were good for some students, but truly figuring out what would have helped them discover inner brilliance would have been the best gift I could have given them.

Time machine selector pointing to present
There will always be time machine moments for educators. There will always be an advancement that will make a teacher run for a “Back to the Future” type Delorian and start wildly punching in dates. I think the thing that balances it out, however, is having an open mind in the present. Being innovative and outside of the traditional teacher comfort zone is what it is all about.


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Oct
11

Inclusion: The Ongoing Illusion!

On July 1, 2012, I became a PATINS Coordinator. At that time we each had our own library of assistive technology and were assigned to assist educators within a certain region of the state. I was fortunate enough to find myself in an office within the Bartholomew Consolidated School Corporation Administration Building. The special education department welcomed me and assisted me with my transition from a K-12 educator to a PATINS Specialist. At the forefront of that welcome and assistance was Dr. George Van Horn. So, typical to form, when I asked if he would like to be a guest writer for the PATINS Ponders Blog he immediately agreed to share his thoughts. 


George Van HornInclusion: The Ongoing Illusion!

George Van Horn, Ed.D., Director of Special Education, Bartholomew Consolidated School Corporation


street sign the corner of perception and reality







Image reference


I have long believed in inclusion. Inclusion is a school environment that welcomes all and provides what is necessary for all students. But believing in inclusion is not enough. Many people don’t realize that P.L. 94-142 did not create special education, it created general education. In an effort to allow children with disabilities access to the public school system, states and local districts started with the assumption that the environment was focused on educating only students who were already educated in public schools and a system needed to be created. Hence, the creation of general education. Prior to the passage of the federal law, the system educated “all” students. Through P.L. 94-142, “all” was expanded to include children with disabilities. In order to accomplish this, the system in place was kept, named general education, and continued to serve students. However, to educate students with disabilities, a parallel system was created because the existing system was viewed as only being for students without disabilities.

Venn diagram on mainstreaming with 3 areas: general education, special education and high ability. None intersect











As time moved on it became clear a separate system for students with disabilities was not effective and the initial solution was “mainstreaming”. Students with disabilities were still a part of the separate special education system, but would “visit” general education classrooms. This practice was useful in introducing general education educators and students to students with disabilities. But, the “home” for children with disabilities still remained the special education classroom and they were not members of the general education environment. This practice led to the next step in educating children with disabilities – inclusion.


Picture shows Mainstreaming with student going into a classroom and Inclusion showing an arrow where students can leave for support and service
Image Reference

Inclusion means all children are members of one educational environment, meaning there are no more general education and special education systems. As I reflect on the many years I have supported inclusion, I have come to the conclusion that in reality what many of us have accomplished is advanced mainstreaming. In most educational environments, children with disabilities are still viewed and treated differently. Many educators continue to struggle with the concept of equity versus fairness. Inclusion is not about giving all students the same (fair), it is about providing students what they need to be successful (equity). While progress providing equitable opportunities for all students has been made, there still remains two educational systems, general and special. While this is not our goal, it is a step toward achieving the goal of creating truly inclusive educational environments. What’s next?

Photo of students in classroom.

The barrier that has not been addressed is the need to create education environments that remove barriers and create options for instruction, assessment, and most importantly student learning. Until this occurs, it does not make sense for students with disabilities to be placed in classrooms where failure is probable because we have not changed why we do what we do, how we do it, and what we do. The focus in education needs to shift from the individual as disabled to the environment as disabled. I suggest the framework for accomplishing this monumental shift is Universal Design for Learning (UDL).

UDL is a framework that begins with several assumptions:
  • Variability is the norm
  • Disability is contextual
  • Focus on the learning environment and curriculum, not the students.
Through the use of the principles and guidelines of UDL in designing learning environments, educators can identify barriers and create options for ALL students. UDL is not about some students, but instead, focuses on improving learning outcomes for all students. Educators know that students come in all shapes and sizes. Variability is the norm. We know the students we work with will all be unique. In addition to variability, we also know that all students have strengths and weaknesses depending on the activity. Hence, disability is contextual. Everyone is disabled depending on the circumstances. For inclusion to become a reality, we must create one learning environment for all students that allows the students to choose what option works best given the activity. The creation of an environment where all students have a sense of belonging and ownership is our ultimate destination. While this is not an easy shift, it is necessary if we truly want to educate all children.


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Oct
04

Knowledge is Power

October is Dyslexia Awareness Month. October 15 is World Dyslexia Day. People all over the world will be wearing red to celebrate awareness. This may be a terrific way to introduce our state’s new dyslexia bill to your classroom, or even the whole school: encourage everyone to wear red. Maybe ask everyone to learn and share one fact about dyslexia.

A frequent grievance from students who have dyslexia is that other students tease, berate and bully them. Those bullies are acting out of unfamiliarity of reading disabilities, and there is only one way to fix that; educate them. Ask them for support. Point out the obvious: some of us are good at golf, some of us are good at baseball, some of us enjoy working with technology, some of us are artists or dancers or mechanically inclined. That does not make one better than the other, just different. Perhaps, this is the first thing to talk about with your students when you begin the dyslexia conversation.

A common objection from teachers is that very soon (July 2019) they will have to be skillful in early identification of dyslexia, and then able to provide effective, science-based instruction, when they themselves have not been trained in these areas. It’s true. I’m certain that “dyslexia” was never mentioned in my own education. As more states, 39 so far, pass laws for teaching learners who have dyslexia, such as our Indiana SB 217, colleges will have to better prepare pre-service teachers with reading instruction that is explicit, systematic, sequential, and cumulative.

The more parents know about dyslexia, the more they will understand how to advocate for their child.

The more teachers understand about dyslexia, the better they can justify their needs for professional development to help them improve instruction.

When students with dyslexia receive the instruction and support they need, the more success they will experience.

“A teacher educated about dyslexia can be the one person who saves a child and his/her family from years of frustration and anxiety. That teacher can play a pivotal role in changing the whole culture of a school. Remember, it takes a village to raise a child and a village of advocates to raise a child who struggles.” - Dr. Kelli Sandman-Hurley

Other Helpful Resources:

Reading Horizons Overcoming the Dyslexia Paradox

International Dyslexia Association-Perspectives on Language and Literacy

IDA Dyslexia Handbook: What Every Family Should Know-Free Download

Solution Saturday-October 6 2018
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Sep
27

Can You Floss?

No, I am not talking about the kind of flossing of your teeth, but one of the new dance crazes brought to us by the popular video game, Fortnite, called “Flossing”.


Have you tried this new dance craze? It looks simple enough with swaying your hips and moving your arms to side to side. However, I have found that it’s a little harder than it looks. After having my college brother-in-law try to teach me how to “floss” move by move, we found out there must be a generational difference in dance move skills! I was still clueless.

I looked something like this (it's okay to laugh with me):                                                                  GIF girl attempting floss danceUntil I caught a step by step tutorial on TV by someone of *cough* my generation I wasn’t able to feel confident I was able to do the fun and simple dance.

With some practice you might look something like this (it's okay to STILL laugh with me!):

GIF girl slowly floss dancing

Ever feel the same with teaching? With Pinterest, Twitter, Instagram and Facebook we see everyday what other teachers are doing in their classrooms. It looks easy enough but then a feeling of overwhelm seeps in. How do we learn how to do #ALLTHETHINGS with great purpose and intention and do them well?

My suggestion is to try to take a step back, deep breath and take #onething at a time. Sometimes we have to be reminded to take the same advice we give to our students every day. I think a lot of us go to the internet for help…mostly YouTube when we want to see how to do something. Did you know that PATINS has a YouTube channel called PATINS TV and also at-no-cost trainings either in person or virtually via webinar? You can even request a specific training from any of the PATINS Specialists that fits your specific needs. We are here for that step-by-step support to help you feel confident in your daily dance of teaching!

Here is my step by step for “flossing.” Try it with your students for a brain break!

Start with the hips:

picture girl pointing at hipspicture girl with arms straight out to left sidepicture girl with arms straight down by hips

picture girl with arms straight out in frontpicture girl with arms straight out to right sidepicture girl with arms straight down to right side by hips
Don't forget to comment and share your "floss" dance experiences with your students with us! 
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