Real Talk: Taking N.O.T.E. Of Learning Challenges in the New School Year [Video]

By: Understood

Today’s event brings together parents, educators, and pediatricians to discuss school support for children with learning and thinking differences, such as ADHD and dyslexia. The main goal is to help create a positive learning experience for students, especially after last year’s challenges. Type your questions/concerns into the live chat to join the conversation, and discover how

Take N.OT.E. can help.

For Spanish audio, listen here: https://interprefy.interpret.world/lo…

Get more resources and support on learning and thinking differences here: http://understood.org/take-note

Transcript provided by YouTube (unedited)

00:02
[Music]
02:12
welcome my name is dr rod berger i’m a
02:14
forbes contributor and partner at
02:16
strategist group
02:18
really excited and honored to be a part
02:19
of this con conversation today both as a
02:21
parent and someone that works in the
02:23
education industry
02:24
around the country many students parents
02:26
and educators have returned and they are
02:29
returning to classrooms in person after
02:31
months of virtual instruction and hybrid
02:33
learning while some will still
02:35
participate virtually
02:37
there’s a lot of concern from parents
02:38
and teachers that all kids not only kids
02:40
with learning and thinking differences
02:42
will have a tough time returning to the
02:43
classroom there’s no guidebook for how
02:46
to bring back kids to in-person learning
02:48
during a pandemic today’s discussion is
02:51
a way for families pediatricians and
02:52
educators to figure out the best way to
02:55
navigate this what we might call new
02:57
normal together
02:59
new understood and unidos u.s research
03:01
said that teachers and parents both
03:03
think that communication will be key to
03:04
navigating this new world
03:06
forty four percent of parents didn’t
03:08
know how to start the conversation
03:10
we’ll talk more about the research in a
03:12
bit but we have two sessions today to
03:14
address just that
03:15
i’m pleased to moderate our first
03:17
discussion with our expert panel which
03:18
features some of the most important
03:20
influencers you’d call them a part of
03:22
the village in your parenting journey
03:24
your pediatrician your teacher your
03:26
community you’ll hear from partners
03:28
including the american academy of
03:30
pediatrics unidas us the council of
03:33
chief state school officers and the
03:35
non-profit understood about how we can
03:37
work together to support your child
03:40
as we start a new school year in
03:42
uncertain times
03:43
we’re also going to discuss the
03:45
particular challenges for kids with
03:47
learning and thinking differences that
03:48
they’re facing during this school year
03:50
and the solutions that can help
03:52
our second panel will be a discussion
03:53
with a 2021 ccsso national teacher of
03:56
the year and two parents and of children
03:59
with learning and thinking differences
04:00
on what they believe the year ahead
04:02
holds for them
04:03
now a few things before we get started
04:05
because i want to get out of the way and
04:07
hand you over to these experts this
04:09
event will be presented in both english
04:10
and spanish so please feel free if you
04:12
have any questions to put them in the
04:14
chat feature in either language we have
04:16
representatives from these organizations
04:18
monitoring the chat feature throughout
04:20
the sessions today who will answer your
04:22
questions and we’ll leave some room at
04:23
the end of each panel for the these
04:25
questions as well
04:27
before we start our panel i’d like to
04:28
introduce our panelists to you dr
04:30
narissa bauer she’s a pediatrician and
04:32
the chairperson of the american academy
04:34
of pediatrics technical assistance
04:36
project advisory committee she’s also a
04:39
blogger at let’s talk health let’s talk
04:41
kids health excuse me dr bauer an
04:43
entrepreneur a tweet attrition as she
04:45
calls it and a spokesperson for the
04:47
american academy of pediatrics welcome
04:49
dr bauer
04:50
maria moser is the senior director of
04:52
education programs at unidas us where
04:54
she has been on the education programs
04:56
team since 2007.
04:58
her work includes parent advocacy whole
05:00
student learning and research projects
05:02
aimed at increasing educational
05:03
opportunities for latin a students and
05:05
families and last but certainly not
05:07
least amanda morin the director of
05:09
thought leadership and expertise at
05:10
understood and a former early
05:12
intervention specialist amanda is also
05:15
an author of five books a parent
05:17
advocate and mom to kids who learn
05:19
differently welcome to all the panelists
05:21
now let’s dive right into the discussion
05:23
uh i’d like to ask a question uh
05:25
of amanda first so g so get ready amanda
05:28
but i just want to do a friendly
05:28
reminder make sure to put your questions
05:30
in the chat function we’ll do our best
05:31
to respond to those uh in real time and
05:34
at the end of the panel we’ve got a lot
05:35
to cover so let’s just dive right in
05:37
amanda it’s certainly going to be a
05:40
challenging year for students across the
05:41
country remote learning provided
05:43
particular challenges i think for all
05:44
kids we could agree to that including
05:46
those with learning and thinking
05:48
differences
05:49
on top of that of course there’s a lot
05:51
of uncertainty we have some school
05:52
districts that are requiring masks and
05:54
others that are not among the delta
05:56
variant spike
05:57
what should parents expect this year as
05:59
we return to in-person education in your
06:01
opinion
06:03
it’s such an important question rod and
06:05
as a parent myself it’s something i
06:07
definitely worry about as well
06:09
and i think it’s one of the reasons we
06:10
set out with the unitos to do some of
06:12
this research because it really
06:14
confirmed that there was something
06:16
there was some interrupted learning and
06:18
we wanted to see from parents and
06:20
educators what we can expect this year
06:23
and what we realized is
06:26
that we don’t know what to expect and
06:28
that we that parents and teachers are
06:30
both concerned about communication
06:32
they’re all concerned about students
06:34
getting back into the classroom and
06:36
being safe and having the opportunity to
06:39
get to learn from and with each other
06:42
and that
06:43
parents had the opportunity to really
06:45
for the first time during this remote
06:47
learning opportunity
06:48
to see the difficulties the stressors
06:52
and the challenges that their children
06:53
may have had there was that it may not
06:56
be the opportunity that they usually had
06:58
so they’re they’re picking up on signs
07:00
and symptoms that may not have been
07:01
there before or have been visible before
07:04
and so they’re really we’re really
07:06
looking to figure out how do we support
07:08
all students but make sure we’re
07:10
supporting parents as well because we
07:11
need to know how to have those
07:12
conversations with pediatricians with
07:15
teachers and just with our children too
07:18
i’m glad you brought up pediatricians
07:20
and thank you for that background amanda
07:22
dr bauer amanda spoke about some of
07:24
these learning challenges and how they
07:26
may not be immediately recognizable as
07:28
learning and thinking differences what
07:30
can parents do to understand what’s
07:31
happening with their children with their
07:33
child as it relates to signs uh both of
07:35
learning differences mental health and
07:37
how can pediatricians help with this in
07:39
particular uh during a very challenging
07:42
year that i think we would we would all
07:43
say that we’re in
07:45
thank you for that question and it’s a
07:47
pleasure being here today so the first
07:49
and foremost thing is to remind parents
07:51
that you are the expert of your child we
07:54
are living in unprecedented times and it
07:57
is a stress for everybody and so what i
07:59
want you to remember is that you have
08:02
the ability to know your child and to
08:05
spot when the child is acting
08:07
differently or behaving differently
08:09
that’s what your pediatrician is really
08:10
going to want to know so you’ve had the
08:13
opportunity to observe them at home
08:15
learning and and being with their
08:18
friends
08:19
in a different way and if you’re seeing
08:21
any changes in behavior sleep changes
08:24
eating changes and or just how they
08:26
think and learn if they’re not having a
08:28
easy time paying attention or they’re
08:31
getting frustrated easily these are all
08:33
clues as to giving us
08:36
the opportunity to start that
08:37
conversation
08:39
amanda let’s talk a little bit based on
08:41
what dr bowers are saying let’s talk
08:42
about carryover i think there are a lot
08:44
of parents attending that there’s
08:45
concern about what happened last year
08:47
and how that’s impacting their child
08:49
potentially in a sort of a residual
08:51
fashion going into this school year
08:53
especially when it comes to anxiety that
08:54
kids may might be having
08:56
what are can you talk about some of
08:58
those impacts and how kids with learning
09:00
and thinking differences may be impacted
09:02
differently
09:03
sure so i think that with that carryover
09:06
is going to happen and because the
09:08
anxiety of going into what you call a
09:10
new normal which sometimes i’m calling a
09:12
next normal because it changes quite
09:14
frequently right now that anxiety is
09:16
something that sometimes impacts kids
09:19
who learn differently a little bit more
09:21
they have anxiety about learning to
09:22
start with sometimes and it’s really
09:25
important to pay attention to what what
09:27
is
09:28
what is causing that anxiety happening
09:30
from those conversations with them i
09:32
think one of the things that we saw and
09:34
i think most of us can relate to is that
09:36
paying attention and concentrating was
09:39
really something that we saw as a
09:41
prevalent finding in the study that
09:44
there’s a lot of difficulty paying
09:46
attention concentrating anxiety about
09:48
going back to school and i think what’s
09:50
really important to start those
09:51
conversations ask your child how they’re
09:53
feeling so you don’t ask them the
09:55
leading question of are you worried
09:57
about i think you can ask them tell me
09:59
what you’re feeling about school and
10:02
have those conversations so you can make
10:03
sure you’re also supporting them not
10:06
just at home but setting them up for
10:07
success at school as well you can have
10:10
those conversations with teachers
10:11
beforehand as well
10:13
amanda do you mind commenting briefly
10:15
just as a parent because i think the
10:17
lead up to that conversation can
10:20
i’ll speak for myself i think he would
10:21
induce some anxiety just for as a parent
10:24
can you talk about just that layer
10:25
because i know that you have to sort of
10:27
ride both sides of the fence as a
10:28
professional and as a parent who
10:30
acknowledges uh children with thinking
10:31
and learning differences so just that
10:33
lead up to that conversation what do you
10:35
have to say to yourself or what are some
10:37
of those internal conversations that’s
10:39
such a great question i have and i you
10:42
know and i and i talk about him and he’s
10:43
very happy to have me talk about him i
10:45
have an 11 year old who has adhd and
10:47
autism
10:48
and what i have to do is step back
10:50
myself as a parent think through what my
10:53
anxieties are and put them to the side a
10:55
little bit because i don’t want to be
10:56
imposing those anxieties on him or
10:59
presuming that what he’s worried about
11:01
is the same thing i’m worried about so i
11:03
usually start a conversation having
11:05
written down what i’m worried about
11:06
putting it to the side and then saying
11:09
to him can you tell me what’s on your
11:11
mind about school can you tell me what’s
11:14
on your mind about the bus system can
11:16
you tell me what’s on your mind about
11:18
wearing a mask in the classroom so i’m
11:20
not leading him with my anxieties and
11:23
i’m saying are you really worried about
11:24
wearing a mask on the bus i’m asking him
11:27
very specifically
11:29
tell me about what’s on your mind
11:32
maria is that something that you feel
11:33
like you’re doing as a parent too
11:36
absolutely um our daughter’s in second
11:39
grade and this is her
11:40
first hopefully uh you know
11:43
uninterrupted school year and
11:45
we just try to take it one day at a time
11:47
and also really make space for a lot of
11:49
feelings to come out at the end of the
11:51
day because i it is so much to adjust to
11:54
and you know we’re all getting used to
11:55
it the next normal i like that amanda
11:59
dr barr if we could extend to you and
12:01
going in sort of from the pediatrician’s
12:03
perspective i would imagine that that’s
12:05
a little bit of the elephant in the room
12:06
that if a parent is in the office right
12:08
there in that examining room and wanting
12:10
to have this conversation
12:12
that it’s almost i don’t even know what
12:14
to say or how to navigate that do you
12:15
sense that in the room and do you have
12:17
any advice or thoughts on and
12:18
reflections in some of those experiences
12:20
that you’ve had
12:22
absolutely this is not an easy
12:24
conversation to have um however when i’m
12:27
seeing patients in the clinic i can
12:29
often just see the non-verbals happening
12:32
or you know kind of the body language
12:34
and so i’ll often start off with you
12:36
know i wonder how that makes you feel or
12:39
i wonder what thoughts are happening you
12:41
know and just get curious about it i
12:43
often tell kids and parents that when
12:45
i’m trying to navigate understanding
12:47
what’s behind the behavior to be
12:49
detectives and i can’t see inside their
12:52
brains but if they can help me
12:53
understand what they’re thinking and
12:55
feeling and give some words to that that
12:58
gives me some clues now some kids can’t
13:00
do that but that’s where parents can be
13:02
very helpful in sort of helping start
13:05
those conversations by saying i wonder
13:07
if or i’m curious about it’s a nice way
13:10
to start it
13:11
i love i love the detective component to
13:13
that um kids like being detectives right
13:15
so maybe we can join them uh in that
13:18
in that process maria i want to ask you
13:20
specifically about acute impacts on
13:22
diverse uh communities including
13:25
hispanic the hispanic population what
13:26
are particular challenges that latin a
13:29
kids with learning and thinking
13:30
differences have and and that they’ve
13:32
had to deal with during remote learning
13:34
and what’s causing concern for parents
13:36
of these communities
13:38
thanks that’s such an important question
13:40
and i really want to thank understood
13:41
for partnering with the needless us on
13:43
this research because it’s really
13:44
wonderful to work with partners who
13:46
share our belief that education is a
13:48
core part of a civil rights agenda
13:50
as you noted i think there’s been a
13:52
disproportionate impact on the latino
13:54
communities as well as black communities
13:56
immigrant communities they’ve been
13:57
extremely hard hit by this entire
13:59
pandemic so those kids and families are
14:01
more likely to have experienced sickness
14:03
and death they are less likely to have
14:05
received financial support and they are
14:07
more likely to have experienced job loss
14:09
or other economic impact
14:11
so those communities have lower
14:12
vaccination rates and this is all
14:14
context for the sad finding that nearly
14:16
60 percent of latin a families are
14:18
concerned about their child being
14:19
forgotten or left behind so that’s
14:21
heartbreaking but it also reflects the
14:23
reality that some communities have not
14:25
been well supported through this
14:27
and we know that before the pandemic
14:28
many schools were not doing a great job
14:30
communicating with latin-a families
14:32
particularly particularly around the
14:34
special education and iep processes
14:36
so that makes it even more challenging
14:38
for parents and teachers to distinguish
14:39
what are signs of learning differences
14:41
from what might be trauma or language
14:43
acquisition issues
14:44
it can also be hard to know where to
14:46
start because in this study almost half
14:49
of black and latin a family said they
14:51
were concerned about affording an
14:52
evaluation and i think that’s probably a
14:54
combination of not knowing that they
14:56
might have the right to this service for
14:58
free and also the sad reality that in
15:00
some districts and schools families feel
15:02
like they need to procure their own
15:03
evaluation in order to be able to get
15:05
services in a timely manner so i don’t
15:07
know dr bauer or amanda if you have any
15:08
advice for parents who might feel like
15:10
they’re in that situation that they
15:11
don’t know
15:12
either what they have the right to
15:13
access or
15:15
how the school would actually be able to
15:16
get that done in a timely way
15:18
absolutely i love that you brought up
15:20
the free evaluation because i think it’s
15:22
such an important thing for parents to
15:24
know that if you have concerns you have
15:27
the right to go to your school put in
15:30
writing i would like to see if these
15:33
concerns are
15:34
a sign of something
15:36
bigger that’s going to impact learning
15:37
so if you put in writing a request
15:40
to start the process for evaluation for
15:42
what’s called an individualized
15:43
education program or iep there’s a lot
15:46
of jargon in education so i just want to
15:47
make sure that you understand when we
15:48
say iep that’s what we’re talking about
15:51
and it starts a timeline it starts a
15:53
timeline for the school district to
15:55
start thinking about how are they going
15:58
to look at that what is the evaluative
16:00
process and it’s free to parents if
16:03
their child needs to have that
16:04
evaluation so i’m so glad that you
16:07
mentioned that
16:08
and dr bauer i know there are options
16:10
outside of
16:12
schools as well
16:14
there are and you know i’m so glad first
16:16
of all for this question because i get
16:18
this all the time
16:19
i do want to just remind everybody that
16:21
pediatricians are there to monitor your
16:23
child’s growth and development but we
16:24
care about your child’s social emotional
16:26
health and well family wellness so we
16:29
want to support everybody and part of
16:31
that is helping make sure you have the
16:32
information you need and to know that we
16:35
expect
16:36
you guys to be at the center part of the
16:38
team you are the glue that keeps us all
16:40
together and so anything that you can do
16:43
to help everybody else understand what
16:45
you’re seeing and and um understanding
16:48
is going to be so helpful so collect
16:51
those school documents um
16:53
print out those emails that you’re
16:54
getting from the teachers put them in a
16:56
binder anything you get from doctors
16:58
therapists or tutors that was all really
17:01
good field notes to go with my detective
17:04
theme that i talked about earlier and
17:06
then also if you are interested in
17:08
starting that evaluation process i
17:10
always tell parents put it in writing
17:11
put a date on it and keep a copy for
17:13
yourself so that way you have the
17:15
documentation and then if for some
17:18
reason the school has a long wait list
17:20
and i know it’s so hard to wait as a
17:22
parent for these things believe me you
17:25
can keep doing other things keep
17:27
observing your child and then you can
17:29
also look for private evaluations but
17:31
you will want to tell your school that
17:33
you are looking at the possibility of
17:35
doing that as well just keep everybody
17:37
in the loop and i’m going to jump in for
17:39
a minute because that’s such an
17:40
important point about telling your
17:41
school as well because schools
17:44
don’t always have to accept the private
17:46
evaluation as part of their process so
17:48
when you start that conversation with a
17:49
school and make sure that they know
17:52
you’re doing a private evaluation it
17:54
gives you the opportunity to to talk
17:56
with them about what they’d like to see
17:57
as part of that private evaluation to
17:59
help get support in the school system as
18:01
well
18:02
and and i want to as we’re having this
18:04
great discussion i just want to sort of
18:05
take note here um that we’ve got great
18:08
attendees that are that are posting
18:09
comments as we’re all having this
18:11
conversation so we’ll be pulling them
18:12
some of them up on the screen
18:14
one one um follow-up amanda we’ve talked
18:17
you know sort of off air about the 90
18:19
days right that this is putting into the
18:21
pipeline and ties up what dr bower was
18:23
talking about this detective component
18:25
right i think in a perfect world we
18:27
would like to think that everybody’s
18:29
talking to everybody
18:30
but it’s really about advocacy and and
18:33
sort of building up that confidence as a
18:35
parent to be able to have those
18:37
conversations and organize that
18:38
information because there is a bit of a
18:40
pipeline and a process
18:42
that you just kind of want to get into
18:44
is that fair to say
18:46
that’s absolutely fair to say in the 90
18:48
days it sort of varies from state to
18:50
state as to whether they’re school days
18:52
whether they’re business days whether
18:53
you know so
18:55
in that time frame i love the detective
18:57
analogy i think we’re going to keep
18:58
working with this you get to be a
19:00
detective as a parent you get to be a
19:02
detective and collect all the
19:03
information
19:04
that you
19:06
have on hand you get to you get to
19:08
collect all that information start
19:09
having conversations with other people
19:11
who know your child too
19:13
um the pediatrician is a great resource
19:16
other caregivers because i think during
19:18
this pandemic we’ve seen there are other
19:21
caregivers who are learning a lot about
19:23
our children as well
19:25
and making sure that you have all that
19:27
information so that during that 90 days
19:30
or whatever that period looks like in
19:32
your school district you have the
19:34
opportunity to talk about what can be
19:36
done in the meantime because that 90
19:38
days doesn’t stop everything right there
19:40
are things we can do
19:42
in the meantime to support our children
19:44
and pediatricians and teachers are just
19:47
like parents they want to make sure our
19:49
children are thriving and so when you
19:51
ask questions they’re going to give you
19:53
the support you need in order to
19:56
really help your child along this
19:58
pathway
19:59
maria
20:00
i wanted to ask you a question actually
20:02
rod i’m sorry to take take this from you
20:04
for a moment maria i wanted to ask you
20:07
specifically about latin a families and
20:10
what they can expect or can ask for in
20:12
this process because i think that’s an
20:14
important component
20:16
certainly i mean families have a legal
20:18
right to have language access to these
20:20
conversations and to documents that are
20:22
important to understanding what’s
20:24
happening with their children’s
20:25
education however
20:27
making that happen in reality kind of
20:29
like what we were talking about with the
20:30
evaluation often requires some prodding
20:33
you know in best case scenario i think
20:34
letting the school know
20:36
as soon ahead of time as you can also
20:39
potentially contacting um if your
20:42
district or school system has like an
20:44
office of diverse learners there might
20:46
be folks who are better equipped to
20:48
answer specific questions about
20:49
translation or having multilingual
20:51
evaluations um all of your legal rights
20:55
are still kind of in place but it’s just
20:57
important to know that there will be
20:59
another layer of people involved and
21:00
it’s probably best to get that ball
21:02
rolling as early as possible
21:04
at unidos us we have a network of almost
21:06
300 community-based affiliates and many
21:09
of them do advocacy work or provide
21:11
support for families so i would also
21:12
encourage you if you’re looking for a
21:14
place to start you can hop on our
21:16
website and look at look up a local
21:18
affiliate because they’ve often dealt
21:19
with these kinds of challenges in the
21:21
past and are well equipped to support
21:22
families
21:24
amanda i mentioned it earlier and it was
21:26
it wasn’t intending to sort of uh tee it
21:28
up in this regard but i want to talk
21:30
about a specific resource because this
21:31
is to me about empowering parents
21:34
in the in the sort of the art and
21:36
science of observation to assist those
21:38
like a dr bauer and those in our school
21:40
systems can you talk about taking note
21:43
um and sort of the application and how
21:45
that can empower parents as a resource
21:48
absolutely so
21:49
take note is a free digital tool that
21:53
understood developed and launched in
21:55
partnership with the american academy of
21:57
pediatrics it helps you to start
21:59
identifying the signs of possible
22:01
learning disabilities or adhd
22:04
it’s in english it’s in spanish and that
22:06
note stands for notice observe
22:09
talk and engage and you can use that
22:12
information to start documenting your
22:14
observations start conversations with
22:16
your to make sure that your kids are
22:18
getting the support they need and it
22:19
also
22:20
even offers these great resource guides
22:22
to start those conversations because we
22:24
know that’s really hard so it gives you
22:27
conversation guys to even start those
22:29
having those conversations because it
22:31
can be hard to speak up and so i love
22:33
this tool for that i love that it has a
22:34
mnemonic that you can use and i love
22:37
that it really gets everybody engaged
22:40
maria i want to turn to you if we look
22:42
at the research in this study what
22:44
should we make of
22:45
the step the statistic that 54 54 of
22:49
hispanic or latin a parents um that
22:52
there’s this anxiety about merely just
22:54
talking uh about their child’s learning
22:57
challenges what should we glean from
22:59
that statistic
23:01
you know i think that
23:03
it can feel insurmountable when families
23:05
are faced with already
23:08
barriers that they may have already
23:10
experienced to participating in the
23:11
school community or advocating for their
23:13
child and then to add something that
23:15
they may not know very much about
23:18
that can feel
23:19
really overwhelming and i think it also
23:21
connects to the fact that in this
23:23
research we saw 50
23:24
of latin a families felt unsupported by
23:26
their community so if you feel all
23:28
unsupported already and 44 percent of
23:30
families also talked about struggling to
23:32
find spanish language resources you know
23:34
if you’re struggling to get basic
23:36
information about what’s happening at
23:37
the school the idea of entering this
23:40
conversation about
23:41
your child’s very specific personal
23:43
learning needs can be really daunting so
23:46
what we wanted to do through this
23:47
research was to help parents feel more
23:49
seen and less alone and i think one of
23:52
the things i love about take note as a
23:53
parent is that it is on the phone which
23:55
obviously we always have with us to take
23:57
pictures and to keep our kids distracted
23:59
when we need to get something done and
24:00
so you have it right there with you and
24:02
i think that makes it you know that’s
24:04
one less barrier that we need to
24:06
overcome because you know it’s right
24:07
there with you you can take it easily to
24:09
your pediatrician or to your
24:11
conversation with the school um
24:13
and ideally that will help them
24:15
understand how to bridge the gap with
24:16
their schools with the kids teachers and
24:19
to use those checklists and trackers to
24:21
communicate
24:22
more effectively across those different
24:23
spaces
24:24
now we have a lot of questions coming in
24:26
so i’m going to get to that so dr barr
24:27
i’m going to bow i’m going to leave the
24:28
last question for you
24:30
and and maybe it’s it’s an assumed that
24:33
we would know this but i think it’s an
24:34
important question when should parents
24:36
reach out to pediatricians
24:39
i would say as early as possible so if
24:42
you are wondering or thinking about this
24:44
and you have concerns please talk to
24:47
your child’s pediatrician as i mentioned
24:48
before we not only care about your child
24:51
how they are growing and developing we
24:53
care about their social emotional
24:55
well-being and supporting the family and
24:58
so having those conversations early can
25:01
help us understand the context of what’s
25:03
what you’re seeing we can have the
25:05
opportunity to then talk to your child
25:06
directly and then link you to important
25:09
resources including the school and other
25:11
members in the community especially if
25:13
there are underlying speech and language
25:16
issues or other mental health issues
25:18
that are going on
25:20
thank you for that well let’s just jump
25:21
right in heather i want to thank you for
25:22
your question heather has asked us about
25:25
input on how to help a child with
25:26
auditory processing deficiency when in
25:29
an online environment amanda dr bauer
25:32
love to hear your your comments on that
25:34
and thank you heather for the question
25:37
sure so auditory processing is about
25:39
processing the information that you’re
25:40
hearing so i want to start with that
25:42
that background so it’s not about not
25:45
being able to listen it’s not being it’s
25:47
not about any of those kinds of things
25:48
so
25:49
sometimes kids will have trouble
25:52
not just filtering out what’s going on
25:54
behind them but also just literally
25:56
processing what’s coming in information
25:58
wise for them
26:00
and i think in some ways an online
26:02
environment has actually
26:04
helped some kids with auditory
26:06
processing issues because it has given
26:08
them the opportunity to
26:10
have information presented in multiple
26:12
ways and if your child doesn’t have that
26:15
opportunity i think it’s really
26:17
important for you to reach out to the
26:20
school the teacher and ask them for that
26:22
can my child have the notes from this
26:24
ahead of time can my child have a video
26:27
to go back to can my child record this
26:30
on the audio you know in a way that they
26:33
can
26:34
keep the privacy of everybody else as
26:36
well
26:37
and i think that those are the things
26:38
that i would recommend doing is making
26:40
sure that you have all of these
26:41
different ways for your child to
26:42
interact with the information that’s
26:44
coming in at them so they don’t feel
26:46
overwhelmed by the auditory component of
26:48
it
26:50
dr bauer
26:52
uh i was just going to say that was
26:54
really well said i think if in general
26:56
this uh pandemic has taught us to pivot
26:59
a lot uh from between remote and
27:02
in-person learning so all of those
27:04
different strategies kids with thinking
27:06
and learning differences they oftentimes
27:07
need to engage all five senses in
27:10
different ways and so
27:12
talking to the teacher about what’s
27:14
helped in the classroom before looking
27:16
at past
27:17
education plans to see what has been
27:19
used in different settings and trying to
27:21
generalize and being creative thinking
27:24
out of the box in order to meet kids
27:26
where they are
27:28
i want to turn to kendall’s question i
27:29
think this is really important as we
27:30
sort of look at the the life cycle
27:33
of just being a human in the different
27:34
signs and symptoms how different is the
27:36
behavior between a child starting school
27:38
and an adult starting university um what
27:41
should we talk about regarding different
27:43
signs and symptoms that may be at the
27:45
different stages of their journeys
27:47
i can happen and answer this from a
27:49
parent perspective if that’s helpful
27:51
because i have one who started
27:52
university during the pandemic as well
27:54
so i think it’s a it’s a really great
27:56
question and i think that the signs and
27:58
symptoms may not be all that different
28:00
they just impact differently so
28:03
students who are going into the
28:05
university setting or a community
28:08
college may be noticing for themselves
28:10
for the first time that they’re having
28:11
difficulty paying attention or that
28:12
they’re having difficulty concentrating
28:14
and what’s really important
28:16
is to remember that they’re now at an
28:18
age where they have to speak up
28:19
themselves and so to encourage if you
28:21
have a university aged child
28:23
to speak up for themselves to go to
28:25
disability services or whatever that is
28:28
called on your campus and really talk to
28:30
them really clearly about the things
28:32
that you’re noticing and how that’s
28:34
impacting learning is really important
28:36
so it’s really i think just a more
28:39
nuanced version of what we’re seeing
28:42
because it’s a self-awareness that’s
28:43
what’s coming it’s not parents noticing
28:46
it it’s the individual starting to
28:47
notice it themselves and participating
28:50
in that conversation themselves that
28:51
ownership component dr bauer do you have
28:53
any comment on that
28:54
i mean i think that was beautifully said
28:56
i mean especially for younger kids we’re
28:58
the ones that have to be the observers
29:01
and helping decode what we’re seeing and
29:04
talking and sharing that information
29:06
with other people on the team but as
29:08
that child gets older into elementary
29:10
middle school
29:11
high school and then eventually into
29:13
college we as parents are going to move
29:16
from being a manager to a consultant to
29:18
them and so we’re still involved along
29:20
the way but we’re giving kids increasing
29:23
autonomy in doing their self-care and
29:25
that self-awareness that amanda did just
29:28
talked about so having that conversation
29:30
with everybody noticing that kids will
29:33
take an increasing role in that so that
29:35
way when they are ready to launch
29:37
they’re able to self-advocate
29:39
i love that manager to consultant uh i i
29:42
that that’ll stick with me i appreciate
29:43
that dr baugh let’s take a question from
29:44
vance who’s from google who asks were
29:47
there any bright spots during remote
29:49
learning where technology turned out to
29:50
be beneficial to certain students in
29:52
unexpected ways and what can we learn
29:54
from this as schools return to in-person
29:56
learning maria i want to hand that one
29:58
to you
29:59
sure you know i think there’s two things
30:00
that come to mind immediately the first
30:02
is just
30:04
it if you asked me three years ago if it
30:06
would have been possible to get almost
30:08
all of 350 000 students in chicago
30:11
public schools online most days of the
30:13
school year i would have
30:15
told you it was impossible so we’ve seen
30:17
it we can move mountains when the
30:19
situations require it right that we can
30:22
do
30:23
things that we thought were impossible
30:24
for a long time
30:26
and i think that the related opportunity
30:28
is how do we take the things that did
30:30
work and keep that progress and not see
30:32
it as an anomaly
30:34
the flip side of that for me as a parent
30:35
was that at the end of last year
30:37
our school collected all of the
30:39
computers and it seemed like we rolled
30:41
that carpet back up in a way that did
30:43
not make a whole lot of sense in may and
30:45
makes even less sense now as we look at
30:47
the potential for for quarantining
30:50
the other opportunity i think that we’ve
30:51
seen is that parents have
30:53
you know had the opportunity slash been
30:55
forced to be involved
30:57
in their kids education in a very
30:59
intimate way to be connected with the
31:01
school and really seeing um what their
31:04
kids day-to-day is like we did a series
31:06
of focus groups with parents and it was
31:07
amazing kind of the empathy that the
31:09
parents had of like you know i didn’t
31:10
realize how much they were working and
31:12
now i’m worried i want to make sure that
31:14
they’re getting outside and playing
31:15
around because you know they’re really
31:16
going through a lot and they’re it’s
31:18
very different than when i was in school
31:19
so i think that opportunity for parents
31:21
to kind of have the student eye view is
31:24
something that would also be unfortunate
31:26
if we totally lost that
31:28
that’s a wonderful i think response and
31:31
feedback i want to i know attendees have
31:32
been sending in lots of questions we
31:34
will make sure to get to more questions
31:36
at the end of the next panel i want to
31:37
thank our our panelists amanda morin
31:40
maria moser and dr narissa bauer um now
31:43
we’re going to move to a new discussion
31:44
um and dive a little bit deeper we’re
31:46
going to talk with allison juliana jesse
31:47
and oni about how they’re feeling about
31:49
the upcoming school year alison i want
31:51
to hand it over to you it’s been a great
31:53
uh program so far and i’m sure you’ll do
31:55
just the same with your group as well
31:56
thank you so much everybody
31:59
we first noticed learning differences in
32:01
andy pretty early on
32:03
when he was in the shoes we noticed that
32:05
he just like he wouldn’t follow the
32:06
group he wouldn’t sit for like story
32:09
time
32:10
since he got into elementary school we
32:12
needed to pay really close attention at
32:13
home
32:14
when his behaviors happened when he was
32:16
struggling with schoolwork we’ve been on
32:19
a journey to really figure out exactly
32:21
what those issues are that make him
32:22
different and special
32:24
whenever i’m angry it feels like i’m
32:26
smashing a keyboard after playing a
32:28
video game and losing it
32:30
i always get frustrated whenever i’m
32:33
mostly confused or
32:35
when i don’t understand why i get a low
32:37
grade from one of my works
32:40
in school from kindergarten until
32:43
third grade i would see his work
32:45
compared to the other kids he was always
32:47
chatting with his neighbor his work
32:49
wouldn’t get done
32:51
but i knew from before he started going
32:53
to school that there were some issues i
32:55
didn’t know what it was couldn’t put my
32:56
finger on it i just observed emperor’s
32:59
behavior to see what was going on
33:03
because something’s going on and i want
33:05
to know what it is so that i can support
33:06
you i tell him i said we’re a team you
33:08
know we’re going on this journey
33:10
together
33:11
[Music]
33:19
wow how many of us can relate to some of
33:21
what we saw in that video
33:23
hi my name is allison klein and i’m an
33:25
assistant editor for at education week
33:27
and i also happen to have a learning and
33:29
thinking difference
33:30
i spent a lot of time speaking with
33:32
educators so i’m excited to be here
33:34
today to talk with one of the teachers
33:36
of the year
33:37
and to parents about what they are
33:38
really feeling about this school year
33:41
let’s make some introductions tour of
33:42
our panelists
33:43
juliana or to be berta bay is the 2021
33:47
ccsso national teacher of the year and
33:50
the first latinx nevada state teacher of
33:54
the year since 1992.
33:57
oni ozzie is a physician assistant and
33:59
the creator behind the successful
34:01
motherhood lifestyle and family travel
34:04
blog sincerely oni
34:06
she is the proud mother of four and
34:08
five-year-old boys one with a learning
34:10
and thinking difference
34:12
jessie coulter is a full-time working
34:15
mom in the tech industry and the creator
34:17
of a popular lifestyle and motherhood
34:19
blog
34:20
she is the proud mother of five-year-old
34:22
twins and an eight-year-old son with
34:24
dyslexia and adhd
34:27
we just spoke to experts on what to
34:29
expect and where some of the needs are
34:31
for the school year
34:32
julianna as an educator can you tell me
34:34
how the school year is shaping up for
34:36
you
34:38
what changes in your students have you
34:39
noticed what were some of the specific
34:42
challenges your students with learning
34:44
and thinking differences faced over the
34:45
last year of remote learning
34:48
hi everybody it’s so great to be here
34:49
with you all
34:50
yes of course this year is shaping up to
34:53
be a year that has its own
34:55
different considerations we are
34:58
really focused on trying to keep
34:59
absolutely but absolutely everybody’s
35:01
safe
35:02
we are so hopeful that we can continue
35:05
to support our students learning never
35:08
stopped teachers and families and
35:10
students kept working really hard while
35:12
virtual and now that we have our
35:13
students across the country back in in
35:16
the classroom we’re hoping to be able to
35:17
stay that way we’ve had lots of uh
35:19
challenges in addition to helping keep
35:21
our community safe you know getting back
35:24
into the routine in the structure is so
35:26
important for so many students
35:28
particularly students with learning and
35:29
thinking differences we want all of our
35:32
students to have equitable and
35:33
accessible access to instruction that
35:36
fits their needs sometimes for students
35:39
that means changing the pace that means
35:41
having a more universal design for
35:43
learning so that everybody can be
35:44
successful but most importantly we want
35:47
all of our students to feel the love for
35:49
learning i know this last year and a
35:51
half
35:51
year and a half has been really
35:52
stressful for so many and we really want
35:55
to return to everybody loving to learn
35:58
to enjoying the process of being
35:59
together and learning together
36:03
thank you so much juliana it’s been a
36:05
struggle for educators and we really are
36:07
grateful for everything you’re doing
36:09
uh oni and jesse same question how’s the
36:12
school year shooting shooting at best
36:14
shaping up for you what were some of the
36:16
challenges you sh you faced last year um
36:18
and what are you concerned about as this
36:20
year starts um and i’ll start with oni
36:23
on this question
36:25
awesome thank you for having me so
36:28
for us our children are a little bit
36:30
younger last year was our first time
36:33
homeschooling preschool
36:35
and i have to say that we’re grateful
36:38
for that experience because it allowed
36:40
us to see firsthand the struggles our
36:42
son was having with his learning and
36:44
thinking difference and so
36:46
we’ve been entering this new school year
36:48
where they’re now
36:49
in school in person for the first time
36:51
and knowing the importance of being
36:53
involved
36:54
and advocating for them so
36:56
right now we’re really doing our best to
36:59
make sure that we hear everything that
37:02
needs that he needs and we’re there to
37:05
support him along with the teacher
37:08
and for me my son um
37:11
he definitely struggled with virtual
37:13
learning um prior to
37:15
to
37:16
going home and being in the home
37:18
environment for school he was
37:20
you know did have dyslexia lessons in
37:23
person so once you transition to virtual
37:26
um it was tough because he was scared to
37:29
ask questions it was hard for him to
37:30
keep up and unfortunately i wasn’t able
37:33
to be around because i was working so
37:36
um it was a challenge and we’re really
37:38
happy to be back in school because now
37:40
he’s having those
37:42
in-person lessons i’m able to talk with
37:45
his homeroom teacher about any concerns
37:47
she’s seen and get more feedback versus
37:51
you know the the challenge of virtual
37:52
learning so we’re happy to be back
37:56
thank you i think a lot of parents out
37:57
there can relate to uh to what both of
37:59
you are saying
38:00
um julianna another question for you
38:03
how can parents and educators work
38:05
together to manage this transition for
38:07
kids particularly those kids who are
38:09
experiencing learning challenges or
38:11
learning and thinking differences
38:14
i really appreciate this question
38:16
because this is the most important
38:18
question to me is as an educator how can
38:20
i work really closely with the families
38:22
of the children that i teach um and i
38:25
think that it’s important to acknowledge
38:28
that each step along that way is really
38:31
important right so each step in
38:33
communicating and sharing something
38:35
about your family about your child
38:37
is really critical
38:39
another thing that i like to advise and
38:41
suggest
38:42
families and
38:44
parents do is focus on the strengths
38:46
focus on the child’s interests their
38:49
hobbies the things that they do really
38:51
well and then be really clear and
38:53
realistic about supporting the child
38:54
where they need it um i think that the
38:57
family is the number one
38:59
expert on a child and so if we’re truly
39:01
going to serve our children we have to
39:03
build those bridges where the families
39:05
and the teachers feel really comfortable
39:07
in this process of getting to know each
39:09
other so that we can best teach and
39:11
support that child
39:12
um and then also i think it’s wonderful
39:15
when teachers offer suggestions for
39:17
families to do at home and vice versa i
39:20
love it when families tell me hey at
39:22
home when this happens we do this and it
39:24
works really well can you try that at
39:26
school i love being able to do things
39:28
like that
39:30
thanks and and oni
39:37
yes so if you could repeat the question
39:39
for me oh sure so um just what would be
39:43
three things that you’d recommend to
39:44
other parents um as they’re navigating
39:47
this really unusual school year
39:50
so first i would recommend advocating
39:53
for us we had no idea where to start
39:57
once we started noticing a thinking and
39:59
learning difference at home
40:01
whether it’s seeking a professional like
40:03
a pediatrician
40:05
or even
40:06
experienced parents even through
40:08
facebook groups it’s definitely helpful
40:12
to have someone there to give you the
40:14
guidance especially to know the rights
40:16
that you have as a parent
40:17
or that your child has
40:20
to get immediate help so you don’t have
40:23
to wait you don’t have to just um
40:26
allow things to even
40:28
possibly struggle or get worse the
40:30
support can be there as soon as you ask
40:32
for it
40:34
and now another one is coordinating so
40:37
since we’re with a therapist in school
40:39
we’re coordinating with them to make
40:41
sure that everything
40:42
moves smoothly but also making sure that
40:44
our child is getting everything
40:46
available to him to help him as he goes
40:50
through the school year and supporting
40:52
him and allowing him to know that it’s
40:54
okay he’s not alone and this is
40:56
something that a lot of people go
40:58
through ironically during that time i
41:00
myself also learned that i have a
41:02
learning and thinking difference so
41:03
we’re able to relate with him and
41:05
support him in that way
41:07
thank you so much for sharing that
41:10
um jesse
41:11
yeah for me um
41:13
just to be patient with the teachers
41:16
obviously it’s a stressful environment
41:18
for them coming back
41:20
and you know obviously the communication
41:22
whether that’s via phone email in person
41:26
maybe an app that they use i actually
41:28
literally just sent an email
41:30
today to document a question that i have
41:33
for my five-year-old
41:35
who is starting kindergarten about a
41:37
concern i have right so
41:39
um it’s sending that email starting the
41:41
conversation
41:43
and then we’ll go from there
41:45
and and coming to them in a positive way
41:48
um and letting them know you’re open to
41:51
to what they’re observing in the
41:53
classroom and then
41:55
be wise with with your words around your
41:58
child um like they spoke earlier about
42:01
not putting your anxieties on them so i
42:04
really try to protect my children from
42:06
how i’m feeling what i’m thinking about
42:08
the situation and
42:10
support them and give them you know
42:12
words of encouragement and and positive
42:15
affirmations
42:16
and then lastly just simply don’t give
42:18
up trust your intuition
42:20
keep observing keep pushing advocating
42:23
because you are their their greatest
42:26
advocate as a parent
42:30
so thank you so much for that i really
42:32
appreciate it i’m wondering if um
42:36
oni and jessie can talk a little bit
42:38
about how your students particularly
42:40
your kids with um learning and thinking
42:42
differences
42:44
responded to remote learning
42:48
i mean i could go first i
42:51
we had a really difficult time
42:54
with remote learning just because i was
42:56
not
42:56
able to be on hand
43:00
and our experience was the teacher said
43:02
you don’t need to be around
43:04
we i can i i can take it from here it’s
43:06
fine but
43:08
they didn’t understand the challenges of
43:10
my son and his adhd and and the dyslexia
43:14
they really didn’t understand it because
43:15
they hadn’t you know it was a brand new
43:17
teacher a brand new year
43:19
um and so i really had to communicate
43:22
with him that that this is
43:24
challenging he’s not picking it up he’s
43:26
he’s not raising his hand when the
43:28
teacher says does anyone have any
43:30
questions do i need to slow down
43:33
you know silence right so
43:35
um i had to have some conversations with
43:38
with the teacher and um
43:41
and then we actually recorded my son
43:43
reading and him and and then once we
43:46
sent that to her she said wow i had no
43:48
idea
43:49
um the level you know where he was
43:52
because i had never heard him reading i
43:54
had never you know so just working
43:56
together with the teacher to
43:59
figure out the best way to move forward
44:01
um and and yeah that was my our
44:04
experience but it worked out
44:07
thank you so much for that
44:09
for us
44:11
no worries so for us we definitely saw
44:14
ahead of time that remote learning would
44:16
be a struggle so we chose to homeschool
44:18
instead and giving that individual
44:21
attention to our sons helped them
44:23
significantly especially in places where
44:27
they previously struggled so
44:29
luckily for us we’re able to do that i
44:31
know that’s not easy for everyone and we
44:33
opted out of doing that this year but it
44:35
was definitely opportunity for us to
44:37
learn together
44:41
and then juliana do you have anything to
44:43
add to this can you talk a little bit
44:44
about how you’ve worked with parents
44:46
on remote learning and how you’re
44:48
helping them make this transition
44:51
yes and i just want to say that it’s
44:53
such a good wonderful thing to hear oni
44:56
and jesse talk about their experience
44:58
this last year and a half has taught us
45:00
yet again how important it is for
45:02
teachers and families to be really
45:04
proximate to really rely on each other
45:07
to support each other
45:08
one can’t do what we do without the
45:10
other and so i’m really grateful to all
45:12
the families we know that there were so
45:14
many shifts that had to happen in order
45:16
for students to be able to fully engage
45:19
and do their absolute best during a
45:21
really difficult time and we acknowledge
45:23
the the workload that went on families
45:26
when we are all virtual
45:27
um with families i mostly um just
45:32
decided that because virtual was such a
45:34
hard way for us to communicate and
45:36
really truly get to the heart of what we
45:38
were feeling what we were seeing i opted
45:41
for calling the families that i worked
45:42
with about once a week
45:44
if a child was doing well reporting
45:46
regularly to class i would just call
45:48
once a week and just do a check-in
45:50
how’s your child doing emotionally how’s
45:53
the family i work with students who
45:56
are primarily first-generation latina
45:58
families latinx families um
46:01
and it was really important for me to be
46:03
close to them to know if resources were
46:05
needed if there was changes and
46:07
schedules to work things like that i
46:10
noticed that a lot of families were
46:11
experiencing changes week to week and so
46:14
it really just became about being nimble
46:16
and flexible
46:17
and being aware of what our students
46:19
needed
46:20
once our physical doors opened back up
46:22
last fall i spent a lot of time
46:25
supporting families so that they felt
46:27
reflected in the technology um that
46:30
sometimes meant that uh between a glass
46:32
door at the school families would come
46:34
with their technology and i’d stand on
46:36
the other side and we’d both be on the
46:38
phone holding up the computers teaching
46:40
each other how to access the learning
46:42
management system how to charge the
46:44
computer how to troubleshoot the wi-fi
46:46
or the camera um basically it just
46:49
became about meeting the family’s needs
46:51
and that’s something that i hope that
46:52
all teachers across the country continue
46:54
to see that as such a valuable part of
46:57
how we teach and what we do in our
46:59
teaching um is really just being able to
47:02
form a relationship with each family um
47:05
one of the other things that was so
47:06
helpful for me was to understand the
47:09
family’s work schedules um i had one
47:11
family who had a different family member
47:14
each day accompanying their child this
47:17
was a child with autism with some more
47:19
needs that the child really benefited
47:22
from having an adult and so this family
47:23
pulled together one day was a cousin
47:25
another day was a grandparent another
47:27
day was an aunt or an uncle and the
47:28
family just shifted and so me for me as
47:31
a teacher was great to know who was
47:33
going to be with that child that day
47:34
that way i could
47:36
adjust thank you so much i think uh you
47:39
gave really good advice um all of you uh
47:42
and i appreciate you sharing such
47:44
personal stories
47:45
um now rod and i are gonna bring the
47:47
full panel back that means
47:49
our educators teachers and parents um
47:52
and we’ll take some questions from those
47:54
of you joining us today
47:55
if you have a question just put it in
47:57
the chat and please let us know which of
47:59
our panelists your question is for
48:02
great work allison i really enjoyed that
48:04
conversation let’s go to a question that
48:06
was submitted a little bit earlier
48:07
during the
48:08
during the event
48:09
do all states doctors and schools use a
48:12
common assessment for adhd dr bauer i
48:14
want to go to you first
48:17
sure that’s a great question so i’m
48:19
going to explain it from the
48:20
pediatrician standpoint
48:22
and so
48:23
when parents are concerned or if
48:25
pediatricians are concerned about the
48:27
possibility of attention deficit
48:29
hyperactivity disorder or any thinking
48:32
and learning difference oftentimes we
48:33
need to first start collecting some data
48:36
that begins with sending parents and
48:38
teachers a form a validated form either
48:41
a vanderbilt form or a conor’s something
48:44
to that effect and that is really meant
48:47
to help pediatricians understand whether
48:50
a symptom or behavior is present or not
48:52
but how frequent it happens and in what
48:56
what settings so how often it’s
48:57
happening at school compared to home and
49:00
then once we get those forms back we
49:02
also use that in addition to any other
49:04
data that parents or teachers supply us
49:07
so those forms that you fill out are
49:09
simply screening forms that give us a
49:11
head start in understanding the context
49:14
of the behavior because unfortunately
49:16
for behavior and mental health issues
49:18
there is no blood test there is no swab
49:20
test there is not an x-ray that i can do
49:23
to make the diagnosis the key is to have
49:26
open communication and collect as much
49:28
data as possible and those screening
49:30
forms are the first step and then
49:32
oftentimes we use that in conjunction
49:34
with what we see and observe in the
49:36
clinic and then the other forms of
49:38
information we get from everybody on the
49:40
team to really understand is this a
49:43
thinking and learning difference is this
49:45
just
49:46
situational and or what else do we need
49:49
to be thinking of before we start
49:53
doing anything else but the key is we
49:56
have to start that conversation
49:59
i’d like to just jump in here too and my
50:01
experience with this is
50:03
um
50:04
you know i didn’t realize if i hadn’t
50:06
had the communication with my teacher
50:08
with my son’s teacher i would have never
50:11
noticed that he struggled with adhd
50:13
because at home he’s a very different
50:15
child than he is at school and um
50:18
through
50:19
you know discussions with the teachers
50:21
and actually a form that you know a
50:23
progress report of the year
50:25
they had written that he had trouble
50:26
focusing in class and i had never
50:29
you know noticed those signs at home
50:32
so
50:33
we started that process i then discussed
50:35
with his dyslexia teacher she said the
50:37
same thing she also said he struggled
50:39
with focusing and it was becoming an
50:41
issue
50:42
i would have never known that and then
50:44
we started the process went to our
50:45
pediatrician got the paperwork sent it
50:48
to his teacher his dyslexia teacher and
50:51
we started collecting the data and
50:53
ultimately he was you know we did find
50:55
out he does have adhd and since we’ve
50:58
we’ve discovered that it’s been like
51:00
night and day
51:01
and his learning journey so i’m really
51:03
thankful um for that process so
51:06
definitely discuss with your teachers um
51:08
the progress of your child
51:10
i think jesse you bring up such a good
51:12
point about maybe not seeing it at home
51:15
the same way you do at school and that
51:17
goes to the conversation around how it’s
51:20
looked at from a school perspective and
51:22
from a school perspective when we’re
51:23
looking at learning differences adhd the
51:27
question is does it impact learning and
51:29
so
51:30
things that may not
51:32
be as prominent at home may impact in
51:35
the classroom so a lot of times what
51:37
we’ll start the process
51:38
in schools is to make sure that
51:41
those same kinds of questionnaires that
51:43
dr bower was talking about go home to
51:45
parents
51:46
teachers and sometimes the students are
51:48
old enough to themselves so you can get
51:50
a collection of information across all
51:52
of the settings to see what comes back
51:55
and how it looks together and then i
51:58
think that’s when you start a
51:59
conversation with your pediatrician as
52:01
well to think about sort of a holistic
52:03
perspective of how
52:05
when you
52:06
when and if you get the diagnosis of
52:08
adhd what is the
52:10
the best way to support your child at
52:12
home
52:13
medically
52:14
and at school because they all come
52:16
together to build this life for your
52:18
child they’re all you know
52:20
this child has
52:22
everything around them and coming
52:24
together and having those conversations
52:26
really matters a lot so jesse i really
52:27
appreciate you bringing that point up
52:29
thank you
52:35
so our next question um comes from a
52:37
parent who says my son actually did
52:39
really well with remote learning uh
52:41
because i was there to provide
52:43
one-on-one support and remind him to
52:45
stay on task
52:46
now that he’s back to school in person
52:48
i’m always getting calls from his
52:49
teacher about how he’s getting
52:51
distracted by the supplies in his desk
52:53
and wandering around the room during
52:55
instructional time
52:57
how can i make this transition smoother
52:58
for him that he so that he continues to
53:00
do his best at school even though i’m
53:02
not sitting right next to them to him
53:05
and i think juliana would be a great
53:06
person to take this question first
53:09
this is a great question
53:10
absolutely i think that the way we can
53:13
think about behaviors is that they
53:15
communicate a need
53:16
so one of the things that teachers did
53:18
during virtual learning is we shifted a
53:20
class that might go from 30 minutes to
53:23
10 minutes to be able to reduce that
53:26
screen time and increase that focus
53:29
perhaps for some children having shorter
53:32
sprouts of instruction works better for
53:34
their attention needs for other students
53:36
i’ve noticed that sitting down is not
53:38
quite comfortable for them especially
53:39
when they really have to focus and so
53:42
some things can be just as simple as
53:44
allowing them to stand up or giving them
53:46
flexible seating where they can go work
53:47
with a clipboard on the floor or a fun
53:50
chair something like that for other
53:52
students
53:53
lack of focus or difficulty focusing
53:55
could be because the content is too hard
53:57
the work that they’re working on is just
53:59
too challenging and they don’t have
54:01
enough supports to be able to reach the
54:02
goal just yet
54:04
um in addition to that it’s just kind of
54:07
about what we’ve been saying this idea
54:09
of no you know really noticing observing
54:12
talking all these things will help us
54:14
kind of get to the question
54:16
if this child is a little bit older you
54:18
can ask them hey i’ve noticed that
54:20
during math you have a really hard time
54:22
focusing what are some things that you
54:24
need that would help you focus and that
54:27
helps our the children kind of start
54:29
reflecting about how they’re presenting
54:31
their needs and how to start being
54:33
proactive about some things that might
54:34
help them
54:36
the other thing i think is really
54:38
important especially with kids with
54:39
learning and thinking differences is to
54:41
remember to keep the ratio of positive
54:43
things that we say to them and about
54:44
them much higher than the redirection
54:47
that we give them sometimes when kids
54:49
have a hard time
54:50
focusing all they hear is you need to
54:53
focus stop moving sit down and those can
54:55
really add up so sometimes what we can
54:57
do is maybe ignore some of the smaller
54:59
less distracting behaviors and really
55:02
chime in when that child is doing
55:03
something wonderful
55:07
thank you amanda
55:09
you know i i hear this question i
55:11
wondered if i submitted it myself
55:13
because i have a child that i think
55:14
there’s phone calls
55:17
and the interesting thing is i think one
55:19
of our panelists has said it really well
55:20
is just giving that opportunity to give
55:23
people grace this year really matters
55:25
because we’re all getting used to
55:27
getting back into classrooms
55:29
and this may be something that had
55:31
happened before when the child was in
55:33
the classroom before so it’s i would
55:35
suggest not only thinking about it as a
55:38
parent conversation but as a teacher
55:40
conversation too
55:41
asking the teacher to check in with the
55:44
last teacher who was a classroom teacher
55:46
what did they do that worked were there
55:48
strategies that were put into place that
55:50
were really helpful for your child
55:52
before are there ways that the supplies
55:54
don’t have to live in their desks so
55:56
they can you know not have to be playing
55:58
with them at that time i think there are
55:59
all sorts of fixes that were in place
56:02
before that we may be a little rusty in
56:04
implementing but making sure the
56:06
communication there is not just between
56:08
parent and parent but teacher to teacher
56:10
as well i think kuliana’s point about
56:13
asking the child really matters a lot
56:15
too i think it’s it’s all about
56:17
communication and building those
56:18
relationships in a way that we can start
56:21
thinking about what worked what worked
56:23
before and how can we use that again
56:26
i want to take that theme of
56:27
communication from parent and extend
56:29
that to the educator this is a great
56:31
question from an attendee and one that i
56:33
think is probably
56:34
uh delicate in nature at least that
56:36
might be the perception especially from
56:38
the parent side of it is how do we
56:39
ensure teachers are following a 504 iep
56:43
plan when they have so much going on uh
56:46
you know i’d like to first go to maria
56:48
on that and of course amanda and juliana
56:50
i’d love to get your perspective as well
56:51
on that that conversation to ensure that
56:53
we’re following the plan that we have in
56:55
place and to do so in a way that
56:57
continues to keep uh you know generating
56:59
a great relationship between parent and
57:01
teacher
57:02
sure i think that there’s there’s kind
57:04
of two tracks that this question needs
57:06
to be thought about on um the first is
57:09
that obviously because
57:11
it’s important to make sure that you’re
57:13
documenting what’s happening like there
57:14
do need to be
57:16
some
57:17
some documented conversations if you are
57:19
concerned about
57:20
repeatedly not getting the
57:22
accommodations however you know as
57:24
everyone has said this is a very
57:25
challenging school year and i think the
57:27
most important thing to do at the
57:28
beginning is to start from the
57:29
assumption that the 504 the iep it
57:32
exists to support the teacher and the
57:34
student right it exists to make sure
57:36
that everyone is successful in this
57:37
classroom community
57:39
and if you have specific concerns about
57:41
something not happening
57:43
starting that conversation with some
57:45
curiosity about you know why isn’t this
57:47
working
57:48
and what can we do to make sure that
57:50
this is something that’s feasible for
57:51
the teacher to do because you know it
57:52
might be as simple as figuring out more
57:55
child-directed things i love the
57:56
suggestion of you know giving students
57:58
the option of a place where they can get
57:59
up and walk around the room sometimes
58:01
those little differences can make a a
58:03
big change for students and also
58:06
don’t require teachers to feel like
58:07
they’re shifting everything around
58:09
um and i think as much as you can
58:12
understand as a parent about how your
58:14
student’s learning difference actually
58:15
affects their experience and what
58:17
interventions are most impactful for
58:19
them
58:20
that’s going to be really important in
58:22
terms of prioritizing um those
58:24
conversations and what interventions are
58:26
kind of most
58:28
most critical on a daily basis
58:31
amanda
58:32
yeah i think too that this theme of
58:34
curiosity keeps coming up and one of the
58:36
things i would be curious about is
58:38
whether or not the teacher has seen the
58:40
504 and iep plan because there’s so much
58:42
going on right so i think it would be
58:44
important to start with that curiosity
58:46
question of can you tell me if you’ve
58:48
seen this how does it look in your
58:49
classroom and then also i think one of
58:51
the other things that we’re trying to
58:53
figure out is how do some of these
58:55
because some students are still doing
58:57
some sort of remote learning how do some
58:59
of these
59:00
accommodations and plan things and
59:03
services look in a virtual setting
59:06
because they may not look the same as
59:08
they do
59:09
in a classroom so we have to figure out
59:11
what what does that look like i also
59:13
just want to answer that from a legal
59:15
perspective and i think this is
59:16
important too an iep has to be followed
59:19
this has been such an unusual 18 months
59:22
that there have been
59:23
many meetings around the nation i know
59:26
that we’ve had many meetings with our
59:28
children’s teachers and things like that
59:30
to really think through
59:33
what’s the most important thing we’re
59:34
looking at how are we making sure that
59:36
we’re not only like complying with the
59:38
plan but how are we adapting it to the
59:40
needs that we’re seeing today
59:43
based on
59:44
the unusual environment we’re in
59:47
juliana
59:49
yes i
59:51
fully endorse everything that was just
59:53
said amanda you know clarified that an
59:56
iup is the law and so it’s all of our
59:59
job and our responsibility to make sure
60:01
that we’re upholding that iep and
60:03
implementing it to the best of our
60:04
ability with full fidelity
60:07
that being said so many things have
60:09
shifted and so when a child was in the
60:12
classroom they might have needed this
60:15
list of of accommodations or supports
60:17
and now
60:19
between the last time that a teacher was
60:21
sharing a classroom we’ve been in the
60:22
virtual setting and so we do need to be
60:25
flexible in um understanding that we
60:28
might need to make a changes amend the
60:30
iup amend the thigh before to adapt
60:34
children have grown so i’m thinking
60:36
about like the second graders this year
60:38
they haven’t been in a full classroom um
60:40
in quite some time and so a lot of
60:43
changes happens between kinder and
60:45
second grade so it’s really about being
60:47
flexible and identifying what the child
60:49
needs right now
60:51
in terms of teachers being able to
60:54
fully implement all the accommodations
60:56
within an iep or a 504
60:59
and on top of our responsibilities um it
61:03
is a challenge however the way i choose
61:05
to look at it is that
61:07
accommodation should be available to all
61:09
students
61:10
and so if some of my students have iep
61:12
accommodations why not implement a
61:15
universal design to my classroom where
61:17
if students need these supports they all
61:19
get it and that way i’m not just
61:22
focusing on one child getting that
61:23
accommodations i’m really letting all of
61:25
my students learn the way they learn
61:27
best show their learning in the way they
61:29
feel the most comfortable and there’s a
61:31
lot of flexibility um
61:33
being a special education teacher for
61:35
over plus 10 plus years has taught me
61:37
just that is that it’s about flexibility
61:39
it’s about trying new things and seeing
61:41
how students respond and most
61:43
importantly it’s about the communication
61:45
so if um as a family member as a parent
61:48
you’re seeing something for example your
61:50
child is always discouraged when doing
61:52
math homework or always discouraged when
61:54
it’s time to do the 20 minutes of
61:56
reading at home talk to your teacher
61:58
about that find out ways that we can
62:01
adjust or adapt to make sure that the
62:03
child feels success i think right now
62:05
the most important thing is for our
62:07
children to love learning to feel
62:09
successful and to feel like they’re part
62:11
of the learning community and so
62:13
anything teachers can do to make them
62:15
feel more included into that is really
62:17
at the top of the priority um and then
62:19
like amanda said if there’s an
62:21
accommodation that’s not being met and
62:23
maria said i love the idea of sparking
62:25
the conversation through curiosity hey i
62:28
noticed that my child
62:30
is having trouble doing this is this
62:32
accommodation something that’s still
62:33
helping my child or do we need to meet
62:35
to readjust teachers really appreciate
62:38
that kind of support um i think someone
62:40
mentioned right now that teaching is i
62:42
think it was jesse teaching is really
62:43
really challenging right now so as many
62:46
supports and um offering of sharing that
62:50
that that responsibility is a beautiful
62:52
thing right now
62:54
thank you juliana before we get to the
62:55
next question dr bauer i want to pivot
62:57
to you if i’m a parent with a child who
62:59
has a 504 iep plan should i be sharing
63:02
that information with my pediatrician
63:04
should that be i don’t want to sort of
63:06
have a gap there just assuming that you
63:08
don’t want to know about that or and or
63:10
how to incorporate you into that
63:12
conversation to support my child
63:16
absolutely pediatricians definitely want
63:18
to know about what school accommodations
63:20
are there or if one is needed because we
63:23
can help facilitate that
63:25
we can coach parents on the words and
63:27
what you need to bring to the table when
63:30
you start that process as i said you
63:31
know writing it down in writing with a
63:33
date is one of the tips that i often
63:35
talk to parents about but it’s so
63:37
important because pediatricians are part
63:40
of the extended team so it’s not just us
63:43
but it’s the the tutors the teachers the
63:46
educators the bus drivers the family
63:49
members the extended family everybody is
63:51
part of the same team and at the end of
63:54
the day we want all kids to thrive both
63:56
at home in school and so having
63:59
everybody on the same page is really the
64:02
most important thing
64:04
thank you for that dr bauer let’s go to
64:05
our next question from an attendee who
64:08
asks we have we have kids of all ages
64:10
joining us
64:11
today attendees with kids of ages of all
64:14
ages how do we create the best
64:16
environment for motivating teens to
64:18
remain in school and engage not remain
64:20
but remain engaged in school
64:23
maria let’s go to you first
64:26
you know i i guess i have a second
64:28
grader so i’m not quite ready for the
64:29
teen environment but i think the idea of
64:31
sort of slowly shifting that
64:32
responsibility
64:34
um
64:35
and encouraging students before the teen
64:37
years to you know take ownership of
64:39
their own learning and to understand
64:41
what helps them to
64:43
thrive in a classroom setting i think
64:44
that’s something that can be started
64:45
before the teen years and kind of
64:47
practiced as a skill because it’s going
64:49
to be challenging if you’re starting
64:50
that for the first time in high school
64:52
amanda i would imagine with an 11 year
64:54
old that you are you are you’re teed up
64:56
and ready to go right when when
64:58
yes and i’ve done the ten years already
65:00
with one so you know i actually think
65:02
maria you’re on the right track you’re
65:04
already going where in the right
65:05
direction is starting to shift some of
65:07
that responsibility to your child
65:09
asking them what they need to stay
65:12
engaged right because i think a lot of
65:14
times with teens it’s about their buy-in
65:16
when we create environments that don’t
65:19
work for them it’s probably in some way
65:21
because we haven’t asked them what do
65:23
they need what do they want what’s going
65:25
to help them so i think that that’s the
65:28
first thing i would say is to make sure
65:29
that you’re actually having that
65:30
conversation with your teen instead of
65:33
about them and then talking about where
65:35
they’re the most engaged and how can you
65:38
take their interests and sort of move
65:41
them into other phases so for example if
65:43
you have a child who is
65:44
not a strong reader and doesn’t feel
65:46
confident as a reader but they really
65:48
love basketball how can you
65:51
create an environment where their
65:52
reading is tied into their love for
65:54
basketball um
65:56
and i think that’s the most important
65:58
part is to start talking with them
66:00
engaging them and like maria said start
66:03
doing it early so you can shift that
66:05
responsibility and have kids have a
66:07
better sense of themselves because when
66:09
they have a sense of themselves they can
66:10
start speaking up for what they need
66:14
thank you for that um so we have another
66:16
question uh that was submitted by a
66:19
parent um this person wants to know how
66:21
do we create a good studying and
66:24
homework schedule to better manage my
66:26
child’s time and i think the parents um
66:29
oni and jesse are probably best suited
66:32
to answer this first
66:36
um
66:36
for me um you know right when he gets
66:39
home obviously they’re they’re they’re
66:41
done
66:42
for a bit they need to decompress and
66:44
and relax and so
66:46
we give them that time to just chill for
66:49
a bit um
66:51
for us it’s really uh it just depends on
66:53
the day um but you know obviously i
66:56
really enjoy like laying down with my
66:59
son at the end of the day and working on
67:01
anything he has
67:03
reading to him at night
67:05
so usually before dinner or right after
67:07
dinner we can we can get our homework in
67:10
um
67:11
to be honest we haven’t gotten much
67:12
homework yet so for me though in reading
67:15
is very important and we do that every
67:17
night before bed so um
67:19
but yeah we have to decompress after
67:21
school that’s for sure
67:24
and for us we are already starting by
67:28
creating consistency and positive
67:30
reinforcement although they’re very
67:31
young kindergarten and whatnot
67:34
we’re making sure that once they come
67:35
home after being overstimulated from
67:37
everything that’s going on decompression
67:39
is great but then they know hey you’re
67:42
not going to get to either get on the
67:44
ipad or anything until you’ve
67:46
accomplished these certain things
67:48
whether it’s
67:49
played read your book ate all of your
67:51
food which is going to also incorporate
67:53
homework when that comes about so
67:57
thank you for that oni let’s let’s take
67:59
a final question before we go to uh
68:02
takeaways because we want to make sure
68:03
that we we connect uh with reflections
68:05
from everybody here on the panel
68:07
dr bauer many parents are concerned with
68:10
long-term impacts
68:11
from this pandemic not only from covet
68:13
19 but from what all of these changes
68:14
are doing to our kids what does the
68:16
american academy of pediatrics say about
68:18
long-term impacts of remote learning of
68:20
mental health issues the kids might be
68:22
facing
68:25
certainly this is something that we’re
68:26
uh constantly monitoring i mean we have
68:29
always had our eye on the behavioral and
68:31
mental health of children before the
68:33
pandemic and it certainly amplified the
68:35
importance of making sure that we have
68:37
resources available not just to our kids
68:39
but to the families in which they live
68:41
because we are all affected by this
68:43
pandemic so it’s critically important
68:45
that we sort of just keep our um you
68:48
know sort of being able being able to
68:51
sort of pivot every day and learn to
68:54
kind of expect the unexpected i think is
68:56
is the important thing but but also
68:59
parents and families can also engage in
69:02
meditation in mindfulness and in just
69:05
taking that quality time face to face
69:07
together to communicate to play and to
69:10
reconnect it’s so important to nurture
69:13
those relationships uh in real time and
69:17
to do those check-ins that everybody has
69:19
talked about and to give grace to each
69:21
other because we are living in
69:23
unprecedented times so i know that
69:25
parents and educators are all concerned
69:28
about the health and well-being of our
69:30
children and we need to be but we also
69:33
need to know that you know every day is
69:35
a new day
69:36
and to monitor those signs and symptoms
69:39
and if anything is concerning if you are
69:42
uh have any questions please reach out
69:45
do not hesitate to talk to your child’s
69:47
pediatrician first because we can help
69:50
determine whether this is normal or not
69:53
and what the next step should be i don’t
69:55
want parents to think that they have to
69:57
face this alone we are here to help and
70:00
again engage everybody in the team
70:03
fantastic discussion and first off i
70:05
just want to thank the attendees because
70:07
i know it’s a lot to not only be
70:09
listening to all of this great thought
70:10
leadership and expertise but to also
70:12
participate and send in really
70:14
thoughtful
70:15
and poignant questions because i think
70:16
we all learned from that and one
70:18
important note that there are so many
70:19
questions we were not able to get to
70:21
today and that we will be answering
70:23
those um with our partners
70:25
you know so you can connect with us
70:27
always through facebook as well uh and
70:30
social media but we want to make sure
70:31
that we connect to those uh to those
70:33
questions because you spent time putting
70:34
sending those in all right i want to get
70:36
takeaways from from panelists dr bauer i
70:38
want to start with you if there’s a
70:40
final takeaway that you have in the
70:41
discussion today and or something that
70:44
that you feel maybe we we didn’t touch
70:46
on that would be very important for the
70:48
the audience member
70:50
uh sure i think that it’s gonna be uh
70:54
you know we’re still in it and to not
70:56
give up hope i am so happy to have been
70:59
a part of this conversation again i urge
71:02
all pediatricians to know about take
71:05
note i have the tool and link to the
71:07
website available and ready to hand out
71:09
to patients and families and i also
71:12
share it to schools when i give
71:14
presentations so pediatricians i am
71:16
calling on you all pediatricians as well
71:19
to spread the news about this great tool
71:22
and to keep being a part of this
71:24
essential conversation
71:26
thank you dr bauer maria how about you
71:28
any any final takeaways
71:30
i think that families should know that
71:32
they have
71:33
rights that they are not alone as they
71:35
are looking for support for their
71:36
children
71:37
and that you as a parent are truly the
71:40
expert on your child’s needs and their
71:43
development so please use take note and
71:45
any other tools that can support you
71:48
to
71:49
feel empowered to advocate for your
71:50
child because no one is going to be able
71:52
to do it more effectively than you until
71:54
they grow up a little bit and hopefully
71:55
can do it for themselves
71:57
thank you maria and juliana let’s let’s
71:59
turn to you on final reflections and by
72:00
the way congratulations what an honor
72:02
national teacher of the year as a parent
72:04
i applaud you from uh from nashville
72:06
tennessee to to you here
72:08
on the screen
72:09
thank you so much it’s really an honor
72:11
to represent um teachers and to be a
72:14
special education teacher for me is a
72:17
huge huge honor because every day i get
72:19
to work with students who maybe in
72:22
traditional models don’t feel successful
72:24
but with the between families and the
72:26
school we get to make
72:28
the environment so that they do feel
72:30
successful and i think that would be my
72:32
biggest takeaway is just
72:34
leaning into this idea of gratitude
72:36
we’ve all been through quite some
72:38
challenges over the last year and a half
72:40
and just being really grateful to
72:41
families and teachers for building this
72:43
bridge so that we can really support our
72:46
children
72:47
along the way celebrate each success i
72:49
think that this is so important because
72:51
sometimes we think the goal is so big
72:53
and we forget to celebrate each step
72:55
that we take forward and really focus on
72:58
who your child is as a person who they
73:00
are what are their their identities and
73:02
how can those identities help them learn
73:05
again just a lot of gratitude for all
73:07
the families out there all the experts
73:09
it takes you know the saying is it takes
73:11
a village because it truly does and the
73:13
more people that can embrace a child and
73:15
support them through their journey the
73:16
better i love that celebrating the
73:19
moments i think that’s a that’s a
73:20
reminder that we all need so thank you
73:22
juliana uh oni let’s turn to you i want
73:24
to thank you for sharing your story and
73:25
and participating i think that the value
73:27
is immeasurable when it comes to
73:29
understanding how to approach and
73:31
support students of all backgrounds and
73:33
their families yeah
73:34
yes definitely one thank you guys for
73:36
having me and my takeaways are
73:39
immediately look for support if you have
73:41
any concerns for your child don’t just
73:44
pass them away don’t wait for them to go
73:46
away just
73:48
go for help
73:49
and also anyone with a learning thinking
73:52
difference truly needs that support of
73:55
embracing who they are whether they’re
73:57
young or older and just discovering
74:00
embrace all of them especially those
74:03
with special needs
74:05
thank you oni really appreciate your
74:06
participation jesse let’s turn to you
74:08
thank you again for sharing your family
74:10
story and and sage advice as well i
74:13
especially take note of uh when they
74:14
come home and giving them their
74:16
breathing room right to settle down and
74:18
to kind of get into homeless snacks lots
74:20
of snacks
74:22
for you jesse
74:24
um for me i just know that it can feel
74:26
very isolating isolating as a parent um
74:29
trying to navigate navigate and and
74:32
support your child’s journey for me it
74:34
was you know completely new you just
74:36
don’t you don’t think about it when you
74:38
have a baby and then just
74:40
like as your children evolve and you
74:42
evolve as a parent uh you grow and you
74:44
learn and know that you are not alone
74:47
and find that community like understood
74:50
the take note tool
74:51
um
74:52
i relied on lots of friends
74:54
that had been in a similar situation so
74:56
don’t be scared to
74:58
to talk about this the the challenges
75:00
that you’re facing um it’s nothing that
75:03
you or your children should ever be
75:06
ashamed of
75:07
um
75:08
and it’s something that you can just
75:10
embrace and and grow with your child
75:14
and and advocate for them because when
75:16
they don’t have a voice you’re that
75:18
voice
75:19
i really appreciate you normalizing the
75:21
experience that so many i would think
75:23
feel in isolation amanda i want to turn
75:25
to you um final takeaways resources that
75:29
you think might be important
75:31
absolutely first of all it’s just been
75:32
such a pleasure to be a part of this
75:34
panel and i enjoy everything everybody
75:36
said
75:37
i think i have three really key
75:39
takeaways here for me the first is that
75:41
we’re going we’re hearing a lot about
75:42
lost learning loss and i want to remind
75:45
people that we can only move forward
75:46
right so moving forward and finding the
75:49
ways to build on what the strengths of
75:52
your child are what your strengths are i
75:54
really would encourage people to think
75:56
about this as a moving forward moment
75:58
instead of looking backward moment i
76:00
also think that juliana speaks so lovely
76:03
about the joy of this and i think
76:06
finding those moments of joy and knowing
76:08
that you’re not alone in trying to find
76:10
those moments of joy is really important
76:13
as well and you know i work for
76:15
understood but it’s the resource i wish
76:18
i had when i started this journey with
76:20
my own children so i would also
76:22
encourage people to just you know look
76:24
at the resources at u.org understood.org
76:27
and definitely start looking at the take
76:29
note tool you don’t have to start all
76:31
the way through
76:32
you can go
76:33
anywhere you can start from
76:35
notice to observe to talk and engage or
76:37
you can start anywhere in the middle and
76:39
so i really would just love people to
76:41
take a look at that tool knowing that
76:43
that’s what i wished i’d had when i
76:46
started this too
76:47
i want to thank all of our panelists
76:49
what an engaging conversation and you
76:50
just never know when you put uh put put
76:53
panels together and discussions just how
76:54
they’re gonna sort of lay out and it’s i
76:56
think it’s just been uh really a
76:58
wonderful exchange of ideas resources
77:00
and experiences i want to encourage
77:02
people if you have additional questions
77:03
that we didn’t have time to get to one
77:05
we apologize for that we’re just excited
77:07
at the level of participation in
77:08
attendance reach out to understood on
77:10
facebook instagram twitter and or
77:12
linkedin and their team of experts will
77:14
get back to you you can also learn more
77:16
at understood.org or u.org forward slash
77:19
take note or visit any of the partner
77:21
sites who are here today unidos us
77:23
american academy of pediatrics and ccsso
77:26
i am your moderator dr rod berger i also
77:28
want to thank my colleague allison klein
77:30
from ed week
77:31
really enjoyed the event today and thank
77:34
you again everybody
78:08
you

—

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***

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