Latest / The Wheelhouse / Stop and Pause: Innovation with the Neurodivergent Learner in Mind

Transcript

Stop and Pause: Innovation with the Neurodivergent Learner in Mind · The Wheelhouse

0:01
What
0:01
do
0:01
we
0:02
mean
0:02
by
0:02
the
0:02
phrase
0:03
stop
0:03
and
0:04
pause?
0:05
And
0:06
what
0:06
if
0:06
the
0:06
way
0:07
forward
0:07
for
0:07
our
0:08
schools
0:09
isn't
0:09
about
0:09
standardizing
0:10
minds,
0:11
but
0:11
about
0:12
understanding
0:12
them?
0:13
Every
0:14
single
0:15
one.
0:15
There's
0:16
so
0:16
much
0:16
to
0:17
talk
0:17
about.
0:17
A
0:18
new
0:18
episode
0:18
of
0:18
the
0:18
Wheelhouse
0:19
begins
0:20
right
0:20
now.
0:33
The
0:33
future
0:33
of
0:33
education
0:34
depends
0:34
on
0:35
a
0:35
radical
0:35
humanization
0:36
of
0:37
schools.
0:38
Places
0:38
where
0:38
hope
0:39
is
0:39
cultivated,
0:40
opportunities
0:40
are
0:41
opened,
0:41
and
0:42
innovation
0:42
is
0:43
harnessed
0:43
to
0:44
serve
0:44
humanity.
0:45
Only
0:46
then
0:46
can
0:46
we
0:47
create
0:47
futures
0:48
worthy
0:48
of
0:48
each
0:49
student's
0:49
dreams.
0:50
We
0:50
begin
0:51
by
0:51
cultivating
0:52
hope.
0:53
We
0:53
ensure
0:53
possibilities
0:54
are
0:55
real
0:55
and
0:55
accessible.
0:57
We
0:57
design
0:58
futures
0:59
rooted
1:00
in
1:00
humanity.
1:02
But
1:02
the
1:02
future
1:03
is
1:03
already
1:03
here,
1:04
and
1:04
it
1:05
must
1:05
be
1:05
deeply
1:06
human
1:07
centered.
1:08
The
1:08
Wheelhouse
1:09
exists
1:09
to
1:10
create
1:10
an
1:10
inclusive
1:11
community
1:11
of
1:11
empowered
1:12
educators
1:13
who
1:13
believe
1:14
that
1:14
together
1:14
we
1:15
can
1:15
disrupt
1:15
the
1:16
transactional
1:16
nature
1:16
of
1:17
schooling
1:17
and
1:18
reimagine
1:18
what
1:19
it
1:19
means
1:19
to
1:19
learn,
1:20
lead,
1:21
and
1:21
belong.
1:22
We
1:22
envision
1:23
districts,
1:24
schools
1:24
and
1:24
classrooms
1:25
where
1:25
everyone,
1:25
every
1:25
student
1:26
feels
1:26
confident,
1:27
capable,
1:28
optimistic,
1:29
well
1:29
supported,
1:30
and
1:30
emboldened
1:31
to
1:31
be
1:31
and
1:32
to
1:32
become
1:33
who
1:33
they're
1:34
meant
1:34
to
1:34
be.
1:35
Each
1:36
episode
1:36
of
1:36
the
1:36
Wheelhouse
1:37
explores
1:37
the
1:37
knowledge,
1:38
practices,
1:39
and
1:39
stories
1:40
that
1:40
bring
1:40
this
1:40
vision
1:41
to
1:41
life.
1:42
Our
1:42
team,
1:43
Kathy
1:43
mone,
1:44
Michael
1:44
Pipa,
1:45
Dr.
1:45
Alicia
1:46
Munro,
1:47
and
1:47
I,
1:48
Dr.
1:48
Grant
1:48
Chandler,
1:49
alongside
1:50
our
1:50
guests,
1:51
take
1:51
on
1:51
the
1:52
fundamental
1:52
challenge
1:53
of
1:53
realizing
1:54
what
1:54
we
1:55
most
1:55
want
1:56
every
1:56
student
1:56
to
1:57
experience
1:57
in
1:57
school.
1:58
Dignity,
2:00
agency,
2:01
and
2:01
belonging.
2:02
In
2:03
season
2:03
11,
2:04
we
2:04
ask
2:04
a
2:04
simple
2:05
but
2:05
profound
2:05
question.
2:06
Where
2:07
are
2:07
we
2:07
going?
2:08
We
2:08
strive
2:09
toward
2:10
future
2:10
ready
2:11
learning
2:11
that
2:11
keeps
2:12
humanity
2:13
at
2:13
its
2:13
core.
2:14
Under
2:15
the
2:15
theme
2:15
future
2:16
Ready
2:16
Innovation
2:17
rooted
2:17
in
2:18
humanity,
2:18
we
2:19
affirm
2:20
that
2:20
future
2:20
readiness
2:21
is
2:21
not
2:21
defined
2:22
by
2:22
devices
2:22
or
2:23
data,
2:24
but
2:24
by
2:24
our
2:24
shared
2:25
humanity.
2:27
True
2:28
innovation
2:29
doesn't
2:29
replace
2:29
human
2:30
connection,
2:31
it
2:31
amplifies
2:32
it.
2:33
A
2:33
future
2:33
ready
2:34
school
2:34
prepares
2:34
students
2:35
to
2:35
thrive
2:36
by
2:36
honoring
2:37
their
2:37
identities,
2:38
nurturing
2:38
their
2:39
creativity,
2:40
and
2:40
equipping
2:41
them
2:41
to
2:41
engage
2:41
with
2:42
a
2:42
changing
2:42
world,
2:43
all
2:44
from
2:44
a
2:44
place
2:44
of
2:45
strength
2:46
and
2:46
purpose.
2:48
Over
2:49
the
2:49
past
2:49
few
2:50
weeks,
2:50
we've
2:50
talked
2:51
about
2:51
belief
2:51
systems
2:52
that
2:52
shape
2:52
our
2:53
schools,
2:53
the
2:54
joy
2:54
that
2:54
fuels
2:55
learning,
2:55
and
2:55
the
2:56
promise
2:56
of
2:56
technology
2:57
when
2:57
it
2:57
stays
2:58
anchored
2:59
in
2:59
the
2:59
human
2:59
experience.
3:01
Today,
3:02
we
3:02
widen
3:03
the
3:03
lens.
3:04
What
3:04
if
3:05
the
3:05
way
3:05
forward
3:05
for
3:06
schools
3:06
isn't
3:06
about
3:07
standardizing
3:08
minds,
3:08
but
3:08
about
3:09
understanding
3:09
them?
3:10
Every
3:11
single
3:11
one.
3:12
What
3:12
if
3:13
innovation
3:13
doesn't
3:13
begin
3:14
with
3:14
a
3:14
new
3:14
device
3:15
or
3:15
a
3:15
policy,
3:16
but
3:16
with
3:16
a
3:16
deep
3:16
respect
3:17
for
3:17
the
3:17
full
3:18
spectrum
3:19
of
3:19
how
3:19
human
3:20
brains
3:20
work,
3:21
feel
3:22
and
3:22
create?
3:24
In
3:24
this
3:24
episode,
3:24
we're
3:25
stepping
3:25
into
3:25
the
3:25
world
3:26
of
3:26
neurodiversity,
3:28
adhd,
3:29
autism,
3:30
dyslexia,
3:30
and
3:31
all
3:31
of
3:32
the
3:32
many
3:32
ways
3:33
we
3:34
process
3:34
the
3:35
world
3:36
not
3:36
as
3:36
a
3:36
condition
3:37
to
3:37
fix,
3:38
but
3:38
as
3:39
perspectives
3:40
that
3:40
expand
3:41
what's
3:41
possible.
3:42
Because
3:43
when
3:43
we
3:43
talk
3:43
about
3:44
being
3:44
future
3:45
ready,
3:45
we
3:46
can't
3:46
just
3:46
prepare
3:47
some
3:47
minds.
3:48
We
3:49
must
3:49
design
3:50
for
3:51
all
3:51
minds.
3:52
Today's
3:53
guest,
3:53
Chiara
3:54
Latimer,
3:55
is
3:55
the
3:55
director
3:55
of
3:56
the
3:56
center
3:56
for
3:56
Neurodiversity
3:57
and
3:57
Autism
3:58
Path
3:58
Program
3:59
at
3:59
Rowan
4:00
University.
4:01
Kiara
4:01
has
4:02
dedicated
4:02
over
4:02
10
4:02
years
4:03
of
4:03
her
4:03
career
4:03
to
4:04
supporting
4:04
neurodiverse
4:05
students
4:06
in
4:06
clinical
4:07
and
4:07
educational
4:07
settings.
4:08
She
4:09
served
4:09
as
4:09
the
4:09
inaugural
4:10
co
4:10
chair
4:10
of
4:11
the
4:11
neurodiversity
4:12
affinity
4:13
group
4:13
for
4:13
the
4:14
Eastern
4:14
association
4:15
of
4:15
Colleges
4:15
and
4:16
employers.
4:17
In
4:17
2024,
4:18
Kiara
4:19
Latimer
4:19
was
4:19
recognized
4:20
by
4:20
the
4:20
South
4:21
Jersey
4:21
Biz
4:22
on
4:22
the
4:22
Women
4:22
to
4:22
Watch
4:23
list.
4:24
With
4:24
a
4:24
focus
4:25
on
4:25
career
4:25
readiness
4:26
and
4:26
employer
4:27
education,
4:27
Khiara
4:28
continues
4:28
to
4:29
promote
4:29
the
4:29
importance
4:30
of
4:30
empathy
4:31
and
4:31
inclusion
4:32
in
4:32
the
4:32
workplace
4:33
through
4:33
professional
4:34
conferences
4:35
and
4:35
training
4:35
for
4:36
employers.
4:37
You're
4:38
listening
4:38
to
4:38
season
4:38
11,
4:39
episode
4:40
four
4:40
of
4:40
the
4:41
Wheelhouse,
4:41
where
4:42
we're
4:42
joined
4:42
by
4:43
Kiara
4:43
Latimer
4:44
for
4:44
a
4:45
powerful
4:45
conversation
4:46
on
4:46
innovation
4:47
rooted
4:47
in
4:48
humanity.
4:49
Let's
4:49
dive
4:49
in.
4:57
Good
4:57
morning.
4:58
Happy
4:58
Tuesday.
5:00
We
5:00
are
5:00
back
5:01
in
5:01
the
5:01
wheelhouse.
5:02
I'm
5:02
Dr.
5:02
Grant
5:03
Chandler
5:03
with
5:04
my
5:04
amazing
5:05
friends
5:05
and
5:05
colleagues,
5:06
Kathy
5:07
Mone,
5:07
Michael
5:07
Pipa,
5:08
and
5:08
Dr.
5:08
Alicia
5:09
Munro.
5:09
Good
5:10
morning.
5:12
Good
5:12
morning.
5:14
And
5:14
once
5:15
again,
5:15
a
5:15
completely
5:16
unrehearsed
5:17
choral
5:17
Good
5:17
morning.
5:18
Well,
5:18
we
5:18
do
5:19
have
5:19
to
5:19
admit,
5:19
you
5:20
know,
5:20
we
5:20
make
5:20
a
5:20
little
5:20
eye
5:21
contact.
5:21
We're
5:22
making
5:22
sure
5:22
that
5:22
we
5:23
do
5:23
not
5:23
disappoint
5:24
you,
5:24
dear
5:25
friend.
5:25
Like,
5:26
we.
5:26
We
5:26
want
5:27
to
5:27
make
5:27
sure.
5:27
It's
5:28
just
5:28
lovely.
5:28
So,
5:29
good
5:29
morning.
5:29
I
5:29
saw
5:29
Michael
5:30
with
5:30
that
5:30
little
5:31
wink,
5:31
like,
5:31
okay,
5:32
we're
5:32
ready,
5:32
right?
5:33
Yes,
5:34
yes.
5:35
We.
5:35
We
5:35
are
5:35
in
5:36
sync.
5:37
We
5:37
are.
5:37
I
5:38
am.
5:39
I
5:40
say
5:40
this
5:40
every
5:40
week,
5:41
but
5:41
this
5:41
is
5:41
a
5:42
topic
5:42
that
5:42
I
5:42
think
5:43
is
5:44
really
5:44
important
5:46
to
5:46
the
5:46
conversation.
5:47
And
5:48
it's
5:48
really
5:48
important
5:49
for,
5:49
as
5:49
we
5:49
were
5:50
bantering
5:51
before
5:51
we
5:52
started,
5:52
you
5:53
know,
5:54
our
5:54
guests
5:55
said,
5:55
you
5:55
know,
5:57
you
5:57
always
5:58
meet
5:58
someone
5:59
who
5:59
knows
6:00
someone
6:01
or
6:01
has
6:01
a
6:02
family
6:02
member
6:03
who
6:03
is
6:04
right.
6:04
And
6:05
so
6:05
I
6:05
think
6:05
this
6:05
is
6:06
a
6:06
really,
6:06
really
6:06
important
6:07
conversation.
6:08
I'm
6:08
super
6:09
excited
6:09
to
6:10
have
6:10
our
6:10
guest
6:11
here.
6:12
And
6:12
so
6:13
I'm
6:13
going
6:13
to.
6:13
I
6:13
want
6:13
to
6:14
just
6:14
kind
6:14
of
6:14
introduce
6:15
the
6:15
topic,
6:15
and
6:16
then
6:16
I
6:16
want
6:16
to
6:16
welcome
6:16
her
6:17
in
6:17
and
6:18
we
6:18
can
6:18
talk.
6:19
So,
6:19
you
6:19
know,
6:19
we've
6:20
been
6:20
talking
6:20
about
6:21
in
6:21
our.
6:21
In
6:21
our
6:21
pursuit
6:22
of
6:23
innovation
6:23
rooted
6:24
in
6:24
humanity,
6:24
we've
6:25
talked
6:25
about
6:25
belief,
6:26
we've
6:26
talked
6:26
about
6:27
joy,
6:27
we've
6:28
talked
6:28
about
6:28
technology.
6:30
But
6:30
what
6:30
happens
6:31
when
6:32
we
6:32
expand
6:33
our
6:33
understanding
6:34
of
6:34
humanity
6:35
itself?
6:36
That's
6:36
why
6:36
this
6:37
topic
6:37
is
6:38
so
6:38
important.
6:39
When
6:39
we
6:39
recognize
6:40
that
6:40
every
6:41
mind,
6:42
every
6:42
way
6:42
of
6:43
processing,
6:44
attending
6:44
or
6:44
feeling
6:45
is
6:46
part
6:46
of
6:46
the
6:46
human
6:46
story.
6:48
What
6:48
would
6:48
schools
6:49
look
6:49
like
6:49
if
6:49
they
6:49
were
6:50
built
6:50
for
6:51
all
6:51
brains
6:52
and
6:53
not
6:53
just
6:53
the
6:53
ones
6:54
that
6:54
fit
6:54
into
6:54
the
6:55
mold?
6:56
If
6:56
innovation
6:56
is
6:57
rooted
6:57
in
6:57
humanity,
6:58
then
6:58
humanity
6:58
must
6:59
include
6:59
all
6:59
ways
7:00
of
7:00
thinking,
7:00
right?
7:01
Thinking,
7:02
feeling,
7:02
and
7:03
being.
7:03
What
7:04
if
7:05
neurodiversity
7:06
isn't
7:07
an
7:07
exception,
7:08
but
7:09
it's
7:09
the
7:09
key
7:10
to
7:10
designing
7:11
schools
7:11
that
7:11
work
7:12
for
7:12
everyone,
7:14
what
7:14
if
7:14
the
7:14
true
7:15
test
7:15
of
7:15
a
7:15
future
7:15
ready
7:16
school
7:16
is
7:17
how
7:17
it
7:17
serves
7:18
the
7:18
brain
7:19
that
7:19
doesn't
7:20
fit
7:20
the
7:20
traditional
7:21
blueprint?
7:22
I'm
7:23
so
7:23
intrigued
7:24
by
7:24
this
7:24
topic,
7:25
by
7:25
this
7:25
work,
7:26
by
7:27
the
7:27
importance
7:27
of
7:28
this
7:28
conversation.
7:29
And
7:29
I
7:29
am
7:30
thrilled,
7:31
beyond
7:31
thrilled,
7:32
to
7:32
welcome
7:33
Chiara
7:33
Latimer,
7:34
who's
7:34
the
7:35
director
7:35
of
7:36
the
7:36
center
7:36
for
7:36
Neurodiversity
7:37
and
7:37
PATH
7:38
at
7:38
Rowan
7:38
University,
7:40
my
7:40
new
7:40
friend.
7:41
Good
7:41
morning
7:42
and
7:42
welcome
7:42
to
7:42
the
7:42
Wheelhouse.
7:43
Good
7:43
morning
7:44
and
7:44
thank
7:44
you
7:45
so
7:45
much
7:45
for
7:45
having
7:46
me.
7:46
I'm
7:46
excited
7:47
to
7:47
be
7:47
here.
7:49
We
7:49
are
7:49
beyond
7:49
thrilled
7:50
to
7:50
be
7:50
able
7:50
to
7:50
pick
7:50
your
7:50
brain
7:51
and
7:51
to
7:51
learn
7:51
from
7:51
you
7:52
and
7:52
to
7:52
share.
7:53
So,
7:53
you
7:53
know,
7:53
let's
7:54
just,
7:54
you
7:54
know,
7:54
I
7:55
know
7:55
we've
7:55
got
7:55
some
7:55
questions
7:56
that
7:56
we
7:56
send
7:56
ahead
7:56
of
7:57
time
7:57
and
7:57
we
7:57
can
7:57
talk
7:57
about
7:57
that,
7:58
but
7:58
for
7:58
our
7:59
listeners
7:59
who
7:59
are
8:00
like,
8:01
what's
8:01
neurodiversity?
8:02
Right.
8:03
What's
8:03
this
8:03
really
8:03
about?
8:04
Could
8:04
you
8:04
just
8:05
start
8:05
us
8:06
off
8:06
way
8:06
up
8:06
in
8:06
the,
8:07
in
8:07
the
8:07
stratosphere?
8:08
What
8:08
does
8:08
that
8:09
term
8:09
mean?
8:10
I
8:10
think
8:11
that
8:11
I'm
8:11
so
8:11
glad
8:11
you're
8:11
starting
8:12
with
8:12
that,
8:12
because
8:12
that
8:13
is
8:13
the
8:13
question
8:13
that
8:13
we
8:13
often
8:14
get.
8:14
Right.
8:15
People
8:15
are
8:15
using
8:15
language
8:16
in
8:16
terms.
8:16
They
8:16
don't
8:17
even
8:17
know
8:17
what
8:17
it
8:17
means
8:19
or
8:19
how
8:19
to
8:19
appropriately
8:20
use
8:20
language.
8:21
Right.
8:21
And
8:22
so
8:22
neurodiversity
8:23
to
8:23
very,
8:23
to
8:23
be
8:24
very
8:24
simplistic.
8:25
Right.
8:25
Neuro
8:25
meaning
8:26
brain.
8:26
Right.
8:27
And
8:27
then
8:27
diversity.
8:28
Right.
8:28
The
8:28
range.
8:29
Right.
8:29
The
8:29
variation
8:30
of
8:31
brain
8:31
functioning,
8:32
cognition.
8:33
And
8:34
so
8:34
ultimately,
8:35
neurodiversity
8:36
is
8:36
a
8:36
way
8:37
that
8:37
people,
8:37
individuals
8:38
function
8:39
differently
8:39
in
8:40
the
8:40
world
8:40
because
8:41
of
8:41
brain
8:41
difference.
8:42
Right.
8:43
That
8:43
doesn't
8:43
just
8:44
mean
8:44
the
8:44
way
8:44
someone
8:44
thinks.
8:46
So
8:46
it's
8:46
not
8:46
just
8:46
cognition.
8:47
It's
8:47
also
8:47
how
8:48
they
8:48
may
8:48
choose
8:48
to
8:49
behave,
8:49
how
8:50
they
8:50
interact
8:50
with
8:51
the
8:51
environment
8:51
around
8:52
them,
8:52
and
8:53
how
8:53
they're
8:53
impacted
8:54
also
8:54
by
8:54
that
8:55
environment
8:55
as
8:56
well.
8:56
And
8:57
so
8:57
it
8:57
is
8:58
like
8:58
a
8:58
full
8:58
range.
8:59
Right.
9:00
Of
9:00
those
9:00
differences.
9:02
And
9:02
oftentimes
9:03
people
9:03
say,
9:03
like,
9:04
oh,
9:04
I
9:04
have
9:04
neurodiversity.
9:05
No,
9:06
that's
9:06
not
9:06
true.
9:07
That's
9:07
not
9:07
accurate.
9:08
Right.
9:08
Neurodiversity
9:09
makes
9:10
up
9:10
these
9:11
different
9:11
brains
9:12
that
9:12
exist,
9:13
and
9:13
then
9:13
we
9:14
are,
9:14
as
9:14
a
9:14
group
9:15
neurodiverse.
9:17
An
9:17
individual
9:18
can
9:18
be.
9:19
Right.
9:19
Neurodivergent,
9:21
which
9:21
would
9:21
mean
9:22
that
9:22
they
9:22
themselves
9:23
operate
9:24
and
9:24
function
9:25
in
9:25
the
9:25
world
9:25
in
9:26
a
9:26
way
9:26
that's
9:26
different
9:27
than
9:27
the
9:27
way
9:27
the
9:27
neural
9:28
majority
9:28
exists.
9:29
Right.
9:30
So
9:30
those
9:31
who
9:31
have
9:31
been
9:31
traditionally
9:32
labeled
9:34
as,
9:34
what
9:35
some
9:35
people
9:35
have
9:35
said
9:36
as
9:36
neurotypical
9:37
previously,
9:37
but
9:38
we
9:38
know
9:38
no
9:38
one
9:38
is
9:39
normal
9:39
or
9:40
typical.
9:40
Right.
9:41
Societal
9:41
standards
9:42
have
9:42
led
9:42
to
9:43
that.
9:44
And
9:44
so
9:44
it
9:45
allows
9:45
us
9:45
to
9:46
kind
9:46
of
9:46
clarify
9:47
what's
9:48
what.
9:49
And
9:49
so
9:49
this
9:50
term
9:51
in
9:51
the
9:51
United
9:52
States
9:52
in
9:52
particular
9:53
has
9:54
not
9:54
really
9:54
been
9:55
used
9:56
too
9:57
long,
9:57
probably
9:58
like
9:58
about
9:58
the
9:58
1990s
9:59
or
9:59
so.
10:00
But
10:01
there's
10:01
been
10:02
a
10:02
history
10:02
of
10:03
neurodivergent
10:04
people,
10:05
right,
10:05
Autistic
10:06
self
10:06
advocates
10:07
especially,
10:08
who
10:08
are
10:08
having
10:08
conversation
10:09
related
10:10
to
10:11
what
10:11
is
10:11
this
10:12
idea,
10:12
this
10:13
brain
10:14
difference
10:14
that
10:15
exists
10:16
and
10:16
that
10:16
it's
10:16
always
10:17
existed.
10:17
We're
10:18
just
10:18
now
10:18
finding
10:19
terminology
10:20
to
10:20
call
10:21
it
10:21
to
10:21
label,
10:22
to
10:22
help
10:23
people
10:23
find
10:23
identity
10:24
in
10:24
terminology.
10:26
Well,
10:27
I
10:27
can
10:27
see
10:27
why
10:27
you
10:28
are
10:28
so
10:28
well
10:28
respected
10:29
because
10:29
you
10:29
are
10:30
brilliant.
10:32
You
10:32
just
10:33
took
10:33
a
10:33
very
10:34
complicated
10:35
term
10:36
and
10:36
a
10:36
very
10:37
complicated
10:37
idea
10:38
and
10:38
you
10:38
made.
10:39
Made
10:39
it
10:39
really,
10:40
really
10:41
powerfully
10:41
easy
10:42
to
10:42
understand.
10:43
So
10:44
I
10:44
appreciate
10:45
that
10:45
you
10:45
took
10:45
the
10:46
time
10:46
to
10:47
talk
10:47
about
10:48
that.
10:48
Why
10:49
is
10:49
there
10:49
before
10:50
we
10:50
jump
10:50
in?
10:50
And
10:50
I
10:51
know
10:51
looking
10:52
at
10:52
Kathy's
10:52
face,
10:52
she's
10:53
ready
10:53
to
10:53
ask
10:54
some
10:54
questions.
10:56
Why
10:57
is
10:57
there
10:57
so
10:57
much
10:57
confusion
10:59
around
11:00
this
11:00
topic?
11:02
I
11:02
think
11:02
that
11:02
a
11:03
lot
11:03
of
11:03
the
11:03
confusion
11:04
is
11:04
really
11:04
rooted
11:05
in
11:06
the
11:06
different
11:06
bodies,
11:07
right,
11:07
that
11:07
have
11:08
contributed
11:08
to
11:09
this
11:09
work.
11:09
And
11:10
so
11:10
a
11:10
lot
11:11
of
11:11
it
11:11
has
11:11
been
11:11
that
11:12
for
11:12
years,
11:12
in
11:13
order
11:13
for
11:13
an
11:13
individual
11:14
to
11:14
be
11:14
recognized
11:15
as
11:15
neurodivergent,
11:16
that
11:17
was
11:17
connected
11:18
to
11:19
a
11:19
medical
11:19
diagnosis,
11:20
right?
11:21
And
11:21
so
11:21
when
11:22
you
11:22
go
11:22
in
11:22
for
11:22
an
11:23
evaluation,
11:24
whether
11:24
it's
11:25
with
11:25
a
11:25
psychologist,
11:25
psychiatrist,
11:26
a
11:26
pediatrician,
11:27
right,
11:27
whoever
11:28
it
11:28
is,
11:29
a
11:29
medical
11:29
doctor
11:30
says
11:30
to
11:31
you,
11:31
in
11:31
some
11:31
capacity
11:33
based
11:33
on
11:33
these
11:34
areas,
11:35
that
11:35
you
11:35
have
11:35
difficulty,
11:36
you
11:37
can
11:37
now
11:37
receive
11:38
this
11:38
diagnosis
11:38
and
11:39
get
11:39
access
11:40
to
11:40
support.
11:42
So
11:42
thinking
11:43
about,
11:43
like
11:43
the
11:43
medical
11:44
model
11:44
framework,
11:45
right,
11:46
that
11:46
has
11:46
caused
11:46
some
11:47
confusion
11:48
because
11:48
a
11:49
lot
11:49
of
11:49
individuals,
11:50
and
11:50
specifically
11:51
self
11:52
advocates,
11:53
have
11:53
kind
11:53
of
11:54
rejected
11:54
this
11:54
idea
11:55
of
11:55
a
11:55
deficit
11:56
approach
11:56
to
11:57
who
11:57
they
11:57
are
11:57
and
11:57
how
11:58
they
11:58
exist
11:58
in
11:58
the
11:58
world.
11:59
And.
11:59
And
12:00
so
12:00
unfortunately,
12:01
though,
12:01
the
12:02
way
12:02
the
12:02
systems
12:02
are
12:03
set
12:03
up,
12:04
I
12:04
have
12:04
to
12:04
receive
12:05
this
12:05
deficit
12:06
approach
12:07
diagnosis
12:08
or
12:08
evaluation
12:10
in
12:10
order
12:10
to
12:11
gain
12:11
access
12:12
to
12:12
services
12:13
that
12:13
I
12:13
may
12:13
want
12:14
or
12:14
need,
12:15
right?
12:16
And
12:16
then
12:16
the
12:17
confusion
12:17
builds
12:17
even
12:18
more
12:18
when
12:19
you
12:19
think
12:19
about
12:19
those
12:20
services.
12:21
How
12:21
do
12:21
they
12:21
operate?
12:22
We'll
12:23
leave
12:23
that
12:23
for
12:24
below
12:24
deck.
12:25
But
12:26
the
12:27
reality
12:27
is
12:29
that
12:29
we
12:30
have
12:31
to
12:31
think
12:32
about,
12:32
like,
12:32
who's
12:33
playing
12:33
a
12:33
part,
12:33
right?
12:34
And
12:34
so
12:34
there's
12:34
the
12:35
systems
12:35
who
12:36
are
12:36
saying,
12:36
like,
12:36
hey,
12:37
this
12:37
is
12:37
the
12:37
way
12:37
we've
12:38
done
12:38
things.
12:38
This
12:38
is
12:38
how
12:38
we
12:39
get
12:39
people
12:39
access
12:39
to
12:40
what
12:40
they
12:40
need.
12:40
And
12:41
then
12:41
there
12:41
are
12:41
the
12:41
individuals
12:42
who
12:42
are
12:42
saying,
12:43
you
12:43
know,
12:43
I
12:43
don't
12:44
have
12:44
to
12:44
have
12:44
an
12:44
official
12:45
diagnosis.
12:45
I'm
12:46
choosing
12:46
to
12:46
embrace
12:47
neurodivergence
12:48
for
12:49
myself.
12:50
And
12:50
whether
12:50
or
12:51
not
12:51
someone
12:51
writes
12:51
that
12:51
down
12:52
on
12:52
a
12:52
sheet
12:52
of
12:52
paper,
12:54
I'm
12:54
choosing
12:54
to
12:55
say,
12:55
this
12:55
is
12:55
how
12:55
I
12:56
identify
12:56
in
12:56
the
12:57
world
12:57
and
12:57
how
12:57
I
12:57
exist.
12:58
And
12:58
so
12:58
I
12:59
think
12:59
those
12:59
two
13:00
cause
13:00
a
13:00
contradiction
13:01
Right.
13:01
And
13:01
therefore
13:02
cause
13:03
people
13:03
to
13:03
be
13:03
confused.
13:05
And
13:05
it's
13:05
really
13:06
not
13:06
as
13:06
confusing
13:07
as
13:07
people
13:07
try
13:07
to
13:08
make
13:08
it.
13:09
But
13:09
I
13:09
do
13:10
believe
13:10
that
13:10
the
13:11
challenge
13:11
has
13:12
always
13:12
been
13:13
these
13:13
two
13:14
kind
13:14
of
13:14
differing
13:15
approaches.
13:16
Right.
13:16
Kind
13:16
of
13:17
coming
13:17
to
13:17
a
13:17
head
13:18
and
13:18
kind
13:18
of
13:19
clashing
13:19
at
13:19
times.
13:21
Not
13:21
all
13:21
the
13:21
time,
13:22
but
13:22
finding
13:23
ways
13:23
now
13:23
to
13:23
how
13:24
can
13:24
we
13:24
operate
13:25
in
13:25
a
13:25
world
13:26
where
13:27
individuals
13:27
can
13:27
choose
13:28
to
13:28
embrace
13:29
their
13:29
identity
13:30
and
13:30
it
13:30
doesn't
13:30
have
13:31
to
13:31
be
13:31
so
13:31
rooted
13:32
in
13:32
all
13:32
of
13:32
the
13:33
challenges
13:33
that
13:33
they
13:34
have
13:35
while
13:35
also
13:36
avoiding,
13:37
you
13:37
know,
13:38
this
13:38
rainbow
13:39
butterfly,
13:39
because
13:40
real
13:40
people
13:40
have
13:40
real
13:41
challenges
13:41
every
13:42
single
13:42
day.
13:43
And
13:43
so
13:43
we
13:43
don't
13:43
want
13:43
to
13:44
discredit
13:44
that
13:44
either.
13:46
So
13:46
I
13:46
just
13:47
want
13:47
to
13:47
go
13:47
back
13:47
for
13:48
just
13:48
a
13:48
moment,
13:48
and
13:48
then,
13:49
Kathy,
13:49
I'm
13:49
going
13:49
to
13:49
give
13:50
you
13:50
the
13:50
floor.
13:52
We
13:53
have
13:53
been
13:53
talking
13:53
since
13:53
the
13:54
wheelhouse,
13:54
since
13:55
the
13:55
inception
13:55
of
13:55
the
13:55
wheelhouse,
13:56
and
13:56
certainly
13:57
since
13:57
we
13:57
kind
13:58
of
13:58
redefined
13:58
the
13:59
wheelhouse
13:59
back
14:00
in
14:00
season
14:00
nine,
14:01
about
14:01
how
14:02
the
14:02
wheelhouse
14:03
exists
14:04
to
14:04
celebrate
14:05
and
14:05
support
14:06
each
14:06
student
14:08
and
14:09
each
14:09
of
14:10
their
14:10
identities.
14:11
Right.
14:11
Like
14:11
whoever
14:12
they
14:12
are
14:13
and
14:13
whoever
14:14
they
14:14
aspire
14:14
to
14:15
be.
14:15
And
14:16
so
14:16
for
14:16
those
14:16
of
14:16
you
14:16
who
14:16
are
14:17
listening,
14:17
we
14:18
mean
14:18
this
14:18
too.
14:20
Right.
14:21
This
14:21
is
14:21
also
14:22
a
14:22
very,
14:23
very
14:23
important
14:24
part
14:24
of
14:25
someone's
14:25
identity.
14:26
So
14:26
when
14:26
we
14:27
think
14:27
about.
14:27
When
14:28
we've
14:28
been
14:28
talking
14:28
a
14:29
lot
14:30
about
14:31
black
14:31
and
14:31
brown
14:31
folks,
14:32
we've
14:32
been
14:32
talking
14:33
a
14:33
lot
14:33
about
14:33
LGBTQIA
14:35
folks,
14:35
and
14:36
we
14:36
will
14:36
continue
14:37
to
14:37
do
14:37
so.
14:38
But
14:38
we
14:38
also
14:39
mean
14:40
anyone
14:40
who
14:40
identifies
14:42
as
14:42
neurodivergent.
14:44
So
14:44
before
14:44
Kathy
14:45
moves
14:46
into
14:46
space,
14:47
please
14:47
understand,
14:47
neurodiversity
14:49
has
14:49
always
14:49
been
14:49
part
14:49
of
14:50
the
14:50
platform.
14:51
Absolutely.
14:52
Absolutely
14:52
right.
14:53
So
14:53
I
14:53
need
14:54
to
14:54
uplift
14:54
that
14:55
intersectional
14:55
identity.
14:56
Kiara
14:56
and
14:57
I
14:57
have
14:57
been
14:57
together
14:57
over
14:58
five
14:58
years
14:58
doing
14:59
this
14:59
research.
15:00
Right.
15:01
Just
15:01
recently
15:02
as
15:02
a
15:02
research
15:03
team,
15:03
me
15:04
being
15:04
the
15:04
principal
15:04
investigator
15:05
of
15:06
two
15:06
brilliant
15:07
researchers
15:08
and
15:09
academics
15:09
and
15:09
scholars
15:11
on.
15:11
And
15:12
grant,
15:12
I
15:12
hope
15:13
that
15:13
you
15:13
place
15:14
our
15:14
article
15:16
that
15:16
link
15:17
as
15:17
part
15:17
of
15:18
the
15:18
intro
15:18
to
15:19
this
15:19
session.
15:20
Right.
15:20
To
15:21
really
15:21
understand
15:22
the
15:22
terminology
15:23
that
15:23
Kiara
15:24
just
15:24
so
15:24
eloquently
15:25
shared
15:25
with
15:26
the
15:26
entire
15:27
listening
15:27
audience
15:28
and
15:29
to
15:29
really
15:29
unpack
15:31
and
15:31
dispel
15:32
the
15:32
myths
15:33
around
15:34
this
15:34
beautiful
15:35
mosaic
15:36
of
15:36
neurotypes
15:37
that
15:37
she's
15:37
getting
15:38
ready
15:38
to
15:39
introduce
15:39
to
15:39
us
15:40
in
15:40
this
15:40
conversation.
15:41
So
15:42
for
15:42
me
15:42
and
15:43
for
15:43
all
15:43
of
15:43
us,
15:43
neurodiversity
15:44
has
15:45
always
15:45
been
15:45
part
15:46
of
15:46
our
15:46
conversation.
15:47
Absolutely.
15:47
Absolutely.
15:48
And
15:49
we
15:49
are
15:49
lifting
15:49
it
15:49
up
15:50
and
15:50
reminding
15:51
everybody
15:51
that
15:51
that
15:51
is
15:52
a
15:52
part
15:53
of
15:53
this
15:53
work
15:54
and
15:54
a
15:54
part
15:54
of
15:56
the
15:56
goals
15:56
and
15:56
the
15:57
principles
15:57
of
15:57
the
15:58
wheelhouse.
15:58
Kathy.
15:59
Yeah,
16:00
I
16:00
mean,
16:00
Chiara,
16:00
as
16:01
you
16:01
were
16:01
speaking,
16:03
I
16:04
am
16:05
a
16:05
practitioner
16:06
in
16:06
the
16:06
K12
16:07
space.
16:07
And
16:08
so
16:09
I,
16:10
you
16:10
know,
16:10
regularly
16:12
experience
16:13
this.
16:16
This,
16:16
you
16:17
know,
16:17
platform
16:18
to
16:18
where
16:18
there's
16:19
this
16:19
you
16:19
know,
16:19
we're
16:20
going
16:20
to
16:20
come
16:20
at
16:20
it
16:20
with
16:20
a
16:20
deficit
16:21
model,
16:22
but
16:22
then
16:22
there's
16:22
this
16:23
advocacy
16:23
around,
16:24
okay,
16:24
but
16:25
I,
16:25
it,
16:25
I
16:25
exist
16:26
and
16:26
it's
16:27
not
16:27
about
16:27
deficits.
16:28
So
16:30
it
16:30
is,
16:31
it
16:31
is
16:31
interesting
16:32
to
16:32
watch
16:33
individuals,
16:35
adults
16:36
get
16:36
into
16:36
that
16:37
space
16:37
of
16:38
advocating
16:38
for
16:39
themselves.
16:40
What's
16:41
most
16:41
challenging
16:43
is
16:43
having
16:44
children
16:45
when
16:46
you're
16:46
thinking
16:46
about,
16:47
you
16:47
know,
16:47
4
16:48
to
16:49
18,
16:49
19
16:50
year
16:50
olds
16:51
that
16:52
don't
16:52
understand
16:54
what's
16:54
happening
16:55
and
16:55
where
16:55
they
16:55
fit
16:56
and
16:56
they're
16:57
in
16:57
this
16:57
space
16:57
of
16:58
negativity
16:59
and
17:00
deficit
17:01
model,
17:01
all
17:01
of
17:01
the,
17:02
and
17:02
their
17:02
parents
17:03
not
17:03
understanding
17:05
what's
17:05
going
17:05
on
17:06
and
17:06
how
17:06
to
17:06
advocate
17:08
necessarily
17:08
for
17:09
their
17:09
children.
17:10
And
17:11
then
17:11
it's
17:11
this
17:11
beat
17:12
down
17:12
of,
17:13
well,
17:13
something's
17:14
wrong
17:14
with
17:14
me,
17:14
something's
17:15
wrong
17:15
with
17:15
me
17:16
and
17:16
something's
17:16
wrong
17:16
with
17:17
my
17:17
child.
17:17
And
17:18
so
17:18
all
17:18
of
17:18
these
17:19
pieces
17:20
around
17:22
when
17:23
you
17:23
become
17:24
old
17:24
enough
17:25
and
17:25
why,
17:25
you
17:26
know,
17:26
to
17:26
the
17:26
point
17:26
of,
17:27
okay,
17:27
wait
17:28
a
17:28
minute,
17:31
how
17:31
do
17:31
we
17:32
combat
17:32
that
17:33
in
17:33
this
17:33
space
17:34
of,
17:35
as
17:35
an
17:35
educator,
17:37
when
17:37
I'm
17:37
living
17:38
and
17:38
breathing
17:39
that
17:40
and
17:41
not
17:41
fully
17:41
understanding
17:42
it,
17:43
along
17:44
with
17:44
all
17:44
of
17:44
these
17:45
other
17:45
pieces
17:45
that
17:46
are
17:46
coming
17:46
at
17:46
me
17:47
that
17:47
I've
17:47
got
17:47
to
17:47
learn,
17:48
I've
17:48
got
17:48
to
17:48
understand.
17:50
And
17:51
I
17:51
know
17:51
that's
17:52
a
17:52
lot
17:52
that
17:52
I
17:53
just
17:53
put
17:53
on
17:53
the
17:53
table,
17:54
but
17:54
that's
17:54
the
17:54
reality
17:55
is
17:55
that
17:58
it
17:58
is
17:59
very
17:59
difficult
18:01
for
18:02
children,
18:03
especially
18:04
who
18:05
don't
18:05
understand
18:05
what's
18:06
happening
18:07
and
18:08
they're
18:08
being
18:09
told
18:10
and
18:10
taught
18:11
over
18:11
and
18:11
over
18:11
again
18:13
that
18:13
there
18:13
is
18:14
a
18:14
deficit,
18:15
that
18:15
something
18:16
is
18:16
wrong
18:16
with
18:17
them.
18:18
Yeah,
18:18
I,
18:19
I
18:20
will
18:20
kind
18:21
of
18:21
go
18:21
back
18:21
to
18:21
part
18:22
of
18:22
what
18:22
I
18:22
said
18:22
earlier,
18:23
which
18:23
is
18:23
that,
18:24
you
18:24
know,
18:24
in
18:24
no
18:24
way
18:25
do
18:25
I
18:25
want
18:25
to
18:25
minimize
18:26
that.
18:26
There
18:26
are
18:26
real
18:27
challenges
18:27
that
18:27
individuals
18:28
face
18:29
every
18:29
single
18:29
day.
18:30
And
18:30
I
18:30
say
18:30
that
18:31
because,
18:32
like,
18:32
I
18:32
recently
18:32
had
18:32
a
18:33
conversation
18:33
with
18:33
a
18:33
student
18:34
who
18:34
just
18:34
said,
18:34
you
18:34
know,
18:35
someone
18:35
was
18:35
like,
18:36
this
18:36
is
18:36
my
18:36
superpower.
18:37
Right.
18:38
And
18:38
they
18:38
were
18:38
like,
18:39
for
18:40
years
18:40
though,
18:41
I
18:41
have
18:42
had
18:42
to
18:42
combat
18:43
this
18:43
thought
18:44
that
18:45
there
18:45
are
18:45
things
18:46
that
18:46
I
18:46
don't
18:47
do
18:47
well
18:48
and
18:48
it
18:49
is
18:49
related
18:49
to
18:50
this
18:50
part
18:50
of
18:50
my
18:50
identity,
18:51
but
18:52
then
18:52
there
18:52
are
18:52
things
18:52
I
18:53
also
18:53
do
18:54
exceptional
18:55
because
18:55
it
18:55
is
18:56
part
18:56
of
18:56
my
18:56
identity.
18:57
And
18:57
so
18:58
I
18:58
love
18:59
that
18:59
he
18:59
was
19:00
basically
19:00
just
19:00
kind
19:00
of
19:00
sharing
19:01
that.
19:02
We
19:02
don't
19:02
have
19:03
to
19:04
minimize
19:05
either
19:06
side
19:06
of
19:06
it.
19:07
We
19:07
do
19:08
just
19:08
need
19:08
to
19:08
give
19:08
acknowledgement
19:09
to
19:10
both.
19:11
And
19:11
I
19:11
think
19:11
that
19:12
one
19:12
of
19:12
the
19:12
areas
19:13
that
19:14
can
19:14
be
19:14
challenging
19:15
is
19:16
as
19:16
practitioners
19:17
and
19:17
educators,
19:18
sometimes
19:19
we're
19:19
taught
19:20
from
19:21
a
19:21
historical
19:21
model
19:22
that
19:22
is
19:23
about
19:23
just
19:23
one
19:24
side.
19:24
Right.
19:24
Which
19:25
may
19:25
be
19:25
how
19:25
to
19:25
identify
19:26
the
19:26
challenges
19:27
or
19:27
when
19:27
you
19:27
see
19:28
these
19:28
challenges,
19:29
you
19:29
know,
19:29
we
19:30
need
19:30
to
19:30
make
19:30
referrals,
19:31
we
19:31
need
19:31
to
19:31
be
19:31
acting,
19:32
we
19:32
need
19:32
to
19:32
be
19:33
doing
19:33
or
19:33
saying
19:33
Something,
19:34
however,
19:35
the
19:35
way
19:35
that
19:36
we
19:36
talk
19:36
about
19:37
it
19:37
can
19:37
make
19:38
a
19:38
difference
19:38
the
19:38
language
19:39
that
19:39
we
19:39
choose
19:39
to
19:40
use.
19:41
And
19:41
Dr.
19:41
Zosa
19:42
Zaks
19:42
wrote
19:42
this
19:42
wonderful
19:43
article
19:44
about
19:44
how
19:44
basically
19:45
we
19:45
can
19:45
be
19:45
neuro
19:46
affirming
19:47
and
19:47
using
19:48
basically
19:49
autistic
19:50
professionals.
19:51
Right.
19:52
As
19:52
the
19:52
paradigm
19:52
shift,
19:53
which
19:53
is
19:53
I
19:53
think
19:54
the
19:54
title
19:54
of
19:54
his
19:54
article.
19:55
And
19:55
so
19:56
there
19:56
are
19:56
individuals
19:57
who
19:58
not
19:58
only
19:58
identify
19:59
as
19:59
members
20:00
of
20:00
the
20:00
community,
20:01
but
20:01
are
20:01
also
20:02
practitioners
20:03
who
20:03
are
20:03
educators
20:04
who
20:05
can
20:05
say,
20:06
you
20:06
know,
20:06
let's
20:07
think
20:07
about
20:07
how
20:08
we
20:08
can
20:08
adapt
20:09
what
20:09
we're
20:09
doing
20:10
to
20:10
be
20:11
more
20:11
neural
20:11
affirming
20:13
so
20:13
that
20:13
children,
20:15
teenagers,
20:16
young
20:17
adults
20:18
are
20:18
not
20:18
only
20:19
hearing,
20:20
you
20:20
can't,
20:20
you
20:20
can't,
20:21
you
20:21
won't,
20:21
you
20:21
won't,
20:22
but
20:22
they're
20:23
also
20:23
hearing,
20:24
you
20:25
can.
20:26
It
20:27
may
20:27
take
20:29
X,
20:29
right?
20:30
You
20:30
can,
20:31
it
20:32
may
20:32
take
20:33
longer,
20:34
you
20:34
can,
20:35
but
20:36
you
20:36
may
20:36
not
20:36
want
20:37
to.
20:38
That's
20:39
just
20:39
the
20:39
reality
20:40
of
20:40
it
20:41
sometimes.
20:42
And
20:42
when
20:42
I
20:43
say
20:43
that,
20:43
you
20:43
know,
20:43
we
20:44
hear
20:44
parents
20:44
and
20:45
individuals
20:45
share
20:46
educators
20:46
like
20:47
they
20:47
don't
20:47
have
20:47
any
20:48
friends
20:48
or
20:49
no
20:49
one's
20:49
playing
20:49
with
20:49
them.
20:50
They
20:50
seem
20:50
to
20:50
only
20:50
engage
20:51
in
20:51
parallel
20:52
play.
20:52
Right.
20:52
These
20:53
are
20:53
the
20:53
types
20:53
of
20:53
comments
20:54
that
20:54
are
20:54
made.
20:55
I
20:55
don't
20:56
want
20:56
to
20:56
play
20:56
with
20:56
you
20:57
right
20:57
now
20:58
and
20:59
I
20:59
don't
21:00
feel
21:00
lonely.
21:01
Which
21:01
could
21:02
be
21:02
the
21:02
case
21:02
for
21:02
some
21:02
individuals.
21:04
That's
21:04
all
21:04
shaped
21:05
by
21:06
our
21:06
right
21:07
views
21:07
as
21:07
part
21:07
of
21:08
the
21:08
neuro
21:08
majority
21:09
of
21:09
what
21:10
it
21:10
looks
21:10
like
21:10
to
21:11
have
21:11
happiness
21:12
or
21:12
to
21:12
be
21:13
in
21:13
part
21:14
of
21:14
a
21:14
group.
21:15
Those
21:15
may
21:15
not
21:16
always
21:16
be
21:16
the
21:16
same
21:16
shared
21:17
feelings.
21:17
And
21:17
so
21:18
we
21:18
really
21:18
have
21:18
to
21:18
take
21:18
a
21:18
step
21:19
back,
21:19
I
21:20
think,
21:20
and
21:21
allow
21:21
ourselves
21:23
to
21:24
one
21:25
review
21:25
the
21:25
language
21:25
of
21:26
course,
21:26
that
21:26
we're
21:26
using
21:27
when
21:27
we're
21:27
describing
21:28
things.
21:29
And
21:29
as
21:29
someone
21:29
who
21:29
used
21:30
to
21:30
work
21:30
primarily
21:31
with
21:31
children,
21:32
before
21:32
I
21:33
started
21:33
working
21:33
with
21:33
adults,
21:34
it
21:34
used
21:35
to
21:35
really
21:35
make
21:36
me
21:36
laugh
21:36
how
21:37
much
21:37
we
21:37
think
21:37
they're
21:38
not
21:38
understanding
21:39
and
21:39
they're
21:39
completely
21:40
understanding
21:41
exactly
21:41
what's
21:42
happening.
21:42
And
21:42
so
21:43
I
21:43
said
21:43
to
21:43
a
21:43
family
21:43
who
21:44
didn't
21:44
want
21:44
to
21:44
share
21:45
with
21:45
their
21:46
daughter
21:47
that
21:47
she
21:47
was
21:47
autistic.
21:48
They
21:49
were
21:49
like,
21:49
I
21:49
just,
21:50
we
21:50
don't
21:50
know
21:50
what
21:50
to
21:51
say.
21:51
Maybe
21:51
we
21:51
shouldn't
21:51
say
21:51
anything.
21:52
You
21:53
know,
21:53
what
21:53
do
21:53
we
21:53
do,
21:53
what
21:53
do
21:54
we
21:54
do?
21:54
And
21:55
so
21:55
I
21:55
said,
21:55
well,
21:55
where
21:56
does
21:56
she
21:56
think
21:56
she
21:56
comes
21:57
every
21:57
day?
21:57
Because
21:58
literally
21:59
autism
22:00
is
22:00
on
22:00
the
22:00
building
22:01
name
22:03
and
22:03
she
22:03
can
22:04
read.
22:05
And
22:05
so
22:06
they
22:06
went
22:06
to
22:06
like
22:07
prep
22:07
themselves
22:07
to
22:07
have
22:08
this
22:08
conversation.
22:09
And
22:09
she's
22:10
like,
22:10
I
22:10
know,
22:12
I
22:12
know.
22:12
Like,
22:13
I
22:13
know
22:13
I'm
22:13
autistic
22:14
and
22:14
the
22:15
parents
22:15
are
22:15
like,
22:15
floor
22:16
what
22:17
she
22:17
knows.
22:18
She
22:18
said,
22:18
it's
22:18
on
22:19
this
22:19
building
22:19
every
22:20
day
22:20
and
22:20
on
22:20
the
22:20
van
22:20
that
22:21
picks
22:21
me
22:21
up
22:24
and
22:25
I'm
22:25
okay
22:25
with
22:25
it.
22:25
I'm
22:26
there
22:26
with
22:26
my
22:26
Friends,
22:26
and
22:27
we're
22:27
all
22:27
here
22:27
together
22:28
for
22:28
group.
22:29
And
22:29
it
22:30
just
22:30
kind
22:30
of
22:30
made
22:31
them
22:31
laugh
22:31
because.
22:32
And
22:32
me
22:32
too.
22:33
Not
22:33
because
22:35
of
22:35
the
22:35
fact
22:35
that,
22:35
like,
22:36
we
22:36
thought
22:37
that
22:37
she
22:37
didn't.
22:38
I
22:38
thought
22:38
she
22:38
didn't
22:38
know.
22:39
Right.
22:39
I.
22:39
I
22:40
thought
22:40
it
22:40
was
22:40
funny
22:40
that
22:40
they
22:41
have
22:41
for
22:41
so
22:41
long
22:42
been
22:42
prepping
22:42
themselves
22:43
for
22:43
this
22:43
really
22:43
hard
22:44
conversation.
22:45
And
22:45
then
22:46
she
22:46
was
22:46
like,
22:46
I'm
22:47
completely
22:47
aware
22:47
of
22:48
what's
22:48
happening.
22:48
I
22:49
know
22:49
why
22:49
I'm
22:49
here.
22:50
And
22:50
sometimes
22:51
we're
22:51
talking
22:52
around
22:52
individuals
22:53
and
22:53
not
22:54
talking
22:54
directly
22:54
to
22:55
them.
22:55
No
22:55
matter
22:55
their
22:56
age,
22:56
we
22:57
should
22:57
be
22:57
talking
22:58
to
22:58
them
22:59
as
22:59
we
22:59
are
22:59
going
22:59
through
23:00
these
23:00
people
23:00
processes
23:01
and
23:01
explaining,
23:03
you
23:03
know,
23:04
how
23:04
it
23:04
can
23:04
be
23:05
really
23:05
loud
23:05
and
23:05
it
23:05
hurts
23:06
your
23:06
ears.
23:07
That's
23:07
because
23:07
you're
23:08
able
23:09
to
23:09
process
23:10
the
23:10
environment
23:11
and
23:11
sound
23:12
stronger
23:13
than
23:13
other
23:13
people.
23:14
Does
23:15
that
23:15
make
23:15
it
23:15
seem
23:15
like
23:16
something's
23:16
wrong
23:16
with
23:16
me
23:18
or
23:18
is
23:18
that
23:18
giving
23:19
the
23:19
facts?
23:21
Some
23:21
people
23:21
may
23:22
not
23:22
experience
23:23
it
23:23
that
23:23
way.
23:24
That
23:24
can
23:25
make
23:25
it
23:25
difficult.
23:26
Now
23:27
what
23:27
maybe
23:27
do
23:28
you
23:28
like
23:29
that
23:29
can
23:30
help?
23:31
Are
23:31
they
23:31
earbuds?
23:33
It
23:33
may
23:34
not
23:34
be
23:34
earbuds.
23:35
Right.
23:35
It
23:35
may
23:35
not
23:36
be
23:36
noise
23:36
canceling
23:36
headphones.
23:37
Maybe
23:38
the
23:38
person
23:38
just
23:39
says,
23:39
I
23:39
don't
23:40
want
23:40
to
23:40
wear
23:40
anything,
23:42
but
23:42
I'll
23:43
be
23:43
okay
23:43
if
23:44
I
23:44
can
23:44
leave
23:44
the
23:44
room
23:44
for
23:45
a
23:45
few
23:45
minutes.
23:45
Right.
23:46
And
23:46
so
23:46
I
23:46
think
23:47
that
23:47
a
23:47
lot
23:47
of
23:47
work
23:48
that
23:48
we
23:48
have
23:48
to
23:48
do
23:48
as
23:49
educators
23:49
and
23:49
practitioners
23:50
is
23:51
really
23:51
taking
23:51
like
23:52
a
23:52
step
23:52
back
23:53
from
23:53
all
23:53
the
23:53
training,
23:55
you
23:55
know,
23:55
all
23:55
the
23:56
readings,
23:57
and
23:57
really
23:58
saying,
23:58
like,
23:58
let's
23:58
look
23:59
at
23:59
this
23:59
as
24:00
an
24:00
individual
24:00
who's
24:01
in
24:01
front
24:01
of
24:01
me
24:01
and
24:02
fully
24:02
engage
24:03
them
24:03
in
24:03
this
24:04
process
24:05
and
24:06
give
24:06
them
24:07
language
24:07
that
24:07
I
24:08
can
24:08
to
24:09
help
24:09
to
24:09
explain
24:11
what's
24:11
going
24:11
on
24:12
right
24:12
now
24:14
and
24:14
then
24:14
give
24:14
them
24:15
the
24:15
space
24:15
to
24:15
give
24:16
me
24:16
feedback
24:18
about
24:18
what
24:18
I'm
24:19
doing,
24:19
what
24:19
I'm
24:19
saying.
24:20
And
24:20
it
24:21
has
24:21
to
24:21
be
24:21
that
24:21
back
24:22
and
24:22
forth
24:22
conversation.
24:24
And
24:24
it's
24:24
not
24:24
always
24:25
verbal
24:25
conversation.
24:26
I
24:26
want
24:26
to
24:26
be
24:26
clear
24:26
about
24:26
that.
24:27
Right.
24:27
But
24:27
there
24:27
has
24:27
to
24:28
be
24:28
this
24:28
exchange
24:28
of
24:29
information
24:29
that
24:29
is
24:30
taking
24:30
place.
24:31
It's
24:31
almost
24:32
as
24:32
if
24:32
we're
24:33
humanizing
24:35
education.
24:39
No,
24:40
it
24:40
is.
24:41
It
24:41
is
24:42
us
24:42
humanizing
24:43
Kathy.
24:44
Education.
24:46
Right.
24:46
So
24:46
if
24:47
the
24:47
teaching
24:47
and
24:47
learning
24:48
and
24:48
communicative
24:49
action
24:49
process
24:50
is
24:50
reciprocal.
24:51
Right,
24:52
Right.
24:52
Give
24:53
me
24:53
an
24:53
opportunity
24:54
to
24:54
communicate
24:56
the
24:56
way
24:57
and
24:57
in
24:57
the
24:57
space
24:58
that
24:58
I.
24:58
Feel
24:58
most
24:59
comfortable
25:00
and
25:00
allow
25:01
that
25:01
to
25:01
be
25:01
different
25:03
than
25:03
what
25:03
everyone
25:04
else
25:04
may
25:04
be
25:04
doing
25:05
or
25:05
not
25:06
doing.
25:07
So
25:07
that
25:08
means
25:08
that
25:08
leaders
25:08
and
25:09
teachers
25:09
have
25:09
to
25:09
interrogate
25:11
their
25:11
mental
25:12
models
25:13
about
25:13
what
25:13
it
25:14
means
25:14
to
25:14
be
25:16
what,
25:16
smart,
25:17
to
25:17
be
25:18
capable,
25:18
to
25:19
be
25:19
focused,
25:19
to
25:20
be
25:21
on
25:21
task.
25:22
I
25:22
mean,
25:23
pick
25:23
your
25:23
word.
25:24
Right.
25:25
We
25:25
have
25:25
to
25:26
really
25:26
rethink
25:27
what
25:27
our
25:27
mental
25:28
models
25:28
are
25:29
around
25:31
each
25:31
and
25:32
every
25:32
student
25:33
and
25:33
around
25:33
some
25:33
of
25:33
these
25:34
constructs
25:36
that
25:36
we
25:36
use
25:37
for
25:37
traditional
25:38
transactional
25:39
herding.
25:41
Absolute.
25:42
Because
25:42
that's
25:43
not
25:43
going
25:43
to
25:43
serve
25:43
well
25:44
a
25:44
student
25:47
who
25:47
is
25:49
in
25:49
any
25:49
way,
25:50
in
25:50
any
25:51
way,
25:51
not
25:52
the
25:52
norm,
25:53
not
25:53
the
25:53
typical,
25:55
not
25:55
how
25:55
we
25:55
think
25:56
we
25:56
should
25:57
be
25:57
organizing
25:58
school
26:00
in
26:00
a
26:00
particular.
26:01
Way,
26:02
or
26:03
how
26:03
we
26:03
as
26:03
educators
26:04
broaden
26:06
our
26:06
understanding
26:06
of
26:07
the
26:07
pathways
26:08
that
26:08
learners
26:10
are
26:11
needing
26:11
to
26:11
take
26:12
as
26:13
they
26:14
engage
26:14
with
26:14
their
26:15
learning.
26:16
Yeah.
26:17
And
26:17
we're
26:17
going
26:17
to
26:18
see
26:18
that
26:18
that's
26:18
only
26:18
going
26:19
to
26:19
continue
26:19
to
26:19
increase.
26:20
Right.
26:20
Because
26:21
we
26:21
also
26:21
have
26:22
generations
26:23
that
26:24
are
26:24
coming
26:25
through
26:25
our
26:25
education
26:26
system
26:26
who
26:26
already
26:26
have
26:27
a
26:27
more
26:27
heightened
26:27
awareness
26:28
of
26:29
different
26:29
identities,
26:31
of
26:31
things
26:31
that
26:31
they
26:32
need,
26:32
also
26:33
of
26:33
what
26:33
they
26:34
want.
26:34
Everyone
26:35
who
26:35
has
26:35
on
26:35
noise
26:35
canceling
26:36
headphones
26:36
or
26:37
has
26:37
a
26:37
fidget
26:37
in
26:37
their
26:38
hand
26:38
is
26:39
not
26:39
someone
26:39
who
26:40
may
26:40
be
26:41
identifying
26:42
as
26:42
neurodivergent.
26:43
Right.
26:44
But
26:44
they
26:44
may
26:45
be
26:45
choosing
26:45
to
26:46
utilize
26:46
a
26:46
tool
26:47
that
26:47
has
26:48
now
26:48
become
26:48
more
26:48
available
26:49
to
26:49
them
26:50
because
26:51
of
26:51
the
26:52
fact
26:52
that
26:52
we
26:52
have
26:53
provided
26:53
people
26:54
with
26:54
more
26:54
information
26:55
about
26:55
what
26:55
they
26:55
have
26:56
access
26:56
to,
26:56
to
26:57
and
26:57
what
26:57
they
26:57
can
26:58
utilize.
26:59
And
26:59
so
27:00
I
27:00
do
27:00
believe
27:00
that,
27:01
you
27:01
know,
27:01
thinking
27:02
about
27:02
what
27:02
a
27:03
classroom
27:04
can
27:05
be,
27:05
right.
27:05
What
27:06
can
27:06
look
27:06
like,
27:07
we
27:07
talk
27:07
about
27:08
universal
27:08
design
27:09
for
27:09
learning.
27:10
Right.
27:10
We
27:10
talk
27:10
about
27:11
these
27:11
approaches,
27:12
we
27:12
talk
27:12
about
27:13
making
27:13
sure
27:14
we're
27:14
differentiating
27:15
and
27:15
you
27:16
know,
27:16
we
27:16
use
27:16
all
27:16
these
27:16
different
27:17
terms.
27:18
But
27:18
when
27:18
it
27:18
comes
27:18
to
27:20
practice,
27:20
right.
27:21
What
27:21
does
27:21
that
27:21
look
27:22
like
27:23
in
27:23
real
27:23
life
27:24
application,
27:25
that's
27:26
when
27:26
we
27:26
start
27:26
to
27:26
come
27:27
up
27:27
against
27:28
all
27:28
of
27:29
these
27:29
traditional
27:30
norms
27:30
that
27:30
have
27:31
been
27:31
set
27:31
in
27:31
place.
27:32
Right?
27:32
And
27:33
so
27:34
who
27:34
says
27:34
I
27:35
can't
27:35
learn
27:35
while
27:36
also
27:36
coloring
27:37
while
27:37
you're
27:37
talking?
27:38
Who
27:38
says,
27:39
I'm
27:39
not
27:39
listening
27:39
to
27:40
you.
27:40
Because
27:40
your
27:41
eyes
27:41
aren't
27:41
on
27:41
me.
27:42
Right.
27:42
You're
27:42
not
27:42
looking,
27:44
you're
27:44
not
27:45
looking
27:45
at.
27:45
Me,
27:45
you're
27:45
not
27:45
listening.
27:46
And
27:46
how
27:47
many
27:47
times
27:47
do
27:47
we
27:47
say
27:47
like,
27:48
you
27:48
know,
27:48
or
27:48
hear
27:49
like,
27:49
eyes
27:49
up
27:49
here
27:50
or
27:50
you're
27:50
not
27:51
paying
27:51
attention.
27:52
What
27:52
does
27:52
attention
27:53
look
27:54
like?
27:54
And
27:54
who's
27:55
decided
27:57
who's
27:57
paying
27:57
attention
27:58
and
27:58
who's
27:58
not?
27:59
And
27:59
so
28:00
I
28:00
can
28:01
say
28:01
this
28:01
because
28:01
I
28:02
even
28:02
had
28:02
to
28:02
catch
28:02
myself
28:03
the
28:03
other
28:03
day
28:03
because
28:03
my
28:03
daughter
28:04
was
28:04
trying
28:04
to
28:04
color
28:04
something.
28:05
I
28:05
was
28:05
like,
28:05
she's
28:05
like,
28:05
but
28:06
can
28:06
you
28:06
also
28:06
read
28:06
this
28:06
book?
28:07
And
28:07
I
28:07
was
28:07
like,
28:08
wait,
28:08
you
28:09
want
28:09
me
28:09
to
28:09
read
28:09
and
28:10
you're
28:10
also
28:10
going
28:10
to
28:10
do
28:10
that?
28:11
And
28:11
I
28:11
had
28:11
to
28:12
stop
28:12
and
28:12
pause,
28:12
which
28:13
is
28:13
what
28:13
I
28:13
think
28:14
we're
28:15
going
28:15
to
28:15
have
28:15
to
28:15
continue
28:16
to
28:16
do,
28:16
right?
28:17
Stop
28:18
and
28:18
pause.
28:19
And
28:19
I
28:19
had
28:20
to
28:20
challenge
28:20
immediately
28:21
my
28:21
own
28:22
thought,
28:22
which
28:22
is
28:22
that
28:23
you
28:23
can't
28:23
listen
28:24
to
28:24
me
28:24
read
28:24
this
28:24
story
28:25
and
28:25
color
28:25
at
28:26
the
28:26
same
28:26
time.
28:27
Meanwhile,
28:28
I'm
28:28
handing
28:28
out
28:30
coloring
28:30
sheets
28:31
and,
28:31
you
28:32
know,
28:33
got
28:33
A
28:33
whole
28:34
creative
28:34
station
28:34
in
28:35
our
28:35
center
28:35
telling
28:36
people,
28:36
do
28:36
what
28:36
works
28:37
for
28:37
you.
28:37
But
28:38
now
28:38
here
28:39
I
28:39
am
28:39
in
28:39
a
28:39
moment
28:40
where
28:41
I
28:41
need
28:41
to
28:41
stop
28:41
and
28:42
recognize
28:42
that
28:42
I
28:43
have
28:43
to
28:43
challenge
28:45
this
28:45
for
28:46
myself
28:47
in
28:47
this
28:47
moment.
28:48
And
28:48
so
28:48
I
28:49
said
28:49
to
28:49
her,
28:50
you,
28:51
I
28:51
don't
28:51
know,
28:51
Mommy.
28:52
Sorry.
28:53
Like,
28:53
go
28:53
ahead.
28:54
You
28:55
color
28:55
and
28:56
I'll
28:56
breathe.
28:58
After
28:59
years
28:59
of
28:59
being
28:59
told
28:59
by
29:00
my
29:00
own
29:00
father,
29:01
there
29:01
is
29:01
no
29:01
way.
29:02
And
29:02
it's
29:02
okay
29:02
I
29:02
can
29:02
say
29:02
this
29:03
because
29:03
he
29:03
knows
29:03
it's
29:03
true,
29:03
there
29:04
is
29:04
no
29:04
way
29:06
that
29:06
you
29:06
are
29:06
writing
29:07
that
29:07
paper
29:07
and
29:07
listening
29:08
to
29:08
music.
29:09
I
29:09
read
29:09
this
29:09
wonderful
29:10
article,
29:10
actually,
29:10
about
29:11
individuals
29:11
with
29:11
ADHD
29:12
who
29:12
actually
29:13
do
29:13
really
29:13
well,
29:14
thriving
29:14
in
29:15
musical
29:15
backgrounds
29:16
while
29:16
doing
29:17
work
29:17
as
29:18
long
29:18
as
29:18
the
29:18
music
29:18
is
29:19
familiar.
29:19
And
29:20
I
29:20
have
29:20
said
29:20
that
29:20
to
29:20
people
29:21
for
29:21
years.
29:23
For
29:23
years.
29:24
And
29:24
so
29:25
if
29:25
we
29:25
don't
29:25
stop
29:25
and
29:26
pause
29:27
and
29:27
really
29:28
challenge
29:28
what
29:28
we're
29:28
saying
29:29
to
29:29
someone,
29:29
you
29:29
can't
29:29
walk
29:29
in
29:30
my
29:30
class,
29:30
Sit
29:30
down.
29:32
Who
29:32
said
29:33
they're
29:33
not
29:33
listening?
29:34
Find
29:34
a
29:35
space
29:35
for
29:36
them
29:36
to
29:36
do
29:36
what
29:36
they
29:37
need
29:37
to
29:37
do
29:37
while
29:38
also
29:38
engaging
29:39
in
29:39
the
29:39
learning
29:39
environment.
29:41
Chiara,
29:41
there
29:41
are
29:42
two
29:42
things
29:42
that
29:43
you've
29:43
said
29:43
that
29:44
are
29:44
just
29:45
ringing
29:46
so
29:46
true
29:46
for
29:46
me.
29:48
The
29:49
first
29:49
is
29:51
how
29:52
context
29:54
and
29:54
the
29:54
change
29:55
in
29:55
context
29:56
can
29:58
throw
29:58
up
29:59
barriers
29:59
to
29:59
our
30:00
vision.
30:01
When
30:02
you
30:02
move
30:02
from
30:03
the
30:03
practitioner
30:04
role
30:04
to
30:04
the
30:04
parent
30:05
role,
30:06
you
30:07
know
30:07
our
30:07
set
30:07
of
30:08
beliefs
30:08
change,
30:09
right?
30:09
Absolutely.
30:10
And
30:11
so
30:12
that.
30:12
That
30:12
just
30:13
adds
30:13
so
30:13
much
30:13
more
30:14
complexity.
30:14
And
30:15
when
30:15
I
30:15
think
30:15
of
30:15
the
30:15
shifting
30:16
roles
30:16
of
30:16
adults
30:17
who
30:17
are
30:17
working
30:17
in
30:17
schools
30:18
and
30:19
how
30:20
those
30:20
subtle
30:21
changes
30:21
in
30:22
roles
30:23
can
30:23
interrupt
30:24
their
30:24
capacity
30:25
to.
30:26
To
30:26
see
30:26
clearly,
30:27
to
30:27
hear
30:28
clearly.
30:29
The
30:29
other
30:30
standout
30:32
observation
30:33
you
30:33
shared
30:33
is
30:34
the
30:34
importance
30:34
of
30:35
having
30:35
neurodivergent
30:36
professionals
30:38
leading
30:38
the
30:38
conversation
30:40
about
30:42
the
30:42
spaces
30:42
in
30:42
which
30:43
our
30:43
children
30:43
are
30:44
learning,
30:45
the
30:46
ways
30:46
and
30:46
the
30:47
pathways
30:47
toward
30:47
learning
30:48
that
30:49
children
30:49
take.
30:50
And
30:50
it
30:50
reminded
30:51
me
30:51
back
30:51
in
30:51
2004,
30:52
when
30:53
our
30:53
oldest
30:53
child
30:54
was
30:54
diagnosed
30:56
as
30:56
neurodivergent,
30:58
what
30:58
the
30:59
DSM
30:59
then
31:00
called
31:00
Asperger's,
31:03
the
31:03
pediatric
31:05
psychologist
31:06
who
31:06
made
31:07
the
31:08
diagnosis
31:09
was
31:09
herself
31:11
an
31:11
Asperger's
31:12
individual.
31:14
As
31:14
parents,
31:15
our
31:16
questions
31:16
like,
31:17
we're
31:17
all
31:17
over
31:17
the
31:17
place.
31:18
Will
31:19
our
31:19
child
31:19
be
31:20
able
31:20
to
31:20
live
31:20
an
31:20
independent
31:21
life?
31:22
That
31:22
was
31:22
one
31:22
of
31:22
the
31:22
first
31:22
concerns.
31:24
And
31:24
she
31:24
calmly
31:25
looked
31:25
at
31:25
us
31:26
and
31:26
said,
31:26
oh,
31:27
my
31:27
goodness,
31:28
why
31:28
on
31:28
earth
31:29
not?
31:32
And
31:33
we
31:33
had
31:34
recognized
31:35
from
31:35
her
31:35
disposition
31:36
early
31:37
in
31:37
the
31:37
conversation
31:39
that
31:40
we
31:40
were
31:41
being
31:41
served
31:41
by
31:41
an
31:42
individual
31:42
who
31:42
was
31:42
neurodivergent.
31:45
What
31:45
she
31:45
taught
31:45
us
31:46
in
31:46
60
31:47
minutes
31:48
about
31:48
our
31:49
child,
31:50
about
31:50
ourselves,
31:51
and
31:52
about
31:52
possibilities
31:53
for
31:53
the
31:53
way
31:53
forward,
31:54
I
31:54
could
31:54
write
31:54
a
31:55
book
31:55
about.
31:55
It
31:55
was
31:55
so
31:56
incredibly
31:58
affirming,
32:02
and
32:04
it
32:04
just.
32:05
There
32:05
was
32:06
so
32:06
much
32:06
clarity.
32:07
And
32:07
it
32:07
was
32:08
the
32:08
first
32:08
time
32:08
in
32:09
four
32:09
years
32:09
that
32:10
we
32:10
spoke
32:10
to
32:10
a
32:10
professional
32:11
who
32:11
we
32:12
felt
32:13
saw
32:13
our
32:14
child,
32:14
demonstrated
32:15
that
32:15
she
32:16
saw
32:16
our
32:16
child
32:17
did
32:17
things
32:18
that
32:18
our
32:18
child
32:18
responded
32:19
to
32:19
in
32:20
ways
32:20
that
32:22
she
32:22
had
32:22
never
32:23
responded
32:23
to
32:23
before.
32:25
It
32:25
was
32:26
incredibly
32:28
powerful
32:29
in
32:29
moving
32:30
us
32:30
forward.
32:31
And
32:32
we
32:32
had
32:32
spoken
32:32
to
32:32
a
32:33
lot
32:33
of
32:33
professionals
32:34
at
32:34
that
32:34
point.
32:36
So
32:36
having
32:37
that
32:37
professional
32:38
who
32:38
is
32:38
also
32:39
a
32:39
neurodivergent
32:41
human
32:41
being
32:42
leading
32:42
the
32:42
conversation
32:44
for
32:44
me
32:45
personally,
32:45
that
32:46
rings
32:46
very
32:46
powerfully
32:47
true.
32:48
Yeah.
32:49
And
32:49
I
32:49
think
32:50
that
32:50
also
32:50
I
32:50
appreciate
32:51
you
32:51
sharing
32:51
that
32:52
experience.
32:53
And
32:53
I
32:53
also
32:54
believe
32:55
that
32:56
when
32:56
we
32:56
come
32:56
into
32:57
contact
32:57
with
32:57
neurodivergent
32:58
professionals
32:59
who
32:59
are
32:59
sharing,
33:00
oftentimes
33:01
they
33:01
are
33:01
very
33:02
candid
33:02
about,
33:02
like,
33:03
this
33:03
was
33:03
my
33:03
experience.
33:05
I'm
33:05
not
33:05
saying
33:06
what
33:06
someone
33:06
else's
33:07
experience
33:08
will
33:08
be.
33:09
And
33:09
I
33:09
think
33:10
I
33:10
really
33:10
appreciate
33:11
that
33:11
too,
33:12
because
33:13
so
33:13
often
33:14
people
33:15
jump
33:15
straight
33:16
to
33:16
like
33:16
the
33:16
myths,
33:17
right?
33:17
Like,
33:18
everything's
33:18
going
33:19
to
33:19
be
33:19
great
33:19
and
33:20
my
33:20
child's
33:20
going
33:21
to
33:21
be
33:21
like
33:21
a
33:21
savant.
33:22
Right.
33:22
But
33:22
there
33:22
are
33:23
individuals
33:23
who
33:24
do
33:24
not
33:24
develop
33:25
verbal
33:26
language
33:26
but
33:27
find
33:27
ways
33:27
to
33:27
communicate.
33:28
Right.
33:28
There
33:29
are
33:29
individuals
33:29
who
33:30
may
33:30
not
33:30
live
33:31
independently,
33:32
but
33:32
they
33:32
still
33:33
have
33:34
well
33:35
meaning
33:35
lives,
33:36
you
33:36
know,
33:37
where
33:37
they
33:37
are
33:38
happy
33:38
or
33:39
find
33:39
joy
33:40
in
33:40
the
33:40
things
33:40
that
33:40
they're
33:41
doing
33:41
or
33:41
engaged
33:42
in.
33:42
And
33:43
so
33:43
there
33:43
are
33:43
individuals
33:44
who
33:44
may
33:44
have
33:45
what
33:45
is
33:46
independent
33:46
living
33:46
with
33:47
a
33:47
support
33:47
system
33:48
in
33:48
place
33:49
and
33:49
that
33:49
can
33:50
range.
33:51
And
33:51
so
33:51
I
33:51
really
33:52
appreciate
33:52
when
33:53
we
33:53
come
33:53
in
33:53
contact
33:54
with
33:54
neurodivergent
33:55
professionals
33:55
in
33:55
particular
33:56
and
33:56
they're
33:57
sharing
33:57
their
33:57
experience,
33:58
but
33:58
they're
33:58
also,
33:59
again,
33:59
so
34:00
I
34:00
think
34:00
aware
34:01
about
34:01
saying,
34:01
but
34:02
that
34:02
was
34:02
me.
34:04
That
34:04
may
34:04
not
34:04
be
34:05
the
34:05
case
34:05
for
34:06
every
34:06
person.
34:07
I
34:07
think
34:07
that,
34:08
you
34:08
know,
34:08
oftentimes
34:09
when
34:09
we
34:09
talk
34:09
about
34:10
neurodivergence,
34:11
autism
34:11
gets
34:11
highlighted.
34:12
But
34:13
then
34:13
we
34:13
also
34:13
forget
34:14
about
34:14
like
34:15
dyslexia,
34:16
dyspraxia,
34:17
dyscalculia.
34:18
And
34:18
when
34:18
we
34:18
think
34:18
about
34:18
the
34:19
classroom,
34:20
if
34:20
I
34:20
say
34:20
to
34:21
an
34:21
educator,
34:22
I'm
34:22
autistic,
34:23
I
34:23
have
34:23
adhd,
34:25
they
34:25
probably
34:26
understand
34:27
that
34:27
a
34:27
little
34:27
bit
34:27
more.
34:28
When
34:28
I
34:28
start
34:29
to
34:29
explain
34:29
that
34:30
I'm
34:30
dyslexic
34:32
or
34:32
someone
34:32
starts
34:33
to
34:33
explain
34:34
what
34:34
it
34:34
means
34:34
to
34:34
be
34:35
dyspraxic.
34:36
Now
34:36
we
34:37
start
34:37
to
34:37
get
34:37
down
34:39
into
34:39
areas
34:39
that
34:40
people
34:40
do
34:40
not
34:41
feel
34:41
comfortable
34:42
with.
34:42
They
34:43
don't
34:43
have
34:43
understanding
34:44
of
34:44
these
34:44
identities.
34:45
And
34:46
this
34:46
all
34:46
is
34:46
falling
34:47
underneath
34:47
this
34:47
umbrella,
34:48
right,
34:48
of
34:49
neurodiversity
34:49
in
34:50
these
34:50
varying
34:50
neural
34:51
types.
34:52
And
34:52
so
34:52
when
34:53
I'm
34:53
working
34:53
with,
34:54
you
34:54
know,
34:54
professionals
34:55
and
34:55
we're
34:56
talking,
34:56
everyone
34:57
just
34:57
jumps
34:58
and
34:58
starts
34:58
assuming
34:58
we're
34:59
talking
34:59
about
34:59
autism.
34:59
But
35:00
we're
35:00
not
35:00
just
35:00
talking
35:01
about
35:01
an
35:01
autistic
35:01
individual.
35:02
We're
35:03
talking
35:03
about
35:04
a
35:04
variety,
35:05
right,
35:05
of
35:06
identities
35:06
and
35:07
neural
35:07
types
35:07
that
35:07
exist.
35:08
And
35:09
so
35:09
my
35:10
dyslexic
35:10
student.
35:11
It's
35:11
not
35:11
that
35:11
they
35:11
can't
35:12
read.
35:13
Right.
35:13
We
35:14
have
35:14
to
35:14
challenge
35:14
these
35:14
myths
35:15
because
35:15
then
35:16
the
35:16
thought
35:16
is
35:16
like,
35:16
oh,
35:17
you
35:17
can't
35:17
read.
35:17
You're
35:17
not
35:18
going
35:18
to
35:18
be
35:18
able
35:18
to
35:18
read.
35:18
And
35:19
those
35:19
are
35:19
myths
35:20
that
35:20
are
35:20
not
35:20
true.
35:21
That's
35:21
not
35:21
true.
35:22
It
35:23
does
35:23
mean
35:23
that
35:23
the
35:24
way
35:24
they
35:24
process
35:24
words
35:26
that's
35:27
written
35:27
down
35:28
is
35:29
different.
35:30
But
35:30
when
35:31
we
35:31
look
35:31
at,
35:31
like,
35:32
what
35:32
are
35:32
their
35:33
auditory
35:33
strengths,
35:34
though?
35:36
What
35:36
is
35:36
their
35:37
ability
35:37
to
35:37
visualize
35:39
words
35:40
and
35:40
stories
35:41
and
35:41
information?
35:42
And
35:43
so
35:43
as
35:43
I
35:44
start
35:44
to
35:44
expand
35:45
my
35:45
view,
35:46
then
35:46
I
35:47
don't
35:47
get
35:47
as
35:47
upset
35:48
if
35:48
someone
35:48
has
35:48
to
35:49
have
35:49
a
35:49
calculator
35:49
because
35:50
they
35:50
actually
35:50
do
35:51
have
35:51
dyscalcula.
35:53
Yeah,
35:53
I
35:53
kind
35:53
of
35:53
want
35:54
to.
35:54
I
35:54
want
35:54
to
35:54
paint
35:55
a
35:55
picture.
35:55
And
35:55
Kara,
35:56
I
35:56
want
35:56
you
35:56
to
35:56
correct
35:57
anything
35:57
that
35:57
I
35:58
say
35:58
that
35:58
is
35:58
not
35:58
true.
35:59
Okay.
36:00
It's
36:00
okay.
36:02
So
36:02
when
36:02
we
36:03
think
36:03
about.
36:04
When
36:04
we
36:04
think
36:04
about
36:06
this
36:06
transactional,
36:07
hurting
36:07
nature
36:07
of
36:08
schooling,
36:08
right?
36:09
It
36:09
is
36:09
based
36:10
on
36:12
giving
36:13
privilege
36:14
to
36:15
certain
36:15
ways
36:15
of
36:16
thinking,
36:16
to
36:17
certain
36:17
ways
36:17
of
36:18
behaving,
36:19
to
36:19
certain
36:20
ways
36:20
of
36:21
feeling
36:22
and
36:22
saying
36:22
that
36:23
some
36:23
ways
36:24
of
36:24
doing
36:24
that
36:25
are
36:26
better
36:26
than
36:26
others.
36:28
Right?
36:28
Right.
36:29
And
36:29
if
36:29
we're
36:30
going
36:30
to
36:30
disrupt
36:30
that,
36:32
then
36:34
the
36:34
big
36:34
thing
36:34
that
36:35
I'm
36:35
going
36:35
to
36:35
remember
36:35
from
36:35
this
36:36
conversation
36:36
today,
36:37
besides
36:37
your
36:38
genius,
36:38
is
36:39
three
36:41
stop
36:42
and
36:42
pause.
36:44
Because
36:45
the
36:45
way
36:45
we
36:45
move
36:45
away
36:46
from
36:46
this
36:46
for
36:46
educators
36:48
is
36:48
to
36:49
interrogate,
36:50
right,
36:50
Interrogate
36:51
mental
36:52
models
36:54
about
36:56
how
36:56
we
36:56
extend
36:56
privilege
36:57
to
36:57
certain
36:57
ways
36:58
of
36:58
thinking,
36:58
believing,
36:59
behaving,
37:00
feeling,
37:01
whatever.
37:03
And
37:03
that
37:03
if
37:04
we
37:04
really
37:04
want
37:04
to
37:05
solve
37:05
this
37:06
issue
37:06
for
37:07
not
37:08
only
37:08
our
37:08
neurodivergent
37:09
students,
37:09
but
37:10
for
37:10
everybody
37:10
else,
37:11
if
37:11
we
37:11
really
37:12
think
37:12
about
37:14
making
37:14
sure
37:14
that
37:14
our
37:14
classrooms
37:15
are
37:15
responsive
37:18
to
37:18
our
37:18
neurodivergent
37:19
students,
37:21
won't
37:22
they
37:22
be
37:22
better
37:22
for
37:22
every
37:23
student
37:23
in
37:24
the
37:24
classroom
37:24
as
37:25
well,
37:25
Kiara?
37:26
Absolutely.
37:27
Absolutely.
37:28
Because
37:29
now
37:29
we're
37:29
shifting
37:30
right
37:30
into
37:30
universal
37:31
design
37:32
for
37:32
learning,
37:33
which
37:33
means
37:34
that
37:34
what
37:34
you
37:35
need,
37:35
you
37:36
can
37:36
have
37:36
access
37:37
to.
37:37
And
37:38
it
37:38
doesn't
37:38
have
37:39
stipulations
37:40
on
37:40
things
37:40
like
37:40
documentation
37:42
or
37:42
evaluations.
37:43
Because
37:43
then
37:44
we
37:44
also
37:45
had
37:46
to
37:46
recognize
37:46
there
37:46
are
37:47
some
37:47
individuals,
37:48
right,
37:49
who
37:49
may
37:50
not
37:50
receive
37:51
the
37:51
same
37:51
support
37:53
or
37:53
evaluation
37:54
that
37:54
someone
37:54
else
37:55
may.
37:55
They
37:56
may
37:56
not
37:56
be
37:56
recognized
37:57
or
37:58
identified
37:58
the
37:59
same
37:59
way.
38:00
And
38:00
so
38:00
when
38:00
that
38:01
happens,
38:01
do
38:01
we
38:02
also
38:02
say,
38:02
well,
38:03
you
38:03
know,
38:03
since
38:04
you
38:04
don't
38:04
have
38:04
a
38:04
piece
38:04
of
38:05
paper
38:05
that
38:05
says
38:06
that
38:06
you
38:06
qualify,
38:07
you
38:07
don't
38:08
get
38:08
support
38:08
here.
38:09
No.
38:09
We
38:10
have
38:10
to
38:10
come
38:10
up
38:10
with
38:11
strategies
38:12
to
38:12
implement
38:13
things
38:13
that
38:14
can
38:14
be
38:14
applicable
38:15
to
38:15
anyone
38:16
if
38:16
they
38:16
need
38:16
it.
38:17
Choice
38:17
is
38:18
important.
38:19
Right.
38:19
But
38:20
then
38:20
we
38:20
have
38:20
to
38:20
push
38:21
ourselves
38:21
past
38:21
that.
38:22
So,
38:22
so
38:23
often
38:23
we're
38:23
very
38:23
focused
38:24
on
38:24
compliance.
38:26
Our
38:26
goal
38:26
is,
38:27
you
38:27
know,
38:27
no
38:27
one
38:27
wants
38:28
to
38:28
get
38:28
sued.
38:28
Everyone
38:29
Wants
38:29
to
38:29
be
38:29
compliant.
38:30
I'm
38:30
in
38:30
compliance.
38:31
I'm
38:31
in
38:31
compliance.
38:32
Right.
38:32
But
38:32
it's
38:33
not
38:33
just
38:33
about
38:33
being
38:34
in
38:34
compliance.
38:35
It's
38:35
also,
38:36
again,
38:36
bringing
38:37
that
38:37
humanity
38:38
back
38:38
to
38:38
the
38:38
classroom
38:39
and
38:39
saying,
38:40
my
38:40
job
38:40
is
38:40
to
38:41
create
38:41
a
38:41
learning
38:42
environment
38:43
that
38:43
is
38:43
best
38:44
for
38:44
all
38:45
students.
38:46
I'm
38:46
going
38:46
to
38:46
have
38:46
to
38:46
challenge
38:47
myself
38:48
every
38:48
year,
38:49
every
38:49
week,
38:50
every
38:50
class
38:50
session
38:51
to
38:51
do
38:51
that,
38:52
because
38:53
what's
38:53
happening
38:54
today
38:54
is
38:54
not
38:55
going
38:55
to
38:55
be
38:55
permanent.
38:57
It
38:57
can't
38:57
be
38:58
permanent.
38:58
And
38:59
so
38:59
often
38:59
we
39:00
see
39:00
kind
39:00
of
39:01
this
39:01
rigidity
39:04
of,
39:04
well,
39:04
I've
39:05
always
39:05
taught
39:05
this
39:05
topic
39:06
this
39:06
way
39:06
because
39:06
we
39:07
have
39:07
to
39:07
meet
39:07
the
39:07
curriculum
39:08
standards,
39:08
and
39:08
we
39:08
have
39:09
to.
39:09
We
39:09
can
39:09
still
39:10
meet
39:11
standards
39:12
and
39:12
develop
39:13
flexibility.
39:14
We
39:14
can
39:14
still
39:14
develop
39:15
choices.
39:16
So
39:16
if
39:17
you're
39:17
struggling,
39:17
for
39:18
instance,
39:19
to
39:19
write,
39:20
and
39:20
a
39:21
lot
39:21
of
39:21
times,
39:21
if
39:21
someone
39:22
had
39:22
a
39:22
physical
39:23
disability
39:24
that
39:25
was
39:25
apparent
39:26
and
39:26
therefore
39:26
stopping
39:27
them
39:27
from
39:27
being
39:27
able
39:27
to
39:28
physically
39:28
write,
39:28
we
39:28
would
39:29
find
39:29
ways
39:29
to
39:30
work
39:30
with
39:30
them.
39:31
However,
39:31
when
39:32
people
39:33
experience
39:33
neurological
39:35
barriers,
39:37
right.
39:38
We
39:38
don't
39:38
always
39:38
think
39:39
so
39:39
creatively.
39:41
We're
39:41
not
39:41
so
39:41
quick
39:42
to
39:42
say,
39:43
you
39:43
know
39:43
what,
39:44
instead
39:44
of
39:44
writing
39:45
your
39:45
assignment,
39:46
why
39:46
don't
39:46
I
39:47
allow
39:47
you
39:47
to
39:48
record
39:48
a
39:48
video?
39:51
Why
39:51
don't
39:51
I
39:51
give
39:52
you
39:52
space
39:52
to
39:53
work
39:53
with
39:53
me
39:54
one
39:54
on
39:54
one
39:55
and
39:55
figure
39:55
out
39:56
what's
39:56
the
39:56
best
39:56
way
39:56
for
39:57
you
39:57
to
39:57
take
39:57
the
39:57
information
39:58
that
39:58
you
39:58
do
39:58
know
39:59
and
39:59
to
40:00
show
40:00
it
40:00
to
40:00
me?
40:02
And
40:02
a
40:02
lot
40:02
of
40:03
times
40:03
when
40:04
we
40:04
start
40:04
to
40:04
do
40:04
that,
40:05
we'll
40:05
do
40:06
that
40:06
for
40:06
students
40:06
and
40:07
find,
40:07
oh,
40:07
my
40:07
goodness,
40:08
I
40:08
should
40:08
have
40:08
did
40:08
this
40:08
for
40:09
everyone.
40:09
It
40:09
would
40:09
have
40:10
been
40:10
so
40:10
much
40:10
easier
40:10
if
40:11
I
40:11
had
40:11
just
40:11
made
40:11
this
40:11
the
40:12
standard
40:12
of
40:13
operating
40:14
for
40:14
this
40:14
assignment
40:15
or
40:15
for
40:15
this
40:15
classroom
40:16
setting.
40:17
And
40:17
we
40:17
have
40:17
to
40:18
really,
40:18
again,
40:19
push
40:19
back
40:20
on
40:21
the
40:21
way
40:21
that
40:22
we
40:22
have
40:22
always
40:22
done
40:23
things
40:23
and
40:24
recognize
40:24
that
40:25
the
40:25
way
40:25
things
40:25
have
40:25
been
40:26
built
40:26
have
40:27
always
40:27
been
40:28
with
40:28
specific
40:29
people
40:29
in
40:30
mind
40:30
and
40:31
therefore
40:31
left
40:31
out
40:31
others.
40:34
So
40:34
before,
40:35
and
40:36
I
40:36
know
40:37
that
40:37
Grant
40:38
is
40:38
going
40:38
to
40:38
take
40:38
the
40:38
next
40:39
question,
40:40
I
40:40
just
40:40
wanted
40:41
to
40:43
add
40:44
to
40:44
one
40:45
of
40:46
the
40:46
continuum
40:48
descriptors
40:49
that
40:50
Grant
40:51
just
40:51
put
40:51
before
40:52
us.
40:53
I
40:53
heard
40:53
stop
40:53
and
40:54
pause.
40:56
Absolutely.
40:58
Which
40:58
means
40:58
we
40:59
have
40:59
to
40:59
make
41:00
space
41:01
for
41:01
self
41:02
reflection
41:03
and
41:04
a
41:04
reciprocal
41:05
communicative
41:06
action.
41:06
And
41:06
that
41:07
process,
41:08
which
41:08
is
41:08
what
41:08
Kiara
41:09
said,
41:10
then
41:11
we
41:11
have
41:11
to
41:11
disrupt
41:13
and
41:13
interrogate.
41:15
Right.
41:15
Our
41:15
own
41:16
mental
41:16
models.
41:18
Because
41:19
that's
41:19
the
41:19
who
41:20
am
41:20
I
41:20
coming
41:20
together
41:21
with
41:21
the
41:21
who
41:21
are
41:22
we?
41:24
Then
41:26
we
41:26
really
41:26
have
41:27
to
41:27
think
41:27
about
41:27
what
41:28
this
41:28
dismantling
41:29
is,
41:29
Kiara.
41:30
And
41:30
that's
41:30
what
41:30
you
41:30
just
41:31
discussed.
41:31
Right.
41:32
We
41:32
have
41:32
to
41:32
dismantle
41:35
these
41:35
mental
41:36
models.
41:36
Right.
41:37
I
41:37
always
41:37
go
41:38
back
41:38
to
41:38
powerful
41:39
student
41:39
care
41:39
and
41:40
transactional
41:40
hurting.
41:41
Right.
41:42
We
41:42
are
41:43
diverse.
41:44
As
41:45
Mike
41:45
Penchenot
41:46
always
41:46
says,
41:48
diversity
41:49
starts
41:49
with
41:49
the
41:49
person
41:49
right
41:50
next
41:50
to
41:50
us.
41:51
Right.
41:51
Which
41:52
is
41:52
right
41:53
there.
41:53
That
41:53
is
41:54
so
41:54
key.
41:54
And
41:54
that
41:54
was
41:55
pivotal
41:56
to
41:56
his
41:56
own
41:57
personal
41:57
position
41:58
in
41:58
our
41:58
conversation
41:59
during
41:59
that
41:59
episode.
42:00
But
42:01
then
42:01
we
42:02
have
42:02
a
42:02
choice.
42:03
Do
42:04
we
42:04
shift,
42:05
which
42:06
is
42:06
what
42:06
we
42:06
need
42:07
to
42:07
do
42:07
so
42:08
we
42:08
don't
42:08
miss
42:08
those
42:09
opportunities,
42:10
those
42:11
wonderful,
42:11
beautiful
42:13
opportunities
42:14
in
42:14
the
42:14
educational
42:15
space.
42:16
So
42:16
do
42:16
we
42:16
shift
42:17
and
42:17
change,
42:18
or
42:18
do
42:18
we
42:19
dismiss?
42:21
So
42:21
I'm
42:21
going
42:21
to
42:21
let
42:22
you
42:22
know
42:23
that
42:24
the
42:24
way
42:24
traditional
42:25
schools
42:25
are
42:25
structured
42:26
according
42:26
to
42:27
the
42:27
status
42:27
quo,
42:29
it
42:29
is
42:29
dismissive
42:30
and
42:30
deficit
42:32
in
42:32
its
42:33
structuring.
42:33
And
42:34
I
42:34
also,
42:35
too,
42:35
look
42:36
forward
42:36
to
42:37
the
42:37
down
42:37
under
42:38
conversation.
42:40
Can
42:41
I
42:41
throw
42:42
one
42:43
other
42:43
step
42:44
into
42:44
that
42:45
beautiful
42:46
taxonomy
42:47
that
42:47
you
42:47
just
42:47
created?
42:48
The
42:48
conversation,
42:49
Alicia?
42:50
It
42:51
would
42:51
be
42:52
that
42:53
part
42:53
of
42:53
that
42:53
disruption
42:55
is
42:56
collaborative
42:56
problem
42:57
solving.
42:58
Yes,
42:58
yes.
42:59
And.
43:00
And
43:00
when
43:00
I
43:01
have
43:01
had
43:01
the
43:01
privilege
43:02
of
43:02
working
43:02
with
43:03
so
43:04
many
43:04
outstanding
43:05
educational
43:06
colleagues
43:06
who
43:06
are
43:07
serving
43:08
neurally
43:09
diverse
43:09
and
43:09
neurodivergent
43:11
students
43:11
and
43:12
their
43:12
families,
43:14
when
43:14
they
43:15
stop
43:15
and
43:15
pause,
43:16
I
43:16
don't
43:17
have
43:17
to
43:17
tell
43:17
them
43:17
they've
43:18
done
43:18
that
43:18
several
43:19
thousand
43:19
times
43:19
in
43:20
the
43:20
first
43:20
week
43:20
they
43:20
met
43:20
the
43:21
child.
43:22
But
43:23
then
43:23
the
43:23
conversation
43:24
broadens
43:25
and
43:25
the
43:26
joining
43:26
of
43:26
hands
43:27
and
43:27
the
43:27
expanding
43:28
of
43:28
the
43:28
circle
43:29
of
43:29
invested
43:30
people,
43:30
and
43:30
that
43:31
child
43:31
is
43:31
right
43:32
at
43:32
the
43:32
center
43:33
because,
43:33
as
43:34
you
43:34
have
43:34
said
43:34
so
43:35
beautifully,
43:35
Chiara,
43:36
that
43:36
child
43:36
knows
43:37
so
43:37
much
43:38
so
43:39
quickly
43:40
about
43:40
herself
43:41
and
43:42
has
43:42
to
43:42
be
43:42
at
43:42
the
43:43
center
43:43
of
43:43
all
43:44
the
43:44
way
43:44
forward.
43:45
When
43:46
we
43:46
broaden
43:46
that
43:46
conversation,
43:47
when
43:48
we
43:48
allow
43:48
our
43:48
talented
43:49
related
43:49
services
43:50
professionals,
43:51
our
43:51
speech
43:51
and
43:51
language
43:52
therapists,
43:53
our
43:53
OTPT
43:54
individuals
43:55
in
43:55
on
43:55
the
43:55
conversation,
43:56
when
43:57
we
43:57
allow
43:57
our
43:57
consultant
43:58
special
43:58
ed
43:59
teachers
43:59
in
43:59
on
43:59
the
43:59
conversation
44:00
and
44:00
the
44:00
teaching
44:01
assistants
44:01
who
44:01
support
44:02
their
44:02
incredible
44:02
work,
44:03
and
44:03
those
44:03
individuals
44:04
then
44:05
have
44:05
time
44:06
that
44:06
school
44:07
leaders
44:07
create
44:08
for
44:08
them
44:09
to
44:09
speak
44:10
specifically
44:11
about
44:11
the
44:11
challenges,
44:12
to
44:13
create
44:13
a
44:14
hospitable
44:14
conversation
44:15
for
44:15
the
44:15
child,
44:16
for
44:16
the
44:16
learner
44:17
to
44:17
join
44:17
them.
44:18
The
44:18
possibilities
44:19
that
44:20
explode
44:21
from
44:22
that
44:22
work
44:23
are
44:24
amazing
44:24
to
44:24
behold.
44:25
And
44:26
that's
44:26
how
44:26
we
44:26
disrupt.
44:27
That's
44:28
how
44:28
we
44:28
shift.
44:29
That's
44:29
how
44:29
we
44:29
expand
44:30
what
44:30
learning
44:31
can
44:31
look
44:31
like.
44:32
Yes.
44:33
And
44:33
if
44:33
we
44:34
don't
44:34
do
44:34
it
44:34
together,
44:36
then
44:37
we're
44:37
also
44:38
missing
44:38
a
44:38
very
44:38
important
44:39
opportunity.
44:42
So
44:42
as
44:43
we
44:43
get
44:43
ready
44:43
to
44:43
wrap
44:43
up
44:44
this
44:44
part
44:44
of
44:44
the
44:44
episode,
44:44
we're
44:45
going
44:45
to
44:45
get
44:45
saltier
44:45
and
44:46
below
44:46
deck
44:46
in
44:46
just
44:46
a
44:47
few
44:47
minutes.
44:47
So
44:47
you're
44:47
going
44:47
to
44:47
want
44:48
to
44:48
join
44:48
us
44:48
over
44:48
there
44:49
for
44:49
that
44:49
conversation.
44:50
Right.
44:50
But
44:50
innovation
44:51
rooted
44:51
in
44:51
humanity
44:54
is
44:54
about
44:54
looking
44:55
at
44:55
the
44:55
individual
44:56
needs
44:56
of
44:56
each
44:57
and
44:57
every
44:58
student.
44:59
And
44:59
that
44:59
includes
45:02
how
45:02
they
45:02
think,
45:03
how
45:03
they
45:03
believe,
45:03
how
45:04
they
45:04
behave,
45:05
how
45:05
they
45:05
feel.
45:06
Right.
45:07
And
45:07
I
45:07
want
45:08
to
45:08
leave
45:08
you
45:08
with
45:08
Chiara's
45:09
brilliant
45:09
three
45:10
words,
45:11
stop
45:12
and
45:13
pause.
45:14
We'll
45:14
see
45:14
you
45:15
next
45:15
week
45:15
in
45:15
the
45:16
wheelhouse.
45:23
Pause.
45:24
1,
45:24
2,
45:25
3,
45:25
4.
45:26
You
45:26
ready
45:26
for
45:26
the
45:26
after
45:26
show?
45:31
Welcome
45:32
to
45:33
Below
45:33
Deck.
45:34
Sorry,
45:35
that's
45:35
not
45:35
right.
45:38
I
45:38
got
45:39
to
45:39
do
45:39
a
45:39
commercial
45:39
too.
45:39
I
45:39
forgot
45:40
to
45:40
mention.
45:41
I
45:41
forgot
45:42
to
45:42
mention
45:42
that.
45:42
So
45:42
we're
45:42
going
45:43
to
45:43
go
45:43
three,
45:43
two,
45:44
one.
45:44
I'm
45:45
going
45:45
to
45:45
try
45:45
to
45:45
do
45:45
this.
45:45
Yes.
45:48
If
45:48
you'd
45:49
like
45:49
to
45:49
hear
45:49
more
45:49
of
45:50
this
45:50
amazing
45:50
conversation,
45:51
then
45:52
we
45:52
have
45:52
a
45:52
second
45:53
part
45:53
or
45:53
an
45:54
after
45:54
show
45:55
called
45:55
the
45:55
Wheelhouse
45:56
All
45:57
Hands
45:57
on
45:57
Deck.
45:58
Only
45:58
available
45:59
at
46:00
Lern
46:00
Harbor.
46:01
So
46:01
join
46:01
us
46:01
in
46:02
the
46:02
Wheelhouse
46:02
below
46:03
deck@learnharbor.thinkific.com
46:13
and
46:14
that's
46:14
a
46:14
wrap
46:14
on
46:15
season
46:15
11,
46:15
episode
46:16
four
46:16
of
46:16
the
46:16
Wheelhouse.
46:17
A
46:18
special
46:18
thank
46:18
you
46:19
to
46:19
today's
46:19
amazing
46:20
guest,
46:20
Kiara
46:21
Latimer,
46:22
Director
46:22
of
46:22
the
46:22
center
46:23
for
46:23
Neurodiversity
46:24
and
46:24
PATH
46:24
at
46:24
Rowan
46:25
University,
46:26
along
46:26
with
46:26
the
46:26
Wheelhouse
46:27
team
46:28
of
46:28
Kathy
46:28
Mone,
46:29
Michael
46:29
Pipa,
46:30
and
46:30
Dr.
46:30
Alicia
46:31
Munro
46:31
for
46:32
helping
46:32
us
46:32
navigate
46:33
this
46:33
season's
46:33
journey
46:34
toward
46:34
Future
46:34
Ready
46:35
Schools.
46:36
Innovation
46:37
Rooted
46:37
in
46:38
Humanity
46:39
if
46:39
you're
46:39
a
46:40
like
46:40
minded
46:40
educator
46:41
who
46:41
believes
46:41
the
46:41
future
46:42
of
46:42
learning
46:42
must
46:43
stay
46:43
human
46:44
centered,
46:45
we'd
46:45
love
46:45
for
46:46
you
46:46
to
46:46
stay
46:46
connected.
46:47
Follow
46:48
Students
46:48
Matter
46:48
LLC
46:49
on
46:49
Instagram
46:50
or
46:50
LinkedIn
46:51
or
46:51
find
46:51
any
46:51
of
46:52
us
46:52
there.
46:53
Cathy
46:53
mone,
46:54
Michael
46:54
Pipa,
46:55
Dr.
46:55
Alicia
46:56
Munro,
46:56
and
46:56
me,
46:57
Dr.
46:57
Grant
46:58
Chandler.
46:59
We're
46:59
also
46:59
thrilled
47:00
to
47:00
invite
47:00
you
47:00
to
47:00
step
47:00
inside
47:01
the
47:01
Wheelhouse
47:01
Below
47:02
Deck
47:02
at
47:03
Learn
47:03
harbor,
47:04
our
47:04
new
47:04
online
47:05
space
47:05
where
47:05
these
47:06
conversations
47:06
come
47:07
to
47:07
life.
47:08
It's
47:08
really
47:08
more
47:08
than
47:09
a
47:09
platform,
47:09
it's
47:09
a
47:10
community.
47:11
A
47:11
free
47:11
curated
47:12
safe
47:13
harbor
47:13
for
47:13
educators,
47:14
leaders
47:14
and
47:15
thinkers
47:15
who
47:16
want
47:16
to
47:16
reflect,
47:17
connect
47:18
and
47:18
take
47:18
action
47:19
together.
47:20
Inside
47:20
Below
47:21
Deck
47:21
you'll
47:21
find
47:21
our
47:22
special
47:22
segment
47:23
the
47:23
Wheelhouse.
47:24
All
47:24
Hands
47:24
on
47:25
Deck.
47:26
Extended
47:26
content
47:27
from
47:27
today's
47:28
episode
47:28
where
47:29
purpose
47:29
meets
47:30
possibility
47:31
and
47:31
learning
47:32
stays
47:32
joyful,
47:33
collaborative
47:34
and
47:34
deeply
47:35
human.
47:36
Join
47:36
us
47:36
at
47:37
learnharbor.thinkific.com
47:40
and
47:40
become
47:40
part
47:41
of
47:41
this
47:41
growing
47:42
movement
47:42
to
47:43
build
47:43
Future
47:44
Ready
47:44
schools
47:45
where
47:46
innovation
47:47
is
47:47
always
47:48
rooted
47:48
in
47:49
humanity.
47:50
Until
47:50
next
47:51
time,
47:51
keep
47:52
your
47:52
doors
47:52
open
47:53
and
47:53
your
47:53
hearts
47:54
even
47:54
wider.